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A cooperative model of staff development in relation to professional education is outlined which considers staff development within both further and higher education. Examines general principles of human resource development, continuing professional development as well as quality and benchmarking issues. A case study of the development of course tutors who have academic responsibility for managing professional courses approved by the Institute of Personnel and Development (IPD) within further education colleges and universities in the North East of England is presented. Considers the cooperative approach to staff development between competing educational institutions and the collective relationship between the educational institutions and a professional body. The need for cooperation is examined within the context of the professional institute and the challenges facing the Education Group at its inception are briefly outlined. Benefits for staff, students and ultimately the professional body are detailed and, finally, the model is summarised and its application to other institutions is briefly considered.

As universities find new ways to implement professional development programmes (PDPs), very few scholarly studies have focused on how lifelong learning could serve as a tool to enhance the professional development of staff. To address this knowledge gap, this study aims to examine how the integration of lifelong learning modes into PDPs in a university setting in South Africa could enable professional staff to advance their knowledge and skills. Additionally, the study explores how the different PDPs could be conceptualised by way of lifelong learning to enhance the professional knowledge and competences of staff.

Data were gathered from 41 professional staff in three campuses of the university. The narrative data gathered were evaluated using thematic analysis that consisted of a detailed process of identifying, analysing, organising, describing and reporting the themes that were generated from the data.

Findings suggest that when the university integrates lifelong learning approaches into its professional development programmes, it allows staff to develop their knowledge and skills through diverse learning approaches. When institutions adopt these diverse learning approaches, it enable staff to situate their learning needs along the different lifelong learning modes, negotiate suitable learning modes and flexible schedules with their heads of department, and learn the accepted norms and values of the university. These findings among others lead to further questions about how PDPs could be designed using the three lifelong learning modes to enable staff to prepare adequately for the future of work in higher education.

This study contributes to the scholarly discourse on lifelong learning by showing how higher education institutions could design PDPs along formal, informal and non-formal learning approaches to enhance the knowledge and skills of staff.

The purpose of this paper is to assess the impact of professional training and development for librarians/library staff in the southwest, Nigeria; especially the Federal University of OyeEkiti, Nigeria. Thus, this study intends to assess the impact of staff professional development and training on the job performance of library staff in the Federal University Oye Ekiti, Nigeria.

The descriptive survey research design was used in carrying out this study. The population of study cuts across all library staff/attendants in the Federal University Oye Ekiti departmental, faculty and the university libraries. The purposive sampling technique was used in selecting the sample for the study (77 library staff). Research instruments, developed by the researchers, Staff Development Programme Questionnaire (r = 0.79), Staff performance Questionnaire (r = 0.81), Challenges of Staff Professional Development and Training Questionnaire (r = 0.82), were used for data collection. The data were analysed using descriptive statistics (frequency counts and percentages, mean and standard deviation) and inference statistics (correlation and one-way ANOVA) at a 5% level of significance.

Results revealed that the level of the job performance of library staff in Federal University Oye-Ekiti (FUOYE) is high; there is a positive and statistically significant relationship between the professional development of library staff and their performance in the job; professional development and training of library staff significantly impact their job performance; orientation, in-house training, seminars, on-the-job training and instructor-led training.

The study was limited to the university libraries in the Federal University Oye Ekiti, Nigeria. The variables used in this study were restricted to training and development of library staff and job performance of librarians in FUOYE, and professional development programmes available for FUOYE librarians.

Other forms of professional development programmes such as Distance Educational Programmes, Conferences/Workshops, Study visits, Formal professional library education and TETFUND Programmes should be made available for university library staff. Universities should always organise staff professional development programmes; since it enhances the job performance of library staff.

This article is original and has not been published elsewhere.

Considerable research has been conducted into the outcomes of vocational lifelong learning (VLL) funding in terms of courses offered and their effectiveness, but much less into the work, professional development needs and careers of staff organising and delivering VLL programmes. The purpose of this paper is to investigate the career management and development needs of such university staff.

A survey was conducted of VLL professionals in higher education to establish the position and their future prospects.

A survey revealed that experienced VLL staff are being required, in some cases unwillingly, to move away from activities concerned with external training to take on work in areas such as technology transfer and general student recruitment. This development is likely to be to the detriment of VLL provision by universities.

VLL staff identify further knowledge of new developments in the field, stronger IT skills, and competence in conducting research as their major development needs.

The paper puts forward some concrete suggestions for improvements.

This study investigates how university libraries in Nigeria are staffed and presents staff development opportunities and learning activities that sustain staff.

A survey research design was adopted. Purposive sampling technique was used to select 46 universities and 400 respondents consisting of 46 heads of libraries and 354 professionals from federal, state, and private universities. Content of the instrument was based on literature comprising six questions. The 327 (92.4%) usable responses were analyzed using descriptive statistics and presented in simple frequency tables.

