The European Post-16 Education Strategies and Parity of Esteem project examined problems arising from the disparity in esteem as regards initial vocational education and general/academic education. The final report of this 2-year project is presented here. The study examined uppersecondary school reforms within and across eight European educational systems, attempting to identify educational systems that promote parity of esteem. The results will be used to create opportunities for shared learning from national case studies. Four strategies used in the eight uppersecondary education systems for promoting parity of esteem were identified: (1) vocational enhancement; (2) mutual enrichment; (3) linkages; and (4) unification. These strategies turned out to be a useful analytical tool for studying current reform measures and revealed the importance of the different forms that each strategy can take in different countries, including inter-strategy comparisons. Such comparisons, it is claimed, provide a useful comparative summary of developments in post-16 education and training in each country and yield a clearer national picture than a two-country comparison of the four strategies could provide. The findings indicate that countries with a strong tradition of vocational education and training are also characterized by a high rate of inclusion. Three appendices list project results, national strategies, and a case study. (RJM)