Vocational education for 15- to 19-year-olds in England and Australia was compared. Recent literature was reviewed, and 20 individuals concerned with the planning and delivery of vocational education in England were interviewed to identify local and national practices and policies that are worthy of consideration for adoption in Australia. The following were among the topics and specific programs/policies considered: key competencies, politics, funding, Technical and Vocational Education Initiative, National Vocational Qualifications, National Curriculum, General National Vocational Qualifications (GNVQs), apprenticeships, Training and Enterprise Councils (TECs), and 1994 National Development Agenda. It was concluded that, although the English system is based on sound concepts whose adoption in Australia merits consideration, many of England's vocational education practices are questionable. The following concepts underlying the English system were praised and recommended for incorporation into Australia's system: GNVQs as a bridge between training and education, TECs as an approach to local control and delivery of training, a national assessment framework, and three-stage funding model. (The bibliography contains 18 references and lists 44 documents examined. Appended is a list of individuals interviewed.) (MN)