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SOC 21-1091
Health education specialists correspond to the exact occupation O*NET/SOC 21-1091.00, "Health Education Specialists": providing and managing health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles; using data to identify community needs before planning, implementing, monitoring, and evaluating programs; potentially connecting health systems, health providers, insurers, and patients to address individual and population health needs; serving as a resource to assist individuals, other health professionals, or communities; and potentially managing program funding. Core tasks include conducting health needs assessments and surveys, developing and presenting health education and promotion programs and materials, developing and maintaining partnerships, designing and conducting evaluation studies, writing and coordinating grant applications, and communicating program information to the public. Common titles include Health Educator, Health Education Specialist, Health Promotion Specialist, and Certified Diabetes Educator. Original official scope: Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles. Use data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments. May link health systems, health providers, insurers, and patients to address individual and population health needs. May serve as resource to assist individuals, other health professionals, or the community, and may administer fiscal resources for health education programs. Scope note: US wage and employment data on this page use this occupation's own scope (21-1091.00) as presented by O*NET on its 21-1091.00 page (not labeled there as drawn from a parent occupation), without substituting adjacent occupations' figures. Projected growth for this occupation in 2024–2034 is 5% to 6%, with a Bright Outlook designation, and O*NET places it in Job Zone Four (considerable preparation needed, SVP 7.0 to less than 8.0). This page does not constitute medical, diagnostic, treatment, medication, legal, or public health policy advice.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+75+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Taking responsibility for judgment | Real fit depends on whether you can accomplish three things together in the same health education program: do the professional work thoroughly (design, implement, and evaluate programs using population needs, data, evidence, and behavioral theory, cite knowledge consistent with current evidence, and produce usable program, evaluation, and beneficiary records); manage compliance, ethics, and boundaries (work and keep records under public health and health education ethics, informed consent, privacy, and data requirements; distinguish disclosable information from controlled materials or those involving protected health information or personal health information and handle them under established rules; and avoid crossing into medical, diagnostic, or medication advice); and accept clearly defined job responsibilities (be accountable for your needs identification, program design, implementation, evaluation, and records, and refer matters beyond authorization or involving clinical judgment, medical advice, policy, and major funding decisions to the appropriate roles or organizations under established rules). Test this through a verifiable experience, such as completing a health education program plan and evaluation, indicator, and recordkeeping notes for a fictional task, or reviewing the handling of a program deviation or ethical and privacy risk, rather than relying solely on an interest questionnaire's conclusion.
Caution signals | O*NET also shows (21-1091.00, work activity importance scores and work context response percentages) communicating with supervisors, peers, or subordinates (95), establishing and maintaining interpersonal relationships (93), updating and using relevant knowledge (92), getting information (88), interpreting the meaning of information for others (88), and communicating with people outside the organization (87) as the highest activities. Contact with others is constant for 76%; dealing with external customers or the public is extremely important for 40%; public speaking occurs at least weekly for 50%; time pressure occurs at least weekly for 61%; consequences of error are extremely serious for 19%, serious for 23%, and fairly serious for 27%; responsibility for others' health and safety is high for 50% and very high for 18%; exposure to disease or infections occurs at least weekly for 40%; and schedules are irregular for 29%. This occupation focuses on designing, implementing, and evaluating health education and promotion programs and managing funding. An error in needs identification or the evidence base, materials or messages inconsistent with science, inaccurate data or evaluation scope, statements crossing into medical, diagnostic, or medication advice, or mishandling protected health information or personal health information can cause misinformation, damaged trust, and compliance and legal risks. O*NET places this occupation in Job Zone Four (considerable preparation needed, SVP 7.0 to less than 8.0). The education section on that page shows an associate's or other two-year degree for 62%, a bachelor's degree for 31%, and a high school diploma or equivalent for 3%. US projected growth for this occupation on this page in 2024–2034 is "Faster than average (5% to 6%)" (faster than average), with a Bright Outlook designation. If you find it difficult to sustain public-facing communication and promotion, bear responsibility for others' health and safety and consequences of error, or accept responsibility for the integrity of evidence, data, and privacy compliance, treat these as practical costs requiring careful consideration.
Occupational profile | The health education specialists covered here are the exact occupation O*NET 21-1091.00 (Health Education Specialists). In healthcare and social assistance, government, community, school, and employer health settings, they identify population health needs and design, implement, evaluate, and manage funding for health education programs. They conduct health needs assessments and surveys, design and implement health education and promotion programs and materials, develop and maintain agency partnerships, supervise program teams, design and conduct evaluation studies, write and coordinate grant applications, communicate program information to the public, and train staff. Common titles include Certified Diabetes Educator, Health Educator, Health Education Specialist, Health Promotion Specialist, Public Health Educator, and Community Health Consultant. O*NET's 21-1091.00 page shows the main US industries as healthcare and social assistance and government. The highest work activities are communicating with supervisors, peers, or subordinates (importance: 95), establishing and maintaining interpersonal relationships (93), updating and using relevant knowledge (92), getting information (88), and interpreting the meaning of information for others (88). Email is used every day for 100%, face-to-face discussions occur every day for 88%, contact with others is constant for 76%, and public speaking occurs at least weekly for 50%; responsibility for others' health and safety is high for 50%; consequences of error are extremely serious for 19%, serious for 23%, and fairly serious for 27%. O*NET places the occupation in Job Zone Four (considerable preparation needed, SVP 7.0 to less than 8.0). The education section shows an associate's or other two-year degree for 62%, a bachelor's degree for 31%, and a high school diploma or equivalent for 3%. US wage and employment data presented by O*NET on its 21-1091.00 page use this occupation's own scope (2025 median annual wage: $64,070; median hourly wage: $30.80; 2025 employment: 70,400; projected growth for 2025–2035: 5% to 6%; average annual openings over the period: approximately 6,900).
Career direction comparison
Introduction | The following comparison uses four columns: career track—core work and outputs—key differences—which choice is a better fit. Health education programs, community services, nutrition, case work, and health data often connect within the same public health or healthcare organization, but connection does not imply interchangeability. When moving between tracks, learn the new track's subjects, standards, data, authorization, and responsibility boundaries.
| Career track | Core work and outputs | Key differences | Which choice is a better fit |
|---|---|---|---|
| This occupation: Health Education Specialists (O*NET/SOC 21-1091.00) | Core work and outputs: use data to identify community needs before planning; conduct health needs assessments and public health surveys; design and present health education and promotion programs and materials; develop and maintain partnerships with agencies and civic groups; supervise program teams; design and conduct evaluation and diagnostic studies to assess program quality and performance; write and coordinate grant applications; communicate program information to the public; and train staff. Outputs are needs assessments, program plans, materials, evaluation, beneficiary, and funding records based on evidence and data definitions (O*NET/SOC 21-1091.00). |
AI's impact on the occupation
Direct answer | Needs surveys, health education materials, program implementation, and outcome evaluation are this occupation's tasks. Tools can be tested for assistance with data organization, statistical charts, and material drafts, but ordinary software, automation systems, and generative AI are different tools. This page obtained no measured or causal evidence of this occupation's AI adoption rates, hours saved, or job replacement. Task data cannot establish that efficiency has already improved or that the occupation as a whole will not be replaced. AI Impact Score 50% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+75+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Mainland China wage reference
Classification comparison notes | This page covers the exact occupation O*NET 21-1091.00 (Health Education Specialists), whose subjects and levels of authority differ from Community Health Workers (21-1094.00), Dietitians and Nutritionists (29-1031.00), Health Informatics Specialists (15-1211.01), Health Specialties Teachers, Postsecondary (25-1071.00), Healthcare Social Workers (21-1022.00), Child, Family, and School Social Workers (21-1021.00), Rehabilitation Counselors (21-1015.00), Social and Community Service Managers (11-9151.00), and Social and Human Service Assistants (21-1093.00). International occupational classifications (such as ISCO-08) indicate only the broad placement of health and community service roles and cannot replace US SOC or mainland China's professional practice, qualifications, occupational classifications, and statistical scopes. Their statistical scopes and legal environments differ; no numerical conversion is made.
Occupational definition | The health education specialists covered here are the exact occupation O*NET 21-1091.00 (Health Education Specialists): providing and managing health education programs that help individuals, families, and communities maximize and maintain healthy lifestyles; using data to identify community needs before planning, implementing, monitoring, and evaluating programs; potentially linking health systems, health providers, insurers, and patients to address individual and population health needs; serving as a resource to assist individuals, other health professionals, or communities; and potentially managing health education program funding. Common titles include Certified Diabetes Educator, Health Educator, Health Education Specialist, Health Promotion Specialist, and Public Health Educator. Outputs are needs assessments, program plans, materials, evaluation, beneficiary, and funding records based on evidence and data definitions. This is the US scope; see this page's notes for mainland China's basic public health and health education management systems and statistical scopes.
US wage reference
Direct answer | O*NET's 21-1091.00 (Health Education Specialists) page presents a 2025 US median annual wage of USD 64,070 and median hourly wage of USD 30.80. The distribution shows annual wages of USD 42,990 at the 10th percentile (USD 20.67 hourly), USD 50,620 at the 25th (USD 24.34 hourly), USD 87,130 at the 75th (USD 41.89 hourly), and USD 118,200 at the 90th (USD 56.83 hourly) (BLS OEWS 2025, presented by O*NET). Employment and growth: 70,400 employed in 2025, projected growth of 5% to 6% for 2025–2035 (faster than average, with a Bright Outlook designation), and approximately 6,900 average annual job openings over the period (including growth and replacement). Emphasize that O*NET's 21-1091.00 page does not label these data as drawn from a parent or broader occupation. This page presents them as this occupation's own scope (21-1091.00), without borrowing adjacent occupations' figures. Differences mainly reflect region, industry, projects, experience, and responsibilities. The median does not represent starting salary. Wages include incentive pay such as production bonuses but exclude overtime pay, shift differentials, nonproduction bonuses, and employer benefit costs.
| Position in wage statistics | Annual wage reference | Conversion limits | How to interpret this position |
|---|---|---|---|
| Bottom 10% | 10th-percentile annual wage: USD 42,990 / hourly wage: USD 20.67 (2025, BLS OEWS, this occupation's own scope (21-1091.00)) |
Career fit guide
Direct answer | Tools and assessments cannot predict whether you will pass health education certification and evaluation requirements, or reliably complete needs assessment, program design, and evaluation under program and ethical conditions; nor can they replace real community practice. The most reliable way to judge is to use a real or simulated program and evaluation task to examine how you read data, apply evidence, design programs, and write records, and whether you understand your professional, ethical, and authorization boundaries.
You may be better suited if： Fit signals: willing to take responsibility for population health and program quality within ethics, standards, and organizational authorization; able to switch between data, evidence, population communication, and program delivery while maintaining attention to supporting grounds and records; able to maintain evidence and review under program and ethical pressure and report and hand over matters under established rules when data are insufficient or authority is exceeded.
Situations requiring caution： Caution signals: difficulty sustaining public-facing communication and promotion or bearing responsibility for others' health and safety and consequences of error; unwillingness to accept responsibility for the integrity of evidence, data, and privacy compliance or report and hand over matters under established rules when authority is exceeded.
Try an entry-level practice exercise：
Work pressures, risks, and professional boundaries
Direct answer | The core occupational risk is not merely whether activities can be completed, but four types of failure with serious consequences. Health and information failure: needs identification, the evidence base, or materials and messages inconsistent with science can cause misinformation; statements crossing into medical, diagnostic, or medication advice may mislead populations, harm health, and damage trust. Ethics and privacy failure: inadequate informed consent, minimum necessity, or handling of protected health information or personal health information, insufficient de-identification, or sharing beyond permitted boundaries may cause privacy breaches and compliance and legal risks. Quality and evaluation failure: inappropriate program design, implementation fidelity, evaluation methods or definitions, or inaccurate records may cause ineffective programs, wasted resources, and misjudged performance. Authorization and collaboration failure: independently making clinical judgments, giving medical advice, making policy and funding decisions, or disclosing externally beyond authorization; single-point dependence for critical certifications or data capabilities; and unclear standards with communities, organizations, and funders on scope, responsibility, and disclosure boundaries can cause disputes. Work context data—constant contact with others for 76%, public speaking at least weekly for 50%, high responsibility for others' health and safety for 50%, and consequences of error that are extremely serious for 19%, serious for 23%, and fairly serious for 27%—provide context for the seriousness of these consequences.
O*NET supports the occupational task context. The six cards are editorial scenarios, not indicators of frequency, card-by-card legal determinations, or occupational risk scores. Check personal information processing requirements separately by jurisdiction, legal basis, and specific matter.
Entry, qualifications, and career development
US BLS gives at least a bachelor's degree as typical entry education, with some employers requiring or preferring certification. O*NET respondents' education figures of 62% associate's/two-year degree, 31% bachelor's, and 3% high school come from a different survey scope and cannot be treated as a universal entry checklist. Editorial advice is to learn needs assessment, evidence-based materials, program implementation, and evaluation, building experience through mentoring and approved programs. Check Chinese roles against specific employer conditions. Health education status does not automatically confer diagnosis, treatment, medication, or clinical decision authority; certification and continuing education apply according to actual requirements.
Career outlook and transitions to related occupations
Direct answer | US scope: wage and employment data on this page use this occupation's own scope as presented by O*NET on its 21-1091.00 (Health Education Specialists) page (not labeled there as drawn from a parent or broader occupation): 2025 median annual wage of USD 64,070 and median hourly wage of USD 30.80; annual wages of USD 42,990 at the 10th percentile, USD 50,620 at the 25th, USD 87,130 at the 75th, and USD 118,200 at the 90th (BLS OEWS 2025, presented by O*NET). Employment and growth: 70,400 employed in 2025, projected growth of 5% to 6% for 2025–2035 (faster than average, with a Bright Outlook designation), and approximately 6,900 average annual job openings over the period (including growth and replacement). Note that openings mainly reflect replacement needs; this occupation is affected by healthcare and social assistance, government public health, and funding demand. These do not represent individual job outcomes or adjacent occupations. Mainland China: this round did not obtain a nationwide occupational wage distribution exactly corresponding to this occupation. Under the evidence policy, this page records only statistical scopes and gaps, without proxy values.
The health education specialists covered here are the exact occupation O*NET 21-1091.00 (Health Education Specialists): providing and managing health education programs that help individuals, families, and communities maximize and maintain healthy lifestyles; using data to identify community needs before planning, implementing, monitoring, and evaluating programs; potentially linking health systems, health providers, insurers, and patients to address individual and population health needs; serving as a resource to assist individuals, other health professionals, or communities; and potentially managing health education program funding. Core tasks include developing and distributing health education materials (importance: 78), developing and maintaining partnerships (78), maintaining databases and lists (77), documenting activities (76), developing and presenting programs (75), collaborating with health specialists and civic groups (71), conducting needs assessments and surveys (71), supervising program teams (71), developing operational plans and policies (70), providing program information to the public (70), designing and conducting evaluation studies (66), and writing and coordinating grant applications (66). Common titles include Certified Diabetes Educator, Health Educator, Health Education Specialist, Health Promotion Specialist, and Public Health Educator. O*NET's 21-1091.00 page shows the main US industries as healthcare and social assistance and government. This page describes the US occupational classification scope; wages and employment use this occupation's own scope (21-1091.00). This page does not constitute medical, diagnostic, treatment, medication, legal, or public health policy advice.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
Fit signals | US O*NET 21-1091.00 work activity importance scores identify communicating with supervisors, peers, or subordinates (95), establishing and maintaining interpersonal relationships (93), updating and using relevant knowledge (92), getting information (88), interpreting the meaning of information for others (88), communicating with people outside the organization (87), performing for or working directly with the public (86), scheduling work and activities (86), training and teaching others (86), making decisions and solving problems (84), and organizing, planning, and prioritizing work (84) as this occupation's most important activities. Work context data (response percentages) show email every day for 100%, face-to-face discussions every day for 88%, telephone conversations every day for 77%, constant contact with others for 76%, working with or contributing to a work group or team extremely important for 61%, very great freedom to determine tasks, priorities, and goals for 49%, dealing with external customers or the public extremely important for 40%, working indoors in environmentally controlled conditions every day for 69%, high responsibility for others' health and safety for 50%, being exact or accurate very important for 34%, public speaking at least weekly for 50%, and regular schedules for 71%. If you are willing to design and promote health programs using data and evidence, communicate with communities, organizations, and stakeholders, and accept responsibility for health education quality and population health literacy, this occupation's daily requirements may align more closely with your working style.
This checklist is for self-questioning only and does not constitute hiring criteria, an ability score, an assessment of job competence, or any medical, diagnostic, treatment, medication, legal, public health policy, or investment advice. This page covers the exact US occupation O*NET/SOC 21-1091.00, "Health Education Specialists": providing and managing health education programs that help individuals, families, and communities maximize and maintain healthy lifestyles; using data to identify community needs before planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments; potentially linking health systems, health providers, insurers, and patients to address individual and population health needs; serving as a resource to assist individuals, other health professionals, or communities; and potentially managing health education program funding. Original official scope: Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles. Use data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments. May link health systems, health providers, insurers, and patients to address individual and population health needs. May serve as resource to assist individuals, other health professionals, or the community, and may administer fiscal resources for health education programs. Core tasks listed by O*NET include developing and distributing health education materials, such as reports, bulletins, and visual aids, addressing smoking, immunization, and other public health concerns (importance: 78); developing and maintaining cooperative relationships with agencies and organizations interested in public health care (78); maintaining databases, mailing lists, telephone networks, and other information to support health education program operations (77); documenting activities and recording information such as completed applications, presentations conducted, and persons assisted (76); developing and presenting health education and promotion programs, such as training workshops, conferences, and school or community presentations (75); collaborating with health specialists and civic groups to determine community health needs and service availability and develop goals to meet needs (71); developing, conducting, or coordinating health needs assessments and other public health surveys (71); supervising professional and technical staff implementing health programs, objectives, and goals (71); developing operational plans and policies necessary to achieve health education objectives and services (70); providing program information to the public through press releases, media campaigns, or program-related websites (70); developing and maintaining health education libraries to provide resources for staff and community agencies (68); designing and conducting evaluation and diagnostic studies to assess health education program quality and performance (66); writing, preparing, and coordinating grant applications and grant-related activities to obtain funding for health education programs and related work (66); providing guidance to agencies and organizations on health education needs assessment and program development and implementation (62); designing and implementing training programs for new staff and organizing continuing education for current staff (60); and developing educational materials and programs for community agencies and local and state governments (71). Common titles include Certified Diabetes Educator, Health Educator, Health Education Specialist, Health Promotion Specialist, Public Health Educator, Community Health Consultant, Health Education Coordinator, and Education Coordinator. Wage, employment, and industry figures on this page use this occupation's own scope as presented on O*NET's 21-1091.00 page, which does not label them as drawn from a parent or broader occupation and shows projected growth for 2024–2034 as "Faster than average (5% to 6%)" (faster than average), with a Bright Outlook designation. See the sections below for scope and boundaries.
Practice scenario | An entirely fictional community health education program task package (for practicing the process only; it represents no real organization, community, population, data, or funding). Draft a plan addressing: (1) how to organize a health education program using a fictional community health needs survey and population and behavioral risk description, with a structured approach covering target populations and needs identification; data, methods and sources; evidence and behavioral theory; goals, indicators and measurable definitions; activities, channels and materials; implementation and partner collaboration; evaluation, monitoring and improvement; and ethics, informed consent and privacy. Specify information gaps requiring supplementation, including population composition, health literacy, language and culture; baseline data and indicator scope; evidence-based interventions and behavioral theory; channel reach and accessibility; evaluation methods and samples; and grants, budgets and funding sources. (2) How to design completion and review points for a fictional program implementation and evaluation record form, covering fields and definitions; target populations, coverage and reach; activities, dose and fidelity; indicators, baselines and results; anomalies, adverse events and referrals; and original records and revision trails. (3) How to write a program description suitable for handover: needs and goals—evidence and theory—activities and channels—evaluation and indicators—budget and resources—ethics, privacy and outstanding items. (4) How to record and retain program, evaluation, beneficiary, and grant records, distinguishing disclosable information from controlled materials or those involving personal health information and protected health information. (5) How to pause, review, and escalate when data are insufficient or evidence and conclusions do not align, the program deviates from its evidence base, adverse events or ethical and privacy risks arise, medical, diagnostic, or medication advice is involved, or the role's authorization is exceeded. Use public materials and simulated data; do not use real population data or personal health information.
Direct answer | The health education specialists covered here are the exact occupation O*NET 21-1091.00 (Health Education Specialists). Their work falls into several categories: (I) Needs identification and assessment—use data to identify community needs before planning; develop, conduct, or coordinate health needs assessments and other public health surveys; and collaborate with health specialists and civic groups to determine community health needs and service availability. (II) Program design and materials—develop and present health education and promotion programs, such as training workshops, conferences, and school or community presentations; develop and distribute health education materials, such as reports, bulletins, and visual aids; develop educational materials and programs for community agencies and local and state governments; and develop and maintain health education libraries. (III) Implementation and partner collaboration—develop and maintain cooperative relationships with agencies and organizations concerned with public health care; supervise professional and technical staff implementing health programs, objectives, and goals; and design and implement training for new staff and organize continuing education for current staff. (IV) Evaluation and improvement—design and conduct evaluation and diagnostic studies to assess health education program quality and performance; document activities and record information, such as completed applications, presentations conducted, and persons assisted. (V) Funding and policy—write, prepare, and coordinate grant applications and grant-related activities to obtain funding; develop operational plans and policies needed to achieve health education objectives and services; and potentially manage program funding. (VI) Communication and advocacy—provide program information to the public through press releases, media campaigns, or program-related websites; and guide agencies and organizations on health education needs assessment and program development and implementation. The work cycle connects needs identification and assessment—program design and evidence base—implementation and partner collaboration—evaluation and improvement—funding and policy—communication, advocacy, and review. This page does not conflate the occupation with adjacent community health workers, dietitians and nutritionists, health informatics specialists, postsecondary health specialties teachers, healthcare social workers, rehabilitation counselors, social and community service managers, or social and human service assistants. Nor does it expand health education program responsibilities to replace clinical diagnosis, treatment, medication, or medical decisions.
Records and collaboration notes | Start with population needs, data, evidence, and behavioral theory. Before design and implementation, check target populations, health literacy, language and culture; baselines, indicator definitions and data sources; and evidence-based interventions, theoretical grounds, and accessibility. Materials and messages must align with current evidence and avoid medical, diagnostic, or medication statements. Activities, dose, and fidelity must follow the plan and be recorded. Evaluation methods, samples, and indicators must be defined and documented in advance. Original records and revisions must be traceable and must not be altered retrospectively. Protected health information or personal health information must be managed under privacy and compliance requirements and minimum necessity. Clinical judgment, medical advice, and major policy and funding decisions must be confirmed by appropriately qualified roles or organizations. Important programs and records must be reviewable by supervisors, ethics and compliance roles, and funders.
Boundary conclusion | This page covers O*NET 21-1091.00 (Health Education Specialists). The core differences from adjacent roles lie in subjects, outputs, and levels of authority. This occupation focuses on population health needs and health education program design, implementation, evaluation, and funding, producing needs assessments, program plans, materials, evaluation, beneficiary, and funding records based on evidence and data definitions. Community Health Workers (21-1094.00) focus on community health service linkage, support, and follow-up; Dietitians and Nutritionists (29-1031.00) on nutrition assessment and dietary prescriptions; Health Informatics Specialists (15-1211.01) on health data and information systems; Health Specialties Teachers, Postsecondary (25-1071.00) on higher education and research; Healthcare Social Workers (21-1022.00) and Child, Family, and School Social Workers (21-1021.00) on case and family social services; Rehabilitation Counselors (21-1015.00) on rehabilitation counseling; Social and Community Service Managers (11-9151.00) on service operations management; and Social and Human Service Assistants (21-1093.00) on direct service assistance. Their subjects, outputs, and levels of authority differ. Authority for clinical judgment, medical advice, and major policy and funding decisions cannot be carried across roles.
Use data to identify community needs before planning, conduct health needs assessments and public health surveys, and collaborate with health specialists and civic groups to determine needs and service availability.
