A range of policy prescriptions, proposals and initiatives have been advanced which invariably cite skills as crucial to the future of the UK. However, despite the widespread use of terms, such as the 'knowledge economy' and 'the learning society', very few commentators are explicit about their definition and how they map onto real political and economic choices. In this paper we attempt to undertake a broad analysis of the visions that lie beneath the current skills debate in the UK, by mapping out the various aims emerging from three key groups: i) government and 'social partners', ii) those writing from a broadly industrial relations tradition and iii) those from an educational background. By highlighting the confusion, tensions and contradictions that exist, it becomes clear that skills are far from being the consensual policy option that they initially appear. It is only by opening up these issues, that we can begin to appreciate the fundamental differences that exist within the skills debate, and, thereby, confront the real political choices available.