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Although the phrase ?holistic approach? is increasingly used inreference to vocational education and training (VET) in Australia,there appears to be a paucity of literature which extensivelyconceptualises or details its practical application. Existing referencesto an ?holistic approach? appear indicative of an integrated modelseen as a vehicle for the achievement of a broad range of vocationaland social capital outcomes, particularly in Indigenous contexts.This paper suggests that the theoretical framework for an holisticapproach to VET is humanism and constructivist theory and thatan ?holistic approach? is essentially relevant training which iscontextualised and purposely tailored to the learner or communityneeds and goals. The paper also provides a practical schemafor implementing an holistic approach in VET, which is seen assynonymous with the thematic, integrated and whole approaches tolearning and curriculum development implemented in schools.

Although the phrase ?holistic approach? is increasingly used inreference to vocational education and training (VET) in Australia,there appears to be a paucity of literature which extensivelyconceptualises or details its practical application. Existing referencesto an ?holistic approach? appear indicative of an integrated modelseen as a vehicle for the achievement of a broad range of vocationaland social capital outcomes, particularly in Indigenous contexts.This paper suggests that the theoretical framework for an holisticapproach to VET is humanism and constructivist theory and thatan ?holistic approach? is essentially relevant training which iscontextualised and purposely tailored to the learner or communityneeds and goals. The paper also provides a practical schemafor implementing an holistic approach in VET, which is seen assynonymous with the thematic, integrated and whole approaches tolearning and curriculum development implemented in schools.