Overview
Quality Assurance System
in Higher Education

The Netherlands
ᴾ

Second edition (2018)

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Overviewof theQuality
Assurance
Systemin Higher
Education:
The Netherlands(second
Overviewof theQuality
Assurance
Systemin Higher
Education:
The Netherlands(secondedition)Introduction
In addition to its core activities of university evaluation, awarding of degrees and research activities, the National
Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE) is working closelywith domestic and overseas quality assurance agencies, including those with advanced higher education systems
and close ties with Japan, to gain the trust of the international community in Japanese higher education andpromote international collaboration among higher education institutions (HEIs).
As each country possesses different political, societal, cultural and language elements, the structure of quality
assurance systems for higher education also differ. In building relationships and realising effective cooperationthat transcend such barriers, mutual understanding must be enhanced among cooperating organisations byexchanging accurate information on their respective quality assurance and higher education systems.
In this context, the International Affairs Division of the NIAD-QE has developed the Information Package as ameans for publishing comprehensive information on higher education and quality assurance systems in Japanand other countries. We have so far compiled information on Japan, the United States of America, the United
Kingdom, Australia, the Netherlands, France, Korea, China and Germany.
Higher education institutions in the Netherlands mainly consist of universities, which focus on academic study,
and universities of applied sciences, which focus on education for professionals. Introduction of thebachelor/master/doctor structure in 2002 has increased the Dutch authoritiesʼ awareness of the importance ofquality in higher education. The current quality assurance system was subsequently established and is being
implemented mainly by quality assurance agencies such as the Accreditation Organisation of the Netherlands and
Flanders (NVAO) in cooperation with the Ministry of Education, Culture and Science and the Inspectorate of
Education.
The NIAD-QE has compiled recent trends in quality assurance in the Netherlands and produced an “Overview of
the Quality Assurance System in Higher Education: The Netherlands (second edition)” in both English andJapanese. We hope that this information will be useful in the development of higher education cooperation
between the Netherlands and Japan.
We would like to thank everyone who gave us useful comments and suggestions for completing this document,
including valuable direct advice from Nufﬁc and the Accreditation Organisation of the Netherlands and Flanders(NVAO), both institutions cooperating with the NIAD-QE. We would especially like to express our special thanks
to Ms. Marijke Blom-Westrik, Senior Credential Evaluator at the Nufﬁc and Dr. Mark Frederiks, International Policy
Coordinator at the NVAO, for their contribution to the production of this document.
This Overview document is also available from our website:
https://www.niad.ac.jp/english/cqa/information.html
March 2018
National Institution for Academic Degrees and Quality Enhancement of Higher Education

ii
ⅰof theQuality System
Assurance
SystemEducation:
in Higher Education:
The Netherlands(second edition)
Overview ofOverview
the Quality
Assurance
in Higher
The Netherlands(second edition)

Index
I. Basic information on the Netherlands ······························································································ 1
II. The higher education system ·················································································································2
1. History of higher education in the Netherlands····························································································· 21) University sector ············································································································································· 22) The HBO-sector ·············································································································································· 33) Higher Education and Research Act (WHW) ·························································································· 4
2. Overview of institutions ······································································································································ 51) Dutch education system ······························································································································· 72) Overview of higher education institutions ································································································ 83) Statistics ························································································································································· 10
3. Access to higher education ······························································································································· 101) Requirements for enrolment in higher education institutions ··························································· 102) Transfers within higher education ············································································································ 11
4. Courses and qualifications ································································································································ 111) Overview of courses and qualifications ··································································································· 112) Credit system and assessment system ····································································································· 123) The Dutch Qualifications Framework ······································································································ 134) Curriculum ····················································································································································· 145) Diploma Supplement ·································································································································· 15
5. Responsible authorities and higher education-related bodies ·································································· 15
6. Student organisations ········································································································································ 16
7. Tuition fees and financial support for students ···························································································· 171) Tuition fees ···················································································································································· 172) Financial aid for students ··························································································································· 17
8. Legislation ···························································································································································· 191) Code of Conduct ··········································································································································· 19

