This paper examines theoretical issues arising from technical and further education and training reforms over the last few decades. It illustrates how these reforms have been dominated by particular knowledge concerns assumed to be central to specific areas of human activity. It then examines the reforms in terms of theoretical relationships among knowledge, skills, activity and meaning, as advanced by Piaget (1980a, 1980b) and Vygotsky (1934/1986); and discusses the implications for this and other sectors of education. The paper concludes that the reforms in technical and further education have pursued an image of relevance, but have mistaken how individuals construct meaning in workplace activities and the relationships among these kinds of meanings and those used in wider individual and social activities. It is also concluded that this mistake has serious implications for the current directions of the sector and its effectiveness in preparing people for their working lives.
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