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Within the UK, much of the focus on progression to higher education (HE) has been directed towards fairly conventional and well-recognised routes and there has been a relative lack of attention paid to opportunities for progression for young persons who are in employment or training and who are usually working towards National Vocational Qualifications (NVQs). This is unfortunate since many educationally disadvantaged citizens will progress to NVQs through work or participation in New Deal, National Traineeship or modern apprenticeship programs, in addition to those who are not low achievers but who simply wish to undertake occupational rather than academic education. In the UK, these programs are designed for school leavers who have opted not to continue in full time education in school but have entered employment or, alternatively are unemployed and have been required to enter the programs as a condition of receiving benefits. While there are a range of reasons why progression to higher education is problematic for these learners, there is, perhaps, an insufficient awareness in the HE sector concerning the increasing complexity of the contexts within which these occupational qualifications, NVQs, are being acquired. While this discussion piece is concerned with the UK context, it is intended to open wider questions concerning how occupational awards gained through training programs in work-related situations can enable progression to further and higher education.