Purpose: The purpose of the paper is to show that The Netherlands offers an interesting case of apprenticeship as part of an elaborated system of vocational education, combining school and workplace learning. For reaching objectives of vocational education with regard to effective problem solving on the job and work process knowledge the quality of workplace learning is essential. Design/methodology/approach: The research in this paper is explorative. It is based on policy analysis, literature review and meta-analysis of recent research on workplace learning, done by the authors and some colleagues. New theoretical approaches on workplace learning are used to throw new light on developments in Dutch apprenticeships. Findings: The paper finds that governments as well as schools and companies are attempting to uphold the quality of learning in apprenticeships. More intensive interaction between workplaces and vocational schools are developed. Still, there are two main issues in dispute: the quality of workplace learning (content, guidance, assessment) and the quality of the connection between workplace and school-based learning, despite attempts to make VET more practice oriented and to improve connections between school and work. Practical implications: The paper shows that VET innovation should pay more attention to quality improvement and connectivity of work-based learning by establishing quality criteria for work-based learning places, by enriching workplace learning and by designing curricula, which integrate learning places as well as learning experiences. Originality/value: The value of the paper is delivering new insights on apprenticeships by confronting new theories with the Dutch case. (Contains 1 table and 1 figure.)