scholarly journals About Us: Expressing the Purpose of University Continuing Education in Canada

2013 ◽  
Vol 33 (2) ◽  
Author(s):  
Scott McLean
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quality Education ◽  
Knowledge And Skills ◽  
University Continuing Education

This article explores claims made on websites of CAUCE members about the purpose of university continuing education. CAUCE members often claim a role in addressing the needs or goals of learners seeking professional development, personal enrichment, or the furthering of knowledge and skills. They claim to deliver programs and services that promote lifelong learning for adults, whether as individuals or as members of communities and organizations. These programs and services are characterized as enabling access to quality education in flexible and innovative ways. The work of continuing education is often presented as a means to link universities with communities and with external agencies. This article describes these public claims made by Canadian university continuing education units and endeavours to promote informed reflection and dialogue about the purpose of those units.

Continuing Professional Development: Views and Barriers Toward Participation Among Malaysian Pharmacists

2013 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Zoriah Aziz ◽  
Chong Nyuk Jet ◽  
Sameerah Shaikh Abdul Rahman
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Response Rate ◽  
Continuing Professional Development ◽  
Cross Sectional Study ◽  
Learning Approach ◽  
Sectional Study ◽  
Cross Sectional ◽  
Current Role

Continuing professional development (CPD) is a lifelong learning approach to maintain and enhance professional competencies. This cross-sectional study aimed to examine the pharmacists’ preferred CPD activities and barriers to CPD participation. A survey instrument was distributed to all government pharmacists (N=3876) in Malaysia. The response rate was 29.2 %. The majority of the pharmacists (92%) believed that engaging in CPD would improve their performances in their current role. Almost 90% of the respondents preferred to participate in CPD activities associated with continuing education such as workshops and conferences attendance. Barriers to CPD participation were current job constraints, lack of time, and accessibility in terms of travel and cost. It is important to address these issues before the implementation of mandatory CPD for pharmacists in Malaysia.

scholarly journals Efficient, Effective, and Ethical Practice in Lifelong Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Thomas N. Guinsburg
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Goal Setting ◽  
Professional Values ◽  
Ethical Practice ◽  
Education Programs ◽  
University Continuing Education ◽  
University Programs ◽  
The Relationship ◽  
Ethical View

This paper seeks to assess the interaction of--and tensions between--efficiency, effectiveness, and ethics in goal-setting for university continuing education programs. Its thesis is that efficiency, that is, a cost accountant's measure of productivity, is of limited utility unless we articulate thoughtfully and appropriately what we are trying to be efficient at. The goal of effectiveness, which measures the relationship between program results and program objectives, helps us to be wary of those "efficiencies" that subvert essential program objectives. Finally, effectiveness cannot be separated from an ethical view of lifelong learning: beneficial to society, collaborative rather than competitive, and keeping faith with our highest professional values and institutional standards. Only a raison d'être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning.

University Continuing Education for Lifelong Learning in Korea

2008 ◽  
Vol 14 (2) ◽  
pp. 190-202
Author(s):  
Haejoo Lee
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Current Status ◽  
Lifelong Education ◽  
Learning Society ◽  
University Continuing Education ◽  
Critical Overview

Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of lifelong education are declining these days due to changes in society and in learners, and because of the commercialisation of UCE. Furthermore, UCE has some problems in actualising lifelong learning society. This paper offers a critical overview of Korean university continuing education. To analyse this system, the characteristics of participants, factors that influence participation in UCE and their effects on learning given the current status of UCE in Korea are examined.

