Quality Education Continuing Education Is

Quality Education Continuing education is education or training provided to students or professional personal via multiple mediums, which may include lecture, reading, audio delivery of information, and other formats as deemed appropriate. It is critical that educators monitor the quality of continuing education, to ensure that students participating in continuing education programs receive the best possible service and most up-to-date information. This is especially important in fields where policies or procedures or techniques may change with time.

If for example, and employee were to receive computer training on an application, they should receive training on the most recent application developed, not an older program. If they do not receive quality continuing education, the education they do receive will not serve them or the employer well. There are many criteria educators and administrators, as well as students, can use to evaluate continuing education program.

Gates, Augustine, Benjamin et al., (2001) note that documented evidence of needs within the college district or atmosphere are needed, that provide detailed information about continuing education and certification programs.

The five criteria most important to the field of continuing education according to Gates, Augustine, Benjamin et al., (2001) include (1) the program needs to be accredited by a recognized body; (2) the program must provide examinations that are verifiable and can testify that the student has learned the information relative to the program he or she enrolled in; (3) the program must include a minimum number of semester hours into which the degree or certificate program can be completed; (4) the program must have had a minimum of 15 graduates within a 3-year period, and (5) the entity offering the program must have a mission statement and objectives that relate why quality is important in continuing education (p.94).

Many argue that other criteria should be included in continuing education courses. These criteria may include ensuring that the college or educating entity provide a diverse work and learning atmosphere that promotes equality for men and women regardless of their culture, ethnicity, race and other relevant factors as outlined by the EEOC (equal employment opportunity commission) (Huddleston & Unwin, 2002: 10).

The continuing education field is a promising and up and coming field that offers students, professionals and laypeople the opportunity to learn new things, whether related to their job, computers, healthcare, legislation, employment law or other fields where continuing education is a need and requirement. It is important to consider these criteria because they help create a framework or paradigm on which educational programs of high quality may be built and distributed (Smith, Cohen-Callow & Dia, 2006).

Smith, Cohen-Callow & Dia (2006) note that on reviewing hundreds of continuing education programs, they note that "changes in practice behavior" only occur in some rather than all of the programs under certain "conditions" (p. 465). The authors note the following factors may influence the "likelihood of change as a result of continuing education programs": a person's age, a person's level of motivation, and the amount of experience a person has in the field they are studying (p.465).

Areas of concern for continuing education include lack of "peer support for new innovations" and implementation barriers for new programs (Smith, Cohen-Callow & Dia, 2006). Other areas of concern include recent trends showing decreasing attendance in continuing education programs, including those that many consider essential to someone working at a professional level (Smith, Cohen-Callow & Dia, 2006).

Some researchers note that the reason for decreasing participation is the aging workforce, because many people lose their motivation for learning as they get older and as they gain more "real-time" experience on the job (Smith, Cohen-Callow & Dia, 2006; Gates, Augustine & Benjamin, et al., 2001; Huddleston & Unwin, 2002). How do educational facilities and other entities address these concerns? They have to recreate programs so continuing education candidates see them in a new light.

They have to promote continuing education as a tool that provides indidivuals with more opportunities, whether those opportunities involve earning more money, securing a promotion or providing better quality service (Gates, Augustine & Benjamin, et al., 2001). With regard to changes in practice behavior related to continuing education, changes in practice behavior should occur in all continuing education facilities rather than some continuing education facilities. Changes that must occur must include incorporating a more diverse selection of courses that reflect modern-day needs.

Continuing education facilities must also commit to providing consumers with the best quality service possible. They must appeal to the potential student's intrinsic needs. These needs may vary. The best way to find out what students may want is to survey students. They must find out what influences a potential student to sign up for a continuing education program. Once this need is identified, the program can be shaped to align with potential student's eneds and participation may increase.

Employers can also offer incentives to employees that participate in continuing education courses. They may for example, pay for the course or they may offer the candidate a promotion for completing a certain training program. Continuing education is the responsibility of professionals, employers and educational facilities alike. All need to collaborate to help improve continuing education programs so they appeal to people on a widespread basis.

Employees and professionals should not see continuing education as a burden, but rather, a tool they can use to better their knowledge and their ability to serve others. Employers should also view continuing education programs as a valuable training tool they can use to enhance the productivity and efficiency of their workforce. This is especially the case when continuing education programs are of the highest possible quality. Programs should meet certain criteria as defined above before they offer continuing education to the masses.

Continuing education still has much to offer participants. Continuing education programs that are accredited and those.