Caffaraella, R. (2002). Planning programs for adult learners. San Francisco: Jossey-Bass.

This program planning model is derived from a variety of related models, but she claims that it differs in two main respects; her model includes and modifies classical and current descriptions of the program planning process, and it also is a multi-component model that has no fixed starting or ending points in the planning process. Further, one can choose some or all of these components as appropriate, such as identifying program needs or designing instructional plans. This model is essentially a guide for adult education programmers who work in diverse environments.

Cervero, R. and Wilson, A.L. (1998). Planning responsibly for adult education: A guide to negotiating power and interests. San Francisco: Jossey-Bass.

Planning is viewed as a social activity where aspects such as the purposes, content, audience, and format of a program are negotiated. Negotiations concern power, and people with a variety of interests who work in diverse institutional contexts. The authors stress that adult educators must be competent negotiators, aware of political diversity, able to create and sustain effective, democratic planning processes, and possess a good understanding of their respective institutions and related social aspects.

Field, L. (1990). Skilling Australia. Sydney: Longman Cheshire.

This model is derived from industrial training and includes groups, such as car mechanics, draftspeople, and telecommunications technicians. Its purpose is to encourage workers to perform more skillfully and create a more efficient and productive work environment. The seven stages of this model include investigating skills and training issues, analysing job competencies, stating performance objectives, structuring a training program, delivering the training, supervising practice, and assessing skills.

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury.

Freire's inductive model differs greatly from those cited herein because it is based on values gleaned from oppressed peasants in Brazil. He advocates for a "problem-posing pedagogy", where learners question, analyse, and act, resulting in their liberation. Evaluation of information is viewed as a continuous process. In terms of community development, related themes could include, "How can we obtain fire protection?", or with older adults, "How can we stay independent as long as possible?"