What's New? Reaching Working Adults with English for Speakers of Other Languages (ESOL) Instruction, A Best Practices Report

In July 2001 the Center for Impact Research (CIR) completed a needs assessment, Barriers to English Language Learners in the Chicago Metropolitan Area, which detailed the needs of immigrant working adults for English instruction and determined the barriers they faced in learning English. CIR's 2001 report documented the fact that many of these employed immigrants take advantage of overtime, hold down two jobs, and are often subject to changing or rotating work schedules that make attendance at regularly scheduled classes difficult. Evening English for Speakers of Other Languages (ESOL) classes that occur twice a week lasting between one-and-a-half to three hours also present difficulties, because they interfere with parenting and family duties; fatigue of the attendees after a long day's work also makes learning problematic. Some Friday evening and Saturday morning classes are available, but seldom are there any classes on Sundays. ESOL providers report that they are unable to schedule weekend classes because of the lack of trained and qualified teachers who are willing to work on Saturdays and Sundays. Volunteer tutors could assist ESOL learners, but they too are reluctant to make commitments for weekend hours. The metropolitan Chicago ESOL system faces an additional problem in that it cannot meet the needs of those immigrants who are interested in, and able to attend ESOL classes. CIR's analysis of demographic data finds an estimated total population of potential English Language Learners 18 years of age or older in the Chicago metropolitan area in 2000 at 277,700. According to the Illinois Community College Board, in Fiscal Year 2001 68,815 adults in the Chicago metropolitan area received some ESOL instruction through programs funded by the Board, meaning that only about one-quarter of the need was able to be met. Sixty-two percent of these learners were in beginning ESOL classes. Many area ESOL providers report long waiting lists for ESOL classes, and some say they are implementing lotteries for classroom places. How then, can ESOL learning be reorganized to enable adult learners who are employed to upgrade their English language skills? Can ESOL services be offered along a continuum, with systems providing various services, geared to immigrants with differing levels of commitment to learning English, as well as changing or rotating schedules and time limitations? How can effective learning opportunities be offered in the home, at the workplace, and in accessible community locations, such as shopping centers and churches

Entrepreneurship in Oman

The Sultanate of Oman has a diversified economy, unlike many of its neighboring nations that rely almost entirely on oil revenues. Natural gas and several non-energy business sectors, such as tourism, fishing, light manufacturing, and agriculture are expanding rapidly. The Omani economy is one of the freest in its region. A relatively stable government and low taxes make Oman a desirable location for entrepreneurial ventures. Furthermore, foreign direct investment is welcomed. Tourism is the most attractive area for international entrepreneurs. Oil revenues, coupled with increasing foreign investment are likely to both diversify the Omani economic base and strengthen it.Entrepreneurship; Small and Medium Sized Enterprises (SMEs); Business Ventures; Oman; Middle East; Oil; Tourism; Natural Gas; Foreign Direct Investment; Index of Economic Freedom; Oman-U.S. Free Trade Zone

Accessing the mobile web: myth or reality?

Emerging technologies for learning report - Article exploring open web standard

Culture and Commerce

Illustrates the possibilities and challenges of making partnerships between economic development agencies and traditional arts organizations work. Examines the outcome of eight collaborations that were formed as part of a partnership funding initiative

Approaches to Using e- and m-Business Components in Business

This paper discusses using e- and m-business components in supporting and enhancing existing businesses and in creating new business innovations. A framework illustrating two different approaches companies have to adoption of e- and m-business components is proposed. Three cases of how Finnish companies have, in an innovative way, used e- and m-business components to support, to enhance, and to launch businesses are presented. Based on the illustrative framework and the cases, some rules of thumb for using e- and m-business components in business are proposed. The aim of this paper is to offer managers helpful insights for planning e- and m-business component investments.e-Business; m-Business; Business Models; Case Studies

Power as an ethical concern in the Global South’s digital transformation: Power or empowerment?

open access articleThe digitalization of the Global South, particularly with respect to African countries, is moving at a fast pace. This can be seen in the use of information and communications technology (ICT) in different domains such as healthcare, education, industry, entertainment, as well as in the provision of e-government services, to name just a few. Such digital progress is seen as positive and often presented as such in international development discussions, for example at the World Summit on the Information Society Forum 2019 on ICTs for achieving the United Nations’ Sustainable Development Goals. Despite the positives, there are also negative aspects of digitalization, which have to be addressed in the form of ethical concerns. This paper discusses these concerns by specifically exploring the aspect of power in light of the digital transformation of the Global South. The discussion advanced in this paper is informed by a review of literature