ABSTRACT
An ideal typical model of a profession requires a specialised body of knowledge and skills, a division of labour within the workplace of the profession, training credentials for entry and mobility within the profession and training programmes which result in this credentialising, usually based in institutes of higher education (Etzioni, 1969; Freidson, 2001; Millerson, 1964; Saks, 1995). In addition, the profession should have some independence from the state in determining the specialised body of knowledge and the way practitioners acquire it. Whitty (2001) describes this degree of autonomy from the state as a ‘professional mandate’, which is a bargain with the state that determines the degree of independence and autonomy it can claim. This has been referred to as a ‘special relationship’ with society (Skrtic, 1991: 87), the essence of which is
that professions are given greater autonomy than other social groups. [They] set their own standards . . . operate with fewer restraints than the arts, trades or business. In return the professions are expected to serve the public good and enforce high standards of conduct and discipline.
