Against the background of the current context of flux and fluidity outlined in Chapter 1 and the framing of professional practice developed in Chapter 2, this part of the book critically examines preparation for professional practice in conventional educational programmes. Two arguments from previous chapters also contribute to forming the background as we begin this investigation, namely, that appropriate preparation for professional practice does not imply a functional fit between preparation and practice (see Chapter 1), and there may be various rationales for the formation of particular professions (see Chapter 2). Notwithstanding these two arguments, those aspiring to enter the professions must be adequately prepared for providing specific services, especially given the important role these services can