This theoretical article attempts to examine the interrelation between individuals' epistemological beliefs and their approaches to learning in sociocultural settings. The seminal work published by Marton and Säljo in the 1970s, and the research studies conducted subsequently by others (Biggs, 1987; Phan & Deo, 2007; Simons, Dewitte, & Lens, 2004; Watkins & Regmi, 1990) establish a theoretical understanding into the approaches to learning that individuals may adopt in their studying. More recently, however, a number of theorists (Mugler & Landbeck, 1997; Phan, 2008) have attempted to situate individuals' approach to learning in sociocultural contexts. In the area of personal epistemology, research studies (Hofer, 2004; Hofer & Pintrich, 1997; Phan, 2008) have similarly provided evidence to indicate the importance of epistemology in learning and academic achievement. Amalgamating these two lines of inquiry within one theoretical framework, the focus then is concerned with the quest to relate individuals' learning approaches dialectically to the constituents of knowledge and the notion of knowing. For example, it is warranted to suggest that personal philosophical beliefs concerning the concepts of knowledge and learning dictate how one approaches his/her learning. In this theoretical examination, we discuss this intricate relationship and provide suggestions for continuing research in this area of inquiry. One fundamental aspect, which we argue in this discussion, is the notion that both personal epistemology and learning approaches are embedded culturally and historically.

The government of the Solomon Islands is committed to the achievement of 'Education for All' (EFA) through its various education reform programs. Central to the government's education sector reform is the provision of quality education, which is an important tool to achieve the millennium development goals (MDGs), particularly the education sector goals of universal completion of basic education in primary and secondary education by 2015. To achieve the MDGs, the Ministry of Education and Human Resources Development (MEHRD) has listed technical and vocational education (TVE) as one of the three key areas in its Education Strategic Framework (ESF). The ESF stresses that in order for the Solomon Islands to achieve the EFA goal, it should improve the quality of learning to enhance student achievement in all areas and forms of education. It is against this policy framework that this article sets to examine the quality of practical learning in the secondary school TVE curriculum. The focus question that guides the discussion is: how is Solomon Islands resourcing and promoting quality practical learning in its secondary school TVE curriculum? The article concludes that the delivery of quality practical learning in the secondary school TVE curriculum is hampered by a number of factors, important amongst them being the shortage of suitable qualified teachers, the dominance of academic education and lack of learning resources, tools and equipment. As the deadline for the achievement of the EFA is drawing near, it is critically important for the government to put in place a policy intervention to address the key impediments to quality practical learning in the secondary school TVE curriculum.