Discusses the problems engineers face in continuing competence and suggests approaches for maintaining competence. The technical specialty certification program and recertification program of the American Society for Quality Control are detailed. (BT)

This article describes the continuing education program developed by the Society for Professional Engineers. The computer-assisted system is multi-faceted to respond to the social, political, and economic changes the engineer encounters. The system also provides a registry which can produce a computerized transcript for each individual in the…

Described is a new continuing education program in engineering management instituted at the University of Pittsburgh. The program focuses on exposing engineers to management concepts and methodologies not presented in the engineering education. (CS)

In order to provide comparative data that could serve as a basis upon which to develop continuing education honoraria policies, a survey was conducted in 1974-75 of pertinent practices of the 81 AACP member colleges. Results and suggestions are presented. (LBH)

A speech to the 1976 annual meeting of the National University Extension Association addresses the problem of who shall control, develop, organize, provide for, and profit from the continuing education of professionals in our society. Attention is given to the concept of professionalism. (WL)

Concerns are expressed about the state of professional continuing education in colleges and universities, particularly with regard to new State licensure laws, the exclusion of extension professionals from the action in many programs, lack of planning for the disadvantaged, and program control by outside professionals. (JT)

In Australia's National Professional Development Program for teachers, key processes are evaluation, quality, benchmarking, and cost-benefit analysis. Educators in South Australia (SA) are attempting to differentiate between quality assurance in project management and in program evaluation. (SK)

Slovakian adult educators view their purpose as the creation of equal opportunities. Political changes since 1989 have resulted in a new Higher Education Act expanding university involvement in lifelong learning, the need to requalify professionals, and the founding of the Open University and University of the Third Age. (SK)

Since 1998 Ohio teachers have developed their own individual professional development plans (IPDPs), subject to peer review. Examination of 133 teachers' IPDPs indicates that most teachers selected traditional coursework, workshops, and conferences to earn PD credits. As the only activity linked to salary increases, college coursework was chosen…

Physicians in three communities (n=31) participated in four problem-based learning modules via videoconferencing. Posttest scores were 20% higher and learners reported an average of nine practice changes. Facilitators and observers reported a number of technical difficulties. Facilitators found videoconferencing slightly more difficult than…

Australian nurses (n=202) participated in mental health continuing education delivered via distance methods and regional workshops in rural areas. The majority increased content knowledge and thought audio- and videotapes were effective despite technical difficulties; 90% felt the experiential learning workshops and distance modules integrated…

Wenger's "learning architecture" concept, a support structure for learning communities, was applied to a web-based course for health and social services professionals. Data show the course offered an environment in which a learning community flourished. Course design was fundamental in providing opportunities for engagement, use of…

The article describes the Kellogg funded Faculty Seminar on Future Directions in Continuing Education which provided 33 early career faculty members with an opportunity to focus on enriching their leadership roles within their academic departments and across the field of adult/continuing education, as well as on personal career development.…

In continuing professional education in United Kingdom universities, both of Schon's models of professional practice are apparent. The majority probably follows the technical-rationality model, but a growing number of providers is committed to the stance of the reflective practioner, in which the client and the practitioner are involved in a…