Is the traditional model of professionalism appropriate for adult education? Four basic contradictions in this model regarding attitudes towards learners, relationships with learners, credentialing of adult educators, and specialization of adult education suggest that it is not. Six assumptions that should underlie a new vision of the…

Educational, psychological and mental health, and medical computer databases were searched, and three occupational reference texts were examined, in an effort to identify the position of the child development specialist (CDS). Other objectives were to initiate a dialogue in the profession and among those who might value services of CDSs, and to…

Adults often prefer self-directed learning over teacher-directed, classroom-oriented learning. They feel that their life experiences and self-initiated projects teach them more than they can learn in a formal classroom situation. Persons usually do not pursue such self-directed learning, however, because of conflicting role requirements, a lack of…

This study was designed to ascertain, from the empirical evidence available, the common characteristics of successful licensure efforts in the allied health occupations. A pattern of three steps to licensure for health care occupations emerged from the literature. The first step is birth (of a new occupation), often caused by new technology (new…

For the first time, a state has developed standards for noncredit continuing education. The model developed by the state of Ohio measures achievement in terms of goals and objectives rather than in terms of fixed characteristics. It also emphasized institutional self-study and self-assessment. The standards are intended to enable noncredit…