ABSTRACT
Summary: Performance measurement is an issue of increasing significance within the public services generally. The chapter derives from the experience of an attempt to construct a set of performance indicators for continuing education. It briefly reviews the wider debate, and relates this first to higher education and then to continuing education. The author argues against the orthodox view of performance indicators as quantitative, unambiguous measures developed without regard for the institutional or professional context in which they are to be applied. He concludes by suggesting a number of guidelines for policy in the area, stressing the need to see performance measurement as a process of institutional self-development.
