Work Force Education or Literacy Development: Which Road Should Adult Education Take? ERIC Digest No. 193.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Work Force Education or Literacy Development: Which Road Should Adult Education Take? ERIC Digest No. 193.
Quelle	(1998), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Education Work Relationship; Educational Environment; Educational Needs; Educational Objectives; Educational Policy; Educational Trends; Labor Force Development; Literacy Education; Public Policy; Role of Education; Trend Analysis; Welfare Reform; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsentwicklung; Arbeitskräftebestand; Öffentliche Ordnung; Bildungsauftrag; Trendanalyse
Abstract	The increasing emphasis on work force development as a policy goal is bringing to the forefront a continuing debate over which of two roads--work force education or literacy development--the field of adult education should take. The recent shift in the welfare reform policy from emphasis on investing in basic and job skills to emphasis on quick job placement has caused many adult educators who had previously worked closely with human services agencies to feel "out of the loop." Increasingly, evidence from adult learners themselves and from research on welfare-to-work programs is demonstrating that policies focusing solely on expanding the low-wage labor supply without attention to raising living standards through opportunities for development of skills that can be transferred to multiple employment settings do not result in employment self-sufficiency. Based on the information in the literature, the question should not be "Should adult education focus on either work force education or literacy development?" but rather "Is it possible to combine both literacy development and work force education?" The Goodwill Literacy Initiative in Pittsburgh (Pennsylvania) and Philadelphia's (Pennsylvania) Community Women's Education Project confirm that adult educators can indeed take both roads. (Contains 12 references) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC