Boone, E., Safrit, R. and Jones, J. (2002). Developing programs in adult education: A conceptual programming model (2nd. ed.). Prospects Heights, IL: Waveland Press.
This “systems approach” model comprises the three main sub-processes of planning, design and implementation, and evaluation and accountability. Planning involves five tasks related to understanding, developing, and renewing an organization. Design and implementation consist of four tasks that function to connect an organization to those it serves. Evaluation and accountability use evaluation findings to renew the organization. Adult education providers are the target of this model, but it may also be appropriate for developing and promoting any organization.
Boyle, P.G. (1981). Planning better programs. New York: McGraw-Hill.
Boyle examines programming using a thorough synthesis of theory, analysis, and practice. Programming is connected to continuing education/lifelong learning, and is described by fifteen key concepts. Nine of the concepts relate to planning, the next four are associated with design and implementation, and the final two concepts involve evaluation. He outlines six key assumptions that relate to the role of planned change and the development of a continuing education program, for example, the most desirable change is predetermined and democratically achieved, and continuing education programs can contribute to the social and economic progress of communities.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
With respect to programming, Brookfield stresses the importance of planners (adult educators) to employ their cognitive maps, experiences, and intuition when forming decisions about specific programs. He focuses on needs assessment, determining objectives and content, and evaluation. Recipients of adult education programs must be encouraged to participate fully in programming because this will reinforce their commitment to the program and they will benefit from the focus on real-life concerns and meaningfulness. Recognizing that context is crucial when programming is one of four main themes discussed throughout this text.