2g, INNOVATION ABSTRACTS ‘6 IGE 3 Published by the National Institute for Staff and Organizational Development os With support from the W. K. Kellogg Foundation PRINCIPLES OF GOOD PRACTICE IN CONTINUING EDUCATION Background The Principles of Good Practice in Continuing Education is the result of a three-year project funded and con- ducted by the Council on the Continuing Education Unit (CCEU) in keeping with two of its stated purposes: * To promote the strengthening of standards in the field of continuing education and training. * To work cooperatively with educational organizations, including colleges and universities and other educa- tional institutions; proprietary organizations; professional societies; units of government; and other organi- zations engaged in noncredit continuing education and training. This effort was prompted by a growing concern for a lack of quality and consistency in continuing education and training activities. In 1981 the CCEU undertook this research and development project: * To gather from a broad-based group, representative of continuing education and training, information and opinions on the need for and content of standards and criteria to improve the quality of continuing educa- tion and training. Five thousand questionnaires were sent to a wide variety of providers and users; over 800 completed forms were returned. To identify current standards, criteria, and guidelines for continuing education and training. Twenty-three different sets of standards, criteria, and guidelines were received and analyzed for content; many respon- dents indicated that they were using the same materials. To develop and propose a set of principles of good practice in continuing education and training that might serve as a reference document for groups and organizations as they develop their own standards and cri- teria. Twenty-one professionals from a variety of organizations analyzed the research findings and assisted the staff in drafting the final report which consists of 18 principles, 70 additional statements of amplifica- tion and interpretation, and a discussion of each principle. Only the 18 principles are included here. * * Emphasis on the Learner These general principles are intended to be flexible in their use by any provider of continuing education or training, regardless of size or scope or mode of operation. These principles are not radically different from those identified elsewhere. What is new and different is the consolidation and refinement of principles and elements from a variety of sources into a single set of principles of good practice, a pervasive emphasis on learning out- comes for the individual learner, and a focus on problem or issue analysis in establishing learning outcomes. The use of the term “outcomes” in these principles refers to “intended” learning outcomes for individuals and describes what a learner will/should be able to do at the conclusion of a learning experience. Principles of Good Practice in Continuing Education LEARNING NEEDS IN CONTINUING EDUCATION. Sponsors or providers of continuing education programs/activities utilize appropriate processes to define and analyze the issue(s) or problem(s) of individuals, groups, and organizations for the purpose of determining learning needs. LEARNING OUTCOMES IN CONTINUING EDUCATION. (1) The continuing education provider has clear and concise written statements of intended learning outcomes for the continuing education program/activity. (2) The statements of intended learning outcomes of a continuing education program/activity focus on learning that can be applied by the learner to situations beyond the boundaries of the learning environ- ment. (3) When a continuing education program consists of several interrelated activities, courses, seminars, and workshops, the contribution of the intended learning outcomes of each to the total program is clearly desig- nated. (4) The agenda of the continuing education program/activity clearly specifies when each learning out- come will be addressed. (5) Learning outcomes are sequenced so that learners are able to recognize their pro- gress toward achieving the stated learning outcomes. ; Program in Community College Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712