INTRODUCTION

What is a Profession.
In a vital and rapidly evolving society the words "profession" and "professional" elude precise
definition. For a long period in the West there were three recognised learned professions,
theology, law and medicine. These had a prestige which was highly prized and zealously
guarded.

Then architecture, and later engineering, came to be accepted as professions. With the
recognition that there are numerous callings which demand disciplined and scholarly training, the
designation "Profession" has come to be claimed by still other occupations. Dentistry, teaching,
journalism, librarianship, forestry and nursing are some callings to which the status of profession
is generally conceded in mature societies, and the list is by no means complete. It may be that the
words "profession" and "professional" will cease to be associated with specific callings, and will
relate instead to, standards and attitudes.

Any man or woman who has prepared for exacting service by thorough and disciplined
scholarship and training, and who lives and works in the spirit of professional standard, may well
be recognized as a member of a profession. Also, the day probably is approaching when, no
private business or any other exacting calling can claim the respect and protection of society
except in so far as it lives and operates by professional standards.

What is Professional Education

Professional education is the process by which men and women prepare for exacting, responsible
service in the professional spirit. The term may be restricted to preparation for fields requiring
well- informed and disciplined insight and skill of a high order. Less exacting preparation may be
designated as- vocational or technical education.

Education is one of the biggest gateways to financial freedom, professional success and personal
enrichment. Through learning, we attain new skills, meet new people and develop excellent
interpersonal habits. These trends and benefits hold true for professional education as well. In
fact, students by the thousands are turning to the Internet to enhance their careers and expand
their skills, or simply learn more about a subject of interest. Colleges and universities, technical
schools and other educational providers all offer professional education to make the process of
learning more accessible and rewarding.

Professional Education is the study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate technological processes and
resources."[1] The term professional education is often associated with, and
encompasses, instructional theory and learning theory. While instructional technology covers the
processes and systems of learning and instruction, educational technology includes other systems
used in the process of developing human capability. Professional Education includes, but is not
limited to, software, hardware, as well as Internet applications and activities.
Fundatmentals of professional education
The foundation of professional education should be not only technical skill, but also a sense of
social responsibility, an appreciation of social and human values and relationships, and
disciplined power to see realities without prejudice or blind commitment. While professional
men largely set the pattern of national life, that pattern is much influenced by their earlier
intellectual and moral experiences, especially their Professional training. The standards and
motives of professional practice in the coming years are largely being made in the professional
schools of today. An increased sense of social responsibility in the professions cannot be brought
about in the main by trying to re-educate mature professional men. It requires a changing of
professional education in method and spirit, so that young men entering the professions shall be
living and working in the spirit of the new, democratic India.

One of the primary needs is that the professional man shall see the whole problem with which be
deals, not merely its technical phases. All technical education should transmit technical
understanding, skill and method, not as an isolated discipline, but in its total human and social
setting. Failure to do that is largely responsible for failure of modern civilization to produce
social peace and harmony.

As has been said by modern students of professional education when professional students are
taught the humanistic, social and basic science subjects with the methods of professional
education, the increase in power and zest for learning is in some measure comparable to that
which characterizes the shift from the textbook learning of law or medicine to the case and
clinical methods.

The problem of professional teaching is one of content as well as method. If the professional
student has acquired wisely selected basic knowledge and the professional way of thinking and
working with representative increments of particular knowledge, then he can himself acquire the
particular knowledge he especially needs from time to time. If he has mastered the art of using
fundamental knowledge to get particular knowledge, the amount of particular knowledge he must
accumulate is greatly reduced, and time is made available for the teaching of fundamentals. The
converse is not true. If his time is spent in cramming his mind with facts, that very process may
make him less competent to work with fundamentals. Every practitioner of professional stature
knows that human and social problems are inherent, in all major professional questions and must
be dealt with if such questions are to be handled on a professional level. When and only when
problems are thus fully dealt with is the, student in facing a problem forced to ask the truly
professional question, "What, all things considered, should be done?" Only then can a
professional man accept moral responsibility for his own professional conduct, and determine for
himself what values his technical competence will serve, instead of leaving this to be determined
by others. Professional study is so demanding that unless the spirit and habit of seeing the total
problem, professional, human and social, are in the very spirit and texture of professional
teaching itself, human and social considerations will tend to fade into the background with
memories of adolescence. General human motive and purpose need to be so much a part of
professional training that to the student they will be one and inseparable.

