BUILD Program. Businesses United To Increase Literacy Development. National Workplace Literacy Program. Final Performance Report, March 1991-December 1992. [Workplace Education Program Curriculum.]

Autor/in	Anderson, Jean E.
Institution	Arapahoe Community Coll., Littleton, CO.
Titel	BUILD Program. Businesses United To Increase Literacy Development. National Workplace Literacy Program. Final Performance Report, March 1991-December 1992. [Workplace Education Program Curriculum.]
Quelle	(1993), (119 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Students; Basic Skills; College Programs; Community Colleges; Cooperative Programs; Curriculum Development; Education Work Relationship; Educational Needs; Employment Potential; Institutional Cooperation; Job Skills; Literacy Education; Mathematics Instruction; Outcomes of Education; Postsecondary Education; Program Effectiveness; Program Implementation; School Business Relationship; Teaching Methods; Two Year Colleges; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Studienprogramm; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Institute; Co-operation; Cooperation; Institut; Kooperation; Produktive Fertigkeit; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The BUILD Program (Businesses United to Increase Literacy Development) was conducted from June 1991 through December 1992 as a cooperative workplace literacy program joining Arapahoe Community College and four companies in Littleton, Colorado. During the project, staff were hired, equipment was ordered and installed, literacy task analyses were completed, and curriculum was developed for communication skills, mathematics, problem solving and computer literacy, and reading and language. Following a 5-week pilot program, four 10-week, 40-hour sessions were conducted. In addition, computer software was purchased and developed to enable students to work independently. A project manual and tutor training manuals for volunteer tutors also were developed. The program was projected to serve 200 students; a total of 269 were actually served. All four business partners were satisfied with the project and agreed to be partners for another grant proposal. An ongoing outside evaluation confirmed the effectiveness of the program. (Nineteen appendixes making up the bulk of the document include the following: a chart of task analyses, a supervisor interview and survey, company goal sheets, the rationale for adjusting computer laboratory usage, student enrollment data, quarterly reports, course outlines, scope and sequence chart, results of testing, personal job profile forms, a course evaluation form, a student survey form, interest inventory, individual education plan, participant comments, and correspondence.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC