This review and synthesis focuses on issues concerning the relationship between basic mathematics competency and vocational education. A section which outlines the problem--the lack of basic competency in computational skills in youth and adults--discusses the work of the National Assessment of Educational Progress to evaluate student performance and declining scores on Iowa Tests of Basic skills and California Achievement Tests. Support for remedying skill deficiencies is described as coming from implementing career education in the mathematics classroom and the public's support of increased emphasis on careers in high school as shown by the Phi Delta Kappa based on Gallup Polls of Public Attitudes Toward Education. A section that makes special note of the problem of defining"basic skills" suggests that skills can be specified only as being basic when that to which they are basic is specifically stated. The need for vocational educators to search for and specify the mathematical applications that underlie vocational emphasis is briefly considered. The section following provides examplars of the varied approaches of mathematics and vocational educators to the issues of mathematics in vocational curricula, individualization, metrication, and instruction for special needs groups. Concluding lists of observations and recommendations summarize the information presented in the monograph. (YLB) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.