The development and increasing application of digital technologies to work and work-related activities is changing the requirements for practising occupations and for how work is organised and performed. Whether it is the application of digital technologies to specific ways that goods are produced and services provided through occupational practices or how work is organised and enacted, these technologies are having a significant and continuing impact on (a) the requirements for work, (b) the knowledge needed to perform occupational work tasks, and (c) how individuals are prepared for occupations and then continue to learn across working life. Yet, it remains unclear how these three changes will unfold. In the past, changes brought about by steam and electricity transformed most forms of work, leading to wholesale changes in how it was organised and enacted. These include the shift from small family-run craft enterprises into factory work, and the mass manufacturing of goods. Already, some occupations have been transformed by digitalisation (e.g., printing, metal-machining), and ways of working and sites of employment have also changed. Curiously, in recent times these new technologies have seen the move away from concentrations of workers in offices to working from home. This example also raises questions about how changes been beneficial or detrimental to human society or elements of it. Clearly, there are significant advances in sectors such as health care, transport, and manufacturing that have led to better, safer, lower cost products and services, such as those evident in the production and distribution of vaccines during the Covid 19 pandemic. Yet, there were also significant impacts upon groups of workers and the communities in which they live. However, the principal concern here is about educational experiences and provisions for both initial and ongoing development of occupational competence and workplace performance requirements; that is, how they can respond to these changes and best sustain individuals’ employability and progress across working life. Proposed here is that combinations of experiences provided through educational institutions and workplaces, and their integration, will be essential for both initial and ongoing occupational competence and employability. Most likely, that combination will emphasise structured educational elements more strongly in initial occupational development, and work-based experiences in the latter.