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This chapter explores the broadening definition of the term 'skill' over the last 20 years and its implications for vocational education and training (VET) policy and practice in the UK. The main changes that have occurred in the official conceptualisation of skill in the UK and the driving forces behind this process are outlined in the first section of the chapter. The second section highlights two broad implications of the changing definition of skill. The first relates to the reinforcement of middle-class advantage in the labour market, and the second points to the danger of defining skill so widely that 'the notion of what it means to be skilled, en-skilled or up-skilled becomes progressively diluted and meaningless'. It also highlights two implications for the education system: firstly, the broadening definition of skill makes the tasks of those responsible for managing the VET system in the UK much more problematic; and secondly, the shift it causes in the balance of responsibility between employers and the education system in the provision of initial VET. The chapter argues that the key place for skill development is the workplace and that there is an urgent need for a public debate on the role of employers and the education system in skill development.