National Library of Australia

The National Library building is closed temporarily until further notice, in line with ACT Government COVID-19 health restrictions.
Find out more

You must be logged in to Tag Records
Mandatory Continuing Education [microform] / Sandra Kerka
Bib ID 5575990
Format BookBook, MicroformMicroform, OnlineOnline
Kerka, Sandra
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
4 p. 

ERIC Digest ; No. 151.


The chief arguments against mandatory continuing education for professionals (MCE) are as follows: it violates adult learning principles, MCE is punitive to those who participate voluntarily; evidence that it results in improved practice is lacking; programs are not consistently and uniformly available; and professionals should be accountable for effective performance, not participation. Proponents support MCE for a number of reasons: expecting voluntary participation is unrealistic, evidence suggests well-designed programs can influence effective practice, MCE provides equal access to a range of opportunities, and mandates are necessary to protect the public. Some feel the focus should be on improving content and delivery and consider competency-based standards the solution. Such standards are controversial because a mechanical approach that breaks down professional performance into discrete tasks or skills ignores higher-level aspects. Another flaw is the assumption that performance is individual, disregarding its context. An alternative to debating the mandatory issue or appropriateness of competency standards is to improve continuing professional education. It should be accessible, affordable, and of high standards; relevant to individual learning needs, applicable to practice, and designed for different learning styles; viewed as part of the lifelong learning continuum; link practitioner competence to the ideals of public service and accountability; and consider the professional as an adult learner. Contains 9 references. (YLB)


Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: RR93002001.

May also be available online. Address as at 14/8/18:

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Accountability.  |  Adult Education.  |  Competency Based Education.  |  Job Performance.  |  Lifelong Learning.  |  Mandatory Continuing Education.  |  Professional Continuing Education.  |  Professional Development.  |  Standards.  |  ERIC Digests
Form/genre ERIC Publications.  |  ERIC Digests in Full Text.
Other authors/contributors ERIC Clearinghouse on Adult, Career, and Vocational Education
Available From ERIC 


In the Library

Request this item to view in the Library's reading rooms using your library card. To learn more about how to request items watch this short online video Help Video.

Details Collect From
mc 2253 ED376275 Main Reading Room - Newspapers and Family History
This item may be online. Please search the ERIC website prior to requesting this microfiche item.

Order a copy

- Copyright or permission restrictions may apply. We will contact you if necessary.

Help Video To learn more about Copies Direct watch this short online video Help Video.
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Aboriginal and Torres Strait Islander Flags
Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.