Since 2000 in Dutch VET a broad innovation movement is running, stimulated by the Dutch government. The core of this movement is that the career of the student is central and not the curriculum and the institution. To further the career of the student, bottlenecks in the VET column (prevocational, secondary vocational and higher vocational) should be removed. It is a movement bottom up, whereby the central government states a global framework.The framework was arranged through the so-called Impulse VET arrangement. The main aim of the arrangement is to achieve so-called qualification profit, so to say the output and efficiency of VET. Every year about € 100 million was distributed to the VET-institutions. In the arrangement four covering themes are mentioned- improvement of the programmatic connection by developing continuous learning pathways - the development of an identifiable pedagogic and didactics for VET - the improvement of career orientation and guidance - the strengthening of the knowledge infrastructure by more cooperation between schools and trade and industry. VET schools are free to choose their own policy and activities regarding the realisation of the 'career and column' arrangement. The development of the Impulse VET arrangement is monitored. There are two monitors: a quantitative (directed at mapping the qualification profit, executed by a colleague policy research institute) and a qualitative. This paper regards the qualitative monitor. This monitor aims at monitoring the efforts of schools to realize the goals of the Impulse VET arrangement. The lead bodies also get money to strengthen work-based learning, the development of the competence-based qualification structure and the solution of connection problems.The monitor was conducted at three moments: at the beginning (2000), midway (in 2003) and at the end (2005/6). The paper concerns the final measurement.Research questions:1. In what measure is the career of the student and the column part of the innovation policy of VET institutions? 2. In which way do VET institutions steer this policy? 3. Which activities do VET institutions undertake to realize the 'career and column' arrangement? In which stage of development are the activities? 4. Do these activities differ between departments within the VET-institutions or the qualification levels? 5. How is the development of the 'career and column' in comparison to former measurements? 6. How do VET institutions judge the contribution of the Impulse VET arrangement to strengthening the career and column policy? Regarding the lead bodies the focus was on activities and comparison with former measurements.The data of the schools have been gathered by means of a questionnaire. Finally questionnaires have been processed of 104 prevocational schools (response 52%), 54 secondary vocational schools (response over 80%) and 34 higher vocational schools (more than 75%). All lead bodies have sent in the questionnaire. Regarding the stage of development the following stages were distinguished: not in use, exploring ideas, developing and elaborating of ideas, piloting, implementing on a small scale and implementing in daily practice.For most VET-institutions the 'career and column' notion is central part of the innovation policy. On the other hand there is a minority of VET-institutions where the notion doesn't play a role at all. In comparison to 2003 the notion gets a little less priority in secondary vocational education. The innovation policy strategy within the institutions can be characterised as follows: the central management states a broad common framework and innovations plans are judged from that framework.Concerning the improvement of the programmatic connection institutions of higher VET are more active than secondary vocational and prevocational schools. Concerning the pedagogic and didactics and the improvement of career orientation and guidance secondary VET-schools are more active, especially concerning the transition from the prevocational schools. Finally concerning the knowledge infrastructure secondary and higher vocational school are more active than prevocational schools. In comparison to 2003 the VET-institutions are more active in 2005/6 and in 2005/6 the 'career and column' notion is more part of daily practice.There are only small differences between departments within VET (technics, health & welfare, economy & trade and agriculture).In general VET-institutions are positive about the central ideas behind the 'career and column' notion. They too are positive about the contribution of the Impulse VET arrangement for the realisation of the 'career and column' notion. There is now more a feeling of togetherness between the prevocational, secondary vocational and higher vocational institutions. It is interesting that institutions with a more concrete and clearer notion about the targets have more power to realise the 'career and column' notion. Taking it all in all we can conclude that VET-institutions made progress in realising the 'career and column' notion, but there is still a lot of room for more progress. Esch, W. van, J. Neuvel & K. Visser (2007), Monitor Impulse VET. Den Bosch: Cinop Expertise Center