This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia. These policies and their implementation have radically altered tertiary institutions and have also impacted upon secondary systems. They were initiated by Employment, Education and Training Minister, John Dawkins (1987-1991). The thesis concentrated on investigating three research questions. The first involved an interpretation and analysis of Dawkins' policies, while the second sought to interpret and analyse perceptions of the impact of the implementation of the policies at tertiary and secondary levels. The third research question involved an investigation of the elements required to construct an appropriate theoretical model which will enable the integration of general and vocational education. Analysis of the policies indicated that they are functionalist in nature with priority being afforded to vocationalist skills and competencies supported by a human capital rationale, and that financial accountability and institutional rationalisation were key factors in the restructuring. Data analysed in the research indicated that ideological refraction, modified by political and financial considerations, was operational throughout the secondary schooling systems. Secondary school principals in the private sector, having developed their own educational philosophies, have distanced themselves considerably from the restructuring process. State Departmental educators' favourable theoretical responses to the policies were modified by politics and the Constitutional issue of state rights. Catholic educators, whose systems are dependent on federal funding, were generally responsive to the policies. The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis lack an appropriate underpinning educational theory. The study's findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism.