Cognitive theory and research are relevant to vocational education. Three theoretical perspectives underlie cognitive theory-based curriculum and instruction: information processing, knowledge structure, and social history. A review of these perspectives in vocational curriculum and instruction suggests that instruction supporting higher-level thinking is a possibility and a reality in vocational education. Instruction and assessment based on cognitive theory tend not to use traditional methods. Although development of assessment approaches lags behind instructional approaches, a more fundamental problem exists in the purposes and meanings of assessment. For example, emphasis in cognitive theory on self-monitoring and self-assessment raises issues of control of assessment. Other difficulties arise in comparing vocational and academic education and interpreting the outcomes. The new understanding of thinking and learning generated by cognitive theory suggests a need for major changes in educational methods, perspectives, and institutions. Barriers to change include the following: (1) vocational education research does not focus on teaching/learning; (2) teachers are not prepared in cognitive methods; (3) school structures hinder cognitive development; and (4) society does not demonstrate that thinking is valued. Vocational education can fulfill its role in cognitive development by providing real-world experiences, changing mind sets about assessment, and systematically researching cognition and vocational education. (200 references) (SK)