In the future, it will become more important and more challenging than ever for the vocational education system to deliver a competent work force. To develop a system that can produce competent workers, teachers and administrators must understand how cognitive domains relate to technology transfer--that is, to what extent can students perform the activities for which they were trained? The domains of knowledge, skill, and attitude must be in balance if there is to be a maximum transfer of technology by vocational programs. Basic levels of learning can be characterized as "general knowledge,""working knowledge," and "qualified knowledge." Qualified knowledge represents the highest level. A student who has reached it has the ability to recognize common factors and bring new sources and types of information to bear on a new solution. At this level, knowledge and skills are learned in sufficient breadth and depth for the student to transfer earlier learnings to a new set of circumstances, including reflecting on the consequences expected if action is taken. The challenges of technology transfer vary by the settings in which they occur; they can involve developed and developing nations. The process includes technology selection, technology transfer, use of the technology, adaptation of the technology to local needs, improvement, and the generation of new technologies. Throughout this process, training is required if the technology transfer is to be successful. (KC)