...the sustainable literacy mastery of one generation to the next generation. Literacy is really needed to speed up the development or the progress of a country especially in this era of globalization in which technology advance and rapid economic development requires everyone to be competent and to have good skills. Everyone should be literate and be able to read or write at least. In line of this, Hussain (2005) said: “Access to quality literacy learning opportunities and the development of literate environments are essential components of strategies for poverty reduction, equality, economic development and environmental protection, and for achieving democracy. Literacy is a fundamental human right and a prerequisite to the empowerment of the individual and development of society”. It is fully essential to social and human development in its ability to transform lives. For individuals, families, and societies alike, it is an instrument of empowerment to improve one’s health, one’s income, and one’s relationship with the world. Literacy education is one of important aspects which should be applied in order to foster an interest and latent talent in order to get that empowerment of the individual and development of society. Through informal or formal education at school, students especially can know how to read and write well. When they know how to read, they are expected to possess good knowledge by reading books or many other medias such as internet. Literacy is not obtained...
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...links between individual subjects. In each lesson of the scheme of learning, literacy has been considered and included in some aspect. I decided to involve aspects of numeracy, computer science and history/culture throughout the nice lessons. It is essential to incorporate literacy skills across the curriculum. This has been reinforced in the most recent research from Jama and Dugdale (2012). It shows us that “one in six people in the UK struggle with literacy” and suggest that adults who lack basic literacy skills are less likely to find full-time employment. To improve this national...
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...Traditional stories and tales can often be overlooked in planning activities for children, inspired by a puppet show performance by several of the children in the nursery about animals including bears, I decided to base a theme on the famous tale of ‘Goldilocks and the Three Bears’ and then allow the children to make their own book of the story with the pictures they have drawn using the ideas they have developed from implementing the theme. The story of ‘Goldilocks and the Three Bears’ is an excellent choice to promote language, literacy and numeracy skills as there are lots of references to mathematical concepts, uses a wide range of language, and is at the right literacy level for children aged 3-5. All the activities I implemented were in line with the ‘Curriculum Framework for Children 3 to 5’ (2001). My mentor recommended some children that would particularly benefit from taking part in the activities; however I did invite all the children to take part in them. First of all I told the children the original story of ‘Goldilocks and the Three Bears’ and then in a group we discussed the characters behaviour and feelings. I then put together a ‘prop box’ – this was a box that contained various objects relating to the story of ‘Goldilocks and the Three Bears’ so they could explore objects and ideas within their own time. It allowed the children to develop their own ideas about the story creatively so that when I asked them to draw me pictures about particular aspects of...
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... causes and issues surrounding illiteracy, the direct link between poverty and illiteracy and how tackling literacy has a very real and measurable impact on the growth of an economy. 3. DISCUSSION 3.1 DEFINITION OF ILLITERACY Complete illiteracy means a person cannot read or write at all. Of equal relevance is the concept of functional illiteracy, which means an individual may have basic reading, writing and numerical skills but cannot apply them to accomplish tasks that are necessary to make informed choices and participate fully in everyday life. Such tasks may include: Reading a medicine label Reading a nutritional label on a food product Balancing a chequebook Filling out a job application Reading and responding to correspondence in the workplace Filling out a home loan application Reading a bank statement Comparing the cost of two items to work out which one offers the best value Working out the correct change at a supermarket. Poor literacy also limits a person’s ability to engage in activities that require either critical thinking or a solid base of literacy and numeracy skills. Such activities may include: Understanding government policies and voting in elections Using a computer to do banking or interact with government agencies Calculating the cost and potential return of a financial investment Using a computer or smartphone to look up and access up-to-date news and information; communicate with others via email or...
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...such as freshly baked bread and pastries. They also sell sweet items, such as doughnuts, and a selection of sandwiches and drinks. Type of business ownership: Greggs plc is a public limited company that is listed on the London Stock Exchange e.g. MFS Investment Management. Type of people employed by this business and the skills they need to work here: Shop Manager To manage the store, by taking charge of the general tasks of a store and ensuring that it runs smoothly, and be part of a team. They take direction from the supervisors at the head office. Skills: • Lead a team to perform highly. • Aim to constantly drive sales to the store. • Contribute to increasing the profit of your store. • Good communication skills • Basic computer and literacy skills • Ability to be hands on when necessary (which may involve food preparation when needed) • A strong passion to welcome and serve customers. Team Member To be part of a team that puts the customer first and assist with delivering a fast and helpful service, whilst keeping the store clean. Skills: • To deliver a fast and helpful service to every customer • Work in a team to create a friendly customer experience • Achieve high standards so that customer expectations are met. Types of customers this business has: The business serves a variety of customers in Enfield. Primarily, the customers that the shop serves are pupils that attend the Academy on the same street, and construction workers, who are currently building on a...
