Concerns about the poor outcomes from school-based vocational education, which is heavily concentrated in schools serving disadvantaged communities, has led the State Government of Victoria, Australia, to implement major reforms, including abolishing the Victoria Certificate of Applied Learning. Instead, from 2023, learning in vocational education will be recognised as a vocational major within Victorian Certificate of Education (which is used to regulate admission of school leavers into higher education). This article draws on the new localism and field theory literatures to position the reforms as an attempt improve the provision of school-based vocational education through localising delivery of SBVE to meet demand for skill in the local labour market. Improving the matching process is seen to lead to a range of positive outcomes for students. The paper provides an assessment of the likely impact of the reforms, with a focus on the building trades, and argues that while aspects of the reforms may help some students, they are unlikely deliver the changes needed to create productive pathways to quality work for all.