The CPD Register Research Project is being carried out as an introductory and background study, over 12 months, in preparation of a wider Doctor of Professional Studies (DProf) Research Study, also being carried out by The CPD Register’s Research and Development Manager, Emma Owen, BA(Hons), MSc, in conjunction with Middlesex University.
The DProf Study has been developed with specialist pathways to reflect the complex developmental work of senior professionals in an expansive range of specialisms. The programme is delivered as a partnership between the Faculties of Health, Social Care and Education, and Science and Technology, at Middlesex University. Professional Doctorates have the equivalent status of a PhD and are designed as research-based qualifications for busy working professionals as part-time independent studies. Postgraduate researchers on this programme have the ambition and drive to create impact in their chosen field of practice. The research projects undertaken are based on cutting-edge issues that can contribute new knowledge and are catalysts for change.
The CPD Register is supporting and funding this DProf Study and deeper Research Project into the perception of CPD Accreditation and will enable The CPD Register to be at the forefront of CPD and the Accreditation of it.
The first phase of the The CPD Register’s Research Project can be found below:
Since early 2023, The CPD Register has observed a significant surge in the number of CPD Accreditation Organisations in the UK, rising from 6 to over 40 by December 2024. This rapid growth, primarily driven by newly established accreditation providers, highlights the non-regulated nature of the CPD accreditation industry.
Concerns have arisen regarding the quality and legitimacy of many of these CPD Accreditation Organisations. Some may issue "CPD Accredited" stamps or logos without rigorous review processes or published assessment criteria, making it difficult for consumers to verify the authenticity and quality of CPD activities.
Since introducing the ability for consumers to report a Training Provider or CPD Course in January 2024, The CPD Register has received hundreds of complaints from consumers who have invested time and financially in CPD training programs advertised as "CPD Accredited," only to discover issues such as lapsed accreditation, substandard quality, non-existent training, or outright fraud.
With the above in mind, The CPD Register is conducting an in-depth research project into the perceptions and assumptions of CPD Accreditation. This research will explore how CPD Accreditation is perceived by:
The research aims to addresses several critical issues within the CPD accreditation industry:
By conducting this research, The CPD Register aims to contribute to a more transparent, accountable, and consumer-centric CPD industry.
The research will be split into 3 phases:
In today's fast-paced professional landscape, Continuing Professional Development (CPD) has become an indispensable tool for individuals and organisations alike. This research project delves into the relevant academic literature to highlight the historical roots of CPD, its contemporary significance, and the economic and societal benefits it offers. Additionally, it explores the complexities of the CPD accreditation landscape, highlighting the need for standardised quality assurance.
A critical aspect of this exploration is the examination of the CPD accreditation industry. Despite the widespread recognition of CPD's importance, the industry remains largely unregulated, raising concerns about the quality and effectiveness of accredited programmes. This project highlights the need for standardised quality assurance to safeguard the integrity of CPD and protect the interests of both professionals and organisations.
By investigating the challenges and opportunities associated with CPD, this project seeks to provide a comprehensive understanding of this vital aspect of lifelong learning. We will delve into the diverse range of CPD activities, from formal training programmes to informal self-directed learning, and examine the role of technology in shaping the future of CPD.
Continuing Professional Development (CPD) typically involves a structured approach with elements like monitoring, recording, and a defined cycle. This transforms it from a solely individually driven activity to a more formalised system aligned with Lifelong Learning principles (Friedman, 2023). Given the limited academic research published in recent years specifically on continuing professional development and the overlap between their core principles, CPD and Lifelong Learning will be considered interchangeable for the purposes of this study.
The concept of CPD stems from the understanding that initial professional qualifications are not static. As industries and professions evolve, so too must the skills and knowledge of those working within them. CPD emerged as a response to the need for ongoing learning and development, recognising the importance of maintaining high standards of practice and adapting to changing professional landscapes (Friedman, 1962).
The concept of lifelong learning, underpinning CPD, has roots stretching back to the medieval guilds, where craftsmen would apprentice and master their trades. However, the formal recognition and systematic implementation of CPD, as we understand it today, is a relatively recent phenomenon, largely driven by societal, technological, and economic shifts (Queeney, 2000).
