The author provides an overview of a systematic process for developing proposals and describes the four major phases of concept development, proposal writing, funding agency review, and project operation. (Author/CT)

Reviews the operational steps in conducting a major needs assessment study. Discusses who should be involved in the process, when the process should be conducted, how the process should be conducted, general steps, and criteria for an effective model. (CT)

Examines some of the tasks and challenges of planning and developing continuing professional education programs within the context of accreditation. It considers the planner's role from two fundamental and interdependent perspectives: the planner as a manager of information and the planner as a manager of education. (Author/CT)

Needs assessment is an integral part of designing instruction for adults. However, more work needs to be done to strengthen the definition and theory. Needs assessment will be served by carefully designed studies that analyze the extent and type of impact needs assessments have had on subsequent program development activities. (CT)

Explores decision making strategies by program administrators regarding coordinating the program development functions of their agencies. Discusses program origins, orientation of resource persons, planning committees, supervision, and situational influences. (CT)

An experimental study of the impact of a prevocational literacy program on subsequent occupational education for military personnel yielded findings that led to a major redesign of the literacy program. (CT)

Presents some basic concepts and examples regarding finances and education that reflect effective leadership strategies; summarizes findings from a recent national study of cost accounting in continuing education; presents some generalizations pertinent to decision making regarding financial issues; and emphasizes the importance of taking…

This article explores the various constraints on student involvement in the process of planning adult literacy programs. It examines the cultural traits of illiteracy and the traits of continuing education professionals in order to find the limits of their effectiveness. (Author/CT)

This article elaborates the various goal orientations currently characterizing continuing professional education and identifies their practical implications. A goal orientations model is presented that may prove useful in addressing both programmatic and policy considerations. (CT)

This article looks at the problems and challenges of distance education. It examines the history of distance education and the predominance of technology. It explores the role of the educator and the learner and their interrelationship. It also concentrates on techniques that provide structure and dialogue between learner and educator. (CT)