Abstract
The paper argues that: (1) the demise of ‘occupational’ and ‘internal’ and the spread of ‘external’ labour markets in growth areas of UK economy such as the creative and cultural sector, coupled with the massification of higher education which has created a new type of post‐degree ‘vocational need’, means that the transition from education to work should be re‐thought as the development of vocational practice rather than the acquisition of qualifications; and (2) in order to re‐think transition as the development of vocational practice it is necessary to eviscerate the legacy of the ‘traditional’ conception of practice in UK educational policy. The paper reviews a number of alternative social scientific conceptions of practice, formulates more multi‐faceted conceptions of vocational practice, and discusses their implications for UK and EU educational policy.
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