Design health education and promotion programs using evidence and behavioral theory, and develop and distribute health education and promotion materials, visual aids, and educational materials.
Develop and maintain cooperative relationships with public health agencies and organizations and supervise professional and technical staff implementing programs, objectives, and goals.
Design and conduct evaluation and diagnostic studies to assess program quality and performance, recording activities, persons assisted, presentations, applications, and other information.
Write and coordinate grant applications and grant-related activities, develop operational plans and policies needed to achieve health education objectives and services, and potentially manage funding.
Provide program information to the public through press releases, media, and websites, conduct staff training and continuing education, and guide agencies on needs assessment and program implementation.
Pre-employment verification notes | The following six items are for checking individually before applying for or starting a job, to avoid inferring actual responsibilities and authority from titles or promotional language. Verification should be based on written recruitment information, employment contracts, job descriptions, and program management, ethics, and data policy documents, and should continue after joining. This page lists areas to check, not a formal requirements checklist for any organization or role. Special note: US O*NET places this occupation in Job Zone Four (considerable preparation needed, SVP 7.0 to less than 8.0). In mainland China, health education, health promotion, and basic public health service roles often have professional and continuing education requirements. Confirm the role's specific requirements for education, training, certification, continuing education, protected health information processing, and role authorization.
| Key differences: this occupation focuses on population health needs and health education program design, implementation, evaluation, and funding. It designs and evaluates programs and provides materials and recommendations within ethical and authorization boundaries using evidence, data, and behavioral theory, taking responsibility for program quality, ethics, and records. Other roles center on community health service linkage, nutrition assessment and diets, rehabilitation counseling and employment support, health data and information systems, or direct service assistance. They usually have more specialized standards, qualifications, and subjects and do not bear primary responsibility for population health education program design, evaluation, and funding (but must collaborate with this occupation and clarify boundaries). |
| Better suited to people willing to design and promote health programs using data and evidence, communicate with communities, organizations, and the public, and accept responsibility for population health literacy and program ethics and quality. |
| Community Health Workers (21-1094.00) | Core work and outputs: conduct community health outreach, screening, referrals, and follow-up, link health and social services, and keep service and follow-up records. Outputs are community service and follow-up records. | Key differences: community health workers focus on community health service linkage, support, follow-up, and advocacy, producing community service and follow-up records. This occupation focuses on needs assessment, program design, implementation, evaluation, and funding for population health education, producing needs assessments, program plans, and evaluation records. Individual case follow-up and service linkage are usually not its main duties (but it must collaborate with community health workers to reach populations). | Better suited to people who want to conduct community visits, health service linkage, and follow-up; this occupation emphasizes needs assessment, program design, implementation, and evaluation. |
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| Dietitians and Nutritionists (29-1031.00) | Core work and outputs: perform and record nutrition assessments, dietary interventions, and nutrition therapy using nutrition science and dietary guidelines. Outputs are nutrition assessments and dietary plans. | Key differences: dietitians and nutritionists focus on nutrition assessment, dietary prescriptions, and nutrition therapy, producing nutrition assessments and dietary plans. This occupation focuses on population health education needs assessment, program design, implementation, and evaluation, producing program and evaluation records. It usually does not bear primary responsibility for clinical nutrition assessment and dietary prescriptions (but must collaborate with dietitians and nutritionists to ensure accurate nutrition information). | Better suited to people who want to conduct clinical or public nutrition assessments and dietary interventions; this occupation emphasizes population health education program design, evaluation, and promotion. |
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| Rehabilitation Counselors (21-1015.00) | Core work and outputs: conduct and record rehabilitation needs assessments, counseling, rehabilitation planning, and employment support. Outputs are rehabilitation assessment and counseling records. | Key differences: rehabilitation counselors focus on rehabilitation assessment, counseling, and employment support, producing rehabilitation assessment and counseling records. This occupation focuses on population health education programs and evaluation, producing program and evaluation records. It usually does not bear individual case responsibility for rehabilitation assessment and employment support (but must collaborate with rehabilitation counselors to connect services). | Better suited to people who want to provide rehabilitation assessment, counseling, and employment support; this occupation emphasizes population health education needs assessment, programs, and promotion. |
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| Health Informatics Specialists (15-1211.01) | Core work and outputs: collect and govern health data according to data standards, design and use health information systems and reports, and safeguard privacy. Outputs are health data, systems, and reports. | Key differences: health informatics specialists focus on health data, information systems, data standards, and reports, producing health data, systems, and reports. This occupation focuses on population health education programs and evaluation, producing program and evaluation records. It usually does not bear primary design and operational responsibility for health information systems and data standards (but must collaborate with health informatics specialists to use data accurately). | Better suited to people who want to work with health data, information systems, and data standards; this occupation emphasizes population health education program design, implementation, and evaluation. |
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| Social and Human Service Assistants (21-1093.00) | Core work and outputs: provide and record visits, assistance, companionship, and referrals for individuals and families according to service plans. Outputs are assistance and records. | Key differences: social and human service assistants focus on direct service assistance, visits, and records, producing assistance and records. This occupation focuses on population health education programs and evaluation, producing program and evaluation records. It usually does not bear primary responsibility for direct daily living assistance and companionship (but must collaborate with social and human service assistants to support program implementation). | Better suited to people who want to provide direct service assistance, visits, and companionship; this occupation emphasizes needs assessment, program design, implementation, and evaluation. |
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Conclusion | The core differences between this occupation (O*NET 21-1091.00, Health Education Specialists) and adjacent roles lie in subjects, outputs, and levels of authority. This occupation focuses on population health needs and health education program design, implementation, evaluation, and funding, producing needs assessments, program plans, materials, evaluation, beneficiary, and funding records based on evidence and data definitions. Community Health Workers (21-1094.00) focus on community health service linkage, support, and follow-up; Dietitians and Nutritionists (29-1031.00) on nutrition assessment and dietary prescriptions; Rehabilitation Counselors (21-1015.00) on rehabilitation assessment, counseling, and employment support; Health Informatics Specialists (15-1211.01) on health data and information systems; and Social and Human Service Assistants (21-1093.00) on direct service assistance. Their subjects, outputs, and levels of authority differ. Authority for clinical judgment, medical advice, and major policy and funding decisions cannot be carried across roles.
Transition | This page places adjacent roles side by side by subjects, outputs, and levels of authority to help you decide which health education, community service, nutrition, rehabilitation, health data, or direct assistance roles you want to pursue over time. In any track, readiness to work depends on understanding its subjects, standards, data, and qualification requirements; clearly documenting needs, programs, evaluations, and records; and willingness to accept responsibility for population health, ethics, and compliance. Interest questionnaires only help raise questions.
Technical feasibility: a task may technically be affected by equipment or tools. This is only a feasibility judgment and does not imply permission to use them or existing organizational adoption.
Organizational and regulatory adoption: introduction depends on public health, health education ethics, privacy, and data requirements and organizational program and compliance rules. Introducing equipment cannot transfer ethical, privacy, or professional responsibility.
Job outcomes: whether task changes increase or reduce jobs depends on public health and health promotion demand, funding, policy, population health literacy needs, tool adoption, and professional supply. Projected growth under this occupation's own scope on this page is 5% to 6%, which cannot directly predict individual outcomes in this occupation.
| Work area | Task | Current changes | Human control points |
|---|---|---|---|
| Data statistics can be assisted; humans are responsible for needs judgments | Needs identification and assessment | Use data to identify community needs and conduct health needs assessments and surveys | You bear professional responsibility for needs, indicator definitions, and evidence applicability |
| Layout and drafts can be assisted; humans are responsible for evidence and suitability judgments | Program design and materials | Design health education and promotion programs and develop and distribute materials and teaching aids | You bear professional responsibility for program design and material evidence review |
| Progress and communication records can be assisted; humans are responsible for collaboration judgments | Implementation and partner collaboration | Develop and maintain partnerships and supervise program team implementation | You are responsible for partner collaboration and team supervision within your authorization |
| Data aggregation can be assisted; humans are responsible for interpreting results | Evaluation and improvement | Design and conduct evaluation and diagnostic studies to assess quality and performance | You bear professional responsibility for evaluation methods, indicators, and conclusions |
| Budgets and templates can be assisted; humans are responsible for policy and funding judgments | Funding and policy | Write and coordinate grant applications and develop operational plans and policies | You are responsible for grant and policy content and scope within your authorization |
| Material and record organization can be assisted; humans are responsible for content and compliance judgments | Communication, training, and guidance | Communicate program information to the public and provide staff training and guidance | You are responsible for communication content, training, and guidance within your authorization |
| Record organization and archiving can be assisted; humans remain responsible for determinations and disclosure | Anomalies, review, and handover | Review program, evaluation, and privacy records, and report anomalies and hand over matters within your authorization | You identify and report anomalies and observe handover boundaries within your authorization |
Evidence introduction | Citation rules: cite only sources supporting this page's claims; identify jurisdiction, period, statistical coverage, and whether the data use 21-1091.00's own scope. General studies mainly covering broad occupational groups must not be used to infer individual job changes in this occupation. A technology list does not establish adoption. Equipment and tool descriptions do not replace your professional judgment on needs, evidence, ethics, and population communication or organizational public health, health education ethics, and privacy requirements.
Editorial comparison | The following lists potential task assistance and matters requiring review; there is no occupation-level evidence of automation probabilities, actual adoption, or efficiency. Verify digital tools, generative AI, and job outcomes separately.
What AI mainly changesPotential assistance (editorial judgment) | Tool assistance can be tested for data statistics, visualization, questionnaires, program systems, and material drafts
Still a human responsibilityNeeds identification, applicability of evidence and behavioral theory, program design, and evaluation judgments
What AI mainly changesPotential assistance (editorial judgment) | Tool assistance can be tested for aggregating beneficiary, coverage, outcome, and budget data and preparing reports
Still a human responsibilityPopulation communication, behavior change strategies, and ethical and privacy judgments
What AI mainly changesPotential assistance (editorial judgment) | Tools can be tested for drafting materials, bulletins, and training content
Still a human responsibilityContent evidence review, compliance determinations, external disclosure, and ethical responsibility
Editorial review advice | Actual handling scope and responsibilities depend on role and program authorization. The following helps check tool inputs, conclusions, and publication processes.
Check target populations, needs, indicators, and evidence applicability; determine personnel capabilities and approval requirements for the specific program.
Data and methods: you must check and review needs and evaluation data, samples, and methods. Clearly state insufficient data or bias; do not conceal gaps with model outputs.
Conclusions and determinations: you must make program design and evaluation conclusions and behavior change strategies based on evidence and ethics. Tool and system outputs must not directly serve as the basis for external publication or compliance conclusions.
For personal information processing within China, first check lawful basis, purpose, necessary scope, and retention periods. Medical and health information is sensitive personal information and requires additional checks of relevant protection requirements. De-identification does not automatically remove legal applicability. Check other jurisdictions separately.
Changes and disclosure: changes to program plans, materials, evaluations, and disclosures must remain within authorization, ethics, and data requirements. Pause and report under established rules when data are insufficient, evidence does not align, adverse events occur, or privacy risks arise.
May cause inaccurate information, misinformation, and damaged trust
Controls:Before publishing materials and conclusions, personally verify evidence, data, and suitability for the target population and maintain records
May cause ineffective programs, wasted resources, and population risks
Controls:Appropriately qualified personnel must judge needs, evidence, and program design using professional and ethical considerations
May violate privacy and data protection requirements
Controls:Restrict purposes, retention periods, and permissions; do not upload controlled materials to external services or unauthorized environments
Inaccurate records impair program quality, compliance traceability, and responsibility allocation
Controls:Records must reflect actual program, evaluation, and implementation processes; generating unverified content is prohibited
Responsibility cannot be determined when misinformation, ethical disputes, or compliance disputes arise
Controls:Before adopting tools, clarify and document identification, applicability, and approval routes and responsible persons
Use tools for reversible support steps: entering and organizing needs and evaluation data, drafting layouts for materials and bulletins, and drafting program logs and reports. Needs judgments, program design, and ethical judgments remain subject to mentoring and authorization.
Use digital tools for data statistics, charts, material generation, questionnaires, project management, and beneficiary records. You remain professionally responsible for needs identification, evidence applicability, program design, and evaluation judgments.
