The upgrading of vocational studies in general - and vocational education and training programmes and qualifications in particular - has never been so high on the political agenda. Current policy initiatives include reconstructing Modern Apprenticeships, reorganising the 14-19 phase to enhance vocational A-levels and GCSEs, and introducing Foundation Degrees incorporating a central work-based element. Whether all these reforms will prove more successful than the many failed experiments of the last half century depends upon on how far they present a fundamental challenge to the deep-seated prejudice and negative valuing of vocationalism that is endemic in the system. An anatomy of this prejudice is presented against the background of the most popular strategies for enhancing vocational studies and creating parity of esteem for programmes and qualifications in this sphere. It is concluded that changing terminology and tinkering with pathways will not bring about the necessary values transformation required to achieve the desired objectives.
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