III. The quality assurance system ··························································································································· 20
1. Summary of the Dutch quality assurance system ························································································ 20
2. Historical background········································································································································ 20
3. Types of quality assurance systems ················································································································· 221) Recognition of higher education institutions ························································································· 22

iii
ⅱ

Overviewof theQuality Assurance
System Education:
in Higher Education:
The Netherlands(second edition)
Overview of
the Quality
Assurance
System in Higher
The Netherlands(second edition)2) Framework of external assessments ········································································································· 23（1） Institutional audits ····················································································································· 26（2） Programme assessment ············································································································· 29（3） Assessment of distinctive (quality) features ········································································· 35（4） Research assessment ················································································································ 36

IV. Overview of a quality assurance agency: Accreditation Organisation of the Netherlands and Flanders (NVAO)·········· 38

1. Overview of the organisation ························································································································· 38
2. Mission and role ·················································································································································· 38
3. Main area of activity ··········································································································································· 39
1) Accreditation ················································································································································· 392) International activities ································································································································ 39

Appendix The quality assurance system in the second cycle ··················································· 401) Assessment of new programmes―Initial accreditation ······································································ 402) Institutional audits ········································································································································ 413) Programme assessment ······························································································································ 424）Assessment of distinctive (quality) features······················································································· 43

Sources and references ······················································································································································· 44

iv
ⅲ

of theQuality System
Assurance
SystemEducation:
in Higher Education:
The Netherlands(second edition)
Overview ofOverview
the Quality
Assurance
in Higher
The Netherlands(second edition)

Map of the Netherlands★Amsterdam●The Hague

The Netherlands●Rotterdam

Source： http://www.freemap.jp/item/europe/netherlands.html

Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)

1

Overviewof theQuality Assurance
System Education:
in Higher Education:
The Netherlands(second edition)
Overview of
the Quality
Assurance
System in Higher
The Netherlands(second edition)

1

Ⅰ. Basic information on the Netherlands
Ⅰ. Basic information on the Netherlands
Name of country

Kingdom of the Netherlands

Name of country
Capital city

Kingdom of the Netherlands
Amsterdam

Capital city
Seat of government

Amsterdam
The Hague

Seat of government
National language

The Hague
Dutch

National language
Population*

Dutch
17,085,000 (2016)

Population*
Nominal GDP*

17,085,000 (2016)
76,9900,000,000 USD (2016)

Nominal GDP*
Nominal GDP per capita*

76,9900,000,000 USD (2016)
45,210 USD (2016)

Nominal GDP per capita*
Public spending on education

45,210 USD (2016)
All levels of education 11.2%

HE level 3.7%

Publicspendingof
ontotaleducationasa percentage(OECDaverage
11.3%) 11.2%
All levelsof education(OECDaverage 3.1%)
HElevel 3.7%

as a percentage
of total
government
spending**(2014)(OECD average 11.3%)

government spending**
Public spending on(2014)All levels of education 5.4%

HE level 1.7%

Public spendingoneducation
as a percentage
of

(OECD
average
5.2%)
All levelsof education(OECDaverage 1.5%)HElevel 1.7%

education as a percentage ofGDP**(2014)(OECD average 5.2%)

GDP**
Spending
per student at(2014)
19, 159.0 USD (2014)

Spending
per student
athighereducationlevel**
higher spending
educationon
level**
PublichigherPublic spendingon higher
education
per student**
education
per student**
Tertiary
education
entry rate
Tertiary education entry rate****
Organisationof education
Organisation of education
system(OECD average 3.1%)

5.4%(OECD average 1.5%)

19, 159.0 USD (2014)
18,942.5 USD (2014)
18,942.5 USD (2014)
36% (2015)
36% (2015)
Refer to II-2. Dutch education system, p. 7.

systemRefer to II-2. Dutch education system, p. 7.
The language in higher education institutions is Dutch, but under theLanguage of instruction***The language
in Bologna
higher education
institutions
is Dutch,
but under theare
influenceof theprocess more
and morestudy programmes

