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dc.contributor.authorBenseman, John
dc.date.accessioned2013-02-13T00:51:33Z
dc.date.available2013-02-13T00:51:33Z
dc.date.issued2010
dc.identifier.urihttps://hdl.handle.net/10652/2049
dc.language.isoenen_NZ
dc.subjectworkplace literacyen_NZ
dc.subjectworkplace numeracyen_NZ
dc.subjectworkplace languageen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectworkplace educationen_NZ
dc.titlePlanning and teaching effective workplace literacy, language and numeracy programmes : what does research tell us?en_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderBilly Osteenen_NZ
dc.subject.marsden130108 Technical, Further and Workplace Educationen_NZ
dc.identifier.bibliographicCitationWhile 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.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage19en_NZ
unitec.publication.lpage28en_NZ
unitec.publication.volume38 (2)en_NZ
unitec.publication.titleJournal of Adult Learning Aotearoa New Zealanden_NZ
unitec.peerreviewedyesen_NZ


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