Technical and vocational education and training (TVET) has reemerged as a hot topic in policy debates on educational developments in developing nations. This renewed interest in TVET is motivated by the necessity to address the new economic challenges stemming from recognition of the role of knowledge in economic development and the deep transformation of labor markets associated with globalization. Depending on specific national contexts, the TVET reform agenda could be defined around the following broad directions: redefining TVET around broader competencies; the need to expand/delay TVET provision at the postcompulsory level; and the need to conceive school-based education and training as the first step of lifelong learning. For developing countries, research can be seen as moving in the following directions: assessing the results of ongoing policies; documenting new developments or relatively neglected issues; and providing training for disadvantaged groups. Putting TVET into action faces a number of obstacles, including lack of research capacities in developing countries and the linkage of research to the donor agencies that finance it. Strengthening the links between research and policy requires pursuing two directions, namely, training of TVET planners, managers, and policymakers and dissemination and access to research results. (MN)