TRAINERS’ PERSPECTIVES ON DELIVERING CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) TRAINING AT THE INSTITUTE OF DIPLOMACY AND FOREIGN RELATIONS (IDFR)

Abstract

In the modern, rapidly evolving, and linked global landscape, diplomats must exhibit adaptability, cultural competence, and possess current knowledge to effectively tackle international difficulties. Continuous Professional Development (CPD), especially pre-posting training, is essential for equipping diplomatic officers to meet these demands. Traditional CPD approaches, typically reliant on lecture-based formats, are widely regarded as obsolete and detached from the actual demands of diplomatic practice. Major concerns encompass inconsistent delivery, insufficient institutional support, restricted digital access, and inflexible training frameworks. This study examines the perspectives of trainers at the Institute of Diplomacy and Foreign Relations (IDFR) on the effectiveness of Continuing Professional Development (CPD) programmes, with an emphasis on how adult learning theories are integrated into their design and delivery. This study adopted a qualitative approach through semi-structured interviews conducted with four experienced trainers. The interview findings reveal strong support for learner-centered, experiential, and self-directed learning approaches, grounded in the principles of andragogy and heutagogy. Nevertheless, trainers encounter obstacles including institutional rigidity and constrained resources. This research underscores the importance of integrating adult learning principles into the design of CPD programmes and calls for greater institutional commitment to cultivating flexible, responsive, and collaborative training environments that address the evolving professional development needs of diplomatic officers.