Use tools to aggregate data across programs, track population, behavior, and outcome trends, and organize evaluation knowledge bases and training materials. Complex and controlled matters (clinical statements, protected health information processing, and policy and funding conclusions) must be confirmed by you and ethics and compliance roles.
Use tools for schedules, coverage, budget and compliance statistics, reports, and document and knowledge management. Major conclusions and external disclosures require human approval and documentation.
There is insufficient occupation-level evidence to guarantee that the occupation will not be replaced as a whole. Task assistance may change working methods, but occupational tasks and aggregate projections cannot prove AI-caused employment changes.
Source:O*NET tasks; editorial judgmentOriginal material ↗
BLS gives at least a bachelor's degree as typical entry-level education; some employers require or prefer certification. Programming is not a universal entry condition stated in that material. Check specific data skills against the role.
Source:BLS OOH entry preparationOriginal material ↗
Explore data organization, statistical charts, and material and report drafts. This is editorial advice without task automation probabilities or effectiveness rankings.
Source:O*NET tasks; editorial suggestionsOriginal material ↗
BLS 2025–2035: approximately 70,400 → 74,400 workers, growth of 5.6%, and approximately 6,900 annual openings including replacement needs; not net additions, individual hiring, or jobs in China.
Source:BLS 2025–2035 projectionsOriginal material ↗
Needs, health evidence, program methods, and material suitability require review according to actual responsibilities. Tools do not automatically acquire disclosure or clinical decision-making authority. NIST is a general governance framework, not a medical or health education standard.
Source:NIST AI RMF; editorial suggestionsOriginal material ↗
Editorial advice is to build experience in needs assessment, evidence-based materials, population communication, and program evaluation. There is no occupational research establishing these skills' probabilities of resisting replacement.
Source:O*NET tasks; editorial suggestionsOriginal material ↗
Verify technical capabilities, organizational adoption, program effects, and employment outcomes separately. US BLS growth of 5.6% does not represent China's outlook or AI's causal impact.
Source:BLS 2025–2035 projectionsOriginal material ↗
Editorial advice | First test data organization and drafting in approved environments, checking original data, health evidence, and target populations. Review programs, materials, and disclosures according to actual role authority; verify capabilities, adoption, effects, and employment outcomes separately.
Average annual wage: 146,266 yuan/year; the average for all persons employed in the industry, not this occupation's wages.
Average annual wage: 75,631 yuan/year; the average for all persons employed in the industry, not this occupation's wages.
Insufficient evidence: this round did not obtain a mainland China nationwide occupational wage distribution exactly corresponding to US O*NET 21-1091.00 (Health Education Specialists). The National Bureau of Statistics publishes average wages by industry category without distinguishing occupations. This page does not substitute industry averages, advertised recruitment pay, or US data.
Mainland China section | Mainland China has roles similar to health education specialists in health education, health promotion, public health, community health, chronic disease management, and occupational health, such as health education professionals, health promotion and health management practitioners, community health and public health service personnel, and chronic disease management specialists. Their work, qualifications, standards, and records are governed by the Law of the People's Republic of China on Basic Medical and Health Care and the Promotion of Health, Law of the People's Republic of China on Prevention and Treatment of Infectious Diseases, Law of the People's Republic of China on Prevention and Control of Occupational Diseases, Personal Information Protection Law of the People's Republic of China, national basic public health service specifications, and relevant health education and health promotion specifications. Basic public health and health education services must follow specifications and standards; diagnosis, treatment, and medication must be handled by appropriately qualified organizations and personnel; residents' health information and personal health information must be legally protected and processed on a minimum-necessary basis. However, this round did not obtain a nationwide occupational wage distribution exactly corresponding to US O*NET 21-1091.00 (Health Education Specialists). The National Bureau of Statistics publishes average wages of persons employed in urban units by industry category, an industry-level scope without occupational distinctions or a separate listing for this occupation. Under the evidence policy, this page records statistical scopes and visible gaps (marked "Insufficient evidence:"), showing missing data without proxy figures. It does not infer starting salaries, medians, or individual income from industry averages, advertised recruitment pay, US wages, or overseas data.
| Educational background | Common role areas | Notes and verification advice |
|---|---|---|
| Education and training in health education, health promotion, public health, or related fields | Most roles | US O*NET Job Zone Four; respondents report required education as 62% associate's or two-year degree, 31% bachelor's, and 3% high school. BLS gives at least a bachelor's degree as typical entry education. The statistical subjects differ; neither is a uniform education requirement for China. |
| Skills in needs assessment, program design, implementation, evaluation, communication, and data | All roles | Roles generally require needs assessment, evidence application, program design, evaluation, data, communication, and recordkeeping capabilities. O*NET's Hot Technologies page lists 10 software skills (Microsoft Office software: 8%; Microsoft Excel: 8%; Microsoft PowerPoint: 5%; Microsoft Outlook: 5%; Microsoft Word: 2%; Microsoft Access: Under 1%; and four items with unspecified shares). |
| Health education and health promotion certifications and continuing education | Some organizations and roles | O*NET's certification directory lists multiple health education certifications, such as Certified Health Education Specialist and Master Certified Health Education Specialist from the National Commission for Health Education Credentialing, Certified in Public Health from the National Board of Public Health Examiners, and Certified Health and Wellness Coach from the National Board for Health & Wellness Coaching. Specific requirements depend on the organization and competent authority. |
| Ethics, privacy, and protected health information processing requirements | Roles involving personal health information | Programs involving protected health information or personal health information must follow privacy, informed consent, minimum necessity, and purpose limitation requirements, subject to the specific requirements of organizations, competent authorities, and ethical review. |
Matching rationale | Healthcare organizations and health promotion and community service programs may fall within this industry. Government departments and schools must be checked separately by the actual employer's industry and cannot all be included in health and social work. The broad reference is 2025 average annual wages of 146,266 / 75,631 yuan for urban non-private / private units in health and social work. These statistics cover multiple occupations and job levels in the industry and cannot substitute for this occupation's median, starting salary, or individual income. This round did not obtain an exact nationwide wage distribution for the occupation; the gap is retained.
Health education and health promotion roles are often concentrated in healthcare, basic public health services, and health promotion. The National Bureau of Statistics publishes average wages of persons employed in urban units by industry category, an industry-level scope without occupational distinctions. This page does not substitute the industry average for this occupation's wages.
O*NET lists the distribution of US government employers for this occupation. This is an employment industry distribution, not an industry average wage, and does not indicate pay for government roles in China.
School health education and community health promotion roles may fall under education and social assistance categories. This is an industry average, not this occupation's wages, and is not substituted on this page.
AI and wages | Data organization and material drafts are editorially proposed candidates for assistance. No occupation-specific AI adoption rates, measured efficiency gains, or causal wage evidence were obtained. No moderate/limited exposure rating is given, and tool lists are not used to infer income.
| Official annual wages, not an individual's monthly income |
| A position within the nationwide wage distribution; do not infer individual experience, starting salary, certifications, or responsibilities from it. |
| Median (50%) | Median annual wage: USD 64,070 / median hourly wage: USD 30.80 (2025, BLS OEWS, this occupation's own scope (21-1091.00)) | Official annual wages, not an individual's take-home pay | A position within the nationwide wage distribution; do not infer individual experience, starting salary, certifications, or responsibilities from it. |
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| Top 10% | 90th-percentile annual wage: USD 118,200 / hourly wage: USD 56.83 (2025, BLS OEWS, this occupation's own scope (21-1091.00)) | Official annual wages, not an individual's take-home pay | A position within the nationwide wage distribution; do not infer individual experience, starting salary, certifications, or responsibilities from it. |
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Wages · 10th percentile：10th-percentile annual wage: USD 42,990 / hourly wage: USD 20.67 (2025, BLS OEWS, this occupation's own scope (21-1091.00))；Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Wages · 25th percentile：25th-percentile annual wage: USD 50,620 / hourly wage: USD 24.34 (2025, BLS OEWS, this occupation's own scope (21-1091.00))；Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Wages · Median：Median annual wage: USD 64,070 / median hourly wage: USD 30.80 (2025, BLS OEWS, this occupation's own scope (21-1091.00))；Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Wages · 75th percentile：75th-percentile annual wage: USD 87,130 / hourly wage: USD 41.89 (2025, BLS OEWS, this occupation's own scope (21-1091.00))；Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Wages · 90th percentile：90th-percentile annual wage: USD 118,200 / hourly wage: USD 56.83 (2025, BLS OEWS, this occupation's own scope (21-1091.00))；Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Distribution interpretation: the median is the midpoint, not the starting point. Annual wages between this occupation's (21-1091.00) 10th and 90th percentiles range approximately from USD 42,990 to USD 118,200, with differences mainly reflecting region, industry, experience, and responsibilities. This page did not obtain percentile wages by industry and region and records the visible gaps.
Hourly wage × 2,080 is a statistical conversion for full-time work throughout a year, not a guarantee of individual annual salary. OEWS includes incentive pay such as production bonuses but excludes overtime pay, shift differentials, nonproduction bonuses, and benefit costs.
Wages are OEWS figures for the May reporting period in 2025, presented on O*NET's national wages page; employment, growth, and openings are BLS 2025–2035 projections. The statistical programs differ in purpose and coverage.
Usage advice: read the median, percentile, and employment figures together with the context that these use this occupation's own scope (21-1091.00), do not represent adjacent occupations, project growth of 5% to 6% for 2025–2035 with a Bright Outlook designation, and have openings mainly driven by replacement needs. Check local public health and health promotion demand, funding, and tool adoption. You can also query the official O*NET wage page by region and period. Do not infer personal pay from a single figure.
| Industry | Median wage for this occupation within the industry | How to interpret it |
|---|---|---|
| Hospitals (state, local, and private) | USD 83,040/year | BLS OOH May 2025: median annual occupational wage for SOC 21-1091 in this industry, not the industry-wide average; does not represent income in China. |
| Government (excluding state and local education and hospitals) | USD 69,740/year | BLS OOH May 2025: median annual occupational wage for SOC 21-1091 in this industry, not the industry-wide average; does not represent income in China. |
| Educational services (state, local, and private) | USD 62,370/year | BLS OOH May 2025: median annual occupational wage for SOC 21-1091 in this industry, not the industry-wide average; does not represent income in China. |
| Ambulatory healthcare services | USD 60,500/year | BLS OOH May 2025: median annual occupational wage for SOC 21-1091 in this industry, not the industry-wide average; does not represent income in China. |
Healthcare and social assistance, government public health demand, and living costs differ significantly across cities and regions. Projects and funding sources affect income and stability.
Health education certifications, continuing education, and program, evaluation, and funding management responsibilities can significantly affect the tasks one can undertake and income.
In organizations with greater adoption of data, material, program, and health system tools, human work shifts more toward needs judgments, evidence application, and population communication, with different responsibilities and pay structures.
Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Scope | US SOC 21-1091； wages for the May reporting period in 2025； projections for 2025–2035. Boundaries | Percentiles do not equate to experience or starting salary； openings do not equal net additions.
Which Holland interest types are closer to health education specialist work?
Holland (RIASEC) | Use it to understand your relative preferences for Social, Investigative, and Conventional work. This occupation's O*NET interest code is SIC (Social–Investigative–Conventional), corresponding to willingness to communicate with, assist, and educate populations (Social), study needs and effects using data and evidence (Investigative), and work according to standards, indicators, and records (Conventional). This aligns with the occupation's main activities: communicating with supervisors, peers, or subordinates (95), establishing and maintaining interpersonal relationships (93), updating and using relevant knowledge (92), getting information (88), and interpreting the meaning of information for others (88). The questionnaire only raises questions; it does not determine suitability or readiness to work.
Do not use it this way:If you find it difficult to sustain public-facing communication and promotion, bear responsibility for others' health and safety and consequences of error, or accept responsibility for the integrity of evidence, data, and privacy compliance, a high interest questionnaire score cannot remove these practical costs. Also confirm organizational requirements for education, training, certification, continuing education, protected health information processing, and role authorization.
Test my Holland career interestsWhich Big Five traits are more relevant to this work?
Big Five | Use it to raise self-observation questions. In practice, observe whether you can check health evidence, explain data gaps, listen to population views, and accept review. Trait levels do not predict fit.
