One of the outgrowths of the human capital revolution of the early 1960s (see Bowman [13], Schultz [40] and Becker [4]) was the vocation aliasing of curricula. From the standpoint of the third world, this seemed a timely development in that many of the emerging post-colonial societies had inherited education systems which, according to Eric Williams [48], "showed an almost total absence of any approximation to the technical and vocational” (p. 250).