Journal of Educational Sciences > Volume 2, No. 1, 1990

Continuing Education Theory and Practice / Abdul Rahman Ibrahim Al-Shaer

The concept of continuing education has numerous names according to the cultural background and situation in which it has been developed and applied; like extension education or agricultural extension, further education, life long education, adult education, community education, extra-mural studies, second and third age education, informal education, etc.
Continuing education programs aim in general at contributing to social and economic development and the welfare of the community and, accordingly, of society. These programs are directed to both males and females, and are built to meet and satisfy the growing and different needs, interests, wants, and desires of the interested individuals belonging to different sectors in acquiring knowledge in different disciplines and in all walks of life, whether they are dependents or independents, inservice or retired, qualified or non-qualified, etc. The important criterion here is the element of interest.
Of course, continuing education programs have a direct impact on manpower, hence they produce desirable behavioral charges in their knowledge, skills and attitudes and this ultimately improves their level of performance and their level of achievements in their respective organizations and institutions. This leads to qualitative and quantitative improvements in the production and the services rendered by these organizations and institutions. This leads to an increase in the national income of the society and in turn in per capita income and accordingly the achievement of a higher level of social welfare and prosperity.
Mostly, the programs of continuing education depend on efficient communication so as to be successful. Hence, they are supported by audio-visual aids such as slides, filmstrips, movies, photographs, bulletins, brochures, etc. The reason behind this strategy is to increase the efficiency of the perception process on the part of the receivers and to be sure that continuing education messages are perceived perfectly and efficiently, and that the recipients will act upon them and benefit from them. In this way concerned experts of continuing education may except that it does its anticipated impact on communicatees.
This study will present a suggested model for designing continuing education programs. The suggested model includes five elements, namely instructional objectives, learners' characteristics, programs staff, instructional activities, support service and evaluation