Work‐based learning and continuing professional development

Abstract

Purpose

The purpose of this paper is to provide an evaluation of the key features of a work‐based, competency‐led curriculum model of continuing professional development for social workers and to present a revised model, which addresses the issues that arise for learners pursuing continuing professional and academic development (CPD) within a work‐based curriculum.

Design/methodology/approach

Reflections on and evaluation of both undergraduate and post graduate, work‐based curricula with employers, tutors and learners led to significant revisions to further models of work‐based learning for CPD. These changes are presented in the form of a revised model, which addresses the tensions between work‐based, competency‐led curricula and the issues that arise for learners pursuing continuing professional and academic development in full‐time employment.

Findings

The paper makes explicit the struggle in developing and delivering work‐based, competency‐led curricula while also trying to address the pragmatic issues that arise for learners pursuing professional and academic development in full‐time employment. In order to resolve some of the tensions a revised model of CPD in the workplace is proposed.

Research limitations/implications

The study is based on the evaluation of two CPD programmes in post‐qualifying social work at one university, over a ten‐year period. However in this sense the study is limited to the experience of the tutors in a particular context.

Practical implications

The importance of considering the workplace as a learning environment for CPD is emphasised, as are the tensions that arise for learners meeting the demands of academia in full‐time employment.

Originality/value

This paper presents valuable lessons learned from ten years of pedagogic experience developing and delivering work‐based CPD programmes.

Citation

Sobiechowska, P. and Maisch, M. (2007), "Work‐based learning and continuing professional development", Education + Training, Vol. 49 No. 3, pp. 182-192. https://doi.org/10.1108/00400910710749314