Building Effective Workplace Literacy and Education Programs. Lessons from Project ELI. A Partnership Effort Dedicated to Upgrading Millworkers' Skills for the Future.

Autor/in	und weitere
Sonst. Personen	Judge, Donald R. (Mitarb.)
Institution	Montana State AFL-CIO, Helena.
Titel	Building Effective Workplace Literacy and Education Programs. Lessons from Project ELI. A Partnership Effort Dedicated to Upgrading Millworkers' Skills for the Future.
Quelle	(1993), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Basic Skills; Curriculum Development; Financial Support; Job Skills; Labor Force Development; Literacy Education; Marketing; Needs Assessment; Program Development; Program Effectiveness; Program Evaluation; Program Guides; Program Implementation; Publicity; Recordkeeping; Retraining; Staff Development; Student Evaluation; Student Records; Workplace Literacy + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Finanzielle Förderung; Produktive Fertigkeit; Arbeitskräftebestand; Bedarfsermittlung; Programmplanung; Programme evaluation; Programmevaluation; Leistungsnachweis; Umschulung; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Schülerakte
Abstract	This guide is designed to assist unions, companies, and educational providers in analyzing the educational needs of workers and employers and in developing effective workplace literacy and workplace education programs to meet those needs. It is based on the success of Project ELI (Education, Labor, and Industry). An introduction defines terms. Section 1 addresses the need for workplace education. Section 2 discusses preliminary planning: establishing the joint committee and initial planning group; developing worker, union, and management goals; seeking funding sources; role of educational providers; and formulating a plan. Sections 3 and 4 focus on the roles of the joint committee and peer counselors. Section 5 considers the needs assessment. Section 6 discusses funding sources. Steps in developing the educational plan are described in section 7: formulating a statement of program goals and needs, using workplace-based curricula, choosing the teaching staff, and job-linked learning. Section 8 focuses on creating the learning environment. Section 9 addresses marketing and managing the program, including confidentiality and recordkeeping; initial interviews, testing, and assessment; and exit evaluations. The focus of section 10 is on tracking program progress: interpreting statistical measures, informal program monitoring, and testing. Section 11 describes developing worker-centered curriculum for both specific and basic skills. The conclusion highlights roles, basic principles, and procedures. Appendixes include sample needs assessment questions and program participation statistics. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01