This report examines five case studies of workplace literacy initiatives. Three of the cases involved vocational institutions; the remaining two involved private providers. The problem was to understand better what transpires within workplace literacy programs as well as their premises and claims, curricular stances, and approach to teaching and learning. The study's intent was to resolve the question of whether vocational institutions can claim uniqueness or a comparative advantage over other providers in the workplace literacy enterprise. A set of premises were set forth as minimum requirements to be met by these institutions. A primary conclusion of the study was that to claim comparative advantage, vocational institutions must play to their strength, which is a tradition of hands-on learning and keeping basic skills and theory tightly connected with technical skills.
MDS-880 / July 1995
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