Description: Canada is actively engaged, as many other industrialized countries, to reorganise its economy in order to adjust to issues of globalization in an era of rapid information. One avenue that is strongly underlined to succeed in this regard is to appreciate and strengthen human capital (Courchene, 2005). We would add to this proposition the importance to value vocational learning. In a recent research, D'Ortun, Dolbec and Savoie-Zajc (2005) have provided descriptions of the National qualification system eleven countries have developed and are currently applying. We learned from this research that beyond the large differences among the systems and the training models each one is working with, vocational learning and training is deeply anchored within the values each society possesses regarding work, education and human development and growth. This paper will describe and compare the efforts put forward by four Canadian provinces: Alberta, British Columbia, Ontario and Quebec in order to develop their vocational education systems and make them flexible, able to answer to manpower needs while at the same time delivering a quality education and training. Methodology: Official documentation describing the qualification system of each of those Canadian provinces on Web sites was examined. Then fourteen interviews have been conducted with representatives of the industry, the Ministries of Education and the Ministries of Employment as well as various types of training organizations or training councils in three of the four provinces. The interview questionnaire dealt with the actors or partners involved in the decision making regarding the workers' vocational qualification; the different ways of developing job skills; the mechanisms to establish qualification standards and the skills evaluation process. Conclusions: Our presentation will shortly describe the vocational education system each province has developed. It will also pinpoint the roles some main players hold like the unions, the schools and the employers regarding the training responsibility. It will also identify the nature of provincial governmental supports each province provide to help the development, the implementation and the assessment of vocational learning and training.The communication will end by stressing the similarities and differences that exist among those four provinces regarding the training system they have put into place.