Experimental Learning and the Work-Related Curriculum: Conceptual Challenges and Questions
This working paper represents the first step of a systematic inquiry into experiential learning and the work-related curriculum in schools, colleges and universities. In the long term such an inquiry aims to contribute towards:
· Developing a better theoretical understanding of the meaning of metaphors such as ‘learning from experience’, ‘learning by doing’ and ‘learning by osmosis’ (Ashton 1998; Boud, Cohen, and Walker 1993; Boud and Garrick 1999; Boud and Miller 1996; Eraut 2000)
· Clarifying our understanding of the various elements of the work-related curriculum including key skills, work experience and enterprise education.
· Evaluating the effectiveness of work-related learning in terms of personal and social returns on the investment in such learning.