Focus on Quality in Higher Education in India

2021 ◽  
pp. 001955612110072
Author(s):  
Asha Gupta
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Present Article ◽  
Quality Education ◽  
Knowledge And Skills ◽  
Knowledge Based ◽  
Massification Of Higher Education ◽  
Education In India ◽  
Quality In Higher Education ◽  
Changing World

These days we find a lot more focus on ‘quality’ in the field of higher education than ever before. In fact, it is the concept of quality that makes higher education ‘higher’. Earlier, the pursuit of higher education was elitist. The focus used to be on ‘knowledge for the sake of knowledge’. However, with the massification of higher education in the wake of knowledge-based and technology-driven modern economies worldwide, we find the focus shifting to employability of the students in rapidly changing world of work. The quality education implies not only equipping the students with requisite knowledge and skills for their chosen career field but also to prepare them for lifelong learning. It is expected to train the students to think and act critically beyond university in the interest of society and humankind. The present article focuses on the changing perspectives of the quality in higher education in India. The methodology adopted is analytical, comparative and empirical.

scholarly journals University Continuing Education Part-time Instructors' Professional Development

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Atlanta Sloane-Seale
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Continuing Education ◽  
Work Environment ◽  
Study Analysis ◽  
High Quality ◽  
University Continuing Education ◽  
Part Time ◽  
Quality Programs

This paper examines the nature of University Continuing Education (UCE) part-time instructors and their needs with respect to professional development and renewal activities. It also casts light on the kinds of experiences that can shape positive professional development and renewal activities. Survey and focus group methodologies were used to collect data for this study. Analysis of that data indicated that professional development and renewal activities must be understood within the context of practice and the nature of part-time instructors; that these activities may be supported by the principle of "mattering," a critical first step in the provision of a nurturing and supportive work environment for part-time instructors; and that part-time instructors' ownership, articulation, and identification of needs are important in the provision of high quality programs and professional development and renewal activities.

Professionals as Lifelong Learners

2020 ◽  
Author(s):  
Edward R. Del Gaizo ◽  
Ariel Laudermith
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Learning Experiences ◽  
Lifelong Learners ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Ongoing Process ◽  
Education Requirements ◽  
Training Modalities ◽  
Learning Options

Learning for professionals is an ongoing process. They work in an era of changing laws and procedures that drive their need and desire to keep their knowledge and skills up to date. Lifelong learning can benefit professionals, the organizations in which they work, and the clients they serve. This chapter explores continuing education requirements to maintain licenses of certification, as well as the desire for lifelong learning among professionals from a variety of industries. Suggestions for developing and providing learning experiences are presented. While it is evident that professionals need to continue their learning, the content areas as well as learning options are continuously being reviewed by accrediting organizations. Various ways of obtaining continuing education credits are presented as well as trends in training modalities.

Professionals as Lifelong Learners

2011 ◽  
pp. 194-208
Author(s):  
Amy Avergun ◽  
Edward R. Del Gaizo
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Learning Experiences ◽  
Lifelong Learners ◽  
Knowledge And Skills ◽  
Ongoing Process ◽  
Education Requirements ◽  
Learning Options

Learning for professionals is an ongoing process. They work in an era of changing laws and procedures that drive their need and desire to keep their knowledge and skills up-to-date. Lifelong learning can benefit professionals, the organizations in which they work, and the clients they serve. This chapter explores continuing education requirements to maintain licenses of certification, as well as the desire for lifelong learning among professionals from a variety of industries. Suggestions for developing and providing learning experiences are presented, as are various types of learning options. While it is evident that professionals need to continue their learning, they have mixed opinions about the ways in which required training is offered. Ideas for ways in which to improve the quality of lifelong learning are presented.

scholarly journals The Development of a Self-Assessment Instrument to Evaluate Selected Competencies of Continuing Education Practitioners

2013 ◽  
Vol 31 (2) ◽  
Author(s):  
Sherry Sullivan
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Professional Education ◽  
Professional Competence ◽  
Assessment Tool ◽  
Current Knowledge ◽  
Assessment Instrument ◽  
Prior Learning ◽  
Knowledge And Skills ◽  
Adult And Continuing