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...Academic Component Literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing child mortality, curbing population growth, achieving equality and ensuring sustainable development, peace and democracy." (UNESCO, 2010) The main function of Literacy is to help people develop academically to be able succeed and communicate in everyday life, however for children with Special Educational Needs their literacy skills develop at a slower pace and they require extra help and support to develop these skills. In this piece I am going to look at what provisions can be made in the classroom that will support and help further develop the literacy skills of children with Special Educational Needs. As of 1998 many primary school teachers followed a technique proposed by the central government called The National Literacy Strategy or ‘Literacy Hour’ as it was commonly known. Literacy Hour required teachers to teach at least one hour of Literacy and one hour of numeracy every day, however in June 2009 it was announced that from 2011 Literacy Hour was no longer a requirement which gave teachers the freedom to teach Literacy how they saw appropriate. (Fisher, 2001). At first the Literacy Hour initiative came under as many people felt that it was not long enough as Literacy is such an important factor of life however it did become successful and many primary teachers still use the technique today (Fisher, 2001). However now that teachers now have freedom...
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...study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts strategies and activities in teaching and the interpretation collected from participants. The three types of tools that used to collect data are observations, interviews and a reflective journal to ensure validity of results. After analyzing the data, two interrelated themes emerged. The first theme highlights the benefits of play and creative arts in early childhood. The second theme shows the benefits of using them can support literacy and numeracy development. Consequently play and creative arts seems to promote development in children’s learning processes and they also offer the learners’ confidence in their learning. To conclude, this study shows that play and creative arts may have positive effect in improving the children’s overall performance and attitudes. Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts...
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...opportunities for the economically and socially disadvantaged. The training offered to individuals recognize the issues that arise due to the socio-economic situation in these poverty-stricken communities and aim to address social issues such as HIV/AID, literacy and numeracy as well as teaching students practical skills. (http://www.learntoearn.org.za/OurPhilosophy.htm) Learn to Earn has training centres in Khayelitsha, Cape Town as well as in Zwelihe, near Hermanus. Since its establishment in 1989 more than 8800 people have been trained with various skills that would allow for potential employment. The core purpose of Learn to Earn is to empower individuals to provide for themselves and their families. By doing so, the training equips them with life skills to make them aware of human dignity and their human right to live a fulfilling and meaningful life based on self-respect. Some of Learn to Earn’s objectives are: * To train and develop all learners’ basic business, literacy and life skills. * To restore self-respect and dignity to people of disadvantaged communities and thus increasing their quality of life. * To train unemployed and disadvantaged people in various skills such as sewing, woodwork, baking and computer...
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...ADULT LITERACY EDUCATION IN NIGERIA AND THE USE OF INFORMATION TECHNOLOGY CHAPTER ONE INTRODUCTION 1. The need for adult literacy education in Nigeria cannot be over-emphasized. In the context of global economy and competitive markets, adult literacy is a key factor contributing to economic development. In all countries of the world, adults constitute a larger proportion of the work force. Therefore, human resource development through adult literacy education has become a key component within the overall strategy for economic restructuring both in the developed and developing countries. The future of global economy and democratic polity in the twenty-first century is likely to depend on skilled, educated, and enlightened adult citizens. It was the World Conference on Education for All, held in Jomtien, (Thailand) in 1990 that highlighted the critical importance of addressing the learning needs of adults. In the context of globalization, basic learning skills and competencies are necessary not only for children, but also for adults, who are valuable human resources of every society. The new technological developments in information and Communication technologies (ICTs), such as satellite radio and television broadcasting, long distance telephony, computers and telecommunications have dramatically expanded our options for engaging in learning and teaching at the individual, community and societal levels. The hallmark of ICTs is their distributive power and...
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...Technology with Adult Literacies Learners in Scotland A overview of the E-learning Support Project August 2007 – March 2008 Scottish Government Peter Lanigan Development Co-ordinator Learning Connections [pic] Background to the Project During the period 2004 to 2007, funding was provided by Learning Connections for some 26 innovative projects around Scotland using ICT in adult literacies learning. The funding provided small grants of up to £6000 to support developments and has encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote and encourage the use of e-learning in literacies provision. ...
