LIBERAL VOCATIONALISM AS NEW VOCATIONALISM: MEETING THE CHALLENGE OF THE 21 ST CENTURY GLOBALISATION THROUGH CURRICULUM CHANGE IN VET? Roseller B. Santos 403129/06/2011 Faculty of Education University of Wollongong INTRODUCTION Globalisation is now on its new dimension. The world has moved away from Industrial Age and shifted to Knowledge Age (New Zealand Council for Educational Research, [NZCER] 2010). In comparison to the 20 th Century according to Schröttner (2010), the 21 st Century world’s global landscape becomes more complex and competitive than ever. The Knowledge Age, according to Warner (2009), is a paradigm shift in societal dynamics that gives a person the greater freedom in the global knowledge collaboration—a phenomenon that can be attributed to knowledge dissemination intensified by information technology. Skill mobilisation and migration break all the borders and intensify the global competition (Calderon, 2009; New Zealand Council for Educational Research [NZCER], 2010; Rotermund, 2009; Warner, 2006). The concept of knowledge-based economy wherein knowledge and economic growth are intertwined compels aspirants like Australia to import knowledge worker from the global talent pool. Because of this phenomenon the demand for highly skilled worker shifts to knowledge worker. (Cogburn, 2003 as cited in Kenney & Florida; Martin, 1994; Woods, 2003). Knowledge becomes the major determinant on one’s personal and national advancement (Wood, 2011). It Abstract The dawning of the 21 st Century is characterises as the Knowledge Age because of the global knowledge competition intensified by skill mobilisation, migration and the economic discourse of knowledge-based economy. This is the era wherein knowledge is the determinant of personal and national success. This paper examines the capacity of VET’s competency-based curriculum to produce future knowledge workers who are globally competitive. This is attainable by liberalising vocational education.