The 20th Century formed an era of growth and formalisation. The post-World War II period saw a surge in higher education and a growing professional class. This led to a greater emphasis on maintaining and enhancing professional competence (Friedman, 2012).
Social and political changes of the 1960s, coupled with increased public scrutiny, spurred the need for professionals to continually update their knowledge and skills (Cervero, 2001; Daley, 2001; Houle, 1980). This decade marked the emergence of formal CPD programmes, particularly in regulated professions like medicine, law, and engineering.
The 1980s witnessed a significant expansion of CPD, driven by factors such as government regulation, increased globalisation, and technological advancements (Cervero & Azzaretto, 1990). This period saw a shift towards a more learner-centred approach, with a focus on individual needs and competencies. However, challenges such as a lack of rigorous evaluation and a reliance on traditional delivery methods persisted (Kuhne, 2013).
The 21st century has ushered in a new era of CPD, characterised by rapid technological advancements and evolving workplace demands. Key trends include the rise of digital transformation, a focus on workplace relevance, an emphasis on lifelong learning, and the role of professional bodies.
The rise of e-learning platforms and online resources has made CPD more accessible and flexible. Online courses, webinars, and virtual workshops have become increasingly popular, allowing professionals to learn at their own pace and convenience (Berge, 2013).
CPD providers are increasingly tailoring their offerings to meet the specific needs of organisations and individuals. This has led to a greater emphasis on practical skills and knowledge that can be directly applied to the workplace (McCrea, Gay, & Bacon, 2000).
As the pace of technological change accelerates, the need for continuous learning has become even more critical. CPD is seen as a vital tool for individuals to stay ahead of the curve and adapt to new challenges (Slotte & Herbert 2006; Eraut 2012).
Before the onset of the COVID-19 pandemic in March 2020, face-to-face conferences, seminars, and leadership training courses were the predominant modes of CPD delivery. The subsequent imposition of travel restrictions and physical distancing measures, coupled with the urgent need to disseminate information about COVID-19 management, accelerated the development and adoption of virtual teaching and learning platforms as a means of facilitating CPD (Soklaridis et al., 2024). The COVID-19 pandemic catalysed the integration of online learning tools into professional development. Though the pandemic has abated, the efficacy of these digital tools continues to offer significant potential for future pedagogical approaches (Aristovnik et al., 2023).
In conclusion, CPD has evolved significantly over the past few decades, driven by a range of factors, including technological advancements, societal changes, and economic pressures. As we move into the future, CPD will continue to be an essential component of professional development, helping individuals and organisations to thrive in an increasingly complex and competitive world.
Millions of professionals in the UK engage in CPD (Friedman, 2012). While CPD is widely adopted, its interpretation and goals can vary across different sectors. For example, with healthcare professionals CPD is often seen as a means of safeguarding patients and the public by ensuring practitioners possess the necessary skills and knowledge for safe, effective, and legal practice (HCPC, 2009). In contrast, other professions may view CPD as a personal development tool that promotes career advancement and mitigates risks associated with outdated practices and regulations (IOSH, 2010).
Public perception of CPD is relatively positive. A 2021 survey by Toluna found that 34% of UK adults had undertaken CPD, with higher rates among men and younger age groups (Pitts et al., 2021). Moreover, a significant 40% of respondents indicated that they would seek to verify CPD credentials when choosing a professional service provider, emphasising the public's trust in CPD as a marker of professional competence.
The 2024 Adult Participation in Learning Survey (Nermond et al, 2024) reveals a significant increase in adult learning across the UK, largely driven by independent and online learning. Over half of UK adults have engaged in learning over the past three years. While work-related learning remains a primary motivator, personal interest and development have also seen a notable uptake. Learners report various benefits, including improved skills, increased self-confidence, and a greater enjoyment of learning.
Despite high participation rates, many learners face challenges, such as time constraints, financial burdens, and a lack of confidence in using technology. Technology is widely used in learning and is seen as a valuable tool for flexible and personalised education. However, inequalities persist, with regional disparities and socioeconomic factors influencing access. Higher social grades and educational attainment are associated with greater participation. Younger, employed individuals are more likely to engage in learning (Muhammed, 2024).
