Purpose: The purpose of this article is to explore how higher education (HE) institutions are responding to the workforce remodelling agenda of public services and the emergence of "para-professions" within traditionally low paid/low status employment. Design/methodology/approach: With reference to recent research, the article reviews the authors' experience of foundation degrees (FDs) in education and explores tensions in managing the competing needs of the varying stakeholders. Findings: A model of work-based learning (WBL) results from the study, which includes consideration of the following key areas: employer engagement; CPD and professional bodies--external validation and professional recognition; progression into HE through the workforce; and pedagogy of WBL. Research limitations/implications: This article identifies a need for the systematic examination of the issues raised by the implementation of FDs as CPD for employed staff. The assumption that FD provision for employees results in more effective WBL is challenged. The importance of FDs in accreditation for a range of occupations in the Children's Workforce also suggests a need for research into the "professionalisation" of these occupations. Practical implications: The issue of employer engagement is fundamental and that paper argues that HE has a crucial role to play but that ensuring employer engagement requires responsiveness on the part of university structures, as well as the capacity to stimulate employer engagement and/or sanction lack of employer engagement at the level of individual programmes. Originality/value: This article provides information about the new phenomenon of implementation of FDs to support workforce development. (Contains 1 table, 1 figure, 1 note, and 1 resource.)