What has been done thus far? The common feature in the recent changes in education has been that governmental regulation has been alleviated and local decision power has been increased. The changes have involved both the legislative and resource control. The rules concerning the organisation of education have been dismantled both in legislation and in lower level norm guidance. The number of administrative decisions has decreased and the decisions are more often made in the same place where the operation is localised, i.e. in local educational establishments and their upholders. Nowadays, the legislation gives individual educational establishments and their upholders a more independent role in making decisions about how to reach the goals set by the educational policy. Based on the two iteration rounds, characteristic of the Delphi method, with the experts. There presents the model of on-the-job learning. The model differentiates between the parts of the educational establishment, learner/learning and the working life.All so the model of on-the-job learning gives the parties involved in the on-the-job learning process ideas about how a good practical model should be built. The expert opinions brought attention to, for example, co- operation and its meaning in motivating the parties for on- the-job learning and building complete study blocks. The experts see on-the-job learning as a significant part of the possibly wider personal study plan of a student, which is composed of both theory and on-the-job learning. When contemplating the realisation of on-the-job learning, one must remember that all development also involve hindrance factors. The Delphi iteration rounds brought up factors involving the legislation, actions of the authorities, resources, co-operation between schools and companies as well as the lack of a real learning culture that may hinder the development. Changing the attitudes of the teachers may be hard to realise, the working methods of the educators may be based on old work models and their pedagogic skills may also be lacking. The terminology and working models may be far away from the practicalities of working life. All in all, there are many hindering and supporting factors involved in realising the ideal model of on-the-job learning. It is certain that one should learn from the experiences of others.In vocational education, it is important to remember that students are taught regardless of their age for the requirements and needs of the working life. The needs of vocational education rise from working life!