Continuing professional education has evolved from a focus on technical competence to a broader view of reflective practice. An example from pharmacy demonstrates ways to fulfill the leadership challenge of rethinking the role of the professional via active learning. (SK)

Presents a process for developing certificate programs based on components of Kemp's Instructional Design model: learning needs, job tasks, learner characteristics, task analysis, pretesting, learning objectives, teaching/learning activities, instructional resources, support services, learning evaluation, formative evaluation, summative…

Human and material resources external and internal to adult education programs must be cultivated for program development. Methods include developing support of decision makers, being entrepreneurial, and demonstrating accountability. Issues include the need for flexible, responsive staff and structure, clearly defined policy, and flexible service…

Five indicators of failure suggest mistakes in program design or delivery: aborted planning, insufficient enrollment, negative reactions, unattained objectives, and incomplete transfer of learning. Learning from these mistakes requires deliberate reflection and systematic analysis. (SK)

The Cooperative Extension Service has a long history of providing community-based lifelong education. Current trends affecting extension programming include new telecommunications technologies, necessity for accountability, and demographic shifts. (SK)

A collaborative approach to program design, marketing, instruction, and evaluation can yield high quality interdisciplinary certificate programs. Evaluation issues include (1) quality of core knowledge; (2) input from beneficiaries; (3) appropriate methodology; (4) appropriate instructors; (5) measurement of learning gains; and (6) curriculum…

Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

Four types of program failure are (1) termination before implementing a planned program; (2) insufficient enrollment; (3) failure to meet participant expectations; and (4) failure to achieve objectives. Speculations about probable causes of failure can lead to principles for improving practice and to theories about program failure. (SK)

A collaborative, holistic, and integrated approach to workplace education is needed to deal with a complex workplace and world. Critical elements include financial and organizational commitment to education and training, comprehensive program evaluation, balanced emphasis on worker skills, a challenge to the deficit model, and alternatives to the…

Four marketing strategies are critical to the success of adult degree programs: integrating marketing, knowing your students (research), shaping programs and services for adults, and staying the course (retention).

Program administration can be enhanced through the use of unilateral groups (focus groups, task forces, advisory committees) and multilateral groups (coalitions, cooperatives, consortia, alliances, subcontractors, partnerships). Groups can help plan programs; share or train staff; share facilities, materials, and equipment; and reduce service…

Adherence to program planning principles does not guarantee participation. Attention must be paid to characteristics that make a program responsive: target audience, promotion and marketing, competition, and logistics. (SK)

A case study of a college nursing program reveals the politics of planning in higher education and the need to be aware of power relations, negotiated interests, and ethical issues in order to effect meaningful change for students. (SK)

This concluding chapter offers a number of key considerations for institutions interested in developing and delivering adult degree programs.