There is a fundamental unity to all scholarly and professional thought. For students to come to
recognize this unity it is necessary to have teachers with the breadth of mind and outlook to work
out and to use in their courses common expressions of the common fundamentals of effective
thinking and learning. The various professional schools in a university might well work together
at developing these fundamentals. By such common exploration, the stature and quality of all
professional teaching might be increased. The common basic methods for using fundamental
knowledge in solving particular problems, on being applied in widely divergent fields, may
become so characteristic of a university that its students will absorb those methods as one learns
the mother tongue. To the extent that the same fundamental methods apply in all professional
fields, the professions can understand and cooperate with each other. Also, in professional
teaching, the development of fundamental methods in one profession will tend to serve all
professions.

Professional education in india

 Indian Education System It is out misfortune that we have failed to provide primary education
to the children of 6-14 age groups. And now centre and state governments have started to give
simple and technical education in private hands. India’s invaluable youth is today wandering in
foreign countries in search of professional education and work and are falling prey to the racial
attacks. People’s honestly saved money is going to the foreigner banks. After the 60 years of
independence we have failed to provide work-oriented education to our youth. The reality is it
that 2.50 lakh youths go abroad to do studies every year. And with it India’s 50.000 crore rupees
are transferred to the economies of other countries and at the other end it is affecting the Indian
economy adversely. People are spending this money to get work-oriented education and it is
expected that by getting the professional education they will get work in those countries but in
those countries the job opportunities are decreasing every year. Our governments have failed to
make such kind of educational policies that could fasten the relationship between education and
job opportunities.India’s 418 universities and 16885 colleges are increasing the numbers of its
white-color military. Out of it 90 per cent people are not considered able enough to do jobs.
Except it, many rich families have been allowed to open private universities. But government and
all the other responsible agencies have no answer to the question of job guaranty to those
students who will get education from these private universities. Without work-oriented and
technical education, job opportunities can not be creating or increased for the youth of India.

Benefits
Profound global changes are transforming societies around the world. Economies are more
interdependent; global, environmental, political, and social issues are becoming increasingly
complex, as is the mobility of labour is a growing phenomenon.

These trends have important implications for education and are prompting institutions and
governments to consider the educational changes required to respond to these realities. Education
systems are focusing increasing attention on developing graduates with the international and
intercultural competencies to live and work effectively within this complex and interdependent
world, implementing a range of internationalization strategies to achieve these outcomes.

It inspire students globally to think, connect, create and share -- using technology to help them
dissolve boundaries, fulfill their potential, and create a better society.

