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.
workplace literacy, workplace numeracy, workplace language, New Zealand, workplace education
ANZSRC Field of Research:
130108 Technical, Further and Workplace Education
This digital work is protected by the Copyright Act 1994 (New Zealand). It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.