The CPD framework is steered by the following vision and mission:
To optimise the all-round development of every student by ensuring the ever-improving capacity of principals as professional leaders and administrators through CPD.
To empower principals to become effective leaders of schools as dynamic and accountable professional learning communities in facing the challenges of an ever advancing knowledge-based society; and
To cultivate a congenial climate and maximize the opportunity for principals' CPD.
Principals are the key to quality education. It is only through continuing professional development (CPD) that principals can strive to further enhance school leadership and professionalism. In this connection, the then Education Department conducted a consultation on the CPD of principals within the education sector from February to April 2002. Having carefully studied the views collected, the Sub-committee on Principals’ Professional Development of the Board of Education (BoE) recommended that the proposals in the Consultation Paper on Continuing Professional Development of Principals be adopted for implementation. The BoE and the Advisory Committee on Teacher Education and Qualifications (ACTEQ) subsequently endorsed the recommendations.
The then Education Department (ED) announced the implementation details in ED Administration Circular No. 31/2002 in July 2002 (now referred as EDB Circular No. 31/2002) and EMB Circular No. 32/2003 issued in November 2003 (which has been superseded by EDB Circular No. 2/2019 issued in February 2019). The major proposals are:
(a) With effect from the 2004/05 school year, APs have to attain the Certification for Principalship (CFP), in addition to complying with the appointment conditions in force at the time, before they could be considered for appointment for principalship.
(b) From the 2002/03 school year, NAPs in the first two years of their principalship are required to:
(i) undergo a designated programme;
(ii) engage in continuing professional development (CPD) activities relevant to their personal and school needs; and
(iii) present annually their professional portfolio to their School Sponsoring Bodies (SSBs) / School Management Committees (SMCs) / Incorporated Management Committees (IMCs).
Serving Principals (SPs)
(c) With effect from the 2002/03 school year, SPs have to undertake CPD activities for about 50 hours per year, adding up to a minimum of 150 hours in a three-year cycle; and
(d) SPs have to engage in the three modes of CPD activities: (i) structured learning, (ii) action learning and (iii) service to education and the community. A maximum of 90 hours and a minimum of 30 hours should be set for each mode in a three-year cycle.