The Benefits of professional Education and E-learning

Educational Technology empowers the learner. Traditionally learners enrol on a course and are
given a timetable of classes which are held in a particular venue at a particular time. If the learner
cannot attend, the opportunity is lost. Through technology learning resources are globally
available 24/7.
Traditional classes are delivered at a pace determined by the instructor. The instructor also makes
assumptions about learners expectations and prior knowledge. It is unlikely the instructor’s
assumptions will be valid for every learner.
E-learning technology allows learners to access learning materials when and where they choose.
If the learner already knows a topic s/he can skip the lesson, or jump straight to the assessment,
just to be sure. If the learner needs to repeat a particular item s/he can do so as often as needed -
without fear of embarrassment.
People learn in different ways. Traditional classroom learning is not suited to everyone. For
example, I quit school at the earliest opportunity but later obtained a first class honors degree
through distance learning. Technology has the power to deliver learning in a variety of ways.
Some people learn best by reading, some by watching audio-visual presentations, some by
discussion, some by interacting. Technology can deliver learning in the way that is right for the
individual, every learner can enjoy a unique learning experience.
Traditional education can be a passive experience for learners in which instructors transmit
information for their absorption. Learners then regurgitate this information in assignments and
exams. There is often a period of intense revision in which lots of facts are committed to memory
only to be forgotten shortly after leaving the examination room. Technology mediated learning is
a much more active involving learner engagement and learning through experience. The result is
likely to be better retention and a greater ability to apply acquired knowledge to real life.
The greater adoption of pre-existing learning materials (Reusable Learning Objects) is likely to
result in the provision of higher quality resources to learners and savings in time (and hence
money) to instructors and institutions.
The use of Computer Based Assessment can benefit both learners (in terms of self-diagnosis and
instant feedback) and educators (in terms of saved time and effort)
Educational technology is intended to improve education over what it would be without
technology.
Some of the claimed benefits are listed below:
1 Easy-to-access course materials. Instructors can post the course material or important
information on a course website, which means students can study at a time and location
they prefer and can obtain the study material very quickly[21]
2 Student motivation. Computer-based instruction can give instant feedback to students and
explain correct answers. Moreover, a computer is patient and non-judgmental, which can give
the student motivation to continue learning. According to James Kulik, who studies the
effectiveness of computers used for instruction, students usually learn more in less time when
receiving computer-based instruction and they like classes more and develop more positive
attitudes toward computers in computer-based classes[22]
3 Wide participation. Learning material can be used for long distance learning and are
accessible to a wider audience[23]
4 Improved student writing. It is convenient for students to edit their written work on word
processors, which can, in turn, improve the quality of their writing. According to some
studies, the students are better at critiquing and editing written work that is exchanged over a
computer network with students they know[21]
5 Subjects made easier to learn. Many different types of educational software are designed
and developed to help children or teenagers to learn specific subjects. Examples include pre-
school software, computer simulators, and graphics software[22]
6 A structure that is more amenable to measurement and improvement of outcomes. With
proper structuring it can become easier to monitor and maintain student work while also
quickly gauging modifications to the instruction necessary to enhance student learning.
7 Professional Educational most simply and comfortably defined as an array of tools that might
prove helpful in advancing student learning.
8 Professional Educational relies on a broad definition of the word "technology".
Technology can refer to material objects of use to humanity, such as machines or hardware, but it
can also encompass broader themes and techniques. Some modern tools include but are not
limited to overhead projectors, laptop computers, and calculators.
9 Newer tools such as "Smartphone’s" and games (both online and offline) are beginning to draw
serious attention for their learning potential.
Conclusion
The unique uses perspective raises the question of whether particular types of students are
especially aided or impeded by program features.  For example, do online programs tend to
attract and retain students who are more comfortable in that environment than in a face-to-face
class?

It’s important to look at these unique uses issues in enrollment and retention.  Historically,
changes in educational structures have opened access for some groups while restricting access for
others .The analyst and the policy maker need to deal with whether the net change is positive,
whether the groups who benefit especially need that benefit, and whether the groups that are
impeded are groups that have been excluded by past arrangements as well. 

It’s not surprising that cost studies often ignore benefits: there are many reasons why benefits are
difficult to study at the same time as costs. But failing to analyze benefits creates the risk that the
cheaper program option will automatically be considered better.  

Before designing the particular instruments for studying benefits, one needs to consider some
challenging questions first:

a)       Is the program mainly trying to attain the same benefits for all learners (uniform
impacts)? Or is the program also designed to help each learner make unique use of its
opportunities? Most college and university programs have both goals, and each set of
outcomes needs to be assessed differently. In particular, when studying unique uses, one
needs to assess each student in the sample separately and then afterward synthesize these
assessments in order to evaluate the program.
b)       Is the study going to consider educational value-added (students at the end of the
program contrasted with students at the beginning) or only outcomes?  If value-added is to
be evaluated, then some kind of pre-test is necessary.

  C) If one of the goals of the study is to improve program effectiveness, it’s important to
gather data on what people are actually doing in the program (“activities”) as well as about
outcomes. It’s even more useful to gather data on why people are behaving as they are. For
example, study factors affecting their choices about whether and how to use technology;
those insights can be used to foster more appropriate and successful use of technology to
improve learning outcomes.