Abstract
The position taken in this chapter is that healthy living is a lifelong learning project. What follows is a “critical reading” of how health education activities offered through Australia’s adult and vocational education (AVE) competency-based model can contribute to this lifelong learning project. I bring forward for debate whether AVE as a workplace and an academic learning environment should/could/can require and support educators and students to be health literate and whether AVE can achieve the aims of the Bonn Declaration on Learning for Work, Citizenship and Sustainability. I question the extent to which an AVE setting can enable educators and students to engage in interactions, conversations, and activities that challenge participants to critique what they think or the decisions/choices they have made about their health. There is a need to debate what responsibility AVE has to ensure both educators and students are health literate, to ensure that AVE educators and in turn students are capable of making choices for, rather than against, health, so as to support healthy living.
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Price, K. (2009). Health Literacy and AVE for Social Sustainability. In: Willis, P., Mckenzie, S., Harris, R. (eds) Rethinking Work and Learning. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8964-0_11
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