Evaluation of Education for the Professions

Abstract

All who educate for the professions share certain common problems: (a) defining the professional's role in precise terms, (b) identifying the essential components to prepare him to function in that role, (c) developing these into an adequate program, (d) selecting good prospects for the profession, (e) appraising the adequacy of the program, and (f) encouraging the growth of professionals in practice. Because instruments available for screening prospective professionals are far from perfect, and using the data obtained from them tends to involve tough decisions, too many who educate for the professions tend to rely primarily on candidates' earlier academic records and measures of scholastic aptitude. Instead, they must continue to try to identify those unique factors which contribute to success in practice and develop measuring instruments, observation techniques, and/or standard interviews which can be used to predict success prior to admission to professional preparation programs. Finally, there can be no substitute for committed staff members who can teach, who care about their students as persons, who can encourage and excite learning, and who can do the necessary research to improve the quality of professional services.