Language of instruction***influenceof thebeing
offeredin Bologna
English. process more and more study programmes are

Cycle of academic year***
Cycle of academic year***

Source:being offered in English.
In higher education, the academic year begins on 1st September andst
In higher
education,
theacademic
year
begins on 1st September andAugust ofthefollowing
year.
ends
on 31

ends on 31 August of the following year.
st*Source:Ministry of Foreign Affairs of Japan, “Overview of Kingdom of the Netherlands”：*

http://www.mofa.go.jp/mofaj/area/netherlands/data.html
Ministry of Foreign Affairs of Japan, “Overview of Kingdom of the Netherlands”：**

http://www.mofa.go.jp/mofaj/area/netherlands/data.html
OECD (2015) : Education at a Glance 2017*****at a Glance
2017Country Module (2015), p.6
OECD (2015): Education
NufficEducationsystemthe Netherlands:***

Education system the Netherlands: Nuffic Country Module (2015), p.6

2of theQuality System
Assurance
SystemEducation:
in Higher Education:
The Netherlands(second edition)
Overview ofOverview
the Quality
Assurance
in Higher
The Netherlands(second edition)

2

Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)

Ⅱ. The higher education system
Ⅱ. The higher education system
1

History of higher education in the Netherlands

1

History of higher education in the Netherlands

The Netherlands has three main types of higher education institutions1. Universities , which are also1
Wetenschappelijk
onderwijs
ininstitutions
Dutch), aim
providing ,academic
calledWO institutions(WONetherlands
has threemaintypes of higher
education. atUniversities
which are alsoThe

education,
conducting (WOresearch,and offering knowledge
on the academic
independent
Wetenschappelijk
onderwijs toin society,Dutch), andaim focus
at providing
called WO institutions
practice of research-oriented
work
in offeringa professional
academic
setting.
Theyessentiallyeducate students
education,
conducting research,andknowledge
to society,
and
focus
on the independent
inacademic
study and research,
althoughmany study
programmes
also
have
a professional
component.
practiceof research-oriented
work
in a professional
academic
setting.
Theyessentiallyeducatestudents

Hoger
Beroepsonderwijs
inUniversities
appliedsciences, which
are many
calledstudy
HBO programmes
institutions (HBOin academic ofstudy
and research,
althoughalso havea professional
component.
Dutch), are morepracticallyoriented,
directly forspecific
careers.
Their study in
Hoger
Beroepsonderwijs
of appliedsciences,
whichfostering
are calledstudents
HBO institutions(HBOUniversities
programmes
mainlyfocus onoriented,
the practicalapplicationof directly
knowledge.
In addition,
there
are study
legal bodies
Dutch),are morepractically
fostering
students
for specificcareers.
Theironderwijs
in Dutch),forhigher education
calledonRPHOinstitutions(RPHO-Rechtspersonen
programmes
mainly focus
the practicalapplicationof knowledge. Inhoger
addition,
there arelegal bodies
which
are legallyauthorised
privateinstitutions
but doRechtspersonen
not receive any hoger
funds fromthe government.
onderwijs
in Dutch),
for higher
education
called RPHO
institutions(RPHOThese institutions
typically provide
programmes,
but theycanalsofrom
providedegreewhich
are legally authorised
privatebachelorʼs
institutions
but do not receive
any
funds
theassociate
government.
programmes
or masterʼs
programmes.
Quite a numberof these
also
providesecondary
These
institutions
typically
provide bachelorʼs
programmes,butinstitutions
they can also
provideassociate
degreevocational
education
as well.
Overall, there
18 publicly-funded
universities
one Openprogrammes
or masterʼs
programmes.
Quitearea numberof these institutions
alsoincluding
provide secondary
University,
36 publicly-funded
universities
appliedsciences and 81
unfundedincluding
institutionsarevocational education
as well. Overall,thereofare
18 publicly-funded
universities
onethatOpen
legal bodies36
forhigher education.
publicly-funded
universities of applied sciences and 81 unfunded institutions that are
University,
legal bodies for higher education.

