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 specific in advance and should demand that students take responsibility for their own learning.