Workplace Literacy--Is There a Role for Vocational Institutions?

MDS-880

• TOP OF DOCUMENT
• EXECUTIVE SUMMARY
• ACKNOWLEDGMENTS
• INTRODUCTION
• LITERATURE REVIEW/CONCEPTUAL FRAMEWORK
  • The Global Economy and Economic Competitiveness as Context
    • Private Sector Interest
    • Policy
  • The Changing Nature of the World of Work
    and New Skill Requirements
    • Workplace Literacy--Problems of Definition
  • What Works in Literacy Programs
  • Evaluating Workplace Literacy Programs
    • Vocational Education and the Changing Workplace
      • Integrating
      • Tech Prep
      • Vocational Education and Diversity
      • Vocational Education and Basic Literacy/Basic Skills
  • Summary/Reflections
  • Premises/Hypotheses
• METHODS AND PROCEDURES
  • Selection of Initiatives
  • Case 1
  • Case 2
  • Case 3
  • Case 4
  • Case 5
• CASE 1: A HOSPITAL SERVICES WORKERS PROJECT (SKILLS FOR TOMORROW)
  • Background
    • About the Partners
      • Hospital A
      • Hospital B
      • Hospital C
      • Hospital D
      • The Union Educational Bureau
      • Redwood Technical College
      • The Workers
    • Purpose
    • Scope
    • Method
  • What Qualified Redwood Technical College To Be a Workplace Literacy Provider?
  • Basic Skills
  • Curricular Philosophy
    • What Is Workplace Literacy?
    • Conversations
    • Differentiating Between Workplace Literacy and Training
  • Curricular Approach
    • Actual Approach
    • Document Examination
    • Needs Analysis
      • Environmental Services
      • Nutrition Services
    • Multiskilling
    • Clustering
    • Testing
  • Literacy Beyond the Workplace
  • Dealing with Workplace Basics
  • Instructional Strategy
    • Instructors
    • Discussion/Reflection
      • Specific Reading
      • General Reading--Or Reading at School
      • Efficacy of the Project's Approach to Reading
      • Acquiring Versus Learning
  • Summary/Reflections
• CASE 2: A HIGH-TECH MANUFACTURING COMPANY'S BASIC SKILLS PROJECT (SKILLS 2000)
  • Background
  • Purpose
  • Method
    • Pinewood Technology
    • North Oaks Technical College
    • Rationale for Skills 2000
      • Why North Oaks Was Selected--Company Explanation
      • North Oaks' Role
    • Employee Interest Survey
    • Audit of Workplace Materials
    • Testing
      • Reading
      • Math
    • General Findings
    • Recommendations
  • Curriculum Development
    • Math
    • Reading
  • Reading Instruction
  • Underlying Philosophy of Literacy
  • Residual Effect of Experience in Workplace Literacy
  • Evaluation of the Project
    • Dispositions of the College
    • Processes
      • Partnering with HRD
      • Dealing with Workers on the Job
      • Pre- and Posttesting
      • Curriculum Philosophy and Design
    • Caveats
  • Summary/Reflections
• WORKPLACE EDUCATION CENTER--NOTES ON A PRIVATE PROVIDER (PREAMBLE TO CASES 3 AND 4)
  • WEC as a Business Enterprise
  • WEC's Instructional Program Planning Policy
    • Coordinator's Role
    • Employer's Role
    • Employees' Role
    • Union Involvement
  • Funding
  • WEC's Curricular and Instructional Philosophy and Approach
  • Support Services
  • WEC Staff Backgrounds
  • Summary/Reflections
• CASE 3: A BANKING BASIC SKILLS PROJECT (NEET)
  • The Problem and the Context
    • NEET
    • Planning and Proposal Writing
  • Needs Assessments
    • Skills Assessment
  • Curriculum Model
  • Instruction
    • Problem-Solving Module
    • Vital Number Skills Module
  • Characteristics of Participants
  • Program Evaluation
  • Trainer's Background and Disposition
  • Summary/Reflections
• CASE 4: A HOTEL ESL PROJECT FOR IMMIGRANT SERVICE WORKERS
  • The Problem
    • The Job Context
  • Solution to the Literacy Problem
    • Literacy Audit
    • Identification of Competencies
    • Recruiting Trainees
    • Testing To Determine Specific Needs
  • Participant Roles
    • Scheduling Classes
  • The Curriculum
  • Instructional Approach
  • Performance Assessment
  • The Participants
  • Support Services
  • Program Assessment
    • Participant Reaction
    • Participant Learning
    • Transfer to the Job
    • Personal Use
  • Summary/Reflections
• CASE 5: A WORKPLACE LITERACY-FOCUSED, COMMUNITY-BASED, VOCATIONAL INSTITUTION
  • Brief History
    • The Concept--What Is OIC?
    • Staffing
    • Funding
    • Basic Program and Policy
    • The Clientele
  • Services
    • Initial Literacy Testing
    • Public School Role
    • The PALS Lab
    • The REAL Lab
  • The Curriculum
  • The Core Curriculum
    • Reading
    • Keyboarding
    • COPE
    • COPE-Plus: Job-Seeking Skills/Job-Keeping Skills
    • Dressing for Success
  • Technical Offerings
    • Literacy Content
  • Instruction
  • Giving Them Time
  • Functional Context
    • Placement--Skills Employers Want
  • Voices of Students
    • Mike
    • Harry
    • Lin
    • San
    • Gloria
  • Summary/Reflections
• REFLECTIONS, CONCLUSIONS, AND RECOMMENDATIONS
  • Case 1--Hospital Project
  • Case 2--A High-Tech Company
  • Cases 3 and 4--A Private Provider
  • Case 5--A Nontraditional Vocational Institution
  • Summary/Reflections
  • Reflection on Workplace Literacy
    • On the Role of Vocational Institutions
• BIBLIOGRAPHY
• APPENDIX A
  • Course Overview:
    Reading on the Job: Hospital Project
• APPENDIX B
  • Practicing Menu Reading
• APPENDIX C
  • Tables 2, 3, 4, and 6

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