Using Work-Based Learning to Develop Education for Sustainability

Abstract

Education for Sustainability (EfS) advances traditional environmental education by adding a social dimension and critiquing behaviour such as mass consumerism. Dr Neil Taylor (University of New England School of Education) and Dr Richard Coll (University of Waikato) suggest in a joint article that work-based learning could act as a vehicle for delivering EfS. They indicate three possible models: The first involves 'EfS training occurring in the workplace'. The education that occurs in the workplace also involves enculturation of newcomers into a 'community of practice', in an apprentice/student-master type of relationship. This clearly has a social component and might, for example, allow near graduates to come to an understanding of EfS issues as part of their workplace experience. Second is a model in which EfS training occurs in the classroom and is later taken into the workplace by students. They could be taught about EfS in specific classes, or as part of technology, management or related classes. Such courses would provide students with an understanding of EfS allowing them to take knowledge of such issues into their work placements. Students going on placement are often hesitant about addressing potentially emotional issues like sustainability. It would seem appropriate that they have the necessary information available to inform their decisions. The third model is one in which work-based learning and EfS are integrated. Work-based learning is seen by proponents to be most effective when it involves work-integrated learning. Indeed, this is a key feature of sandwich degrees and one of the main reasons for 'sandwiching' the work placement between on-campus learning. In work-integrated learning students are expected to take knowledge into the workplace and to bring back workplace knowledge into the classroom after completing their work placements.