Your program, because of some continuing dissatisfaction with its current models of instruction, wishes to contextualize its literacy and language classes. However, the program staff has limited familiarity with the literacy and language demands of the workplaces nearby. While the program’s staff has learned a good deal from student’s descriptions of their past and present work circumstances, that knowledge has mostly come from anecdotes. Some of the staff members have read policy reports on the need to reorganize education around the demands of work but feel both unease at the prospect of excluding other student concerns and a lack of clarity about exactly what needs to be done. For example, can a program teach both basic skills and problem-solving abilities? And beyond that, there’s a conviction on the part of many staff members that it doesn’t make a lot of sense to be focusing on work preparation when there are so few good jobs available. In addition, staff members expressed that not all learners have expressed goals that are work-related.
Nonetheless, the program has been encouraged by the staff of the State Education Department and other funders to pursue the matter. Funders are requiring collaboration with agencies and new mandates require a program focus of moving learners into the workplace. The staff has decided to contact a number of prospective employers to discuss possible collaborations and to begin to understand something more about the requirements of work in those agencies and firms. The staff has visited several worksites and was able to observe and interview workers.
Thus far, it appears that many of the jobs involve very little in the way of literacy. There are some forms and directions in use but the operations are mostly routine. There are some opportunities for employment by the employer has said he is only interested in qualified individuals. The staff has set up a meeting to discuss what it can and should do.
What do you think should be discussed?
What do you think the program should do?