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This report briefly describes the skill standards movement and then discusses why it has taken a prominent place in the current education reform agenda. The arguments about the changing nature of work and skills that underlie the growing interest in skill standards are addressed. Two broad models of skills are presented. The first model - the skills components model - is rooted in ideas about the role of nonprofessional or front-line workers in traditionally organised workplaces. The second model - the professional model - is more closely related to understanding the role of workers in innovative workplaces. The next section uses the two models to analyse twenty-two skill standards pilot projects. The results are mixed. The final section presents conclusions and policy directions.