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In this article, the author suggests that for many teachers, vocational education and training (VET) is largely confined to VET in schools, TAFE and work experience programs. It carries with it hints of a perceived academic and vocational divide and is concerned with narrowly defined employability competencies. The focus of 'vocational learning' is around the purposes of education, understandings of lifelong learning and the wide benefits of learning. To enable learners and teachers to actively engage with vocational learning requires new models of school curriculum and initial and ongoing teacher education. The importance of redesigning teacher education and induction programs is highlighted.