Researching Workplace Basic Skills Policy in the UK Ways and Means to an End: Towards a Comprehensive Model of Research Methodologies.

Autor/in	Frank, Fiona
Titel	Researching Workplace Basic Skills Policy in the UK Ways and Means to an End: Towards a Comprehensive Model of Research Methodologies.
Quelle	(2000), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adjustment (to Environment); Adult Basic Education; Adult Learning; Adult Literacy; Basic Skills; Educational Needs; Educational Policy; Educational Research; Employment Qualifications; Ethics; Foreign Countries; Government School Relationship; Lifelong Learning; Literacy Education; Literature Reviews; Models; Needs Assessment; Policy Formation; Public Policy; Research Design; Research Methodology; Research Projects; Standard Setting; Work Environment; Workplace Literacy; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Basic skill; Grundfertigkeit; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ethik; Ausland; Life-long learning; Lebenslanges Lernen; Analogiemodell; Bedarfsermittlung; Politische Betätigung; Öffentliche Ordnung; Forschungsdesign; Research method; Forschungsmethode; Forschungsvorhaben; Standardisierung; Arbeitsmilieu; Großbritannien
Abstract	Possible ways of conducting research examining the changing context of workplace basic skills policy in the United Kingdom were explored. First, workplace literacy was examined from the perspective of its role in the U.K. government's lifelong learning agenda, and existing research in workplace literacy policy and related studies were reviewed. Next, a framework for research on workplace literacy policy in the United Kingdom was presented. The framework included eight areas (termed "research options") where decisions must be made when choosing to research workplace literacy policy. The research options and selected examples of each are as follows: (1) focus (policy documents, policymakers, training providers, employers, workplace literacy students, unions, other agencies); (2) aspect (legitimacy, implementation); (3) perspective (feminist, deconstructionist, literacy as social practice, discourse analysis); (4) method (textual analysis, questionnaire/survey, interview, focus group, case study); (5) overview (historical, comparative, contemporary, longitudinal); (6) themes (curriculum, funding, accreditation, entitlement, benefits/barriers, tutor training/professional development; progression, information and computer technology, workplace change); (7) purpose (to challenge, influence, inform, monitor, develop theory, or evaluate); and (8) audience (policymakers, academics/researchers/policy analysts, workplace literacy practitioners, employers, workplace literacy students, material developers). Each of the options and examples was discussed, and two possible methods of combining the various examples of each option were described. (41 references) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC