Search Results

Introduction: Historically, [community health worker] CHW trainings have been developed to support community-based CHWs. When CHWs have been trained to engage with patients, typically such trainings have been for short term grant funded projects, focusing on a specific health intervention and not for long term, ongoing engagement of CHWs employed in clinical settings. To the best of our knowledge, this is the first such effort to describe the development of a standards-based training curriculum for clinic-based CHWs using a novel conceptual framework.

Methods: Our conceptual approach for curricular development has several innovative features including: (1) a foundational consultation process with CHW national experts to inform curricular development approach, process and content; (2) utilization of the CHW Consensus Project (C3 Project) to provide curricular standards and guide learning objectives; (3) integration of three key stakeholder group perspectives (patients, healthcare teams, and healthcare systems); (4) use of popular education principles, aiming to foster a collaborative learning process; (5) integration of adult learning principles which build on learners' experiences, culminating in a modified apprenticeship model; and (6) collaboration with clinical partners throughout planning and development of the curriculum.

Results: The resulting standards-based curriculum is comprised of 10 modules, which span three areas of focus: (1) Establishing a professional CHW identity and competencies; (2) Outlining the context, processes and key actors in health care settings with whom CHWs will engage; and (3) Identifying the main forces that shape health and health care outcomes of patients/families and communities.

Discussion: We highlight four lessons from our curriculum development process that may help other such efforts. First, curricular development should utilize CHW standards, existing training materials, and community-focused principles to inform curricular content and learning outcomes. Second, curricula should support training delivery using experience-based, participatory approaches, consistent with adult education and popular education principles. Third, training development for clinical settings should also draw from clinical CHW experiences and input. Fourth, curricula should support training for key stakeholders and champions in clinical organizations to improve organizational readiness for integrating CHWs into healthcare teams and health systems. Our results contribute to growing research on effective CHW training methods for clinical settings.

Published abstract. Show less

This issue of the journal is entitled 'Mentoring: new strategies and challenges', edited by Michael W. Galbraith and Norman H. Cohen.

Schultz asserts, in this paper, that there are primary developmental benefits of mentoring for adult learners, and the contribution of the mentoring model can be illustrated through practical examples.

Published abstract reprinted by permission of the copyright owner Show less

This report is a result of the work of the Nordic Group on Quality Assurance. It describes examples of work with quality assurance in different sectors and at different levels in organisations and institutions. It is not the aim of the report to give a detailed picture of work with quality in adult learning, but rather to visualise critical factors of importance for the work on quality assurance and how this is perceived by the participants. In this report it has been decided to address learning processes that take place within a formal framework, including formal learning outside educational institutions, for instance in the workplace, as well as processes that are conducted within the non-formal learning system.

Edited excerpts from publication. Show less

The University for Industry (UfI) is at the heart of the Government's vision for lifelong learning. It will be a public-private partnership to boost the competitiveness of business and enable individuals to improve their employability.

It will have two strategic objectives: to stimulate demand for lifelong learning amongst businesses and individuals; and to promote the availability of, and improve access to, relevant, high quality and innovative learning, in particular through the use of information and communications technologies.

The UfI will be an organisation for open and distance learning. It will have both private individuals and businesses as customers. Using modern technologies, it will broker high quality learning products and services and make them available at home, in the workplace and at learning centres countrywide. It will break down barriers to learning by making provision more flexible and accessible, by stimulating new markets to bring down costs, by offering clear, reliable information and advice and by providing opportunities for people to learn at their own pace and in convenient locations. Show less

This study describes global consciousness as an awareness of the connections between seemingly unrelated problems and issues such as poverty for many and wealth for few, environmental degradation, immigration problems and increasing fundamentalism in the world. Hill notes that there is now evidence that businesses are becoming more committed to social responsibility and she sees human resource development (HRD) as being at the forefront of this changed consciousness. Participants in this study were HRD practitioners from diverse backgrounds who clearly subscribed to some of the identified criteria such as support for participative forms of management, spirituality in the workplace and social justice. Hill concludes that these concerns need to be an essential part of HRD literature and curriculum to support more holistic thinking in workplace development.

Selected papers, roundtables and symposia are indexed from TD/TNC 70.310 to TD/TNC 70.347. Volumes of papers are indexed from TD/TNC 70.306 to TD/TNC 70.309. Show less

This publication challenges the traditional view of education that rests largely on formal study in schools and universities and explores the significance of informal workplace learning as a basis for a new perception of what is really 'educative about life experiences'. The authors use an holistic approach to examine the subject of adult education. They draw on the works of Aristotle, Wittgenstein, Russell and contemporary conceptual research to combine philosophical theory with empirical illustrations to present their argument. In their discussion of the 'decentring' of traditional education in favour of 'experiential, informal and reflective epistemologies', the authors examine various issues including education versus training, professional practice in adult and vocational education, and experience, self direction and reflection. Part one, 'Describing the richness of practice', contains the following chapters: Introduction: life in the swamp; Know how: practice at close quarters; Practical judgement: the basis of embodied, situated practice. Part two, 'Theorising practice', contains the following chapters: Introduction: celebrating the swamp; Practice at work and informal learning; Holism/organicism: epistemological implications of practice-based learning at work; Conceptualising practice in postmodernity; Know how and judgement in postmodernity. Show less

An important part of this paper is the identification and examination of the new education framework of British trade unionism. The first section reviews, situates and discusses the reasons behind the recent growing involvement of trade unions in workplace learning. The second section of the paper examines the changing emphasis and parameters of trade union education in recent years, located within this framework. The third section of the paper argues that the new framework and accompanying initiatives are characterised by tensions and ambiguities which risk undermining progress in this area. The paper’s final section offers suggestions and recommendations for future development.

The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from section 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75. Show less

Recent years have seen significantly increased interest in learning at the workplace as partial or full compensation for vocationally-oriented education and training in schools and educational institutions. In this general enthusiasm, former scepticism about workplace learning would seem to be buried deep under layers of modern management slogans. However, the well-known limitations inherent in this learning framework cannot be talked out of existence, and there is an urgent need for insight and tools capable of distinguishing between the genuine possibilities in the area and how to establish fruitful interaction between workplace learning and educational learning. It is, first and foremost, a matter of viewing learning from the perspective of the learner, because adults are not very inclined to learn something of which they cannot see the point on the basis of their own life situation. As a grounding for this, a contemporary and comprehensive learning theory is needed. The outline of such a theory and an example of how it can be used are presented.

Published abstract reprinted by permission of the copyright owner. Show less

Adult education and lifelong learning together form one of the priorities for development in Estonia, Latvia and Lithuania. The important historical and social context in which the professional development of adult educators has been taking place in the Baltic States since they regained their independence in the 1990s is the changes that occurred in the socio-political, economic and social life since then. There is greater concern about the need to qualify adult education practitioners so as to enhance quality in the provision of adult education and training. However, the prerequisites for the professional development of adult educators are a neglected area of research when compared with other fields of education and training. In this article, we shall analyse the professional development of adult educators as follows: how transformational changes in the Baltic States during the past decade have influenced adult education policy and practice, the adult education profession itself and the professional development of adult educators; how adult education policies, initial education and training practices affect the process of professional development among adult educators; and what the professional development of adult educators consists in.

Published abstract reprinted by permission of the copyright owner. Show less

This report uses the Adult Education Survey of the 2001 National Household Education Survey Program to examine the extent and nature of participation in work-related education among adults in the labor force. The report provides data on instructional providers, topics studied, employer support, and other employment-related inducements for participation.

Published summary reprinted by permission of the copyright owner. Show less