Curriculum reform in vocational education and training (VET) in Central and Eastern Europe was examined through case studies of VET in 10 countries: Bulgaria, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Slovak Republic, and Slovenia. Special attention was paid to the following: each country's VET system; curriculum content and goals; curriculum design; policy context; available resources; school autonomy; national standards; qualifications and youth unemployment; adult education/lifelong learning; transition from school to work; relationship between general education and VET; labor processes and organization of VET; translation of labor market needs into curricula; student and teacher perspectives; student practice in workshops; and learning facilities in schools and companies. In all 10 countries studied, VET structures and processes were being reviewed, and reform and pilot projects featuring curricula focused on independent/self-directed learning and problem solving and development of key competencies required to work with new technologies were in progress. In most of the countries, labor market analysis methods had yet to be adopted and the connection between learning and work was often reduced to irrelevant theory or unreflective "doing." (An appendix constituting approximately 50% of this document contains summaries of the case studies.) (MN)