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• W50679637 abstract "Education should not be limited only to formal school education but individuals should always find ways and means to increase their knowledge and improve their skills. The rapid flow of knowledge and social change, the discovery of new techniques and innovations, etc call for continuous learning. Individuals who missed formal education looked to different means and ways to substitute their educations through the education. Therefore, the need for continued education becomes an issue to be tackled from different point of views. This paper attempts to look at the need for adult and education in the leadership, to review its nature and practice, the purposes, problems and evaluations. For this purpose we will look at the Kuwait University Center for Communing Education and Community Service as a model in leadership for adult and education. ********** It is a well-known fact that adult education is an important factor of economic, social and cultural development in all modern societies. It provides a way to complete initial formation of adults after they have left the schools or universities. As a matter of fact, some people are aware of gaps in their education due to insufficient training learning during their student life; education allows them to complete it and thus progress in the social scale as well as to refresh their knowledge and not to regress in their profession with respect to newly graduated. Continuing Education can be defined as education that comprises conferences, seminars and refresher courses that occurs while a person is on duty or holding a job, it is a designed education that takes place while an employee is in the service of an employer. Thus, it provides chances for employers and workers to gradually upgrade their skills. Ubeku (1975) stated that an employee should be helped to grow into more responsibility by systematic training and development. Also, he stated that Continuing Education can be described as a kind of learning environment and educational program whereby the learners are given the opportunity to acquire some kind of organized knowledge, and this could be either from home or place of work to be able to combine their studies with other work activities. This kind of knowledge finally can improve skills for a definite purpose, such as academic qualification and experience. Brookfield (1986, p. 122) stated that the act of facilitating learning, however, is as sufficiently complex and challenging as to make us suspicious of any prepackaged collections of practice injunctions. Moreover, learning is far too complex an activity for anyone to say with any real confidence that a particular approach is always likely to produce the most effective results with a particular category of learners, irrespective of the form, focus, or nature of that learning. Knowles (1980, p.25) said that people have little difficulty getting a clear picture of what elementary, secondary, or higher education is. But adult education is much harder to picture. It takes place in all sorts of buildings and even in no buildings at all, involves all sorts of people, has no set curriculum, and often is not even labeled Education, but such as staff development, development, developmental education, continuing education, and many others. Through the human resource of an organization, Adult and Continuing Education is an effective and efficient fundamental way that can update knowledge to keep a breast with the level of knowledge explosion. George (1977) stated that manpower is considered an economic resource. It represents the aggregate of skills and attitudes resulting from education plus training that equips a labor force with a capacity to plan, organize and carry out economic processes. Adult and Continuing Education needs to be concerned with leadership as understood from the perspective of adult and educators. …" @default.
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• W50679637 title "Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing Education." @default.
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