Continuing Professional Education in the Multilingual and Multicultural Environment of the 21st Century.

Continuing education is rarely an established system. It is much more ephemeral in nature than initial education, changing with a variety of social pressures and emerging and disappearing in different parts of the world as the demands of the global market change. Jarvis (1996, p. 244) The world is participating in a substantial restructuring of the global economy We hear and read about the concept of "globalization" and its effects on every aspect of our lives on a daily basis. Although globalization started centuries ago, fueled by human beings' thirst for new knowledge, the political and economic changes of the last decade and the huge leaps in technological innovation brought this concept into our everyday vocabulary These dynamics have also triggered a more acute need for continuing education to keep up with the demands of our global interconnectedness. Czinkota (1998) noted that "since the Iron Curtain has disappeared, new paradigms have emerged which few, if any of us, would have dared to even consider a mere decade ago ... It is not as if one can point to established thinking, successful models or proven theories on the changes taking place. We are learning by doing" (p. 39). In this process of discovery, continuing professional education professionals can offer their expertise in developing professionals and building systems of continuing education around the globe. Macro level views of the trends, issues, history and development of continuing professional education (CPE) at the end of the 20th century and the challenges of the 21st century have provided a broad and holistic understanding of the field (Cervero, 2001; Mott, 2000; Jarvis, 1996). Among these challenges are micro level issues CPE professionals face, particularly when working in multilingual and multicultural environments of the 21st century This article offers three of the lessons I have learned while engaged in studying management learning, training and organizational development, and change processes in several different environments (Cseh, 1998; Cseh & Short, 2000; Cseh & Short, 2001). Lessons 1 Carefully plan any communication across cultures requiring interpreters/translators. Establishing any channel of communication (face-to-face, telephone, fax or e-mail) between trainers and interpreters/translators is essential in clarifying concepts. The following points should be considered: * Contract with translators/interpreters who are familiar with the subject matter; * Try to use the same trainers and translators/interpreters to work with the client during the life of the CPE project to promote their understanding of the nuances of the cultures in which they are working; * Use at least two translators/interpreters if possible for long workshops with multiple trainers; * Send any materials that need translation in time for translation and then full review by the translators/interpreters; * Translate all materials including overheads, presentation materials, and handouts. * Avoid the use of acronyms and unfamiliar jargon; * Consult with members of the host culture for meaningful examples for the CPE participants; and * Check frequently for understanding. Lesson 2 Strive for mutual knowledge creation. Frequent feedback from participants in CPE programs demonstrates the need for their knowledge and experience to be taken into account. When examining the process of knowledge transfer across linguistic boundaries, Jankowicz (1999) used the "export sales" and the "new product development" metaphors. The "export sales" implies that both parties (the donor and the recipient) share the same conceptual background and assumptions; thus the knowledge (product) is transferred (sold) to the recipient who, with appropriate instruction, will put it to use. …