ABSTRACT
If Continuing Professional Development (CPD) is a process of self-monitoring and reflection on practice, then the curriculum for learning must be based on developing in the practitioner the qualities to be of help to particular clients in particular cases. Such a curriculum can only be drawn up by the practitioner in the course of a process of review of self and review of cases. The information drawn on for such a review concerns the goodness of fit between professional action and clients' needs. If CPD focuses on technical expertise it will be manifested in the form of programmes of instruction. If CPD focuses on reflection on practice, it will be manifested in the form of enquiries conducted by the practitioner. If CPD focuses on technical expertise, the information used to draw up a learning agenda will derive from objective measures of performance in technical areas generalised across a profession, and from knowledge of technical innovations.