Overall, the survey highlights the growing importance of lifelong learning in the UK. However, addressing inequalities and providing support for learners, especially those facing barriers, remains crucial to ensure inclusive and equitable access to learning opportunities.
The UK's CPD industry is extensive and diverse, making it difficult to precisely quantify its economic impact. However, CPD is a cornerstone of many industries and can be delivered through various modalities, including online and in-person learning. In 2002, Brown et al. highlighted the scarcity of research exploring the economic value of CPD. This observation remains pertinent in 2024. To provide some context, CPD in higher education institutions generated approximately £750 million in 2022-23 (Mosley, 2024). Online education, which encompasses both CPD and broader academic programmes, generates approximately £4.1 billion annually from both public and private institutions (Stalker, 2024). The UK Register of Learning Providers (2024) reports that over 50,000 learning providers have registered since 2005, suggesting that the economic value of CPD is likely substantially larger.
CPD can be a powerful tool in mitigating the negative effects of technological unemployment. For example, in sectors like manufacturing and retail, where automation is increasingly common, workers who participated in reskilling programs were more likely to find new roles or transition to different industries. Without such programs, these workers often faced prolonged unemployment or were forced into low-skilled, low-wage jobs. This aligns with broader economic research, which emphasises the importance of skill adaptability in maintaining a competitive workforce (Latham-Green, 2015).
Furthermore, CPD can boost innovation and productivity within organisations (Burns, 2020). Companies that invest in employee training often report higher levels of innovation, especially in sectors like information technology, finance, and healthcare (Na, 2021). This suggests that CPD not only benefits individual workers but also contributes to overall economic growth by stimulating innovation and competitiveness.
CPD plays a crucial role in maintaining professional standards. By ensuring that professionals remain up-to-date with the latest developments in their fields, CPD helps to safeguard the public interest and promote ethical practice. Furthermore, CPD can contribute to personal and professional growth, enhancing individuals' employability and career prospects (Friedman, 2023).
Continuing Professional Development has become a vital part of professional life in the UK. Its significance is evident in the widespread adoption of CPD policies by professional bodies. By 1987, half of UK professional bodies had implemented CPD policies (Welsh & Woodward, 1989), and by 2018, nearly all (91%) had formalised their approach (PARN, 2021). Professional bodies play a crucial role in setting standards, accrediting CPD providers, and promoting lifelong learning among their members (Webster-Wright, 2009).
The value of CPD is globally recognised. In 2006, the International Federation of Accountants (IFAC) called on all accounting bodies to implement mandatory CPD (Paisey and Paisey, 2020). Twenty years later, industries such as Building Services are introducing mandatory CPD (CIBSE, 2024), underscoring the continual global importance of CPD in maintaining professional standards.
In other industries such as all regulated healthcare professions in the UK CPD has become a mandatory requirement. To ensure ongoing competence and safety, practitioners must participate in CPD activities and maintain records of their participation. This requirement was introduced in response to government recommendations for improving clinical governance in the NHS, as outlined in the 2006 White Paper, "Trust, Assurance and Safety: The Regulation of Health Professionals." In recent years, CPD has become a key component of revalidation processes for many health professions (Karas et al, 2020).
While CPD policies are widely implemented, the actual level of professional engagement varies significantly. A 2008 estimate by the Professional and Regulatory Norming Agency (PARN) suggested that approximately 52% of the 5.2 million UK professional body members were actively engaged in CPD (PARN, 2009). With the number of UK professional body members exceeding 13 million in 2024 (PARN, 2024), even maintaining the same level of engagement would imply that over 6.76 million professionals are currently participating in CPD. However, it is reasonable to assume that the actual number may be higher.
With the above in mind, CPD is an essential component of modern professionalism. It enables individuals to adapt to changing circumstances, maintain high standards of practice, and contribute to the ongoing development of their professions. As the world continues to evolve, the importance of CPD is likely to increase, making it a vital investment for both individuals and organisations.
The Continuing Professional Development (CPD) accreditation industry currently operates in a largely unregulated environment, leading to a concerning lack of transparency and potential consumer harm. While numerous service providers offer accreditation, their methodologies for assessing training quality remain unknown (The CPD Register, 2024). Without a standardised framework, there's no guarantee that "accredited" training programmes actually deliver promised benefits. Consumers may unknowingly trust these organisations, unaware of the rigour behind their assessments.
