Partnering a local nonprofit social agency, the authors developed and implemented a learning program for a group of older persons preparing them to conduct qualitative research within a healthcare setting as community researchers in Singapore. This paper illustrates how learning for new occupations, job identities, and work can be supported via a competency-based approach that enables and clarifies links between research work, older adult learning, and assessment. It demonstrates how learning processes and contexts matter as much, if not more than outcomes, skills, and tasks typical of conventional competency-based training. Thus, the paper builds upon but also challenges the paradigm of competency-based training. It offers a more developmental approach or strategy for older adult learning that promotes dialogic, reflexive, and hands-on/applied learning, corresponding with educational gerontology principles. © 2024 Taylor & Francis Group, LLC.
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