Presents a model for teaching language and suggests that it is good to experiment with as many styles as possible to stimulate students and maintain their interest in learning. Points out that language skills must be integrated in the course content and evaluative procedures must be used to determine whether student improvement is visible. (JOW)

Maintains that assessment in workplace literacy programs must meet the unique needs of learners, unions, management, and literacy providers. Identifies those needs and suggests ways of addressing them. (SR)

Vocational educators can play a significant role in workplace literacy programs by collaborating with business and industry in program development and advocating policy changes that integrate basic skills into vocational education curricula. (SK)

At De La Salle Vocational, a Philadelphia day treatment facility for youth offenders, basic skills are tied to specific job tasks through a literacy task analysis. Local businesses provide information on literacy skills needed on the job, which is integrated into instructional modules. (SK)

Reports results of a "Training and Development" poll in which all but one respondent to the question "Do your workers need literacy training?" said "Yes." Training personnel discuss the literacy programs offered by their companies. (JOW)

Documents a literacy problem in an electronics factory in which workers failed to read or follow written instructions. Suggests that to be truly literate, employees need access to a wider range of information about companies and their work and that work should be organized to allow, even require, workers to take responsibility for reading and…

Investigates various influences and reasons why non-English-speaking women working in a small goods factory in Australia chose not to participate in workplace literacy courses. Presents perceptions of the nonparticipants, the course provider, the teacher, the personnel manager, and the researcher. Discusses barriers, motivation, networks and power…

Reflections of an enterprise-based literacy teacher highlights three focal areas of workplace learning: (1) critical thinking/reflection/problem solving; (2) contextualized learning; and (3) attitudinal. A workplace teacher must have knowledge and understanding of culture gained through action, feedback, reflection, and theorizing. (SK)

Describes the FORECAST readability formula for adults working with job materials, which was developed in the early 1970s. Suggests that it is a better measure of who wants and needs basic skills than the International Adult Literacy Survey. (JOW)

Discusses business and technology trends that affect the need for employees to have more information skills. Highlights include the globalization of commerce; competition; lower-cost digital technology; employment trends; the role of digital systems; the impact of technology; advanced information-related literacy skills; and future education…

As work organizations restructure to remain competitive, problem solving is being pushed down to frontline workers, and emphasis is increasingly placed on workplace learning. In this exploratory, qualitative study, we focus on workers' experiences of problems within the context of their work and how these contexts foster their learning and…

In this paper we argue that learning in the workplace can bring considerable benefits for learners and employers. It draws on data from in-depth interviews and secondary sources from eight sites of work-based learning as part of wider research into the effects of five national policy mechanisms within the Learning and Skills Sector. We also have…

Purpose: The purpose of this article is to contribute to an understanding of how diverse groups of employees perceive their workplaces as learning environments, and to cast light on the learning processes of these diverse groups of employees. Design/methodology/approach: This study was designed to examine employee perceptions of: the extent to…

The Center of Research for Education of Adults (CREA) in Spain is working to overcome the constrictions of adult education theories through three orientations: it works in a horizontal and communicative way, it attempts to correct common misunderstandings, and its main focus is to develop a new critical theory for adult education. Research…

This guide, which is intended for project directors, coordinators, and other professional staff involved in developing and delivering workplace education programs, explains the process of conducting a job task analysis to create customized curricula to meet the workplace education students' needs. After a brief discussion of the rationale for…