1) University sector
1) University sector

The history of the Dutch university sector dates back to 1575, when the University of Leiden was
foundedas aofreward
for its
citizensʼ sector
persistencefighting
the when
Spaniards
during theof
EightyYearsʼ
the Dutch
university
datesinback
to 1575,
the University
Leidenwas WarThe
historywith
Spain.
The
establishmentof other
universities
followed
subsequent
years,e.g.,
in Groningen
foundedas arewardfor its citizensʼ
persistencein fighting
theinSpaniards
duringtheEightyYearsʼ War(1614)and TheUtrecht(1636). Overthe centuries,
additional
universities
wereyears,
founded,as anwith Spain.
establishmentof other
universities
followedin subsequente.g.,partly
in Groningen
explicit andeconomic
government
policyto further additional
activity in certain
disadvantaged
regions.
The(1614)
Utrecht(1636). Overthe centuries,
universities
were founded,
partlyasfounding
anof the University
Twente in 1961
andMaastricht
in 1976 are tworegions.
examples.
policyto thefurther
activityUniversity
in certain disadvantaged
TheChurches
founding
explicit
economicofgovernment
foundedsome institutesof highersuch as theprotestantin Amsterdam
andof the Universityof Twente
in 1961education,and the Maastricht
University
in Free
1976University
are two examples.
Churchesthe
Roman
Catholic
Radboud
University
in Nijmegen.
These
universities
part ininthe
national andfoundedsomeinstitutesof higher
education,such as theprotestantFree take
University
Amsterdam
accreditation
systemRadboud
and are fundedby thegovernment.
the Roman Catholic
University
in Nijmegen.
These universities take part in the national
accreditation system and are funded by the government.
Until the 1970s, the university sector was left more or less on its own by the government. It appeared tofunction
its own purposes
andlittlepolicyattention
was bydirected
towards it. However,
this
Until the according
1970s, theto
university
sector was
left
more
or less
on its own
the government.
It appearedtochangedrather dramaticallyquickly.
At little
the endof the1970s, wasthe circumstances
surrounding
higherfunction according
to its ownand
purposesandpolicyattention
directed towards
it. However,thiseducationrather
were dramaticallynot very bright.
mostAtimportantreformand retrenchment
operations
designedandchangedandThequickly.
the end of
the 1970s,
the circumstances
surrounding
higherimplemented
fromof the1970s(1) restructuring
university education
throughtheandeducation
were
not theveryendbright.
The
mostwere:importantreform and ofretrenchment
operations
designed
introduction
a so-called
structure
which
universityof
education
wasstructured
in a first
implementedoffrom
the endtwo-tierof the 1970s
were:in(1)restructuring
university
education
throughthetieroffour years leading
to a bachelorʼs
degree anda post-graduate
tier wasleading
to a masterʼs
introductionof a so-called
two-tier structurein which
universitysecond
education
structured
in a first tierof four years leading to a bachelorʼs degree and a post-graduate second tier leading to a masterʼs
1

See the diagram of the Dutch education system on p. 7.

1

See the diagram of the Dutch education system on p. 7.

Overviewof theQuality Assurance
System Education:
in Higher Education:
The Netherlands(second edition)
Overview of
the Quality
Assurance
System in Higher
The Netherlands(second edition)

degree; (2) two retrenchment operations for the university sector that resulted in the closure of several
departments and a reshuffling in terms of programmes offered; and (3) introduction of a system ofconditional funding of research. These ad hoc restructuring operations lasted until the mid-1980s whena new approach regarding the steering and functioning of the Dutch higher education system wasintroduced.

