Continuing Professional Development Task Force

1
Continuing Professional Development Task Force

• Notes for IAI Spring Conference
• Belfast 2006

2
Taking Stock of Progress

• Achievements to date
• Now in the primary implementation phase after
• Round table consultative session (Nov 2003)
• Training needs analysis (Feb-March 2003)
  presented at Spring Conference April 2004
• Second round table consultative session (June
  2004)
• Consultation with higher education institutions

3
Consultation with Higher Education Institutions

• Willing to be involved
• Participation in round table meetings and
  one-to-one discussions and exchanges of documents
  during 2004-5 (progress reported to IAI Board)
• Prepared to examine options for delivering CPD
  programmes
• Prepared to re-examine courses to provide
  flexible learning access
• Accreditation for CPD can be provided linked to
  credit accumulation for/towards formal
  post-graduate qualifications

4
Development of CPD framework

• Participation and guidance of Cynthia Deane,
  Options Consulting, funded by the Heritage
  Council
• Findings of research and consultative process
• CPD for archaeologists rationale and benefits
• Models of CPD practice in other professions
• A proposed framework for IAI including
  accreditation recommended 25 points per year
  (not mandatory)
• Proposals for Pilot Scheme examined 2005
• Pilot Scheme in place 2006 - 1-2 day courses/10
  points per day

5
Current Approach

• Twin-track
• Demand for quick fix solutions to address
  historical training deficits in professional
  development of practicing archaeologists
• Longer-term focus on key competences for
  professional archaeologists (existing IFA model)
• Web development to advertise course provision
• Web development for members CPD credit
  accumulation records

6
The Framework

• The Learning Needs research summary
• Initial Training
• 3rd level/university-based education on research,
  field archaeology, artefacts and technical
  applications
• Induction
• Technical field training, targeted research
  skills, specific writing and communications
  skills, resource management)
• CPD
• Continuing professional, research and generic
  skills learning and self-directed learning
  together with applied, continuing skills
  development (professional, technical and generic)
  with link to university-based ECTS credit system

7
What still needs to be done?

• Apply competence-based model to design long-term
  learning programmes
• Collaborate with higher education and training
  providers to establish programmes based on these
• Assess the results of the 2006 Pilot Scheme
• Adapt as necessary while developing a longer term
  strategy and structure for CPD course provision
  and accreditation
• Create a professional position within IAI to
  oversee this development

8
2006 Pilot Scheme