This paper builds on results from two studies of educational practices in two new tracks taking form in Swedish secondary VET, the apprenticeship alternative and the vocational introduction program, both introduced with the motives of enhancing employability. During 2010, new policy including new school law, new eligibility requirements, new curricula, new syllabuses, and new diplomas have been introduced and the restructured secondary school is launched in autumn 2011. Our studies are on national pilot projects of the apprenticeship alternatives and municipal preparatory work for the Vocational introduction program. We show what pedagogy is both being used and taking form and thus we provide examples of the new Swedish VET practice architectures and of the educational practices in the making. Our studies support conclusions in critical policy analysis: a clearly marked feature of future VET is the differentiation of pupils. We present great disparities: VET educational practices, pedagogical activities and possibilities of skills improvement for the students differ widely. Some studies provide substantial support for developing a VET knowledge base, others don’t. Taking a long-term perspective, we argue that there are several problems with the new VET orders and arrangements for enhancing students’ employability in a mobile and flexible labor market.