The need for the existence of continuing education for professionals was born towards the end of the nineteenth century in German universities involving the Humboldt ideal of the unit of research and education. Afterward, this demonstrate passed the thought on to American colleges, where it was adjusted to neighborhood conditions and characteristics. Changes in the forms of social organization and the complexity of knowledge have imposed new requirements on apprentices and new forms of state participation, not only to improve vocational training, but also to authorize the emergence and exercise of some professions. Through this article, a review of what continuous education is, its functions, objectives, and importance for the development of professions in our country is made.
