Continuing Professionals Development: Explanatory Guide
This explanatory guide is a work in progress so please contact us on info@acpireland.com and share your views
The ACP acknowledges the on-going and enthusiastic engagement with Continuing Professional Development by practitioners in the Early Years Sector. While it is easy to record formal CPD we also acknowledge the many hours spent engaging in professional development activities in both non-formal and informal capacities and consider these to be part of the minimum 40 hours. To give clarity the following guidelines have been created.
Professional development may be seen as a dynamic process of formal , non-formal and informal learning. The National Qualifications Authority of Ireland identifies formal, non-formal and informal learning for the purpose of developing a national approach to the recognition of prior learning.
Formal CPD:Formal learning is always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Examples of formal CDP are
Initial or continuing education in Early Childhood Care and Education that results in qualifications that are on the National Framework of Qualifications
Formal CDP can be evidenced through a compilation of Certificates, Diplomas, Degrees, Masters or PhDs.
Non-formal CDP:
Non-formal learning is rather organised and can have learning objectives. Such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. These include Local Quality Training and short courses/workshops, networking events, conferences, AGMs, etc)
Non-formal CDP can be evidenced through certificates of attendance/completion or signed off by organiser/host.
Informal CPD
Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance. Examples on Informal CDP include: reading a childcare book, attending staff meetings, visiting other childcare settings, etc.
Evidence of engagement in informal CDP lies with the practitioner.
CPD was traditionally viewed as ‘going on training’ or undertaking a qualification, but CPD can include any or all of the following:
The above are designed to act as a guide to areas that can be included in recording your CPD rather than an exhaustive list. We fully believe our members will have no difficulty in reaching the forty hours minimum requirement on an annual basis and hope it will act as an acknowledgement of your commitment to lifelong learning in the interests of providing a quality, professional service for children and their families.
Members are advised to keep a record of thoughts, reflections and learning that they have achieved through these various activities as this learning can be included in developing Professional Development Portfolios that will support the recognition of prior learning (RPL) process.
Definitions of formal, non formal and informal learning taken form OECDs Recognition of Non-formal and Informal Learning
Professional development may be seen as a dynamic process of formal , non-formal and informal learning. The National Qualifications Authority of Ireland identifies formal, non-formal and informal learning for the purpose of developing a national approach to the recognition of prior learning.
Formal CPD:Formal learning is always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Examples of formal CDP are
Initial or continuing education in Early Childhood Care and Education that results in qualifications that are on the National Framework of Qualifications
Formal CDP can be evidenced through a compilation of Certificates, Diplomas, Degrees, Masters or PhDs.
Non-formal CDP:
Non-formal learning is rather organised and can have learning objectives. Such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. These include Local Quality Training and short courses/workshops, networking events, conferences, AGMs, etc)
Non-formal CDP can be evidenced through certificates of attendance/completion or signed off by organiser/host.
Informal CPD
Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance. Examples on Informal CDP include: reading a childcare book, attending staff meetings, visiting other childcare settings, etc.
Evidence of engagement in informal CDP lies with the practitioner.
CPD was traditionally viewed as ‘going on training’ or undertaking a qualification, but CPD can include any or all of the following:
- Attending conferences, workshops, courses
- Undertaking courses that lead to a qualification
- Attending staff meetings and setting-based training
- Attending network meetings or Service District meetings
- Watching educational videos
- Visiting other settings
- Shadowing or working alongside other staff members
- Professional discussions
- Networking with other professionals
- Presentations -giving or attending
- Reading appropriate materials, including relevant websites
- E-learning
- Reflecting and self evaluating your own practice
- Peer observation
- Job rotation
- Performance reviews
- Mentoring-new staff/students
- Distance learning (home study)
- Leading meetings
- Managing and supervising staff
- Leading a special initiative
- Membership of a professional body (Continuous Professional Development Toolkit for Early Years Foundation Stage and Playwork Practitioners)
The above are designed to act as a guide to areas that can be included in recording your CPD rather than an exhaustive list. We fully believe our members will have no difficulty in reaching the forty hours minimum requirement on an annual basis and hope it will act as an acknowledgement of your commitment to lifelong learning in the interests of providing a quality, professional service for children and their families.
Members are advised to keep a record of thoughts, reflections and learning that they have achieved through these various activities as this learning can be included in developing Professional Development Portfolios that will support the recognition of prior learning (RPL) process.
Definitions of formal, non formal and informal learning taken form OECDs Recognition of Non-formal and Informal Learning