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This paper considers the concepts of curriculum which underlie existing workplace based learning programs and advocates that clearly articulated and meaningful statements about the nature of the learning that occurs in such programs are couched in an appropriate discourse. It argues that universities must take the lead in meeting demands that educational institutions be more accountable for the learning of their students by developing curriculum statements that are consistent with an emancipatory model of curriculum. Such statements should specify the frameworks in which content and even assessment can be negotiated with individual students rather than being specified in advance and should demand that students take responsibility for their own learning.

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Undergraduate programs can play an important role in the development of individuals wanting professional employment within statutory child protection agencies: both the coursework and the work-integrated learning (WIL) components of degrees have a role in this process. This paper uses a collective case study methodology to examine the perceptions and experiences of first year practitioners within a specific statutory child protection agency in order to identify whether they felt prepared for their current role. The sample of 20 participants came from a range of discipline backgrounds with just over half of the sample (55 per cent) completing a WIL placement as part of their undergraduate studies. The results indicate that while some participants were able to identify and articulate specific benefits from their undergraduate coursework studies, all participants who had undertaken a WIL placement as part of their degree believed the WIL placement was beneficial for their current work.

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