The paper deals with the latest structural changes in the Danish VET system, which can be described as a shift of paradigm. A shift which from a theortical point of view can be seen as a regression compared to the Danish VET system that received the Bertelmanns Price in 1999 and the claim in the paper is that the shift to some extent can be viewed as a step back in achieving the goals of the Lisbon strategy. The paper will contain a policy-analytical approach trying to explain the dynamics in the development of reforms of the vocational education system. Also a sociology of work approach will be applied in order to discuss the outcome of the implementation of these reforms regarding the big question whether or not the shift live up to the demands of the future labour market in general and facilitates the individual "apprentice" with the abilities essential for coping with the future labour market developments in particular? In 1999 Denmark received the Carl Bertelsmann price. The price was given for new ways to solve problems in the DanishVET system. One of the main arguments behind the choice of Denmark was the way of organising the control of the VET system by equal representation of parties at all levels of the system. Further more it was stressed that the structure of the VET system seemed to have a supporting effect regarding promoting individual competences. In spite of this approval of the Danish VET system there have during the nineties and specially in the beginning of 2000 been carried out radical changes in the way of thinking dual training in Denmark. For a long period of time three main problems emerge when discussing the principle of the Danish VET programmes: " Lack of training places " Defection " Difficulties with interaction and coherence between school-based and work-based training. These structural problems has lead to that the Danish government together with the social partners in 2002 made a rapport proposing for a strong modernization of the VET system. This resulted indirectly in a long-term agreement for a renewal of vocational education in 2003. Elements of the new way of thinking VET system in Denmark which this paper will be dealing with are: " Change in the control of the VET system from the traditional principle of "vocational self-government" (social partners) to a strengthening of the influence of the Ministry of Education " The possibilities of establishing VET without the element of apprenticeship in an enterprise and there by making the education independent of the availability of practice-training-places, delivered by the enterprises. " Also the curriculum in a given VET is to a larger extent to be structured in a cordons with the apprentice wishes, abilities and the needs of the enterprise where the apprentice is receiving the practical training. In other words a shift to a more demand let VET-system. Is this the end of social partners influence on the VET system in Denmark and a turn towards demand driven and individualistic orientated courses of education and how will this affect young peoples ability to cope with the labour market of tomorrow?