Suitable for mathematics and vocational educators, researchers, and research students, this text sets historical, sociological, and practical elements of mathematics within vocational education against the emerging impact of technology. Differences between the institution and the workplace are raised as sources of tension as well as offering new possibilities for vocational mathematics education, while recognizing that notions of competence and indeed knowledge itself are non-neutral. This is especially important where a commodified view of education poses a key challenge and on-the-job learning is privileged over traditional conceptions of curriculum and pedagogy. The author draws on an extensive literature base, as well as two decades of practical teaching experience, to critique the impact of neoliberal policies upon mathematics education in a sector where adult and vocational students arguably need the highest quality educational experiences in order to benefit national economies and to enable their democratic participation in a globalized world.