In vocational training and education a key question is how to connect learning in school and learning in the workplace. In this paper I will point to three different logics that can make up this connection. As a start though I will investigate some of the reasons why there oftentimes is very little connection. Both the educational system and the world of work have historically become more autonomous and have each developed their own logic - a school-logic and a production-logic. At the same time the late modern process of individualization means that participants in vocational education use school and work to form their life courses according to an individual subjective logic. Each of these three logics can work as connection between school and work. Traditionally the discussion about the connection between school and work has taken the school as point of departure. It was generally considered, that it was through teaching that you learned something. The problem was therefore how to transfer learning to the workplace, and how to achieve routine and eventually mastery. This school-logic has been strengthened by the ongoing academisation and professionalisation of most educations that has increased their formal and theoretical content. Against this stands the claim that training and education should adapt to the needs of business and practice in the workplace. The schools should connect to the world of work by complying with the demand for new competencies related to new technology and organizational flexibility. This logic has been strengthened by the interest in workplace learning and situated learning, which implies a critique of school based learning. The connection between education and work is thus not a question of applying a given 'correct' school-knowledge in practice, but of schools delivering 'useful' knowledge for practice. Schools and workplaces thus have two different criteria's for the validity of knowledge: correctness in relation to the accepted theories and usefulness in relation to the given practice. In addition to this comes the claim of the learner that knowledge should be subjectively meaningful in relation to the learner's prior experiences and future life perspectives. This is a basic condition for motivation - and for learning. Each of these three different logics is active in vocational training and education, and each of them can work as connection between school and work. But alone each of them has shortcomings. The challenge is therefore to find an institutional framework that will allow all three to interact productively. I will point to three main principles of governance of vocational educational system: State, Market and Vocation (Beruf). After considering the strengths and weakness´ of each, I will discuss how a modernized form of vocationalism can provide an institutional framework, which acknowledges all three logics and make them interact rather than counteract.