Planning lifelong professionalisation learning for actuaries

Abstract

This paper presents a model for what is termed Lifelong Professionalisation Learning for actuaries. The model is grounded on the proposition that professions are dynamic, offering the public varying quantities and qualities of professional aspects over time. The overall curriculum for the model is derived by ordering these aspects into cognitive, normative and organisational strands. Different aspects of the curriculum need to be addressed at the different stages of an actuary's career. Delivery of the curriculum may take many forms, and should be planned by national actuarial associations under the guidance of an education expert.

Keywords professionalism, professionalisation, continuing professional education, lifelong learning

South African Actuarial Journal Vol. 6, 2006: 1–17