Introduction and Outline
The following Introduction establishes the foundation of the research and is presented in five sections. The first section explains the title and especially two key concepts in the title, ‘tale’ and ‘missed opportunities’. Also noted are the four aims of
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Continuing Professional Education in Australia A Tale of Missed Opportunities
Continuing Professional Education in Australia
Barrie Brennan
Continuing Professional Education in Australia A Tale of Missed Opportunities
Barrie Brennan Tamworth, NSW, Australia
ISBN 978-981-10-1830-5 ISBN 978-981-10-1832-9 DOI 10.1007/978-981-10-1832-9
(eBook)
Library of Congress Control Number: 2016945157 © Springer Science+Business Media Singapore 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
Foreword
A central feature of societies in the twentieth century was the professionalisation of their workforces with nearly 25 % of the US workforce, for example, being classified as professionals. These professionals include teachers, physicians, clergy, lawyers, social workers, nurses, business managers, psychologists, and accountants. Educational systems have been a key feature of this professionalisation project, and consequently, substantial financial and human resources have been deployed to support 3–6 years of professionals’ initial education. Until the 1960s many leaders in the professions believed that these years of pre-service education, along with some refreshers, were sufficient for a lifetime of work. However, with the rapid social changes, explosion of research-based knowledge, and spiraling technological innovations, these leaders now recognise the need to continually prepare people for 40 years of professional practice through continuing education. These systems of continuing education have been built over for the past 50 years. Scholars and leaders have noted the similarities of the continuing education efforts of individual professions in terms of goals, processes, and structures. Thus, the concept of ‘continuing professional education’ began to be used in the late 1960s, with the rationale being that the under
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