Continuing professional development as lifelong learning and education
Bibliographic record
Abstract
Continuing professional development (CPD) is a substantial, but hitherto largely unappreciated component of lifelong learning and education (LLL/LLE). CPD encourages analysis of the LLL/LLE of those with high education in early years. It draws attention to the influence of particular organisations, professional associations and regulatory bodies, not only as suppliers of LLL/LLE, but also as facilitators of perpetual cycles of learning and in so doing connect lifelong learning with individual identities as professionals. This study highlights the importance of bringing a sociological perspective into understanding participation in LLL/LLE through consideration of a wider range of stakeholders. Data is presented on these organisations' CPD policies from a large-scale survey carried out in the UK triennially between 2003 and 2018, in addition to interviews, focus groups and other surveys of employees of these organisations in the UK, as well as in Australia, Canada and Ireland reported in many publications. The development path of CPD and the changes this has led to for the exercise of professionals' lifelong learning and for the functioning of these organisations themselves is analysed. CPD policies and programmes are portrayed as a structured system distinct from university continuing education and training.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".