H. Antoniades, C. Algeo

University of Technology, Sydney (AUSTRALIA)
Life-long learning is critical to the development and commitment of all professions. This ensures the maintenance and proficiency of the professional to competently carry out their duties and maintain consumer protection and accountability. Foundation courses in education provide knowledge and skills which rapidly date and the introduction of continuing professional development (CPD) provides a gap between formal education and practice through professional socialisation. The introduction of CPD also raises questions with regards to the relevant and important topics, content and delivery of the educational syllabus.
The built environment profession encompasses construction, project management, property agency, valuation, engineers and architects. Within Australia, each state and territory has a range of regulatory bodies and professional associations to monitor and enforce compliance and licensing relating to educational requirements for CPD.
This research paper examines and evaluates if the aims and purpose of compulsory CPD have been met for the professional within the built environment. Four professions, construction, project management, valuation, and property agency, are selected for the purpose of this comparative analysis. The research identifies various issues between the regulatory bodies, professional associations and the professional with regards to CPD and discusses the intrinsic differences between these four professions. Statistical and descriptive data relating to CPD is also provided which supports the argument presented in this paper that the purpose and objectives of the compulsory CPD have not been achieved entirely. The paper concludes with recommendations to the current system for the four selected professions within the built environment.