Planning and teaching effective workplace literacy, language and numeracy programmes : what does research tell us?

Loading...
Thumbnail Image
Other Title
Authors
Benseman, John
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2010
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
workplace literacy
workplace numeracy
workplace language
New Zealand
workplace education
ANZSRC Field of Research Code (2020)
Citation
While there is any amount of writing about what differentiates between effective workplace literacy, language and numeracy (LLN) programmes and their less effective counterparts, only a fraction of this writing is based on original research studies (Ananiadou, Jenkins et al. 2003; Ananiadou, Emslie-Henry et al. 2004; Gray 2006). Most of the literature (see for example, The Conference Board of Canada 2005) is based on surveys of opinions (usually employers’) or simple post-course evaluations. This article outlines which factors enhance the effectiveness of workplace LLN programmes based on detailed evaluation findings from 18 workplace courses run in New Zealand companies.
Abstract
Publisher
Link to ePress publication
DOI
Copyright holder
Billy Osteen
Copyright notice
All rights reserved
Copyright license
Available online at
This item appears in: