ABSTRACT
Since the early 1970s there has been a Vocationalisation’ of education (Hyland 1991) at all levels in response to rising youth unemployment, economic globalisation of markets and post-Fordist industrial re-structuring (Esland 1990). Vocationalism-in the sense of the reinforcement of the economic utility and job preparation functions of schools and colleges-is now a ‘worldwide trend’ and a ‘common thread which runs across the education and, increasingly, the employment policies of every country, whatever its level of development, political system or geographical location’ (Skilbeck et al. 1994:7). Moreover, such developments have had an impact, not just on the traditional spheres of vocational education and training, but on all sectors and domains of education, from schools (Moon 1990) to universities (Neave 1992). Education and training have become commodities to be sold or bartered in the marketplace.
