A 75% response from a survey of 161 agricultural, 131 home economics, 86 auto mechanics, and 70 carpentry teachers identified the best indicator of faculty commitment to vocational student organizations to be membership rate. Faculty in vocational schools to which students must be transported for part of the school day may be less committed. (SK)

Interviews with 11 award-winning secondary marketing teachers showed that successful teachers strive to fulfill teacher-coordinator responsibilities, are enthusiastic and industrious, are professionally committed, assume leadership roles in the field, participate in self-improvement, are caring and student centered, and work most effectively with…

Mandatory versus voluntary continuing professional education was the focus of a survey of 87 Australian professional associations (62 responses). Many of the 37 with voluntary policies have a laissez-faire attitude. The 19 with mandatory policies share few common characteristics. Award restructuring, national qualifications, and competency-based…

Compulsory continuing professional education (CPE) is inappropriate because (1) it reproduces conformity and dependency-producing practices; (2) a professional is essentially self-directed and autonomous; and (3) CPE will not reform "unprofessional" professionals who lack lifelong learning attitudes. (SK)

In Jungian terms, society is shifting from modern "Promethean" to a postmodern "Hermetic" culture, in which the narrowness of adult education ideology is disabling. Instead of polarities, ideology and methodology should be pluralistic, combining the qualities of a number of mythological archetypes. (SK)

Three metaphors can help alleviate performance anxiety: (1) a cloud as a symbol for getting rid of unwanted behavior; (2) a snowball sweeping away all obstacles; and (3) a pyramid as a symbol of unsuspected inner resources. (SK)

Examples of entrepreneurship in open education include (1) Australian courses molded to reflect industry needs; (2) Australian and Canadian rural outreach programs using telecommunications, interactive video, and information technology; and (3) the Institute of New Venture Creation at Australia's Canning Senior College, developed in conjunction…

International challenges facing adult education point to a need for expanded provision, emphasizing work skills. Political and managerial challenges imply that adult and community educators need to collaborate to ensure appropriate resources. (SK)

Adult and continuing education should move beyond traditional, production-oriented views of leadership toward reconceptualizing work, learning, and leadership in terms of programs, policy, politics, people, and the profession. (SK)

Beyond the limits of a conventional, administrative task-oriented approach to leadership, a view of adult/continuing education leadership in terms of the role of teacher can strengthen personal and organizational learning. (SK)

A mentorship model to provide leadership for staff development has five key steps: engender trust, understand learner movement in a development framework, introduce conflict and encourage learner voice, emphasize positive movement, and attend to the relationship. (SK)

In a pluralistic environment, adult/continuing education leaders can reinforce such values as belief in the educational potential of nontraditional learners, dedication to adult/continuing education goals, consistency, professionalism, integrity, positive aspects of diversity, focus on real learning instead of credit accumulation, and commitment…

Human resource development professionals should combine vision, understanding, and programing expertise in establishing continuous learning environments in organizations. Leadership roles include role modeling new behavior styles and engendering a participatory atmosphere. (SK)

Continuing professional education has evolved from a focus on technical competence to a broader view of reflective practice. An example from pharmacy demonstrates ways to fulfill the leadership challenge of rethinking the role of the professional via active learning. (SK)

Illustrates evolving concepts of leadership: set of individual traits, set of behaviors, transaction, manipulation of organizational culture, a transformative force. Considers gender and cultural differences, trends in leadership training, and constraints of productivity as a goal of leadership. (SK)