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題 名 | 職場識字教育:建立學習社會的新機制=Workforce Literacy: A New Mechanism for Building a Learning Society |
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作 者 | 何青蓉; | 書刊名 | 成人教育學刊 |
卷 期 | 2 1998.09[民87.09] |
頁 次 | 頁1-25 |
分類號 | 528.3 |
關鍵詞 | 識字教育; 職場識字; 職場識字方案; 終身學習; 學習社會; 教育政策; Literacy education; Workplace literacy; Workforce literacy; Workplace literacy program; Lifelong learning; Learning society; Education policy; |
語 文 | 中文(Chinese) |
中文摘要 | 本文就變遷社會中識字的重要性、識字與終身學習的關係、職場識字與勞動市場 的趨勢、職場識字的內涵,以及教育方案的特色、設計原則與相關的議題等,引介並論析 先進國家職場識字教育的理念與作法,進而就邁向學習社會的角度,提出以下對我國識字 教育政策的建議: 首先,識字教育政策的擬定不能自外於國家人口,社會與經濟發展的脈絡,以及當前 勞動市場的趨勢帶來對於職場識字在質與量上需求的改變。 其次,為建立學習社會,識字教育政策應就以下方向重新衡酌: 1.重新定義並拓展識字學習的內涵,擬定多樣化教育方案,並含括職場識字教育於政 育於政策當中。同時,將識字學習與工作連結在一起,並貫穿識字教育於個體發展的 各個階段。 2.兼顧個人自我發展與職業進展,以及社會經濟的發展於職場識字教育當中。 3.將利益關係人納入教育方案決策與規劃過程當中。 4.視職場識字方案為個體持續教育的一部份,目的在學得一些共通性能力。 5.正視弱勢族群的職場識字教育機會,並在經濟成長與社會整體發展間取得平衡。 其三,職場識字教育必須採取功能脈絡途徑;使用具有共通性本質的工作有關的材料 ,以及強調多方利益關係人的參與,並以持續評估作為判斷方案成效的基礎。 |
英文摘要 | The purpose of this paper is to investigate the industrial countries' ideas and practices of workforce/workplace literacy to justify the significance of workplace literacy in building a learning society for Taiwan. The following topics are included in the discussioin: the importance of literacy in a changing society, the relationships between literacy and lifelong learning, and between workforce literacy and trends in workforce markets, the features of workplace literacy programs, and the principles and related issues in designing programs. The recommendations made in this paper for policy-making in Taiwan are based on the above topics and issues. First, policy-making for literacy education should take into consideration the contexts of population, society, and economic development in this country. Current world trends in the workforce market have brought changes in literacy demands in terms of the quality and quantity of proprams. Second, to build a learning society, the following aspects should be addressed in the literacy education policy. 1.Redefine and broaden the concept of literacy learning and provide a variety of literacy programs, especially those related to workforce literacy. This is to bring literacy learning and the workplace together, as well as to insure the needs of literacy education continuous throughout people's lifespan. 2.Establish the goals of literacy education to maintain a balance between the needs of the individual and the needs of the society. 3.Include stakeholders into literacy education policy-making as well as programming processes to enhance their collective power. 4.Treat workforce literacy programs as a part of people's cotinuing education in order to culitivate their generic work skills which encourages their autonomy. 5.Provide the disadvantaged equal opportunities in literacy education by emphasizing both economic and social development. Finally, put into practice, successful workplace literacy programs should adopt a functional contextualized approach to analyze existing workplace materials and skills and to use generic workplace materials. It is also importand to emphasize the participation of stakeholders in the programs and to evaluate program effectiveness continuously. |
本系統中英文摘要資訊取自各篇刊載內容。