Do not use it this way:Do not use a personality test saying you are unsuitable as a reason to give up or avoid entry. Base your judgment on internships, job shadowing, simulated needs assessment, program design and evaluation tasks, mentor feedback, and evaluation results.
View my Big Five personality traitsCan MBTI determine whether health education specialist work suits me?
MBTI | Typology supports self-reflection on communication and work preferences. This occupation requires collaboration with communities, organizations, the public, and teams (constant contact with others: 76%; working with or contributing to a work group or team is extremely important: 61%). Preferences do not determine competence.
Do not use it this way:Use types only as a reference for communication styles, not to infer whether you or others can perform needs assessment, program design, and evaluation well.
Understand my MBTI preferencesCan the Enneagram tell me whether this occupation suits me?
Enneagram | For self-exploration only; observe how you check and escalate when information is incomplete or programs are under pressure. No comparison is made between the predictive validity of types and behaviors.
Do not use it this way:Do not explain program failures or ethical disputes through type labels. Return to whether needs identification, data, methods, evidence, and ethics were adequate.
Explore my Enneagram patternsCan I become a health education specialist if I am not good at math?
Intelligence and reasoning | Understanding health evidence, identifying data bias, and designing indicators can support learning observations. There is no occupation-level assessment validity evidence, and the importance of scores and professional skills is not compared.
Do not use it this way:High or low scores do not establish whether you can learn needs assessment, program design, and evaluation. Test this through internships, job shadowing, simulated program and evaluation tasks, and mentor feedback.
Understand my intelligence and reasoning performanceDo health education specialists need high emotional intelligence?
Emotional intelligence | Observe population communication, confirmation of understanding, and explanation of uncertainty under pressure. Do not infer program effectiveness or communication quality from EQ scores.
Do not use it this way:Emotional abilities can improve through actual work, mentoring, and deliberate practice; assessment scores need not limit you.
Understand my emotional intelligence abilitiesA better match:Able to independently complete needs assessment, program design, implementation, evaluation, and recordkeeping within ethics, standards, and authorization
Note:Editorial reminder | If you find it difficult to sustain public-facing communication and promotion or bear responsibility for others' health and safety and consequences of error, check the target role's tasks and actual experience.
View related occupations:This Occupation's Track (Health Education Specialists)A better match:Capabilities in community visits, health service linkage, and follow-up
Note:Editorial reminder | If you want to focus on population program design and evaluation rather than community visits and service linkage, check the target role's tasks and actual experience.
View related occupations:Community Health Worker TrackA better match:Capabilities in clinical or public nutrition assessment and dietary interventions
Note:Editorial reminder | If you want to focus on population health education programs rather than nutrition assessments and dietary prescriptions, check the target role's tasks and actual experience.
View related occupations:Dietitian and Nutritionist TrackA better match:Capabilities in rehabilitation assessment, counseling, and employment support
Note:Editorial reminder | If you want to focus on population health education and programs rather than individual rehabilitation counseling, check the target role's tasks and actual experience.
View related occupations:Rehabilitation Counselor TrackA better match:Capabilities in health data governance, information systems, and reporting
Note:Editorial reminder | If you want to focus on population health education programs rather than health data and information systems, check the target role's tasks and actual experience.
View related occupations:Health Informatics Specialist TrackA better match:Capabilities in direct service assistance, visits, and recordkeeping
Note:Editorial reminder | If you want to focus on needs assessment, program design, and evaluation rather than direct daily living assistance, check the target role's tasks and actual experience.
View related occupations:Social and Human Service Assistant TrackWhat personalities are better suited to health education specialist work? This occupation values communication and empathy, rigor with evidence and data, attention to ethics and privacy, responsibility for population health, and stability under stakeholder and program pressure, rather than a particular personality type. O*NET's interest code is SIC (Social–Investigative–Conventional), which can be a starting point for exploration.
Are introverts suited to this occupation? Yes. It involves substantial data, materials, and evaluation work, while also requiring public and community communication (constant contact with others: 76%; public speaking at least weekly: 50%).
Introversion and extroversion are not validated fit requirements here. Observe how you explain health information, listen to population needs, and confirm understanding. No occupation-level comparative validity research was obtained.
Which MBTI type is best suited to this occupation? No type has been proven best suited. MBTI is not an occupational qualification or ability assessment tool; occupational adjustment mainly depends on skills, ethical adherence, and communication abilities.
Which Holland interest types are better suited to this occupation? O*NET gives SIC: Social (communicating with, assisting, and educating populations), Investigative (studying needs and effects using data and evidence), and Conventional (following standards, indicators, and records). It can support task preference exploration, not performance prediction.
This page provides no validation research on personality or interests predicting this occupation's work performance and does not draw individual performance conclusions from questionnaires.
Can I do this work if I am not good at math? Basic data, indicator, evaluation, and statistical interpretation skills are needed. Quantitative foundations can be developed through training and tool assistance, but complete difficulty with data and evaluation will be a significant limitation.
Does this occupation require high emotional intelligence? Emotional stability, empathy, and stakeholder communication skills are needed, but no specific assessment score is required. Public communication, adverse events, and program pressure require self-regulation and communication and escalation according to procedures.
Can the Enneagram determine whether I am suited to this work? No. It is a self-exploration tool, not a conclusion about occupational ability or fit. Judge fit by whether you can complete needs assessment, program design, and evaluation under ethics, standards, and authorization requirements.
Editorial advice is to use approved de-identified materials to check populations, evidence, indicators, and methods. This is exploratory advice and does not establish more accurate prediction than questionnaires. Real programs and data access must follow authorization.
Typical scenarios：Scenario | Program materials contain content inconsistent with current evidence or potentially involving medication advice. Deadlines are tight, and stakeholders want publication first and corrections later.
Main roles：You and ethics and clinical roles; target populations and individuals
Potential consequences：Needs identification, the evidence base, or materials and messages inconsistent with science, or medical, diagnostic, and medication advice beyond the role's scope; may mislead populations, harm health, and damage trust
Reducing risk：Needs, evidence, and materials must be evidence-based and reflect current evidence, with sources and limitations identified. Refer clinical judgments and medical advice to appropriately qualified roles. Immediately stop, review, and report inconsistent evidence or statements beyond scope.
Basis：O*NET 21-1091.00 Details (Tasks and Work Context) · O*NET 21-1091.00 Occupational Profile and Official Scope
Typical scenarios：Scenario | Special populations or sensitive health information are involved, but authorization and informed consent are incomplete. Under schedule pressure, staff are asked to collect and share first and complete formalities later.
Main roles：You and data and compliance roles; individual and population rights and privacy boundaries
Potential consequences：Inadequate informed consent, minimum necessity, or processing of protected health information or personal health information, insufficient de-identification, or sharing beyond permitted boundaries; may cause privacy breaches and compliance and legal risks
Reducing risk：Within China, first verify a lawful processing basis, clear purposes, and necessary scope. Medical and health information is subject to sensitive information rules; check consent, notification, and protection requirements for the specific matter. De-identification does not automatically exempt responsibility; check other jurisdictions separately.
Basis：O*NET 21-1091.00 Details (Tasks and Work Context) · Personal Information Protection Law (processing within China)
Typical scenarios：Scenario | Evaluation data have missing values or inconsistent definitions. As a milestone approaches, program stakeholders demand effectiveness conclusions using existing data first, with additional measurements and revisions later.
Main roles：You and program and evaluation roles; program quality and compliance consistency
Potential consequences：Inappropriate program design, implementation fidelity, evaluation methods or definitions, inaccurate records, or improper handling of adverse events and referrals; may cause ineffective programs, wasted resources, misjudged performance, and harm to rights and interests
Reducing risk：Define and document program and evaluation methods in advance. Truthfully record dose, fidelity, coverage, and results, and refer and report adverse events under established rules. Program and evaluation records must be truthful, complete, and traceable.
Basis：O*NET 21-1091.00 Details (Tasks and Work Context) · O*NET 21-1091.00 Occupational Profile and Official Scope
Typical scenarios：Scenario | Staffing is tight, and the organization asks personnel without authorization for the matter to independently give clinical advice, make major funding decisions, or disclose information externally.
Main roles：You, ethics and compliance roles, and funders; conclusion and disclosure boundaries
Potential consequences：Independently making clinical judgments, giving medical advice, making major policy and funding decisions, or disclosing externally beyond authorization, or conclusions beyond evidence and methodological support; may trigger legal, compliance, ethical, and trust disputes
Reducing risk：Policy and funding decisions and external disclosures require procedural approval and records. Conclusions must align with evidence and ethics; refer matters beyond authorization to the appropriate roles or organizations. When asked to exceed authorization or provide definitive conclusions, first explain the boundaries and hand over through the prescribed process.
Basis：O*NET 21-1091.00 Details (Tasks and Work Context) · O*NET 21-1091.00 Occupational Profile and Official Scope
Typical scenarios：Scenario | The only key staff member familiar with a program type, evaluation, data, and partnerships is on leave, and untrained personnel are asked to take over critical programs and evaluations temporarily.
Main roles：You and team and certification roles; program continuity and compliance consistency
Potential consequences：Single-point dependence for critical certifications, data or evaluation capabilities, or partnerships; leave, program peaks, or certification expiry interrupt programs and evaluations or create inconsistent definitions. May cause program delays and compliance and quality risks.
Reducing risk：Establish backup, handover, and update rules for certifications, data capabilities, partnerships, and materials. Critical program and evaluation experience must be reproducible and documented. Report shortages of staff, capability, or certification under established rules and adjust priorities.
Basis：O*NET 21-1091.00 Details (Tasks and Work Context) · O*NET 21-1091.00 Occupational Profile and Official Scope
Typical scenarios：Scenario | The target population's language, health literacy, and accessibility needs have changed, but the program still uses old materials that people cannot understand or access, and reported problems are not reviewed.
Main roles：You, target populations, and communities; ethics and accessibility
Potential consequences：Insufficient adaptation to population composition, health literacy, language, and culture, inadequate accessibility or protection of vulnerable populations, or inequitable program impacts; may cause insufficient reach, health inequalities, and harm to rights and interests
Reducing risk：Editorial advice is to check language, culture, health literacy, and access channels and implement protection and necessary review under the legal or organizational requirements applicable to the specific program. Do not treat every health education activity as research requiring ethical review.
Basis：O*NET 21-1091.00 Details (Tasks and Work Context) · O*NET 21-1091.00 Occupational Profile and Official Scope
Education, training, certification, organizational role appointment, and specific publication/data access authorization are different statuses. O*NET's certification directory is not a mandatory certification checklist for every role, and health education certification does not automatically confer clinical authority.
| Career track | Initial tasks | Evidence to prepare | Work samples you can show without experience | Distinction from this occupation |
|---|---|---|---|---|
| Community Health Workers | Assisting community visits and health service linkage | Public health or community service training records and visiting internship records | A fictional community health outreach and referral key points sheet | Focuses on community visits and service linkage; this occupation focuses on needs assessment, program design, and evaluation |
| Dietitians and Nutritionists | Assisting nutrition assessment and dietary interventions | Nutrition or food-related training records and clinical internship records | A fictional nutrition assessment and dietary advice key points sheet | Produces nutrition assessments and dietary outputs; this occupation produces population health education programs |
| Rehabilitation Counselors | Assisting rehabilitation assessment and counseling | Rehabilitation or psychology training records and casework internship records | A fictional rehabilitation assessment and counseling key points sheet | Produces individual rehabilitation counseling outputs; this occupation produces population program designs and evaluations |
| Health Informatics Specialists | Assisting health data governance and reporting | Health information or data training records and systems internship records | A fictional health data governance and reporting key points sheet | Focuses on health data and systems; this occupation focuses on health education and promotion programs |
| Social and Human Service Assistants | Assisting direct services and visits | Social service training records and assistance internship records | A fictional service assistance and referral key points sheet | Produces direct daily living assistance outputs; this occupation produces needs assessments and program designs |
Independent signing of program, evaluation, and funding records depends not on education alone, but on holding the appropriate certification and continuing education and undertaking responsibilities within organizational authorization.
Education and training affect only the starting point for entry. Proficiency in needs assessment, program design, implementation, and evaluation mainly depends on professional training, mentoring, accumulated program case experience, and evaluation results.
