Description: With the emergence of a knowledge-based economy, learning becomes a feature of the entire life course. As in the times of the guilds, work and learning will co-exist again, not only for apprenticeship trajectories but as a common characteristic of expert work on all levels. The Dutch contribution investigates the consequences of these developments for workplaces and educational institutes. This study explores new roles for Dutch VET-colleges, that enable these institutes to support work-related learning of older workers. Based on empirical research in six enterprises, support demand characteristics for work-related learning will be identified, which can be used as input for co-configuration of work-related learning between VET-college and enterprise. To gain insight in possible policy implications of such new co-configurations, the results of a study on Dutch policy on Life long learning will also be included in this contribution. Methodology: 6 case studies have been conducted at innovative firms, in order to reconstruct training demand characteristics under innovative conditions. Document analysis, in situ observations and interviews with several layers in the firm (management, team leaders, workers, P&O-officers) have resulted in triangulated data on learning support demands in innovation processes. These support demands vary from traditional skilling trajectories to consultancy for team leaders, how to organise collective learning processes. These results have been used as input for interviews with managers of VET colleges, in order to investigate their flexibility in delivering tailor made training support. Educational policy analysis closes the circle: how are colleges challenged to invest in flexible delivery of training support for firms. Conclusions: Many forms have an eye for learning processes of their workers. Many colleges are not ready yet for delivering tailor made support. National educational policy has not yet developed clear lines of action, to solve this problem.