ABSTRACT
If education can be ‘work-based’, it follows that work can be ‘educational’, and indeed it has been one of our basic underlying arguments that this is so; that work can be the basis for an educational process. We have argued that educational aims, conceptions of knowledge, and educational assessment processes can be closely associated with occupational practices (Chapters 3, 4 and 5) and we have described some of the consequent shifts in role and procedure which the ASSET Programme has required of the university and its staff (Chapter 6). But the essence of workbased education is that its main location is outside the educational institution, in the candidate’s place of employment, so we now need to consider in detail what is needed in the workplace if the educative potential of work is to be realized in the practical experience of those who seek to be at the same time both professional practitioners and ‘students’.
