This thesis commences by reviewing four main theoretical outlooks of the mutual relations of the economy, schooling and curriculum which have been present in national and international debate. Increased consideration is given to the Victorian experience of economic, schooling or curriculum matters. The thesis proceeds to discuss a number of key concerns about the overall theoretical and practical settlement which has emerged in a manufacturing oriented economy like that in Victoria, in what has come to be regarded as a postindustrial era. Mention is made of increases in levels of social division, the inadequacy of government policy, the type of theory which has been in favour and the concept of radical needs. The thesis concludes with the observation that the theoretical and practical aspects of curriculum relations, schooling and the economy can both be reconceptualised, and acted on in important ways.