The study showed that library workforce in Nigerian universities included different categories of professionals and para-professionals having diversified job opportunities and duties. Most libraries had staff development budget and respondents received various forms of assistance to foster learning. Although all nontransferable skills recorded high mean, respondents accorded less importance to nonlibrary personal skills that can be used to leverage the expectations of recruitment, retention, and sustainability.

The study was limited to practicing professionals but has staffing implications for all libraries across Nigeria.

Many professionals may lack the appropriate multi-skills that would enhance exploring new approaches and breaking out of traditional ways of operation in the different library and outside library settings.

The study contributes to knowledge about sustaining library staff in relation to adopting the recommended skills on a broad scale, and assessing how their acquisition can change the perception of professionals to its immense contributions to sustaining them in the workforce.

The professional development needs of university professional staff are an under-researched area. More data were needed to understand their needs to ensure that employers invest their resources appropriately. A conceptual framework is developed for the workplace learning of career development activities using concepts of professional learning communities, adult learning and non-formal learning. The purpose of this study was to evaluate the success of a professional development network in meeting the needs of university professional staff after a re-structure.

A case study of the development of a staff career network at an Australian university after a restructure is presented. An online survey was sent to 75 staff who had attended at least one professional development event. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis.

This study has shown that a university professional staff career network has been a positive influence for its participants after an organisational restructure. The value of this network was to increase confidence and provide opportunities for self-improvement, career planning and networking.

A conceptual model integrating the concepts of professional learning communities, adult learning and non-formal learning has resulted in a model of social non-formalised workplace learning that may be of use in other contexts to improve staff motivation, outside of more formal learning opportunities.

The Kenyan Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, current in‐service programs need to be improved for all head teachers and teachers. Also, the role of the head teacher in promoting relevant teacher development requires greater recognition and administrative training. Organizations such as the Kenya Education Staff Institute need to be more involved in providing up‐to‐date staff development for all educational administrators and other educators. More attention also must be paid to effective induction, internships, strategic staff placements, financing, collaboration among provider organizations, and opinions of teachers concerning in‐service needs. Head teachers can do much to improve teaching and learning by using professional formative evaluation of their teachers.

Observes that staff development, undoubtedly, effectively enhances staff performance and job effectiveness, and the climate of interpersonal relations in an organization. Focuses on the need for professional staff development in an academic library and describes the state of the art of professional staff development at the University of Science and Technology Library, Kumasi, Ghana.

The purpose of this paper is to look at staff development and its challenges in the University of Malawi Libraries.

A case study design was used to collect qualitative and quantitative data. University Budget Estimates from 2004/2005 to 2010/2011 financial years were analysed. Data from the University of Malawi Strategic Plan 2005-2009 were examined. Interviews were conducted with college librarians in the University of Malawi Libraries. Documentary evidence was also used.

Study findings indicate that staff development in the University of Malawi Libraries has emphasised on professional qualification in Library and Information Studies. However, due to financial constraints, the majority of the library staff lacks LIS professional qualifications. This study recommends that libraries should consider budgeting for continuing professional development (CPD).

Staff development requires continuous funding and time. This study recommends the CPD approach to staff development in academic libraries. The study also recommends the introduction of an education levy to benefit skills and training needs for higher education institutions.

There is dearth of literature on staff development in academic libraries in Malawi. This paper seeks to recommend CPD.

This study aims to investigate future trends evident in the literature. It systematically reviews continuing professional development (CPD) practices, covering a range of CPD channels, benefits and challenges.

The study used a systematic literature review approach following the PRISMA 20 framework. Literature published between 2017 and 2023 was sourced from Scopus and Web of Science databases and the researcher's prior collection. An extensive search strategy was devised, yielding 1,740 results for initial screening. Finally, 25 studies were thoroughly scrutinized, each fulfilling the criteria for inclusive and exclusive with descriptive and interrogative analysis.

The trend observed in literature over the years indicates a dynamic professional development of library and information science (LIS) professionals. This evolution encompasses foundational qualitative studies, expansive global assessments and technology-driven interventions, reflecting the field's adaptability to the evolving needs of LIS professionals. However, several impediments hinder professionals from actively participating, such as financial constraints, lack of institutional and senior support, difficulties in the workplace, the absence of well-defined CPD policies, personal commitments, family obligations and diverse staff attitudes. The study proposes seamless integration of information and communication technology, a global perspective and well-structured CPD programs focusing on lifelong learning that will shape the future of LIS professionals.

This study offers valuable insights into the present state of professional development among LIS professionals toward global collaboration and a dedication to lifelong learning, aiming to aid stakeholders in formulating suitable strategies and policies.