LEARNING EXPERIENCES IN CONTINUING EDUCATION. (1) Learning experiences are designed to
facilitate the role of the learner and are organized in such a manner as to provide for appropriate continuity,
sequencing, and integration of the program/activity to achieve the specified learning outcomes. (2) The state-
ments of intended learning outcomes of a continuing education program/activity determine the selection of
instructional strategies, instructional materials, media and other learning technology, and create an appropriate
learning environment. (3) Program content, instructional materials, and delivery processes are relevant and
timely for achieving intended learning outcomes. (4) Instructional staff in continuing education
programs/activities are qualified by education or experience to provide quality instruction in the subject-matter
area. (5) The physical environment for the continuing education program/activity is conducive to learning.

ASSESSMENT OF LEARNING OUTCOMES. Continuing education programs/activities are evaluated
through assessment of learners’ performance in terms of intended learning outcomes.

CONTINUING EDUCATION ADMINISTRATION. (1) Each continuing education provider has a clearly
written statement of its mission, which is available to the publics served. (2) The continuing education provider
has appropriate, sufficient, and stable human, fiscal and physical resources to provide quality programs/activities
over an extended period of time. (3) The continuing education provider's promotion and advertising provide
full and accurate disclosures about its programs, services, and fees. (4) The continuing education provider
ensures the maintenance of a set of limited-access permanent records of participants and the provision of docu-
mentation for accurate, readily available transcripts. (5) The continuing education provider makes available to
participants recognition and documentation of achievement of learning outcomes specified for the continuing
education program/activity. (6) The continuing education provider ensures that appropriate quality control sys-
tems are in place and in use within its organization.

How to Use the Principles

The Principles of Good Practice in Continuing Education may be used in a variety of ways by all sponsors, pro-
viders and users of continuing education and training as a standard reference document, depending upon the
purpose, scope and nature of the organization, agency or institution. Possible uses are:

* As a guideline for the organization, development and administration of a continuing education/training
operation.

As a guideline for associations and organizations in selecting providers of learning experiences for their
constituents.

As a guideline for providers of learning experiences in the design, development, conduct and assessment
of their offerings.

As a reference document for regulatory, accrediting and licensing agencies.

As a source document for organizations and associations in the development of their own standards of con-
tinuing education and training.

As a guide to consumers in evaluating proposed learning experiences.

*

These principles have been developed by the Council on the Continuing Education Unit as a public service
for the improvement of quality of continuing education and training. The Council encourages the adoption and
use of these principles by all who are involved in designing and offering educational experiences.

For further information, contact Ronald Gross, Director, The Lifelong Learning Forum, 17 Myrtle Drive, Great
Neck, NY 11021.

 

 

Suanne D. Roueche, Editor
July 20, 1984, VOL. VI, NO. 20

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin,
Ausun, Texas 78712, (512) 471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in part by the W/ K. Kellogg
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The University of Texas at Austin, 1984
Further cluplicdtion is permitted only by MEMBER institutions for their own personnel ISSN 0199-106X