Adult and continuing education practitioners must engage in continuing professional education as a means of developing and maintaining their professional competence. This paper reviews the literature on competencies for continuing educators and examines the strengths of existing instruments for continuing educators to self-assess their competencies. One of the challenges in this process has been a means to systematically and comprehensively assess existing knowledge and skills and to identify where competencies are not adequate. This paper describes an assessment instrument that addresses these challenges and builds on the strengths of existing tools. It describes the development of a tool through a consultative process that identified the range of practitioner competencies required of adult and continuing educators. The assessment tool incorporates a behaviorally based approach to assessing identified competencies. It is unique because it addresses many of the needs identified in the literature including well articulated criteria for making judgments about a person’s current knowledge and skills, a format that allows for clear identification of gaps in learning so that meaningful professional development can take place, the clear structure needed to develop a “portfolio” of skills, and a format that requires the provision of evidence to support claims of proficiency in the identified areas. Though the development of the tool was initiated through the development of Prior Learning Assessment and Recognition processes, it is anticipated that it will be useful for continuing educators to undertake self-assessments as a basis for hiring, career laddering, and planning their ongoing professional development activities and goals. In both cases it provides a framework for meaningful reflection, assessment, gap identification, and planning.

Lifelong Learning of Civil Servants in COVID-19

2022 ◽  
pp. 94-104
Author(s):  
Christos Lalos
Keyword(s):  
Information Systems ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Health Information ◽  
Healthcare Professionals ◽  
Health Information Systems ◽  
Civil Servants ◽  
Knowledge And Skills ◽  
Health Need

Nowadays, a number of international developments in the economic, technological, social, and cultural fields make it necessary for more and more healthcare professionals to acquire a variety of knowledge and skills, adapted to the changes that take place, especially in information systems. To be able to meet the demands of our time, civil servants working in the field of health need to have a variety of interconnected qualifications on information systems, which must be renewed every now and then, especially due to the COVID-19 pandemic. This means that there is a need for continuing education, which will help to acquire knowledge, develop their skills, expand the prospects in the field of health information systems and at the same time will contribute to tackling the pandemic.

scholarly journals Institutionalization of higher education and science in the strategy of sustainable social development: global and European levels

2020 ◽  
pp. 32-61
Author(s):  
Viktor Zinchenko
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Development ◽  
Lifelong Learning ◽  
Education System ◽  
Global Strategy ◽  
Quality Education ◽  
Knowledge And Skills ◽  
Agenda 2030 ◽  
2030 Agenda

The current education system is still «teaching» society the tasks and goals of sustainable development on a small and insufficient scale. However, the official program document (Resolution) of the UN General Assembly formulates an appropriate global strategy «Transforming our world: the 2030 Agenda for Sustainable Development». Sustainable Development Goals (SDGs) are the key areas for implementing this global integrated multi-level strategy for social, governmental and institutional sustainable development. Education is one of the crucial prerequisites for the implementation of the UN global strategy «Agenda 2030». Therefore, education has a key role to play in seeing a just, peaceful and sustainable society (both global, continental, regional and national). International and European integrated strategy for sustainable social development «Transforming our world: the 2030 Agenda for Sustainable Development» – at the global level of education and science offers a mechanism for achieving and providing inclusive, equitable and quality education and training, promoting all opportunities for education and lifelong learning. The strategy envisages providing and allowing everyone to receive and complete free, fair and quality primary, secondary and higher education, which will lead to appropriate and effective results of sustainable social development of both individual states and the global system. It is also necessary to create preconditions for ensuring access of all, regardless of social, sexual, racial, ethnic origin to quality education at all levels, and to create appropriate conditions for this by 2030, which will allow them to successfully move to the next educational levels and carry out lifelong learning. To do this, all levels, models and systems of education (through the model of «education for sustainable development») must be transformed - to acquire the knowledge and skills necessary for sustainable development: sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, through global civic education and the recognition of cultural diversity and the contribution of culture to sustainable development.  Thus, Agenda 2030 sets practical challenges for governments to ensure, through the transformation of the education system («education for sustainable development»), the maximum conditions for all people to participate (through the acquisition of quality knowledge and skills through education) in society, state and economic and political development.

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