ONGOING technological and economic revolutions have resulted in concerted efforts to increase the vocational content of the curriculum. Viewed from historical and sociological perspectives, what is occurring is an overdue realignment of curriculum content and the needs of the society. Polarisations and false dichotomies promoted by the idealised liberal education philosophy are disappearing. Changes to the nature of knowledge, skill, and work require new forms of vocational education which reconcile the theoretical and practical, while research seeking more effective academic learning is itself increasingly emphasising the need for closer links between the theoretical and practical. The major problem remains of a class-based, discriminatory educational system which separates the more challenging intellectual and academic from the practical and more occupationally focused. It is argued that a real revolution in schooling and vocational preparation will only have occurred when the changed nature of work, knowledge, and skills is reflected in school curricula.
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