Professional development is critical in the life of every organization in positioning workers to meet changing trends of globalization. This study seeks to look at a critical analysis of the challenges facing Continuing Professional Development (CPD) of academic staff of the colleges of education in Ghana. The exploratory, descriptive and…

This toolkit is developed as a resource for providers of teaching-related continuing professional development (CPD) in higher education (HE). It focuses on capturing the longer-term value and impact of CPD for teachers and learners, and moving away from immediate satisfaction measures. It is informed by the literature on evaluating higher…

Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…

Introduction: Today there are significant challenges to public health, and effective responses to them will require complex approaches and strategies implemented by a qualified workforce. An adequately prepared workforce requires long-term development; however, local health departments have limited financial and staff resources. Schools and…

Virginia's SHARP logger program is a Cooperative Extension program currently providing training to over 1,500 loggers, foresters, and others. We conducted a mail survey of SHARP loggers to characterize program participants, assess programming needs, and evaluate program effectiveness. Results indicate a diverse group of participants in terms of…

This study, undertaken in the summer of 1986, was to develop a comprehensive evaluation and needs assessment for the Alabama Judicial College. Qualitative research techniques (participant observation and in-depth interviewing) were applied to collect the necessary data. Judicial employees were observed in courtroom, office, training and social…

Discusses the proliferation of continuing education programs in nursing and describes five local programs. Examines the needs assessment approach and applicability in the five programs and includes an assessment of the evaluation processes used. (JOW)

Continuing medical education providers at the University of Toronto use focus group data in program planning. Their focus group interviews reveal the importance of (1) more information about audience learning needs; (2) relevant handouts and syllabi; and (3) active learning. (SK)

A discrepancy model defines what successful continuing medical education is and what it should be. Then data are collected and analyzed to describe the nature and scope of the discrepancy. This approach to educational needs assessment uses an outcomes focus to plan more effective continuing-education programs. (SK)

The Community Development Education Center (CDEC) at William Rainey Harper College serves the educational needs of local government officials by providing workshops and seminars pertaining to significant issues of local government. In order to evaluate past programs and plan for future programs, a survey instrument was sent to former participants…

Outlines a six-step model for program planning, presentation, and evaluation for continuing education in the allied health professions. (SK)

Needs assessment, program design, and evaluation are presented in a series of 12 papers for trainers, educators, and practitioners interested in training for human service practice. Needs assessment is discussed in terms of direct interpersonal approaches; indirect interpersonal approaches; and social indicator approaches. Weaknesses of needs…

The use of networking in the continuing education of nurses is examined as it applies to a federally funded, maternal-child health project. Aspects of the Project that are discussed include: project implementation, needs assessment, barriers, use of consultants, project participants, and evaluation of project success. (CT)

Discusses eight principles emerging from a 1997 conference on issues facing continuing medical education (CME). The principles reflect the interspecialty and interdisciplinary consensus achieved at the conference. Urges a still more systematic and rigorously analytic approach in which CME content is determined according to assessed needs and…

This monograph reviews and synthesizes highlights from relevant writings on evaluation and suggests interpretations and applications for practitioners who plan and conduct various types of educational programs for adults. It suggests that planning and conducting effective educational programs for adults entails contributions by various…