Clinical judgment, medical advice, major policy and funding decisions, and processing and disclosure of protected health information must be handled by appropriately qualified roles or organizations.
Retention, provision, and disclosure of controlled materials or those involving protected health information or personal health information must follow privacy and minimum-necessary requirements. Do not send controlled materials to unauthorized environments.
A fictional evidence-based intervention and behavioral theory description.
A blank program design, implementation, and fidelity record template.
A blank indicator, baseline, result, and evaluation record template.
A blank informed consent, privacy, and adverse event handling key points template.
A pen, calculator, and statistical tools (for indicator, coverage, and effect calculations).
Calculate coverage and effect indicators, and describe at least two situations that may cause misinformation, program failure, or ethical risks, with corresponding measures.
State which situations require pausing and review, escalation, or handover (insufficient data or misaligned evidence and conclusions, programs deviating from their evidence base, adverse events or ethical and privacy risks, medical advice, or determinations beyond authorization).
Clearly document the basis and definitions for populations, indicators, evidence sources, methods, records, and reviewers, retaining original records and versions.
Indicate whether each step was completed independently or under guidance.
Indicate which steps involve ethics, protected health information, or clinical statements and must be performed by you or the appropriate roles under authorization and established rules.
Record review comments, time, and supporting grounds for later reflection.
Show more than completion: demonstrate the process and records from needs to evidence, program, evaluation, recording, and archiving.
The summary must not contain real population data, protected health information, or identifiable personal information. Use identifiers and synthetic data where needed.
State information sources and assumptions, distinguishing measured facts, judgments and inferences, and matters awaiting verification.
Explain who reviewed data, materials, and conclusions before use and publication, and which evidence check was performed.
| Stage | Points that may be checked | Observable evidence | Boundary notes |
|---|---|---|---|
| Resume and initial screening | Health education, health promotion, or public health training; needs assessment, program, evaluation, or communication experience; and certification | Training, project experience, health education certification, and continuing education records | Self-assessment cannot replace training, certification, continuing education, and organizational verification |
| Interview | Understanding of needs, evidence, ethics, privacy, and disclosure boundaries | Judgments about insufficient data, inconsistent evidence, and exceeding authorization in live questions | Scenario answers cannot replace certification, authorization, and accumulated program case experience |
Record the health education ethics, privacy, and safety requirements you observe.
Write down the practical cost you find hardest to adapt to and decide whether you can accept it.
List key requirements under the applicable rules (populations and needs, indicators and baselines, evidence and theory, and activities and channels).
Write verification and reporting plans for two typical risks (insufficient data or misaligned evidence and conclusions, and adverse events or ethical and privacy risks).
| Qualification or preparation item | Applicable groups | Role in this occupation | Whether generally required | Requirements to obtain it | Approximate investment | Limitations |
|---|---|---|---|---|---|---|
| Education and training in health education, health promotion, public health, or related fields | Most roles | Provides an entry foundation in populations, evidence, ethics, and program knowledge | Most roles require relevant education or on-the-job training | Complete relevant education or vocational training and a program or community internship | Several months to several years | Education does not equate to certification, authorization, or authority to issue definitive conclusions |
Typical responsibilities：Under mentoring, organize materials and activities, register information, and assist; do not independently issue program plans, evaluations, or conclusions.
Evidence for advancement：Materials, activities, assistant records, and mentor feedback; ability to restate ethical and privacy points.
Qualification boundaries：Public health or education training records; basic health education training.
Next step：Become familiar with needs, evidence, health literacy, accessibility, and recordkeeping rules.
Typical responsibilities：Independently complete community and school health needs assessments, program design, implementation, evaluation, and recordkeeping, with review according to rules.
Evidence for advancement：Program, evaluation, beneficiary, and coverage records and review comments.
Qualification boundaries：Specific role authorization and practice records; check specialized certification or qualifications only when applicable to actual role requirements.
Next step：Build experience across populations and settings, practicing needs assessment, program design, population adaptation, and evaluation methods.
Typical responsibilities：Handle complex population program design, outcome evaluation, evidence application, ethics, compliance, mentoring, and specialized reviews.
Evidence for advancement：Specialized program, evaluation, and mentoring records.
Qualification boundaries：Specific role authorization and practice records; check specialized certification or qualifications only when applicable to actual role requirements.
Next step：Learn complex population programs, behavior change, health literacy, and evaluation methods.
Typical responsibilities：Coordinate population program plans, quality, ethics, compliance, training, and countersigning; handle complex and disputed matters and guide newcomers.
Evidence for advancement：Coordinated conclusions; population program, quality, and ethics documents.
Qualification boundaries：Appropriate management appointment or organizational authorization.
Next step：Improve management mechanisms for population programs, quality, ethics, compliance, and training.
Typical responsibilities：Under mentoring, assist questionnaires, data collection and organization, logs, and reports; do not independently determine effects, issue conclusions, or disclose information.
Evidence for advancement：Data, indicators, assistant records, and review comments.
Qualification boundaries：Statistics or health information training records; data and privacy training.
Next step：Become familiar with indicators, baselines, evaluation, methods, data, and privacy rules.
Typical responsibilities：Independently complete indicator design, data collection, analytical feasibility, program outcome evaluation, and records, with labeling and documentation according to rules.
Evidence for advancement：Evaluation, indicator, result, and traceability records and review comments.
Qualification boundaries：Specific role authorization and practice records; check specialized certification or qualifications only when applicable to actual role requirements.
Next step：Build experience across programs and populations, practicing evaluation design, analytical feasibility, and traceability methods.
Typical responsibilities：Under mentoring, organize policy and partner information and assist meetings, documents, and archives; do not independently respond, make commitments, or disclose information.
Evidence for advancement：Policy and partner information, assistant records, and review comments.
Qualification boundaries：Public administration or health policy training records; data and confidentiality training.
Next step：Become familiar with policy, partners, grants, contracts, disclosure, and archiving rules.
Typical responsibilities：Independently complete partner coordination, grant applications, policy and program plans, stakeholder communication, anomaly reporting, and records, with labeling and documentation according to rules.
Evidence for advancement：Grant, policy, coordination, and reporting records and review comments.
Qualification boundaries：Organizational role authorization; practical policy and partner experience.
Next step：Build experience across funding and partner conditions, practicing grant, policy, coordination, and reporting methods.
Under mentoring, collect data, organize materials, and assist activity organization; do not independently issue program plans, evaluations, or conclusions.
Independently complete needs assessment, program design, implementation, evaluation, and recordkeeping within ethics, standards, and organizational authorization; report and seek review under established rules when data are insufficient or authorization is exceeded.
Handle complex programs, outcome evaluation, evidence application, ethics, compliance, mentoring, and specialized reviews.
Handle plans, schedules, ethics and compliance implementation, evaluations, funding, external disclosure, countersigning, and stakeholder coordination.
United States · SOC 21-1091.00 (OEWS 2025, presented by O*NET)
Median annual wage: USD 64,070 / median hourly wage: USD 30.80; 10th percentile: 42,990; 25th percentile: 50,620; 75th percentile: 87,130; 90th percentile: 118,200 (USD/year)
Wages (median and percentiles, this occupation's own scope (21-1091.00))
The median is the distribution midpoint, not a starting salary. Differences reflect region, industry, projects, experience, and responsibilities. This page did not obtain wage percentiles by industry and region and records visible gaps. Figures use this occupation's own scope (21-1091.00), not adjacent occupations.
What it cannot show：OEWS includes incentive pay such as production bonuses but excludes overtime pay, shift differentials, nonproduction bonuses, and employer benefit costs. This page presents this occupation's scope, which O*NET does not label as drawn from a parent occupation. Values come from 2025 data; future updates should follow data available at the time of inquiry.
United States · SOC 21-1091.00 (BLS Employment Projections, presented by O*NET)
Approximately 70,400 workers in 2025 → 74,400 in 2035, growth of 5.6%; approximately 6,900 annual openings.
Employment, growth, and job openings (this occupation's own scope (21-1091.00))
These are projections affected by healthcare and social assistance, government public health and health promotion demand, funding, and policy. Openings mainly reflect replacement needs. Figures use this occupation's own scope (21-1091.00) and do not equal individual job outcomes.
What it cannot show：US projections include the self-employed (0.2% for this occupation in the base year), unlike OEWS employee wages. Annual openings include growth and replacement, not net additions or real-time hiring, and do not represent outcomes in China or for individuals.
Mainland China · National Bureau of Statistics Average Wages of Persons Employed in Urban Units (industry category scope) and bounded searches
Insufficient evidence: this round did not obtain a mainland China nationwide occupational wage distribution exactly corresponding to US O*NET 21-1091.00 (Health Education Specialists). The National Bureau of Statistics publishes average wages by industry category without distinguishing occupations. This page shows missing data without proxy figures.
Occupational wages and employment (statistical scopes and gaps)
Mainland China has similar roles in health education, health promotion, basic public health, and chronic disease management, with work and standards defined by basic medical and health care and health promotion, infectious disease prevention and control, and personal information protection systems. However, public statistics do not separately list a nationwide wage distribution for this occupation. Industry averages, advertised recruitment pay, and US data cannot be used to extrapolate starting salaries, medians, or individual income across jurisdictions.
What it cannot show：Legal environments, management systems, and statistical scopes differ; they are neither combined nor converted. The China section records only statistical scopes and visible gaps.
These are adjacent capability relationships; they do not imply automatic promotion or transitions without additional learning.
Transferable：Population, communication, and ethics experience
Skills to develop：Develop social service, casework, family, and school support capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Population, communication, and public health experience
Skills to develop：Develop community visiting, health service linkage, and follow-up capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Health, data, and ethics experience
Skills to develop：Develop nutrition assessment, dietary intervention, and nutrition therapy capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Data, privacy, and evaluation experience
Skills to develop：Develop health data governance, information system, and data standard capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Health specialty and research experience
Skills to develop：Develop higher education teaching, research, and mentoring capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Medical, population, and ethics experience
Skills to develop：Develop healthcare social service, casework, and referral capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Population, counseling, and ethics experience
Skills to develop：Develop rehabilitation assessment, counseling, and employment support capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsTransferable：Population, communication, and recordkeeping experience
Skills to develop：Develop direct service assistance, visiting, and companionship capabilities. Check target role qualifications and authority separately; adjacent tasks do not confer them automatically.
View occupation detailsThe core differences lie in subjects, outputs, and levels of authority. This occupation focuses on population health needs and health education program design, implementation, evaluation, and funding, producing needs assessments, program plans, materials, evaluation, beneficiary, and funding records based on evidence and data definitions. Community Health Workers (21-1094.00) focus on community health service linkage, support, and follow-up; Dietitians and Nutritionists (29-1031.00) on nutrition assessment and dietary prescriptions; Rehabilitation Counselors (21-1015.00) on rehabilitation assessment, counseling, and employment support; Health Informatics Specialists (15-1211.01) on health data and information systems; Social and Human Service Assistants (21-1093.00) on direct service assistance; Child, Family, and School Social Workers (21-1021.00) and Healthcare Social Workers (21-1022.00) on social services and cases; and Health Specialties Teachers, Postsecondary (25-1071.00) on higher education and research. Their subjects, activities, and levels of authority differ. Authority for clinical judgment, medical advice, and major policy and funding decisions cannot be carried across roles.
First clarify the scope: O*NET's 21-1091.00 page does not label these data as drawn from a parent or broader occupation, so this page faithfully presents them as this occupation's own scope (21-1091.00). Its 2025 median annual wage is USD 64,070 and median hourly wage is USD 30.80; annual wages are USD 42,990 at the 10th percentile, USD 50,620 at the 25th, USD 87,130 at the 75th, and USD 118,200 at the 90th (BLS OEWS 2025, presented by O*NET). Employment and growth: 71,800 employed in 2024, projected growth of 5% to 6% for 2024–2034 (faster than average, with a Bright Outlook designation), and approximately 7,900 average annual job openings over the period (including growth and replacement). These exclude benefits and bonuses, do not apply to other jurisdictions, and do not represent adjacent occupations. Openings mainly reflect replacement needs, and demand is affected by public health and health promotion needs and funding.
