Two collaborative inquiry groups share their processes and findings, such as coresearchers' lived experience is equal in importance to formally collected data; knowledge created in the group belongs to the group; and coresearchers must be equal in contribution and commitment. (SK)

Beatty takes the position that individual change is the necessary and sufficient beginning, ending, and focal point of adult education. Ilsley asserts that adult educators should accept their primary role as agents of social change. (SK)

Jarvis believes that the diversity of perspectives and understanding of leaders from other disciplines enriches adult/continuing education. Griffith argues that the leadership of outsiders perpetuates dependence on the clientele, media, and content of other disciplines. (SK)

According to Beder, market-driven delivery systems are inherently unequal and inefficient at meeting social needs, and they replace education with profit as the primary goal. Mason considers marketing necessary to survival, which helps ensure that client needs can be met. (SK)

In Brockett's opinion, mandatory continuing education does not ensure effective and competent performance, and it violates adult education principles. Le Grand finds it a natural extension of preprofessional preparation. (SK)

Cunningham views codes of ethics as inappropriate because they help those in or working toward positions of power and inhibit change. Sork and Welock identify benefits of developing a code and consequences of not having one. (SK)

James states that the diversity of adult education makes it impossible to develop a system of certification. White thinks it is needed to meet society's expectation for demonstrated professionalism. (SK)

Presents a process for developing certificate programs based on components of Kemp's Instructional Design model: learning needs, job tasks, learner characteristics, task analysis, pretesting, learning objectives, teaching/learning activities, instructional resources, support services, learning evaluation, formative evaluation, summative…

A collaborative approach to program design, marketing, instruction, and evaluation can yield high quality interdisciplinary certificate programs. Evaluation issues include (1) quality of core knowledge; (2) input from beneficiaries; (3) appropriate methodology; (4) appropriate instructors; (5) measurement of learning gains; and (6) curriculum…

Costs involved in certificate programs are examined in terms of direct expenses, staff, and institutional overhead. The discussion includes the income potential of such programs and start-up and maintenance expenses. (SK)

A survey of 388 universities received 131 replies indicating (1) an increase in certificate programs; (2) 50 percent involved in cooperative efforts with external agencies; (3) a trend toward self-supporting units; and (4) wide variety in program activities and requirements for instructors and students. (SK)

Interviews with graduates of certificate programs found that graduates derived career benefits from completion; valued practitioners as teachers but recognized their shortcomings; and felt that certificate programs have a low priority and marginal role in universities. (SK)

Examples of certification programs are given: Certified Professional Managers, Certified Professional Secretary, Certified Purchasing Manager, certified Clinical Specialist in Medical-Surgical Nursing, Certified Financial Planner, Senior Professional in Human Resources, and Certified Quality Engineer. (SK)

When carefully designed, taught, and managed, certificate programs can provide access to new careers and social mobility for their graduates, while profiting the sponsoring institution. (SK)

The role and understanding of professions has changed because of a revolution in knowledge about learning, such as locus, social context, practical versus formal knowledge, and knowledge creation. The upheavals require reframing of professional continuing education. (SK)