Abstract
As indicated in Chap. 1, seeking to discover the origins of CPE would not be found in government legislation or widespread media coverage. The focus chosen for this research was the professional practitioner and the method successfully used was individual interviews. Valuable information was gathered. The evidence was that CPE developed from the desire of the practitioners to ‘keep up to date’ in their profession by learning about themselves, their profession and its practice. This practitioners’ learning was gradually supported by what I have called ‘supplementary activities’ which were offered by a range of organisations, and the professional associations became major providers. Examples of these activities provided by a range of agencies from different professions are noted to illustrate the scope of these early developments. The first CPE activities for some professions are identified. A significant step in CPE’s recognition occurred in the 1980s when CPE was promoted as a preferable option to the constant lengthening of the professions’ entry level degree as a means of addressing the dramatic increase in knowledge. The examples of the early CPE programs provide a general picture of CPE as it began and became an important part of professional life. The chapter also illustrates that CPE was a different type of educational provision.
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Brennan, B. (2016). The Origins and Early Development of CPE. In: Continuing Professional Education in Australia. Springer, Singapore. https://doi.org/10.1007/978-981-10-1832-9_2
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