Module 3 – Curriculum
Transitional Skills
Preparation for Training Programs
There are many commercial trade or certificate programs designed to assist adults to improve their skills, gain specific job skills, or work in special environments. These programs may or may not have standardized entrance exams and are less likely to have intake counselors or support systems for those struggling to master the material. They may require demonstration of certain skills or licenses prior to beginning the course or receiving a certificate. Adults requesting support for such programs may not have a GED or high school diploma and may not need one to participate in the training program. Adult literacy instructors may need to assist learners with such things as computer skills, passing a specific licensing exam, or using certain tools.
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“Right now I’m in the process of trying to get enrolled in vocational school to try to do industrial maintenance. ....from what I checked into, it’s one of the best growing careers there is cause it offers computer courses, and in all your factories now everything’s computerized, and it pays [good money].” |
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“I took the course four times - and I finally, finally done it. And it was all kinds of certificates. I got them all on my wall, you know, and I keep looking at them and think, "Well, I did that.” |
Take a moment to consider how you might find resources for the instruction and support of adult literacy learners who wish to build skills necessary to be successful in specialized training programs.
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On your worksheet, record your initial thoughts about curriculum for adults entering specialized training programs. |
To support students attempting to enter and be successful in specialized training programs, adult literacy instructors need to become familiar with the curriculum of the program and the skills required by any entrance or exit exams/requirements. If possible, students should share textbooks and materials with the instructor. Instructors may need to develop relationships with training program personnel to design a course of study. Sometimes the need is a simple as obtaining a certain type of driver’s license or learning to read a specialized gauge. Other times, the reading material is written at a higher level than the student’s fluency. The instructor may help the learner to improve reading skills or skim material for critical content.
Listed below is a real-life adult education scenario. While you are reading, consider the learner’s needs. What might the instructor do to determine a curriculum that meets the learner’s needs?
Real-Life Scenario – Certification for Zeren:
Zeren is working on certification for data entry technicians at environmentally hazardous clean-up sites. In addition to computer skills, Zeren knows he will have to memorize and be able to recite lists of procedures specific to various hazardous materials. He is worried about his memory skills and would like some help in ways to memorize such lists. In addition, he feels he is not getting enough typing practice in his classes. He’d like some practice in the adult literacy program’s computer lab. Cara, his instructor, isn’t sure what kind of typing software would be best, but is sure she can assist with the memory skills using general techniques for improving memory, plus mnemonic strategies.
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On your worksheet, record your thoughts on the learners’ concerns and needs. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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If you have the textbook for a training program, you can generally determine what skills are going to be needed. You can also call the program and ask – often they are happy to help. Sometimes the program isn’t set up as efficiently as you’d hope. I once told a student going into court reporting to "use your machine to type up a list of the legal words and their definitions. That way you’ll practice both skills at once."
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I find learners applying for training programs often need a narrow, focused plan of study – and fast. It is hard to “leave out” all these other things you think they might need – and just focus on the exact skills they need to get the certificate. But the time span is so short – we need to be sure they have what they need to be successful, and not waste their time with the other stuff right now. We can only hope they will come back later to learn more.
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Sometimes we need to help students who are already in a training program. I had a student trying to learn to work with very expensive tools and he couldn't bring them to class. Arrangements may need to be made for tutoring on-site at the training program.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Specialized training programs, trade schools, and certificate courses are becoming more popular.
- Many of these programs do not have extensive student support systems in place - if you do not pass, you have to pay another fee and take the course again.
- These courses are often of short duration and very narrow in curriculum.
- Adult learners in these programs may have limited time - they want very focused plans of study.
- Adult literacy instructors should help prepare students for these programs by forming relationships with appropriate training staff, reviewing training materials, and determining what skills would be most useful to the learner if time and program resources permit this.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
