Continuous professional development of educators: the state, professional councils and higher education

  • EO Mashile University of South Africa


Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by globalization.Higher Education is one of the mechanisms that can be employed to provide and sustain reflective practice within CPD. Factors that may inhibit the capacity of Higher Education Institutions (HEIs) to render a sustainable service in this regard should be identified and circumvented. A necessary partner in enhancing the capacity of domestic HEIs, especially in the face of globalization, is the state. Also impacting on the kinds of learning opportunities provided for CPD purposes is the nature of policies developed by professional councils. This article explores the relationships between the state, professional councils and higher education and suggests a theoretical framework for the provision of CPD for educators in the formal education system.

South African Journal of Higher Education Vol.16(1) 2002: 174-182

Journal Identifiers

eISSN: 1011-3487