ABSTRACT
This chapter discusses the importance of training for those who will guide the practice of the eight competences. It begins with a discussion of how most professional development approaches for teachers have been inadequate to support substantial changes in practice and how a more substantial approach will be needed to make the eight competences the hidden curriculum for education. There also is discussion of the likelihood that those called upon to support learning of the competences may themselves lack full mastery of them. Accordingly, engaging in learning opportunities themselves is proposed as a core element of professional development for teachers. The development of experience and understanding by parents, political leaders, and business leaders is considered next. Unless experience with and understanding of the eight competences is widely shared in our society, public support and legislative enactment of needed changes will be impossible to achieve sufficiently. Finally, learning support people in “third places” are considered, since they will need many of the new skills that school teachers will need. Because of the scope of the total professional development task, online possibilities are suggested as a necessary way to control the overall costs of shifting to the needed new hidden curriculum.
