A study examined curriculum policies and practices within technical and further education (TAFE) in Australia. To isolate and explain differences in patterns of curriculum development (CD) within the TAFE sector, researchers administered a set of three-tiered questionnaire information-gathering sheets to curriculum developers and project managers of 33 selected case study projects from the eight states and territories. Included among the study findings are the following: a balance between the head office administrations and the colleges of the TAFE authorities exists in the recognition of educational and training needs; in most areas, demand is investigated formally by means of structured industrial and occupational surveys and is checked by analysis of enrollment patterns; political influences are often felt in CD efforts; in trade-based vocational courses, a distinct move toward developing along modular lines; and positive movements in all TAFE authorities come to grips with a suitable classification and nomenclature policy statement for TAFE awards relevant to that authority. Recommendations include calls to remedy various shortcomings affecting TAFE vocational CD, to develop cooperative ventures among the states and territories, and to undertake complementary studies. (MN)