Many of the ideas that underpin continuing professional development (CPD) can be traced to the 1960s and 1970s, a period when economic prosperity and productivity were increasingly linked to education. In the following decades, there was sustained political support for whole societies to become engaged in continual learning and development (Beddoe, 2009: 723). Initial education was no longer seen as sufficient for a professional lifetime, particularly in the context of rapidly changing societies, globalisation and new technologies. Terms such as ‘lifelong learning’, the ‘learning society’ and the ‘learning organisation’ encapsulate the idea that learning is an ongoing process that is not confined to schools, universities or other educational institutions.

While the idea of CPD (in one form or another) has been in circulation for some time, it has undoubtedly gained momentum in the social work sector over the last decade, particularly with the move towards greater regulation of the profession. In this introductory chapter, we will outline the concept of CPD, explore why it has assumed such significance in social work and other professions, and identify the different models of CPD currently in operation. We will also consider some of the concerns and criticisms raised in the literature, particularly in relation to: the lack of research on the impact of CPD; the dominance of certain CPD formats and objectives; and the implications of a shift from voluntary to mandatory systems of CPD.

What is continuing professional development?

There are a variety of definitions used for CPD across different professions and jurisdictions, but most of these definitions share a set of common characteristics. CPD is generally described in terms of an ongoing process of education and development that continues throughout the professional's career, and which includes both ‘formal’ and ‘informal’ elements. Thus, Bubb and Earley (2007: 4) describe CPD as ‘an on-going process encompassing all formal and informal learning experiences’ that enable staff ‘to think about what they are doing, enhance their knowledge and skills and improve ways of working’. Similarly, Alsop (2000: 1) defines CPD as a process of ongoing education and development of professionals, ‘from initial qualifying education and for the duration of professional life, in order to maintain competence to practice and increase professional proficiency and expertise’.