This chapter draws on the contributions of the reviews and country-based studies in this volume to identify the bases for and ways in which the standing of vocational education (VET) and the occupations it serves can be enhanced so it is positioned as a more worthwhile, viable and legitimate post-school pathway. Acknowledging that the likely responses will be shaped by the educational systems in nation states and regions, where and how VET is positioned within them and the kinds and range of influences shaping young people and their parent and familiars’ decision-making about VET. Across these countries, both with developed and developing economic bases, it would seem that high aspirations and, increasingly, expectations of young people and their parents and other familiars is quite consistently positioning VET as being an inferior postschool option to participation in higher education (HE) and one that is seen as being posterior to it in terms of status, attractiveness and educational outcomes. Addressing and rebutting such strong societal sentiments about the forms of work and an educational provision that are seen as undesirable will likely require addressing these circumstances locally and regionally. As VET is strongly aligned with occupations, making it more interesting, engaging and attractive to young people is also closely linked with the standing of occupations. So, there is a need to find ways to redress the concerns within the community and address the factors which limit the ability of VET to deliver its full potential to students, communities and nations. So, in sum, this chapter sets out this case drawing upon the collective contributions in this volume and a wider range of literature that addresses these challenges.