Intensive and complex education reforms have been taking place in Western countries during last decades. Nevertheless, it has been claimed that despite of many reform initiatives there has been little changes in the schools and teachers´ communities and reforms have not have expected results (Fullan, 2001; Hargraves, 2005; Wallace, 2003). In some cases, the changes have been fast, complex and diverse, therefore the new conceptualising is needed. The paper is focusing on the question, how the concept of social innovation (Hämäläinen, Heiskala, 2007; Moulaert et al., 2005; Pol, Ville 2009) can be interpreted and utilised for the analysis of educational changes. The Estonian context offers an interesting case as the country has passed through the “revolutionary”, changes, following the fundamental education changes (Waks, 2007). So far, the concept of innovation is used mainly in economic context, although the mechanisms of social innovations like attribution the meaning to changes, changes in the schools´ and professional cultures, collective learning and networking etc. have been used for conceptualising education changes too. In the paper, the VET reforms during 20 years will be conceptualised using the concept of social innovation, especially analysing, how learning and networking patterns of teachers have been part of reforms.