ABSTRACT
The previous chapters of this book examined the various claims that have been made for the value of work-based learning, and found varying degrees of support for them. These claims might be thought of as referring to the curriculum of experience, the kinds of things one learns or the ways in which one develops as a function of participating in work activities. In this and the next chapter, we explore the different ways this curriculum is organized and enhanced; that is, we investigate the pedagogy of work-based learning.
