The move towards courses of professional education being based in the workplace rather than in academic institutions raises a number of concerns relating to the relationship between the validating institution and the workplace organisation. This article identifies some of these concerns. In particular the role of the workplace (or work base) mentor is analysed in the light of empirical evidence of how this role can best be fulfilled in the context of the initial training of teachers and youth workers. Limitations of work-based training are described and a case is argued for the continuing role of academic coursework to provide a necessary conceptual framework for developing both skills and professionalism in the work base. © 1996 Taylor & Francis Group, LLC.
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