Continuing professional development (CPD) is an essential aspect of early years (EY) workforce planning. In understanding how CPD is currently provided, we depend largely on surveys carried out by separate sector organisations with little synthesis of the data. In this paper, we scrutinise findings relating to CPD from nine surveys of EY managers…

The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: (1) a collaborative structure, (2) continuous learning and (3) a culture of care.…

Teacher and headteacher assessments and professional development are deemed critical levers for improving quality education in an increasing number of countries and contexts. However, prioritising improvement is not always evident, given that sometimes those subjected to assessments are not effectively informed about their performance (e.g. from…

This article delves into the 'continuous professional development' (CPD) strategies of three Nepali public secondary principals in complex settings. Through semi-structured interviews, the case studies reveal key CPD themes such as academic qualifications, contextual learning, collaborative networking, leadership training, critical…

Online courses have become increasingly popular in education and professional development because of their user-friendliness, accessibility, and ability to provide specialized training beyond formal education for workforce preparation. We demonstrate the efficacy of using a Massive Open Online Course (MOOC) to teach specialized engineering…

Teaching assistants (TAs) have a notable role in supporting individual students, groups, and classes in learning and in daily practices, both in mainstream and special education at the primary and secondary school levels. To enhance teaching assistants' learning, they should be integrated members of schools' professional learning communities.…

The aim of the present study is to examine the breadth of influence of a business plan-based entrepreneurship education. This task is implemented by examining students' (n = 227) self-reported learning outcomes concerning entrepreneurial skills, attitudes and abilities after education. In addition to proposing a classification of the self-reported…

The UNESCO Institute for Lifelong Learning (UIL) prepares the "Global Report on Adult Learning and Education" ("GRALE") every three years in order to strengthen understanding of 'where we stand' as a global community, and to address the growing need for youth and adult education. The present report draws on data from…

The article deals with comparative analysis of conceptual approaches and content of cooks' training in Ukraine, European countries, the USA and Eastern Partnership countries. It has been found out that national vocational education is grounded on education standards and activity-based approach to forming the training content, subject-based…

Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the…

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing…

The diversification of settings in which higher education is delivered has resulted in a growing proportion of lecturers entering teaching from professional backgrounds. This is a challenging transition as lecturers are rarely given the space to consider the implications of this move on their identities and practice styles. Writing is recognised…

This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and…

This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of…