It is argued that vocational education belongs in the common core of school knowledge. Distinction is made between vocational education for jobs and vocational education about work. It is the latter aspect of the subject that allows the general education claim to be made. The former aspect, it is argued, belongs beyond the secondary school. The resilience of the liberal/vocational divide is reflected upon. So is the “new vocationalism,” which seeks to narrow the divide. The ideas of those who, consistent with Deweyan ideals, have imagined a unitary curriculum that includes vocational knowledge are examined. A three-part rationale for vocational education as general education is then discussed, namely, meaning of work, practical knowledge as knowledge, and situated cognition.