This guide is designed as a tool for English and Welsh businesses wanting to provide basic skills training for their employees. It provides practical solutions to the problems of identifying employees' basic skills needs and selecting the best model of training delivery to address identified training needs. The introductory section discusses basic communication and numeracy skills, literacy and numeracy skill levels in selected countries, and the problems experienced by business and industry because of employees with inadequate basic skills. Presented in section 2 are guidelines for performing the following tasks related to needs assessment: identifying whether an organization has basic skills problems; assessing needs by using the standard form BS5750/ISO9000 (British and international quality control standards), production target monitoring, screening procedures, and job or task analysis; and promoting basic skills support in the workplace. Section 3 details the steps involved in selecting and implementing the best model of training delivery for a given organization: adapting training materials for short courses; setting up short courses, job coaching, staff training in basic skills support, and open and distance learning; and evaluating basic skills support. Concluding the guide is a list of 12 related publications. (MN)
This material provides an initial assessment procedure to help identify the level of basic skills competence of people entering education or training. It is based on Adult Literacy and Basic Skills Unit Standards that describe how and to what level of performance adults should be able to use communication and number skills. The material can be used in basic skills programs, further education, prisons, voluntary organizations, workplace training, and government-funded training programs. Notes for assessors describe the material and steps to take before, during, and after the assessment. Instruction sheets provide a set of instructions for carrying out a series of assessment tasks. Eleven series of tasks are provided: foundation level and stages 1 and 2 reading, foundation level and stages 1 and 2 oral, foundation level and stages 1 and 2 writing, and foundation level and stages 1 and 2 numeracy. The instruction sheets provide performance criteria, assessment guidelines, time allowance for completion of a task, script to use in conducting the assessment, and Next Steps which give suggested routes through the material. Linked to each assessment task is a task sheet to be completed by the student or trainee. Individual assessment charts to be completed during the assessment show how the students/trainee performed each individual task. A summary assessment chart allows the assessor to aggregate assessment results. (YLB)
This document provides a framework for local education agencies to monitor, support, and evaluate basic skills provision for adults. It sets out a general approach to evaluation based on three crucial factors in basic skills provision: inputs, process, and outcomes. It suggests some possible program indicators for basic skills, including average class size, student enrollment, student progress, student attendance, and program cost. A Basic Skills Checklist is intended to be used to help evaluate the effectiveness of a basic skills program. The answers to each question in the checklist can be scored on a scale of 0-10. A target score of 75 percent is recommended for each section. Sections focus on these areas to be evaluated: planning, resources, provision, practice, and staffing. (YLB)
Human behavior forms the nucleus of military effectiveness. Humans operating in the complex military system must possess the knowledge, skills, abilities, aptitudes, and temperament to perform their roles effectively in a reliable and predictable manner, and effective military management requires understanding of how these qualities can be best provided and assessed. Scientific research in this area is critical to understanding leadership, training and other personnel issues, social interactions and organizational structures within the military. The U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) asked the National Research Council to provide an agenda for basic behavioral and social research focused on applications in both the short and long-term. The committee responded by recommending six areas of research on the basis of their relevance, potential impact, and timeliness for military needs: intercultural competence; teams in complex environments; technology-based training; nonverbal behavior; emotion; and behavioral neurophysiology. The committee suggests doubling the current budget for basic research for the behavioral and social sciences across U.S. military research agencies. The additional funds can support approximately 40 new projects per year across the committee's recommended research areas. Human Behavior in Military Contexts includes committee reports and papers that demonstrate areas of stimulating, ongoing research in the behavioral and social sciences that can enrich the military's ability to recruit, train, and enhance the performance of its personnel, both organizationally and in its many roles in other cultures.
L'organisation et le fonctionnement du programme d'apprentissage de base pour les adultes d'origine anglaise ou étrangère (alphabétisation, calcul, communication, vie pratique).
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