When TVET teacher training is the subject of discussions at any conference around the world, not much time elapses before it becomes patently clear, that there are many unresolved issues to do with this sector of the educational system. The self-same impression occurs upon browsing the current literature. One is left pondering just why the list of issues is so extensive compared to teacher training in general education or the same in academic professions such as medicine, law, maths and IT. I am to mention here but one of these problems, related to the curriculum of vocational teacher education (VTE or TVET TT).