On 4 November 2004, the Collegia of the Ministry of Education and Science of the Russian Federation discussed priorities for the development of the education system in the country. The document examined during that meeting identified a number of problems in the implementation of educational reforms in Russia. Among the problems identified was the mismatch between the content of education/teaching strategies and the demands of the current society and economy. In particular, it was noted that what the labour-market requires from a potential employee is not specific levels of theoretical knowledge, but demonstrable, adequate levels of responsible behaviour, professional competence and communication skills (Russian Federation. Ministry of Education and Science, 2004a, p. 6). The Collegia reinforced the central role that education plays in the development of the economy, in social stability and in the creation of the institutions of a civic society (Russian Federation. Ministry of Education and Science, 2004b, p. 1). In the decisions of the meeting, the Collegia stated that, at the current stage of modernization of Russian education, the "development of a modern system of lifelong vocational education and an increase in the quality of vocational education" are two of four priorities for educational reform (Russian Federation. Ministry of Education and Science, 2004b, p. 4). This article explores the processes of vocationalization of secondary schooling in Russia as a way of achieving the above priorities. It argues that skills for employability, citizenship and sustainable development could be successfully developed through the early stages of lifelong vocational education and training (VET) programmes. (Contains 1 table.)