Across Canada, the credentials needed to enter the field of adult literacy education vary among colleges, school boards, workplaces, and community-based programs. Some colleges, for example, require instructors to of education diploma or degree, while others do not. Many educators degree enter the field with little experience related to working with adults. governments have responded to the diversity among educators by providing certification programs, only 5 percent of the respondents reported access to territorial certification program. Recently, the diversity of educators ' backgrounds with the current emphasis on accountability and documented learner resulted in a heightened awareness of the need for professional development.
This section describes the respondents ' education and experience in the field and basic education. Next, the question "What do educators want assessment?" will be addressed. This will be followed by outlining the educators learn about assessment, both informally and formally. The professional development will conclude with a discussion of the types of professional development activities they can access, along with their preferences.
The breadth and depth of the respondents ' education and experience varied. At one end of the spectrum, a participant held a high school diploma and had worked for less than one year in adult literacy; and at the other end, a respondent held a doctorate and had 15 years ' experience. Fifty-five percent of the respondents had worked in the field of adult literacy for nine years or more, while the remaining respondents (45 percent) had less than nine years ' experience (see Figure 7).