Abstract
This article presents an overview of the origins of Personal Development Planning (PDP) in UK higher education and the development of the concept into a range of practices, rooted in the processes of recording achievement, reflection, review and planning. It reviews the various theoretical underpinnings that have been proposed for PDP and charts how the developing evidence base has become an increasing focus of interest to practitioners and policymakers alike. The role of technology in supporting PDP processes is acknowledged and in particular the close association between PDP and e-Portfolio practices is examined. The article concludes with a look at current initiatives which draw on PDP concepts, the continuing importance of these concepts to educational practice and the size of the research task which still lies ahead.
Highlights
The origin of the current policy on Personal Development Planning (PDP) is the report by the National Committee of Inquiry in Higher Education, otherwise known as the Dearing Report (NCIHE, 1997)
Following acceptance by Government of this recommendation, alongside the ‘steer’ that this should be taken forward by the sector itself, the further elucidation of this element was taken on by Norman Jackson of the Higher Education Quality Assurance Agency (QAA), who instigated a national consultation, drawing largely on networks already established by the Centre for Recording Achievement (CRA)
As an educational charity originally established as a project in 1991, whose purpose is ‘to promote awareness and understanding of recording achievement processes as an important element in improving learning and progression throughout the world of education, training and employment’, CRA was a natural partner in the consultation process
Summary
The origin of the current policy on Personal Development Planning (PDP) is the report by the National Committee of Inquiry in Higher Education, otherwise known as the Dearing Report (NCIHE, 1997). Following acceptance by Government of this recommendation, alongside the ‘steer’ that this should be taken forward by the sector itself, the further elucidation of this element was taken on by Norman Jackson of the Higher Education Quality Assurance Agency (QAA), who instigated a national consultation, drawing largely on networks already established by the Centre for Recording Achievement (CRA). Crucially the nature and scope of opportunities for PDP and the strategies for recording and support were left to be determined by each institution This was in line with existing realities – evidence suggested that much practice pre-dated Dearing and was essentially local and ‘bottom-up’ in origin (see for example Ward and Jackson, 2001). We will work towards developing a personal identifier for each learner, so that organisations can support an individual’s progression more effectively Together, these facilities will become an electronic portfolio, making it simpler for learners to build their record of achievement throughout their lifelong learning. These facilities will become an electronic portfolio, making it simpler for learners to build their record of achievement throughout their lifelong learning. (DfES, 2005, p. 5, para10)
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