ABSTRACT
This chapter explores the underlying rationale for determining that certain knowledge, skills and attitudes should be acquired during the process of professional education or professional continuing education. It deals with the specific content in the curriculum and focuses on the actual educational process itself. The chapter examines criteria for selection of curriculum content and draws together the aims of education, the demands of professional practice and a number of other criteria that require discussion. Curricula for professional education are constructed either by the professional body itself, in which case there is usually a specified minimum syllabus or an examination syllabus, or by the staff of the academic institution who are teaching the course. The needs of the professional’s own client have been cited already and it may be that, in continuing education, these would constitute a valid basis for including material in the curriculum.