No nationwide occupational wage distribution corresponds exactly to this US occupation. Mainland China has similar roles in health education, health promotion, public health, community health, chronic disease management, and occupational health. Their work, qualifications, standards, and records are governed by the Law of the People's Republic of China on Basic Medical and Health Care and the Promotion of Health, Law of the People's Republic of China on Prevention and Treatment of Infectious Diseases, Law of the People's Republic of China on Prevention and Control of Occupational Diseases, Personal Information Protection Law of the People's Republic of China, and national basic public health service specifications. Basic public health and health education services must follow specifications and standards; diagnosis, treatment, and medication must be handled by appropriately qualified organizations and personnel; and residents' health information and personal health information must be legally protected and processed on a minimum-necessary basis. However, public occupational statistics do not list this occupation separately. The National Bureau of Statistics publishes average wages of persons employed in urban units by industry category, an industry-level scope without occupational distinctions. Under this page's evidence policy, the China section records only statistical scopes and visible "Insufficient evidence:" markers. It does not use industry averages, advertised recruitment pay, or US data to extrapolate starting salaries, medians, or individual income across jurisdictions. This page does not constitute medical or legal advice.
O*NET 21-1091.00's highest work activity importance scores are communicating with supervisors, peers, or subordinates (95), establishing and maintaining interpersonal relationships (93), updating and using relevant knowledge (92), getting information (88), and interpreting the meaning of information for others (88). Work context data (response percentages) show email every day for 100%, face-to-face discussions every day for 88%, telephone conversations every day for 77%, constant contact with others for 76%, working with or contributing to a work group or team extremely important for 61%, dealing with external customers or the public extremely important for 40%, public speaking at least weekly for 50%, time pressure at least weekly for 61%, high responsibility for others' health and safety for 50%, consequences of error that are extremely serious for 19%, serious for 23%, and fairly serious for 27%, and regular schedules for 71%. Work involves public and organizational communication, programs, and evaluation. Activity and evaluation milestones may cause concentrated overtime. Work must follow public health and health education ethics and privacy requirements.
Data, document, and generative tools can already assist this occupation's data, material and bulletin drafts, program, beneficiary, and budget reporting tasks, with moderate automation exposure. Generative AI itself has limited direct impact, mainly involving data organization, material drafts, and documents. O*NET's Hot Technologies page lists 10 software skills (Microsoft Office software: 8%; Microsoft Excel: 8%; Microsoft PowerPoint: 5%; Microsoft Outlook: 5%; Microsoft Word: 2%; Microsoft Access: Under 1%; and four items with unspecified shares). Appropriately qualified and authorized personnel remain responsible for needs identification, applicability of evidence and behavioral theory, program design and evaluation judgments, population communication and behavior change, and ethical and privacy judgments and accountability. O*NET shows projected growth of 5% to 6% for this occupation in 2024–2034, with a Bright Outlook designation, but projections do not equal individual job outcomes.
US O*NET places 21-1091.00 (Health Education Specialists) in Job Zone Four (considerable preparation needed, SVP 7.0 to less than 8.0). The education section shows an associate's or other two-year degree for 62%, a bachelor's degree for 31%, and a high school diploma or equivalent for 3%. In mainland China, basic public health and health education services must follow specifications and standards, and diagnosis, treatment, and medication must be handled by appropriately qualified organizations and personnel. This description does not replace competent authority and organizational requirements for education, training, certification, continuing education, and eligibility.
Distinguish education, training certificates, health education certifications and continuing education, health and occupational health examinations, organizational and role authorization, and program, evaluation, publication, and disclosure authority. O*NET's certification directory lists multiple relevant certifications, such as Certified Health Education Specialist and Master Certified Health Education Specialist from the National Commission for Health Education Credentialing, Certified in Public Health from the National Board of Public Health Examiners, Certified Health and Wellness Coach from the National Board for Health & Wellness Coaching, and Certified Alzheimer Educator from the National Certification Board for Alzheimer Care. In mainland China, diagnosis, treatment, and medication must be handled by appropriately qualified organizations and personnel, and school and basic public health education must meet relevant specifications.
Common failures include needs identification, the evidence base, or materials and messages inconsistent with science, or medical, diagnostic, and medication advice beyond scope; inadequate informed consent, minimum necessity, or processing of protected health information or personal health information, insufficient de-identification, or sharing beyond permitted boundaries; inappropriate program design, implementation fidelity, evaluation methods or definitions, inaccurate records, or improper adverse event and referral handling; independently making clinical judgments, giving medical advice, making major policy and funding decisions, or disclosing externally beyond authorization; single-point dependence for critical certifications, data or evaluation capabilities, or partnerships; and insufficient adaptation to population composition, health literacy, language, and culture or inadequate accessibility. Key controls are checking, reviewing, and documenting under evidence, ethics, and data requirements, and immediately pausing and reporting insufficient data, inconsistent evidence, adverse events, or matters beyond authorization. This page does not constitute medical, diagnostic, treatment, medication, or legal advice.
First clarify the scope: employment and growth on this page use this occupation's own scope (21-1091.00) as presented by O*NET on its 21-1091.00 page (71,800 employed in 2024, projected growth of 5% to 6% for 2024–2034 with a Bright Outlook designation, and approximately 7,900 average annual job openings over the period including replacement). They do not represent adjacent occupations or individual employment opportunities. Openings mainly reflect replacement needs, and demand is affected by public health and health promotion needs and funding. Possible adjacent tracks include child, family, and school social work, community health work, dietitian and nutritionist work, health informatics specialist work, postsecondary health specialties teaching, healthcare social work, rehabilitation counseling, and social and human service assistance (requiring additional learning and development of the new track's subjects, standards, qualifications, and experience). See this page's notes for mainland China's related roles, standards, and statistical scopes.
Source card | Research process: first check the official scope, tasks, work activities, work context, interest code, certification directory, and training opportunities for US O*NET/SOC 21-1091.00 (Health Education Specialists). Then obtain figures from BLS OEWS 2025 and BLS Employment Projections 2025–2035 (O*NET's 21-1091.00 page does not label them as drawn from a parent occupation; this page labels them as this occupation's own scope), plus that page's industry distribution (healthcare and social assistance and government) and Hot Technologies (10 software skills) as industry and digital tool pointers. Ethics and compliance requirements refer to the Law on Basic Medical and Health Care and the Promotion of Health, Law on Prevention and Treatment of Infectious Diseases, Law on Prevention and Control of Occupational Diseases, and Personal Information Protection Law. Mainland China data are shown as missing under statistical scope and evidence policy rather than replaced with proxy figures. This page does not constitute medical, diagnostic, treatment, medication, legal, or public health policy advice.
Consulted this round on 2026-10-11: O*NET tasks/education/software, May 2025 nationwide five wage percentiles, BLS OOH industry wages and 2025–2035 projections, NBS2025 industry wages, and the Personal Information Protection Law. Older shared source metadata are retained and do not imply whole-page synchronization.
Source card | Source register: the page's register lists O*NET 21-1091.00 details, industry distribution, occupational profile, detailed tasks, detailed work activities, detailed work context, detailed software skills, certification directory, and detailed interests; adjacent occupation entries such as community health workers and dietitians and nutritionists; BLS Occupational Employment and Wage Statistics (OEWS 2025), Employment Projections (2025–2035), methodology notes, and the 2018 SOC Direct Match Title File; the O*NET Database; National Bureau of Statistics average wages of persons employed in urban units and Ministry of Human Resources and Social Security enterprise pay survey information; the National Health Commission, Ministry of Human Resources and Social Security, Ministry of Education, and Personal Information Protection Law of the People's Republic of China; the NIST Artificial Intelligence Risk Management Framework; ILO generative AI and jobs exposure research; and FermatMind scope rules. Each fact's source_refs points to an id within this register.
Limitations of use：Occupation-level description; does not cover mainland China's basic public health and health education specifications.
Limitations of use：Occupation-level description; does not constitute medical, diagnostic, treatment, medication, legal, or public health policy advice.
Limitations of use：Uses this occupation's scope as presented by O*NET on its 21-1091.00 page; projected growth is 5% to 6%, with a Bright Outlook designation.
Limitations of use：O*NET does not label wage data on that page as drawn from a parent occupation. This page presents them using this occupation's own scope, excluding benefits and bonuses.
Limitations of use：Industry category scope, without occupational distinctions; this occupation is not listed separately.
Limitations of use：An aggregate scope for broad job categories; no statistical value exactly corresponding to this occupation has been established.
Limitations of use：The original law and competent authority interpretations govern.
Limitations of use：Specifications and requirements issued by competent authorities govern.
Limitations of use：Specifications and technical materials published by the organization govern.
Limitations of use：Policies and requirements issued by competent authorities govern.
Limitations of use：Specifications and requirements issued by competent authorities govern.
Limitations of use：Task exposure does not equate to automatic job disappearance or a specific adoption rate.
Limitations of use：Occupation-level description, not for individual prediction.
Limitations of use：Not a public health, health education, or medical standard.
Limitations of use：The original methodology documentation governs.
Limitations of use：The page lists 10 software skills, most with low or unspecified shares; technology mentions do not equate to proficiency or degree of automation.
Limitations of use：Internal scope rules, not an external factual source.
Limitations of use：The page lists multiple health education certifications; certifications do not replace organizational and competent authority requirements for professional practice and continuing education.
Limitations of use：The training search entry point does not replace competent authority and organizational professional practice, continuing education, and ethical requirements.
Limitations of use：An adjacent occupation's scope, not this occupation's scope.
Limitations of use：An adjacent occupation's scope, not this occupation's scope.
Limitations of use：Database and classification information do not constitute a basis for authorization.
Limitations of use：Used to map titles to SOC codes, not to establish qualifications.
Limitations of use：This distribution covers the United States and does not establish a mapping to mainland China.
Limitations of use：Occupation-level description, not an organizational professional, ethical, or compliance conclusion.
Limitations of use：Average wages for all persons employed in the industry, not this occupation's median, starting salary, or individual income; non-private and private units are listed separately.
Limitations of use：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Specific gaps: China's occupational wage distribution, US regional wages, AI adoption and measured effects/employment causation, and psychological assessment predictive validity were not obtained. Nationwide five wage percentiles and occupational medians for four industries were checked; the health and social work industry average is background only. Shared facts and unselected modules retain older scopes.
Big Five personality assessment (Chinese) · MBTI (Chinese) · Intelligence and reasoning assessment (Chinese) · Emotional intelligence assessment (Chinese)
Ethics and privacy notes | Organize work under public health and health education ethics, privacy, and data protection requirements. Program materials and messages must align with current evidence and identify evidence sources and limitations; they must not replace clinical diagnosis, treatment, medication, or medical advice. Population and individual data must follow informed consent, minimum necessity, purpose limitation, and de-identification principles. Protected health information or personal health information must be accessed, stored, and shared under organizational and legal requirements. Work involving vulnerable and special populations must follow ethical review, accessibility, and language access requirements. Activities and materials must undergo required review before release. Immediately pause and escalate for review under established rules when data are insufficient or evidence and conclusions do not align, programs deviate from their evidence base, adverse events or ethical and privacy risks arise, or medical advice or matters beyond authorization are involved. This page does not constitute medical, diagnostic, treatment, medication, legal, or public health policy advice.
