The linkage of planning and evaluation in vocational education is a conceptual as well as an operational phenomenon. In an ideal situation, planning and evaluation are not two distinct sets of activities but rather interrelated aspects of a dynamic and inquiring system with the overall mission of reconciling policy design and policy action. However, the degree to which this ideal is approached depends on a number of factors. Examination of the planning/evaluation linkage can be organized around three issues: (1) the nature of knowledge in vocational education planning and the interaction of that type of knowledge with formal versus informal processes; (2) the problems or content of vocational education planning, leading to a proposed problem typology; and (3) unique vocational education organizational and administrative factors in relation to external pressures for change and reform. Questions can be raised relative to each of these three areas of inquiry. The best plans are often not implemented or are substantively changed in the process of implementation, and evaluation findings seem to be ignored or have little effect. (28 references) (KC)