The Dutch VET system is under reconstruction. Under constant pressure to respond to a changing economy as well as changing youth and work cultures, the qualification system has been thoroughly restructured as are the courses in secondary vocational education. In all vocational learning paths (both apprenticeship system and school-based vocational education) new content as well as new vocational didactics are being implemented (Onstenk & Blokhuis, 2007; Onstenk, 2009). Work based learning has been rediscovered since the late nineties, with a growing number of different learning and working arrangements and with new connections between school and work based learning. As objectives of vocational education have been expanded to include effective problem solving on the job and work process knowledge, workplace learning has become more important. However, the quality of workplace learning remains a topic of heavy debate. There are two main issues: the quality of workplace learning itself and the connection between workplace and school-based learning as part of an integrated development of vocational competences. In the paper are discussed new results from accompanying research in two innovative projects, characteried by specific working-learning arrangements in which schools and companies work closely together. These new educational designs focus on occupational core problems as well as on different and more intensive interaction between employers and vocational schools. Attempts are made to better connect learning in school and in the workplace. In one project real work sites like a training ward in an elderly home, a school restaurant, and an administrative unit are designed that either are build in the school or, when in the real work site, separated from regular practice and with extra guidance from school as well as the company (learning isles). In another innovative project, earlier reported on in Onstenk (in press), students of different levels in the VET system work together as a team of trainees in a company assignment. This also involves more intensive guidance by school and by company coaches as well as peer coaching. New data focus on the integration of these projects in regular learning trajectories.

Methodologies used are analysis of documents; interviews with program designers, teachers, companies and students; analysis of quantitative data (ie participation, study success, evaluations).

The research shows that, whereas some characteristics of real work places are difficult to simulate (i.e. work pressure), learning possibilities are larger because there is focus on interesting tasks, there is strong collaboration between students, there is more space for learning by making your own mistakes and there is substantial more guidance offered both by school as well as the company. As a result these learning arrangements offer good opportunities for students to work on both their personal as well as their occupational competency.