The purpose of the paper is to highlight some perspectives and dilemmas in CPD of educators in compulsory and high schools in Estonia especially connected to life-long learning, economical, political and cultural understandings and diversities. The main problems are identified as common for other countries/educational systems in EU and globally.

Life-long learning, economical and political aspects of educators CPD are somewhat controversial in discourse, official texts and in needs of changing environments and futures needs. The main controversy appears between creativity + application of contemporary learning sciences + futures needs and growing attempts for open or hided standardization, control and prescriptions on state level as well as globally.  

Understandings and sensitivity in life-long learning and cultural needs, personal identities are very limited and so are the political views. This affects reality of CPD, curriculum and its implementation, co-operation between schools, universities/private sector and state. CPD models and diversities are often seen only as dilemmas by politicians and economists in neo-liberal political contexts.

The first research question focuses on how teachers, schools and the local educational society were and are involved in CPD, especially research based teaching-learning and development of a curriculum.

The second research question is dealing with political and economical aspects: how CPD was and is organised and regulated on state level – both by content and by financing. Political aspects of CPD can support or reject cultural understanding, cultural diversities and research in general and in the school context.

The third research question is dealing with educators involvement and cooperation between school, universities, NGOs, educational enterprises, governmental organs as well as other stakeholders and interest groups. 

EU and global tendencies towards control and standardization are explained and viewed against challenges of new learning and futures demands.

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