Regulation is often misconstrued as a barrier to business growth, but its role in fostering market integrity, consumer protection, and economic prosperity is undeniable (Dommett & Zhu, 2022). When implemented effectively, regulation can significantly enhance business practices and outcomes. Clear standards and enforcement mechanisms ensure fair competition, boost consumer confidence, and ultimately drive growth (Baldwin and Black 2007).
The success of the Regulated Qualifications sector, sharing many similarities with CPD, exemplifies the benefits of regulation. Regulatory bodies like Ofqual in the UK use a robust framework (RQF) to uphold quality. They ensure courses effectively assess knowledge and skills, assessments are fair, and qualifications are trusted by employers and institutions. By providing clear information, Ofqual empowers students and professionals to make informed choices (Gov.UK 2024).
High-quality training should be built on accurate, engaging content, well-structured delivery, and diverse teaching methods to cater to different learning styles. Ideally, programmes should promote interactive learning and utilise assessments aligned with learning objectives that provide constructive feedback and measure overall efficacy (LinkedIn Training, 2024).
However, the unregulated CPD industry currently lacks standardised evaluation criteria, making it unclear how training is verified (Sivyer, 2003). This ambiguity creates problems for consumers as the "accredited" label may mislead them into believing the course is high-quality and improves their understanding, even when it does not.
Like the Regulated Qualifications sector, CPD accreditation could significantly benefit from a robust regulatory framework to ensure quality and consumer protection. This would transform professional development, ensuring individuals and organisations receive high-quality training that meets the demands of a rapidly changing world. A well-designed regulatory framework could involve independent bodies, industry self-regulation, or even government oversight. By advocating for such a framework, CPD standards can be improved, promote continuous learning, and foster a culture of excellence.
CPD Accreditation Organisations certify training materials, giving them a "stamp of quality" and allowing training providers to market their courses as CPD accredited (Friedman and Phillips, 2004). There are a number of accreditation bodies in the UK, all of which have no mandatory industry standards set for how these training courses should be assessed. This then becomes unclear to the consumer what key requirements should be found within the learning materials to give it the accredited title (Muijs and Lindsay, 2005).
Organisations such as Membership bodies and Institutions implement CPD requirements stating that members must demonstrate a specific number of CPD credits each year; if they fail to do so, their memberships will be voided (Paisey et al, 2007). These organisations grant members a status that may include letters after their names, but the CPD that members engage in is not governed by the organisation; as long as it is relevant, it will be approved (CFA Society, 2016). Training providers will try to utilise this status as a business incentive by capitalising on the requirement for CPD (Lester, 2011). They can advertise their programmes as CPD-accredited and attract to anyone looking to complete their mandatory training.
Continuing Professional Development (CPD) has become an indispensable tool for both individuals and organisations in today's fast-paced world. It empowers professionals to adapt to change, enhance their skills, and contribute to organisational success.
The economic impact of CPD is undeniable. It fuels innovation, boosts productivity, and elevates overall organisational performance. By investing in CPD, organisations cultivate agile and adaptable workforces equipped to navigate future challenges. For individuals, CPD opens doors to career advancement, enhanced earning potential, and a greater sense of professional fulfilment.
However, the current CPD landscape presents a fragmented picture, lacking a unified framework for quality assurance. The proliferation of accreditation providers, coupled with the absence of robust regulation, raises concerns about the effectiveness and credibility of CPD programmes. Consumers are left to navigate a system shrouded in ambiguity, questioning the true value behind the "accredited" label.
Is a robust regulatory framework urgently needed to safeguard the quality and relevance of CPD activities?
This research project will look to determine if such a framework would ensure that CPD programmes meet high standards, are delivered effectively, and provide tangible benefits to learners. By implementing clear standards and robust enforcement mechanisms, the overall standard of CPD could be elevated, fostering a culture of continuous learning and enhancing the reputation of the CPD industry.
Author: Emma Owen, BA(Hons), MSc. Research and Development Manager at The CPD Register.
Date Published: 27th January 2025
Would you like to be part of the Research Project? Register your interest here!
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