| Many adult literacy learners have an abundance of work-related skills but lack the "work language" needed to document them. This creates a gap for adult literacy learners and places them at a disadvantage when looking for work and educational opportunities. This thesis describes an action research study in a community-based, work-related adult literacy program, focused on assisting 10 adult literacy learners in documenting their informal and formal work-related knowledge and skills by combining a practical "functional context" curriculum, with portfolio development and on-site job experience. The literature in this study explores the impact of the latest International Literacy Survey, outcome-based education, and the growing interest and concern with current Prior Learning Assessment practices. This action research study was influential in allowing me to explore various ways to solve a workplace problem and in improving my practice. |
