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Continuing Education: A perspective from a developing Country Esam N. Nassar

Continuing Education: A perspective from a developing Country Esam N. Nassar.

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Continuing Education: A perspective from a developing Country Esam N. Nassar

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  1. Continuing Education:A perspective from a developing CountryEsam N. Nassar

  2. The accelerated rate of development which featured the past few decades have placed a greater burden on practicing professionals to maintain their level of proficiency and catch up with new changes in a highly competitive environment.

  3. Degreed graduate studies fit well within the elitism and academic bureaucracy of universities. On the other hand, non-degree short course education, variously called “ continuing”, or “lifelong” education

  4. A case for Continued Professional Training When Egypt launched its plan to refurbish ( renovate or repair) one of its high technology industries during late seventies

  5. How are they going to solve this? What do you think is the problem there?

  6. Solution A training body was set up, formed of qualified professionals of diversified industrial and academic experiences. The task was to continuously develop the professional ability of the workforce in such a manner as to enhance the overall capability of the industry.

  7. Organizational Features The first and most important feature that must be emphasized is the integration of the training process into the industry’s infrastructure. It is to be considered as a central activity and should not be isolated from the production cycle which links the various sectors of industry. Such arrangement should facilitate rapid and accurate transmission of indicators for training needs and professional demands

  8. Training Philosophies Training in industry took the form of “ on-the-job” apprenticeship.

  9. How is training Philosophies should be developed • Be developed to suit industry’s objectives, local environment, as well as the learning style of the participants. On-the-job training, formal short course education, programmed instruction, and self paced learning are all different forms of learning technologies which should be put to work for well defined strategies and philosophies.

  10. Conclusion: by Esam M. Nassar • It is essential that key jobs and tasks are to be analyzed and broken into sets of quantified skills and knowledge elements. Taking into account particulars of the locality and type of the industry, job skill profiles are then produced against which profiles of individuals are compared. Hence training demands are determined. These profiles are regularly updated in order to account for new developments.

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