England maintained traditionally so-called Tripartite Educational System - Grammar School, Modern School, Comprehensive School - for secondary educational system so that there was no vocational schools. In 1964, ITBs(Industrial Training Bodies) were introduced to enhance the quality of labour forces. Vocational education, however, was carried out mainly on-the-job-training(e.g.: Youth Training Scheme) rather than formal vocational school. In 1986, De Ville Committee described the vocational training and qualification system in England as the jungle of courses and qualifications at Review of Vocational Qualifications in England and Wales . In 1986, NCVQ(National Council for Vocational Qualification) simplified the jungle of qualifications into NVQ(National Vocational Qualifications), and introduced GNVQ(General National Vocational Qualification) in 1992. Since then England has maintained NQF(National Qualification Framework) that enforced the mutual interface between qualifications(GNVQ,, NVQ, GCSE etc.). One of the remarkable features of vocational education in England is to emphasis upon the partnership between business sector and government sector, that is, Government and Employers Panel, Education Business Partnership, EAZ(Education Action Zone), and Work Experience Support, or to strongly support business sectors` efforts from the government level, that is, IiP(Investors in People), CTC(City technology College), University for Industry etc. With the coming of Knowledge-based Society and Globalization, the concerns on vocational education and training are increasing, especially, the knowledge and information explosion require the life-long education system and key skills(communication skills, information technology, improving own learning and performance, and problem solving etc). The vocational policies above mentioned in England, that is, strong partnership between government level and business sectors, key skills, NQF, and qualification system(NVQ, GNVQ), must be considered in order to increase our vocational education and the quality of labour forces to the higher level upgrade.