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Our principles of good practice are the result of experience, dialogue, and reflection by educators and their partners in the field. These principles are still evolving. |
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| Principles of good practice | ||||
| Participation of all interest groups | We need the ideas, support, and vision of as many people as possible. If employees, union, management, and educators are collaborating on new ideas for learning, then they are more likely to see how vital ongoing learning is for their own concerns. | |||
| Equality of opportunity | Our planning is sensitive to systemic barriers that block full participation in culturally diverse workplaces. Gender, age, experience, ethnicity, race, etc. are considered throughout workplace development. Our own actions as planners and curriculum developers are models for inclusive strategies. | |||
| Respect for all | We show respect for everyone involved by honestly considering their views, valuing their experience, and accepting their contributions. We also avoid language that portrays people in a deficit model (illiterate, deficient, lacking skills, remedial). Participation in programs and needs assessments is always voluntary, the results confidential. Respectful behaviour builds a sense of security, creates comfort and trust, and acknowledges learning through experience. | |||
| Employee orientation | Workplace education programs start with the employees. Curriculum development stems from their needs. Their ability to participate and advance in their work, home, and community life may be the ultimate issue. Program participants work collaboratively with all interest groups to identify needs, set clear and measurable goals, learn, and evaluate their efforts. | |||
| Integration of activities |
At the workplace development level, all the separate activities (basic skills training, clear-writing seminars, access policy development, technical training, etc.) arise from a common plan. The resulting advances in education build on one another to create a learning spiral with an effect greater than the sum of its parts (see Structuring a learning activity). At the curriculum level, subject matter (work-related or personal) and basic skills can be linked in various ways so that participants get the skills they need while gaining specific knowledge — learning thus becomes more effective, relevant, and challenging. |
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