The Netherlands have tried to amalgamate the Anglo-Saxon outcome-based approach and the traditional curriculum/process based approach in the design of VET.The introduction of the 1996 Qualification framework in VET marked this shift. One of the major arguments was to open up VET to the possibilities and learning wishes of its students; 'maatwerk': made-to-measure'. A fixation on outcomes creates possibilities for students to design their own learning tracks and hence, 'ownership'.The unlinking of outcomes and process resulted in a new construction principle in Dutch VET. A VET course is the outcome of a negotiation process involving the school (teachers), the local industry (on an individual or a consensus principle) and the student. Although formally a course is still made to measure, the student has the weakest position in this process.Another consequence of this pragmatic approach is that the construction of courses is not inspired by or assessed against general or holistic concepts like a Beruf' or a coherent pedagogical or didactic ('work based learning') theory