In the past decades there has been a significant transformation in global fiscal trends from a traditional resource based to a fast moving knowledge and technologically centered market. While this readjustment has triggered a significant number of advantages, issues and consequences upon industrialized countries, it has created even more concerns in emerging nations that are striving to close the economic disparity gap. Whereas there are numerous difficulties for developing countries to contend with, one of the foremost of these is the fact that they possess a substantial proportion of their populations that are uneducated and deficient in the necessary skills required to help themselves, or to contribute in their country's commercial expansion. It is also conspicuous that the more affluent, who have acquired various levels of schooling, tend to be indifferent to vocational careers, while the uneducated and socially deprived have very few opportunities to improve their social disposition. In addressing this situation, governments in cooperation with international agencies have been implementing skills orientated programs that are targeting unqualified and underprivileged sections of the community. However, if the aforesaid are to make further in-roads in dealing with this situation they need to consider significant issues and realities that are being experienced in local communities. When investigating these circumstances from a viewpoint that is more attuned to the actually on the ground, it highlights the fact that, there are a number of crucial matters that should be examined in much greater detail. This review focuses on these matters, and more specifically discusses educational and systemic relationships linking key considerations concerning: (1) cultural dimensions; (2) language and communications; (3) learning styles; (4) gender and equal opportunities; (5) appropriateness of courses; (6) supplementary knowledge; (7) accreditation; and (8) teaching and training methodologies. Furthermore, in the concluding section applicable factors that have been extracted from these deliberations are woven into the fabric of an adaptive vocational model in order to illustrate how the threads come together to form an appropriate and inclusive learning tool. As a final point, this appraisal also provides an addendum containing: (1) suggestions for possible resources that government and private businesses may already have and could, if approved, can be incorporated in the course content; (2) a list of departments, institutions, community, and commercial environments that can be researched; and (3) key questions that need to be asked and more importantly, answered. [Abstract modified to meet ERIC guidelines.]