ABSTRACT
This chapter is the first of four focusing on the curriculum and pedagogical elements of work integrated learning. The term work integrated learning is used here as a metaconcept to include three different models of work integrated learning, namely the professional, service and cooperative learning models described in Chapter 2. The concept of curriculum is used in its broadest sense to include all aspects of the learning agenda. Curriculum includes pedagogy, intended outcomes and unintended consequences, the environmental context, learner characteristics, and learners’ interactions with the learning agenda and environment. Teachers and teaching, assessment and the distinctive role of supervision as they all relate to work integrated learning are also elements of the curriculum, but are not included in this chapter. They are addressed in Chapters 4, 5 and 6 respectively.
