Increasing numbers of universities are incorporating National Vocational Qualifications (NVQs) into vocational and professional programmes. In spite of a growing body of informed academic criticism about their drawbacks, many programme providers appear to be adopting NVQs with little concerted debate in their institutions. This paper argues that previous critiques have overlooked the strength of NVQs' practical and ideological appeal: NVQs appear to resolve a number of fundamental, long running criticisms of higher education's approaches to professional development. A considered response to NVQs and their effect on learning must take into account the strength of their ideological appeal before evaluating the enervating effect which they exert over professional learning. The paper uses current developments in the fields of professional development for trainers, further and adult education teachers and managers to argue that NVQs in their current form have had beneficial, energising effects on the design, and implementation of initial and continuing professional development programmes. Ultimately, however, they raise serious implications for higher education's democratic role by undermining a commitment to critical, broad-based education.