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...CV Skills - Ideas Listed below is the kind of phrases that are regularly used on CVs with their meanings. You may find you have developed a number of these skills in some capacity, through previous employment, voluntary work, your course work or just through activities you have undertaken – so make sure you incorporate them into your CV. Skills Portfolio - Highlight any word that best describes you People Skills • Team work o Supportive, facilitator, organised, co-ordinator, deliverer, imaginative, delegator, open-minded • Leadership o Dynamic, motivator, team-builder, confidence booster, energetic, capable, outward looking, accountable, visionary • Interpersonal Skills o Listener, adviser, counsellor, politically aware, initiator, professional, co-operative, constructive, assertive • Customer orientation o Welcoming, friendly, caring, approachable, constructive, o Accommodating, tactful, diplomatic, tolerant • Oral communication o Educator, trainer, communicator, presenter, promoter, influencer, humorous, empathetic, telephone skills • Foreign Language o Specific language skills, cultural awareness, international experience, written and oral expertise, sensitivity Self-Reliance Skills: • Self-awareness/confidence o Purposeful, focused, reflective, perceptive, honest, self-belief, objective, realistic, balanced • Self-promotion skills o Positive, persuasive...
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...practitioners, or representatives from DEEWR and FaHCSIA. It was decided that a representative Working Party of 8 Forum members should be formed, charged with the task of writing a report proposing a national agenda for action to assist people with dyslexia. The Working Party consulted widely and in particular benefited from comments on a draft report that were received from the following authorities (all of whom have expressed very strong support for the recommendations we have made): • AUSPELD (The Australian Federation of Specific Learning Difficulty Associations) • LDA (Learning Difficulties Australia) • ALDA (The Australian Learning Difficulty Association) • Speech Pathology Australia • The DDOLL (Developmental Disorders of Language and Literacy) network, which was established with funding...
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...1. The recruitment and selection process Vacancy arise Job analysis Job description Person specification Job advertisement Application form, scanning and shortlisting Interviews, testing and selecting Vacancy filled 1.1. Vacancy arises Firstly, the company needs to be aware of what position is lacking employee and how many people do they need. They also need to know what kind of skills and tasks that the future employee(s) need to do. This leads to the next stage: Job analysis. 1.2. Job analysis Job analysis is a “detailed examination of the tasks (performance elements) that make up a job (employee role)” (BusinessDictionary.com, n.d.) It shows what the employees are expected to do. The job analysis itself has the following: job description, person specification. Below is an example of a job analysis: Job Analysis Information Sheet Job title: Assistant Administration Manager Date: 23/10/14 Job Code: 002WN1 Dept.: Administration Superior’s Title: Administration Manager Hours worked: 7:30 AM to 5 PM Job Analyst’s Name: Shelly 1. Job purpose Assist the manager provide support for the performance of administrative functions and duties. Maintain and organize records (e.g. department records, budget data…) 2. Job duties Provide secretarial services to the administration manager and the administrators as requested; maintain calendars; arrange the room for events and meetings; carry out research; collect data and prepare the necessary...
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...Having limited screen time is the worst idea ever because of all the skills you lose out on. People say that screen time should be limited for kids but in reality they do more to kids in a good way there is no point. Depending on the age group, kids can develop good skills needed out in the real world. It helps kids from younger kids to teens to learn skills. Plus it's much easier to monitor what they are doing. Firstly, Younger kids get the most skills out of all of them but the least benefits. They get literacy skills, which helps a lot for preschool teachers and elementary schools so the don't waste so much time on the same lesson. They also get numeracy skills which, again, helps with both the preschool and elementary school teachers...
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...7341 EBL Context of Adult and Vocational Education Assignment 2: The impact of educational change and the implications for my teaching practice Student: Taras Voevodin Student No.: 0517355 Lecturer: Terry Clark Convenor: Dr. Leesa Wheelahan INTRODUCTION This essay will analyse the impact of educational change and the implication for my teaching practice. It will analyse an educational institute and a key issue that impacts on my teaching practice. It will take a critical look at the context of this change by discussing the changing nature of work, lifelong learning and the learning society. This contextual analysis will consider the particular key changes being analysed. It will explain, analyse and theorise about the way in which the policy change impacts on education and on my teaching practice as a practicing ESL (English as a Second Language) teacher. It will discuss the extent to which adult and vocational education teachers can shape their own practice within the broad policy context that I have described and illustrated through the discussion of this particular policy change. It will discuss the Metropolitan South Institute of TAFE (MSIT) and changes involved with moving from a governmental department to a statutory authority and how that affects my teaching practice. Statutory Authorities are alternative management systems that answer to a board of directors and a Chief Executive Officer (CEO)...
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