ABSTRACT
This chapter examines possible sources for the curricular decisions that have to be taken when designing and engaging in vocational teaching and learning activities. Using cultural-historical activity theory as a basis for conceptualising contextual teaching and learning practice, approaches for planning teaching and learning for vocational education are then developed, and teaching and learning principles advanced. An important context for vocational teaching and learning is competency-based training and economic pressures on the development of vocational knowledge. The contemporary realities of economic presses on the codification of meaning are examined in the following sections. A framework developed by de Jong and Ferguson-Hessler is based on functional experiences, and therefore has promise for developing teaching and learning principles for vocational education. The current economic press for knowledge codification is examined in terms of calls for outcomes, calls for adaptability and calls for innovative capacities. The particular case of competency-based training and its assumptions is examined and found wanting.