| Dimension | Main track | Comparison track |
|---|---|---|
| Core purpose | This occupation's core purpose | Working with population health needs, evidence, behavioral theory, and social and behavioral data, complete programs within ethical, standards, and authorization limits: needs identification and assessment, program design and evidence base, implementation and partner collaboration, evaluation and improvement, funding and policy, and communication, advocacy, and review. This enables population health needs to be identified and addressed, program quality and records to be traced, and responsibility boundaries to be explained. | Core principles of adjacent roles | Most roles in the same group and adjacent roles aim to assess or serve target populations, cases, or data to a prescribed condition within ethical, standards, and authorization boundaries while maintaining records. Their differences lie in subjects, outputs, and levels of authority: some focus on population health education programs, others on community health service linkage, nutrition, health data, higher education, case-based social services, rehabilitation counseling, service operations, or direct service assistance. |
| Main subjects and basis | This occupation's main subjects and basis | Subjects include target populations, health literacy, language and culture; health and behavioral risks, needs data and indicator definitions; evidence-based interventions, behavioral theory and accessibility; program materials, channels and fidelity; evaluation methods, samples and results; and funding, grants, ethics and privacy. The basis is public health, health education, and health promotion specifications and organizational program, ethics, and data rules. | Main subjects and bases of adjacent roles | Community health workers follow community service, public health, and follow-up specifications; dietitians and nutritionists rely on nutrition science, dietary guidelines, and clinical nutrition standards; health informatics specialists on health data standards, information system methods, and privacy requirements; postsecondary health specialties teachers on higher education and research standards; healthcare social workers and child, family, and school social workers on social service and case management standards; rehabilitation counselors on rehabilitation counseling and vocational rehabilitation standards; social and community service managers on service operations and human resources management standards; and social and human service assistants on direct service and assistance standards. |
| Core process | This occupation's core processes | Needs identification and assessment, program design and evidence base, implementation and partner collaboration, evaluation and improvement, funding and policy, and communication, advocacy, and review. Each step must be documented under public health and health education ethics and data rules and be reviewable by supervisors and ethics and compliance roles. | Core processes of adjacent roles | Community health workers mainly conduct community visits, health service linkage, and follow-up; dietitians and nutritionists mainly perform nutrition assessment and dietary interventions; health informatics specialists mainly handle health data collection, systems, and reports; postsecondary health specialties teachers mainly teach, research, and mentor; healthcare social workers and child, family, and school social workers mainly assess cases, refer, and support; rehabilitation counselors mainly provide rehabilitation assessment, counseling, and employment support; social and community service managers mainly manage program operations, staff, and budgets; and social and human service assistants mainly provide direct assistance and records. |
| Main outputs | This occupation's main outputs | Needs assessments, program plans and materials based on evidence and data definitions; activity, channel and coverage records; indicator, baseline, result and evaluation records; activity records such as persons assisted, presentations and applications; funding, grant and budget execution records; and traceable training, ethics, and privacy compliance records. | Main outputs of adjacent roles | Community health workers produce community service and follow-up records; dietitians and nutritionists produce nutrition assessments and dietary plans; health informatics specialists produce health data, systems, and reports; postsecondary health specialties teachers produce courses and research findings; healthcare social workers and child, family, and school social workers produce case service and referral records; rehabilitation counselors produce rehabilitation assessment and counseling records; social and community service managers produce operations, budget, and staffing documents; and social and human service assistants produce assistance and records. |
| Responsible party | Professionals in this occupation are responsible for the needs assessments, program design, implementation, evaluation, and records they perform and sign, and for work and conclusions completed according to evidence, ethics, and data rules. Clinical judgment, diagnosis, treatment, medication, medical advice, major policy and funding decisions, and processing and disclosure of protected health information are decided under established rules by appropriately qualified roles or organizations; this occupation does not replace their decisions. | Responsible parties in adjacent roles | Responsibilities in the same group and adjacent roles are usually defined by their organizations, professions, ethics, and standards. The subjects of responsibility commonly include service users, population health, public trust, and program compliance. |
| Authority and approval | This occupation's authority and approval | Routine needs assessments, program design, implementation, evaluation, and communication must remain within ethics, standards, and organizational authorization. Clinical judgment, medical advice, major policy and funding decisions, and processing and disclosure of protected health information must follow qualification and approval requirements. Obtain approval from the relevant roles or organizations or hand over matters under established rules; do not make judgments or grant release approval beyond your authority. | Authority and approval in adjacent roles | Authority in the same group and adjacent roles comes from organizational authorization, professional practice, ethics, and standards. It usually does not include independent authority to decide conclusions, signatures, or release approvals beyond one's authorization or scope. Clinical decisions, major disclosures, and policy and funding decisions should be referred to the appropriate roles or organizations. |
| Limits of conclusions | This occupation's conclusion boundaries | Program and evaluation conclusions state only verifiable needs, data, indicators, activities, fidelity, and result records, distinguishing measured facts, judgments and inferences, and matters awaiting verification. Do not make unauthorized judgments or commitments on matters beyond your authority (clinical judgment, medical advice, major policy and funding decisions, and processing and disclosure of protected health information). If data are insufficient or evidence and conclusions do not align, programs deviate from their evidence base, adverse events or ethical and privacy risks arise, or records differ from site conditions, pause and escalate or hand over. Conclusions must also withstand review by supervisors, ethics and compliance roles, funders, and regulatory inspections. | Limits of conclusions in adjacent roles | Conclusions in the same group and adjacent roles are mostly limited to the project and responsibilities concerned and usually do not constitute determinations of health outcomes, medical diagnoses, or legal liability. Cross-disciplinary conclusions and those involving clinical matters, major disclosures, or policy and funding decisions have limits on their applicability. |
Verification notes | Similar titles can carry very different responsibilities and authority. Some focus on community and school health education and promotion, others on chronic disease management and diabetes self-management education in clinical settings, employer health and health promotion, public health programs, policy and funding management, or health data and evaluation research. Organizations and jurisdictions also differ in their authorization for clinical advice, data and privacy, funding and policy, and external disclosures.
Verification notes | This occupation often involves communication and promotion with the public and in community, school, clinical, and employer settings and generally entails health education, health promotion, and public health training and continuing education requirements.
Verification notes | US O*NET places 21-1091.00 (Health Education Specialists) in Job Zone Four (considerable preparation needed), with an SVP range of 7.0 to less than 8.0. The education section shows an associate's or other two-year degree for 62%, a bachelor's degree for 31%, and a high school diploma or equivalent for 3%. The interest code is SIC (Social–Investigative–Conventional). This description does not replace employer and competent authority requirements for education, training, certification, continuing education, and eligibility, nor does it constitute hiring conditions.
Verification notes | This occupation mainly involves public and organizational communication, promotion, programs, and evaluation (communicating with supervisors, peers, or subordinates, establishing and maintaining interpersonal relationships, and updating and using relevant knowledge are the highest activities; email every day: 100%; public speaking at least weekly: 50%; time pressure at least weekly: 61%). Activity and evaluation milestones may cause concentrated overtime and irregular schedules. Pay often includes base salary, project or certification allowances, and bonuses; confirm working hours, project arrangements, allowances, and assessment criteria in writing.
Verification notes | Interfaces with ethics, compliance, medical or clinical, communication, and funding stakeholders determine program, data, responsibility, and disclosure boundaries and must be clarified in advance.
Verification notes | Traceability and documentation requirements for population, indicator, baseline, activity, fidelity, result, adverse event, and funding records determine ethics, compliance, and responsibility boundaries. Clarify templates, deadlines, amendment and archiving rules, permissions, and retention periods in advance (materials involving protected health information or personal health information also require privacy and minimum-necessary management).
Work context data (response percentages) show email every day for 100%, face-to-face discussions every day for 88%, telephone conversations every day for 77%, constant contact with others for 76%, working with or contributing to a work group or team extremely important for 61%, dealing with external customers or the public extremely important for 40%, public speaking at least weekly for 50%, time pressure at least weekly for 61%, high responsibility for others' health and safety for 50%, and consequences of error that are extremely serious for 19%, serious for 23%, and fairly serious for 27%.
Interest and work context data support self-questioning only, not hiring or performance conclusions.
Needs, evidence, and ethical judgments depend on professional knowledge, program experience, and population communication. Digital tools support data, material, program, and report management.
Program, evaluation, and disclosure authority depends on organizational, ethical, and compliance requirements; tools and systems confer no authority.
For risks, clearly state identification signals, handling steps, and reporting recipients.
Finish with a reflection: what consequences would result from compressing or omitting particular steps, and which conclusions cannot be reached with the available information?
The work sample shows only that you can organize needs, program, evaluation, and recordkeeping work in this occupation's manner of work; it does not establish authorization or competence.
If values and conclusions are examples, label them and explain that appropriately authorized personnel must give final confirmation.
| Written or practical test |
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| Reading population data and evidence and expressing programs, evaluations, and records in writing |
| Program plans, indicators, evaluations, and record results |
| Practical performance does not equate to the ability to independently issue effectiveness conclusions or policy recommendations |
| Onboarding and probation | Following ethics, privacy, data, and program management rules | Program, evaluation, beneficiary, adverse event, disclosure, and training records | Responsibilities and authority depend on organizational and role arrangements and evaluations |
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Find at least two deviations using a checklist and record corrective action methods.
Record their objections and your responses; do not avoid counterexamples.
List capabilities and experience to develop if you continue (such as needs assessment, evidence application, program design, evaluation and data skills, health education certifications and continuing education, and experience with specific populations or settings), along with next actions.
| Skills training in needs assessment, program design, implementation, evaluation, communication, and data |
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| All roles |
| Meets routine needs assessment, program, evaluation, and recordkeeping requirements |
| Generally required |
| Train through courses, projects, and mentoring and pass evaluations |
| Several weeks to several months |
| Skills do not automatically confer certification or publication and disclosure authority |
| Health education certifications and continuing education | Some organizations and roles | Can demonstrate professional health education competence and maintain practice | According to role and organizational requirements | O*NET's certification directory lists the National Commission for Health Education Credentialing (Certified Health Education Specialist / Master Certified Health Education Specialist), National Board of Public Health Examiners (Certified in Public Health), and National Board for Health & Wellness Coaching (Certified Health and Wellness Coach), among others; specific requirements depend on the organization. | According to organizational and certification requirements | Do not infer from this page that a particular certification exists or necessarily applies to a given role |
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| Ethics, privacy, and protected health information processing training | Roles involving personal health information | Provides prerequisites for authorization to process protected health information and conduct population programs | Required according to the role | Complete ethics, data, and privacy training and obtain authorization or pass ethical review | Several days to several weeks | Subject to organizational, competent authority, and ethical review requirements |
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| Training in epidemiology, statistics, and evaluation methods | People in evaluation and research roles | Provides methodological capabilities for needs and outcome evaluation | Required for evaluation roles | Complete methods training and practical application and review in programs and evaluations | Several weeks to several months | Methodological capabilities do not replace professional judgment or ethical review |
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| Communication, health literacy, and accessibility training | Roles serving the public and vulnerable populations | Improves population communication, accessibility, and equity | Required for public-facing roles | Complete communication, health literacy, and accessibility training and apply it in programs | Several days to several weeks | Subject to organizational and ethical requirements |
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Qualification boundaries (III) | Check education, skills, ethics and privacy training, certification and continuing education, data, material and program system status, hiring, authorization, and program, evaluation, disclosure and traceability responsibilities separately. Preparation items listed here are areas for searching and checking, not any organization's formal qualification checklist. If they conflict with competent authority or organizational requirements, the latter prevail.
Qualification boundaries (IV) | This page makes no promises about individual ability or pay and does not constitute medical, diagnostic, treatment, medication, legal, or public health policy advice.
Typical responsibilities：Handle evaluation system audits, indicators, data quality, reports, training, archives management, mentoring, and corrective action implementation.
Evidence for advancement：Audit, evaluation, data quality, mentoring, and training records.
Qualification boundaries：Appropriate role authorization; audit and mentoring records.
Next step：Learn evaluation systems, data quality, indicators, reporting, and nonconformity correction methods.
Typical responsibilities：Coordinate evaluation, data, indicators, reports, and countersigning; handle complex and disputed matters and guide newcomers.
Evidence for advancement：Coordinated conclusions; evaluation, data, and reporting documents.
Qualification boundaries：Appropriate management appointment or organizational authorization.
Next step：Improve management mechanisms for evaluation, data, indicators, reporting, and traceability.
Typical responsibilities：Handle policy and compliance audits, ethics, privacy, grant compliance, training, archives management, mentoring, and corrective action implementation.
Evidence for advancement：Audit, policy, ethics, grant compliance, and corrective action records.
Qualification boundaries：Appropriate role authorization; audit and mentoring records.
Next step：Learn public health policy, ethics, grant compliance, and audit methods.
Typical responsibilities：Coordinate policy, partners, ethics, grants, and countersigning; handle complex and disputed matters and guide newcomers.
Evidence for advancement：Coordinated conclusions; policy, partner, ethics, and grant documents.
Qualification boundaries：Appropriate management appointment or organizational authorization.
Next step：Improve management mechanisms for policy, partners, ethics, and grants.
