Pedagogy Techniques and Institutional Support for Work-based Learning

The Competency-Based Approach to Training, by Richard Sullivan, JHPIEGO, for U.S. AID. Paper #1, September 1995

This brief report gives definitions and an overview of competency-based training, using examples from reproductive health. It gives key characteristics of competency-based training programs, lists their advantages and limitations, and describes delivery and evaluation of training activities.

Performance-Based Certification for Community Health Workers at City College of San Francisco

Part of the “Transformation Learning Connections” online newsletter of the League for Innovation in Community Colleges

This discussion of a community health worker project addresses issues involved in developing a certification program for adults, including the process of curriculum development and performance-based assessment and teaching methods.

Building Blocks for Building Skills: An Inventory of Adult Learning Models and Innovations, Coalition for Adult Experiential Learning, June 2006

This report contains synopses of innovative educational program designs, including accelerated learning models, online programs, competency-based curricula, “bridge” programs, career ladder programs, and experiential training programs. It offers specific program examples for each type of “innovation,” with chapters on several aspects of program design: adult-centered learning, strategic partnerships, assessment, and student supports.

Principles in Practice: Assessing Adult Learning Focused Institutions, Coalition for Adult Experiential Learning

This report describes the elements of success for institutions of higher education that work with adult students. It discusses the use of CAEL’s assessment for Adult Learning Focused Institutions at several colleges.

Changing Courses: Instructional Innovations That Help Low-Income Students Succeed in Community College,by Richard Kazis and Marty Liebowitz, Jobs for the Future, 2003

This report provides an overview discussion and many examples of community college programs designed for the success of non-traditional students. It examines changes in the structure of courses and curricula, including integration of non-credit with credit granting courses, integration of developmental education, modularization of for-credit courses, and stronger bridges from developmental education to credit-bearing courses. There is also some limited discussion of incumbent workers and non-didactic methods.

Walking the Talk: Community Colleges Where Everyone Wins, Jobs for the Future, 2005

This report describes innovations to assist non-traditional students at Community College of Denver and Community College of San Francisco, the two winners of MetLife Foundation’s 2004 Community College Excellence Awards.

Building Bridges to College and Careers: Contextualized Basic Skills programs at Community Colleges, Workforce Strategy Center, 2003

This report includes case studies of five community college programs that teach basic skills in the context of occupationally focused training. Each is part of a larger “Bridge Program” that involves multiple partners, including employers.

Building a Career Pathways System: Promising Practices in Community College-Centered Workforce Development, Workforce Strategy Center, 2002

This report provides an overview of community colleges innovations that link remedial education to credit-bearing courses and to industry-specific career path programs.