The purpose of secondary vocational education has traditionally been occupational preparation, with the primary activity for achieving that purpose being occupationally specific skill training. Today, however, a significant amount of effort is also directed toward outcomes that prepare an individual for work rather than for a specific job or occupation, or outcomes that relate to satisfaction in life roles other than wage earner. These non-occupationally specific outcomes call for an examination of the issues for vocational education policy formulation. Four major types of non-occupationally specific outcomes can be identified: vocational knowledge and maturity; employability skills; consumer and other self-help skills, and citizenship and leadership. Some of the major implications of giving increased legitimacy and emphasis to non-occupationally specific outcomes include the following: (1) such an increase could lead to a one-to-one reduction of funds for occupationally specific skill training; (2) concern about tracking or restricting the future choices of students should be reduced, making vocational education more appealing to more students; (3) more emphasis may be placed on the needs of disadvantaged students; (4) business/industry may view this shift in emphasis as an attempt to be more responsive to their needs--or they may complain about youth's lack of specific skill training; and (5) program content may change. Federal policy options concerning non-occupationally specific vocational education include expanding the federal definition of vocational education; encouraging experimentation and demonstration; encouraging interdisciplinary courses; and encouraging research. (KC)