Abstract
The coverage of CPE in Australia is at this stage an incomplete tale. In this Chapter the ‘rounding off’ of the tale is advanced. The method selected for this Chapter is through six themes. In line with the sub-title of this book, the themes also provide evidence of policies or practices being accepted or missed opportunities for CPE. In examining the following themes, gaps in CPE’s tale are filled and exposed to more critical analysis. Rounding off the tale in this way is designed to prepare for the final Chapter with its focus on CPE’s pastand future. The six themes of this Chapter are: the contribution of the professional associations, the lack of attention to evaluation and quality assurance, the non-educational approach to new technologies, the failure to recognise developments about learning, the absence of a comprehensive view of professional practice and the impact of the new national registration scheme.
The six themes in this chapter were selected for a variety of reasons. The first theme on the professional associations’ contribution to CPE was chosen on the basis that for the associationns’ members (and the community) the concept of these associations becoming providers of an educational program that had become mandatory for their members was a ‘surprising outcome’. Becoming an educational provider was foreign territory for these organisations. But the associations, almost without exception, rose to the challenge and were successful.
Nevertheless in this foreign territory there were some important activities that were not generally included by the associations, or other CPE providers, and educators would have concluded that they should have been. Such activities were program evaluation and quality assurance. They were evident in American CPE but missing from Australian CPE. Australian CPE providers’ use of new technologies in their programs is featured as a theme. The associations may or may not have been aware of their members’ uses of these technologies for all sorts of learning. But the practitioners’ use of these technologies was not effectively incorporated into their CPE provision.
The fourth theme recognises that there had been a failure by CPE providers to acknowledge significant developments in the understanding of learning. From the adoption of concepts such as lifelong learning, practitioners had new ways to improve their golf swing and in their professional practice they discovered that they could use You Tube or Facebook for professional learning as well as their personal non-professional learning. But CPE did not made adequate or appropriate use of the these developments in learning.
The failure to provide a comprehensive view of the professional practice phenomenon is the fifth theme. This on-going problem has limited the ability of CPE providers to develop programs that are more closely related to the day to day activities of practitioners and to the individual practitioner’s development as a professional.
Finally, the sixth theme addresses the impact of the national registration scheme. That significant national innovation within what has been a slow evolutionary development of CPE has important implications, particularly in view of issues raised in the discussion of the earlier themes in this Chapter.
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Brennan, B. (2016). Rounding Off the Tale of CPE – Six Themes. In: Continuing Professional Education in Australia. Springer, Singapore. https://doi.org/10.1007/978-981-10-1832-9_10
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