An assertion, that a well-organized occupational education manifests its function for the producing of industrial manpower for take-off in developing societies as well as for the supplying of enough lots of high quality of various types of manpower in industrial societies, has been accepted by policy-makers and academicus.
For the improvement of this educational system, it is lively admitted to provide policy-making of the fundamental elements of the occupational education with financial subsidies, teaching and research staff, physical equipments and so forth.
However, the general assertion of this type to stress the importance of institutionalized occupational education for industrialization of a society seems to be criticized and refined. This paper attempts to prepare a theoretical framework of occupational education with particular emphasis on social change. For this purpose, four points of view are discussed.(1) A proposition that institutionalization of the system of occupational education of public sector promotes the social development has to be altered and re-examined by a detailed discussion through an analytical scheme.(2) Professionalizations of social elements affect the role and character of occupational education, and simultaneously occupational education is oriented to professional diversity. Consequently, the impact of professionalization involving the front of technical innovation shows various confusions in the organization of occupational education.(3) The system of occupational education relates with the social stratification. Output of this educational system influences the configuration and formation of social class, and conversely it is affected by a principle of distribution of social status, as well as a principle of job endorsement.(4) Peripheral part of occupational education is increasing its function with the demand of industrial sector. This trend is the result of rapid social change, access of industrial training to occupational education.
