Fostering internationally referenced vocational knowledge: A challenge for international curricula

Abstract

This article examines the issue of fostering vocational knowledge from an international perspective. It is based on the belief that 21 st-century students would benefit from a study of human endeavour that has an intercultural foundation. It identifies the aspects of knowledge that may be seen to comprise vocational knowledge and uses one international curriculum, the International Baccalaureate Diploma Programme, to examine the extent to which the knowledge outcomes match the competencies. It proposes a possible curriculum framework for fostering vocational knowledge. The pedagogic implications for teaching the types of competencies are discussed.