The purpose of this study is to examine the programming of religious education in Southern Baptist institutions of higher education, including a comparison of current religious education programs, the articulation between college and seminary religious education programs, and the identification of future trends that these programs may follow. From these findings, the following conclusions were drawn: Religious education is apparently considered important enough to be included in the curriculum of Southern Baptist colleges. The evaluation of the role of the institution in training students for careers in religious education has been a vital factor in changes that have been made in the programs. Programs designed to grant credit for work done prior to seminary enrollment are being favorably, although not unanimously, received. Additional undergraduate religious education programs appear to be likely, should programs granting credit for previous work develop. Exploration into the development of other means for the granting of credit would bring improvement in the cooperative relationships between the colleges and the seminaries. From these conclusions, the following implications were derived: Southern Baptist schools will continue to train persons for church-related vocations. Attitudinal changes must occur, both among the college and the seminary leaders, before major changes will be …

This study assesses the continuing education needs of social caseworkers employed by the Community Care for the Aged, Blind and Disabled Program Division of the Texas State Department of Human Resources. A model by which needs assessments and discrepancy evaluation can be conducted was identified. The study was designed to answer three major questions. These were (1) What are the behavioral competencies critical to the effective practice of C.C.A.B.D. social casework within the Texas State Department of Human Resources? (2) What are the current continuing education needs of C.C.A.B.D. caseworkers with respect to these competencies? (3) What significant discrepancies exist as to the perception of these needs among caseworkers, supervisors, and administrators that hold implications for continuing education program planning. The needs assessment model developed in this study is designed to overcome many of the limitations of traditional approaches to needs assessment by defining critical job requirements from the perspective of current practice as well as administrative policy, establishing a profile of the successful worker as a model for staff development, and integrating the perceptions of administrators, supervisors, and workers in identifying continuing education needs.