a greater emphasis was being placed on collecting and volunteerism. This emphasis on volunteerism, combined with the increase in student attendance, led to a greater level of importance given to museum education and museum educators. By 1946, museum leaders like Otto Wittmann, the then associate director at the Toledo Museum of Art, were advocating for the use of volunteers (docents), and the development of museum educator training, for expanding education programs. Speaking on his conceptualization of the perfect museum volunteer educator candidate, Wittmann said, “She is a married woman, thirty to thirty-five years old, with one or two children in school, and a husband in an executive position. She has attended exhibitions quite regularly for several years and has for some time brought her children to your classes and special events. She has some years of college education but is not always a graduate. She seldom has formal training related to her volunteer job but may have developed useful skills in other activities. She works well with her hands, likes people (especially children), and is at ease and talks easily with them. Most important — she has a curiosity, imagination, and enthusiasm, and she believes in the importance of your organization to the community” WWII impacts on informal education In 1968, in his first report as the first Assistant Secretary of State for Education and Culture, Philip H. Coombs emphasized the increment of the educative needs of the world’s population after World War II. In it, he mentions the diversity of informal education activities that constitute, or should constitute, an important complement to formal education to the total educational efforts of any country. To Coombs, informal education had the potential to satisfy the learning demands of individuals and collectivities because unlike the more rigid traditional education, informal education is flexible and takes into consideration local culture, economy and society, which counteracts the tendency of developing countries to imitate education models of developed countries. Throughout his career, Coombs encouraged and impulsed the professional development of people responsible of non-formal education, which will be determining for the development and professionalization of the educative areas in institutions devoted to non-formal education. Museum education workers A 2019 demographic study demonstrated a long-standing homogeneity among art museum educators, who tend to be White, heterosexual, cisgender women between the ages of 26-40 with spouses but without care-taking responsibilities. These demographics point to historical conditions of low