Project L.E.A.R.N. (Literacy, Employment, Advancement, Readiness Network). A National Workplace Literacy Project. Final Evaluation Report.

Autor/in	Dickey, De
Institution	Wallace State Coll., Hanceville, AL.
Titel	Project L.E.A.R.N. (Literacy, Employment, Advancement, Readiness Network). A National Workplace Literacy Project. Final Evaluation Report.
Quelle	(1992), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Community Cooperation; Cooperative Programs; Industrial Education; Inplant Programs; Institutional Cooperation; Labor Force Development; Literacy Education; Outcomes of Education; Participant Satisfaction; Program Effectiveness; Program Implementation; School Business Relationship; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Betriebliche Weiterbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Arbeitskräftebestand; Lernleistung; Schulerfolg
Abstract	A project developed through Wallace State Community College (Alabama) united three corporations, two adult basic education programs, a technical college, two support/education programs, a work program for older adults, and three service organizations in a partnership to develop a model for providing workplace literacy training. Project LEARN (Literacy, Employment, Advancement, Readiness Network) staff conducted needs assessments at several sites, administered intake forms, and conducted 2-hour classes held twice weekly for four 11-week cycles. Classes were open entry/open exit; approximately 434 employees participated on a voluntary basis. Pretests/posttests showed an increase of 25 percent in students' basic skills, and 90 percent of the workers improved 43 percent in job-specific skills. Adult learners displayed very positive attitude changes in self-esteem, personal goals, and reaction to Project LEARN. Only 25 percent of the students performing at ninth-grade level or better passed the high school equivalency test (compared with a goal of 90 percent); however, in some cases this was not a priority for students. At least 32 percent of the participants are involved in follow-up education. (Five appendixes include a list of project forms, curriculum structure, course outline, lists of the contents of employee profiles and project files, and comments from an industry manager.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC