Please use this identifier to cite or link to this item:
Title: Using Work-based Learning to Develop Education for Sustainability: a proposal
Contributor(s): Coll, Richard K (author); Taylor, Neil  (author)orcid ; Taylor, Subhashni  (author)orcid 
Publication Date: 2003
DOI: 10.1080/13636820300200224
Handle Link:
Abstract: The pragmatist model of experiential learning in the form of work placements in industry provides opportunities for tertiary institutions to produce well-rounded graduates, possessing knowledge of workplace culture and values along with technical competencies. Work-based learning programmes provide graduates and leaders of tomorrow for a variety of business in the manufacturing sectors; such graduates are reported to rapidly advance in companies, and assume middle and senior management roles. Here, the authors propose that such employees need to develop an understanding of sustainability and suggest that work-based learning could act as a vehicle for delivering education for sustainability (EfS). This article begins with a description of the principles that underpin concepts for sustainability and EfS, and examines three models as to how work-based learning programmes could act as a vehicle for delivering EfS.
Publication Type: Journal Article
Source of Publication: Journal of Vocational Education and Training, 55(2), p. 169-181
Publisher: Routledge
Place of Publication: Oxford, United Kingdom
ISSN: 1363-6820
Field of Research (FOR): 130304 Educational Administration, Management and Leadership
Socio-Economic Objective (SEO): 930402 School/Institution Community and Environment
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Statistics to Oct 2018: Visitors: 223
Views: 224
Downloads: 0
Appears in Collections:Journal Article
School of Education
School of Environmental and Rural Science

Files in This Item:
2 files
File Description SizeFormat 
Show full item record


checked on Nov 30, 2018

Page view(s)

checked on Dec 29, 2018
Google Media

Google ScholarTM



Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.