2) The HBO-sector
The sector of universities of applied sciences (the HBO-sector) can also be traced back quite some time,
but circumstances of its development were very different from the university sector. Most of the older
institutions have their roots in the 19th century and evolved out of the guilds. The first legal framework2
was provided by the 1919 Domestic Science and Technical Education Act, which differentiated, among

others, among primary, secondary domestic and technical education. In 1968, higher vocational
education was introduced as a separate type of education with the passing by the Parliament of the3
Secondary Education Act (SEA), which codified all forms of education between primary and university

education. A characteristic of the SEA and the way in which the Ministry of Education and Science used
it was a detailed regulation of institutional affairs, such as the amount of internships and theprofessional fields of institutions. Thus, the Acts severely restricted the further development of the
HBO-sector, a sector that, among other things, was extremely diverse and fragmented in those days.
The period from the late 1960s to the early 1980s can be characterised as one of substantial growth andsystemic development. The number of students rose rapidly in higher education, creating the
beginning of budgetary pressures that were to dominate the 1980s. In line with developments in othercountries, the Dutch HBO-sector was considered ideal to take care of this increasing student body, as it:(1) was considerably cheaper than the university sector; (2) catered to part-time education; and (3)provided the kind of orientation perceived as beneficial to the growth of the Dutch economy. Expansionof the HBO-sector, however, also gave rise to discussions about both the internal structure of the sector
and its relationship with the university sector.
In 1983, the then Minister of Education and Science proposed in the white paper Scale enlargement,

Task-reallocation and Concentration (STC) major restructuring of the HBO-sector with far-reachingconsequences for the structure and functioning of the Dutch higher education system. The main
objectives of the STC restructuring were: (1) a considerable increase in institutional size throughinstitutional mergers; (2) an increase in institutional autonomy regarding the use of resources,
personnel policy and the structuring of educational processes; and (3) an increase in institutional
efficiency through economies of scale. The Minister envisaged that, as a result of the implementation of
the STC-operation, a limited number of multidisciplinary, medium-sized institutions with considerable
autonomy would arise. The outcomes of the merger processes, however, surpassed all expectations. By
July 1987 the original 350-plus institutions had merged into 85 institutions, and more than half of themdeveloped to multi-purpose institutions. Some of the latter turned out to be larger merged institutions.
Thus, in terms of structure, the Dutch higher education institutional landscape had changed

2

Domestic Science and Technical Education Act: Nijverheidsonderwijswet

3

Secondary Education Act (SEA): Wet op het voortgezet onderwijs

3

4
4

Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)of theQuality System
Assurance
SystemEducation:
in Higher Education:
The Netherlands(second edition)
Overview ofOverview
the Quality
Assurance
in Higher
The Netherlands(second edition)

dramatically. In terms of function, increased autonomy was to be attained through the implementation
dramatically.
In terms of function,
increased autonomy
to betheattainedthroughthe implementationof the new governmental
steering philosophy
as well as was
throughframework
providedby the new4ofthe new
governmental
steeringas thewellrealm
as throughthe frameworkprovidedby the(1986)
that finally
took philosophy
HBO beyondof secondary
educationand placed
it new
HBO-Act
4
HBO-Act
finally took
HBO
beyond therealmof secondary
educationand placed it
formally in(1986)higher that
education,
therebyformalisingthealready
existing binary
structure.

formally in higher education, thereby formalising the already existing binary structure.

3) Higher Education and Research Act (WHW)
53) Higher Education and Research Act (WHW)5

The Higher Education and Research Act (WHW) entered into force in August 1993. The WHW replaced
The
Higher Education
and 6Research
ActProfessional(WHW) enteredinto force
in August7 1993.
The WHW
replacedthe Higher
Education
Act (WHBO),
the Open
University
Act
the University
Act (WWO),
6
7
8
the
Higher Professional
Act (WHBO),
the Open
the University
Act (WWO),(WOU),and numerous
otherregulations
governingEducation
higher education
and research.
TheUniversity
Higher Act
8(WOU),
otherregulations
governinghighereducationandresearch.
The
Higher sector
Educationand
andnumerous
Research Act
contains
generalprovisions
applicableto theentirehighereducation

Education
and ResearchActcontains general provisions applicable to the entire higher education sector
in the Netherlands.
It alsoincludes:in theNetherlands.
also includes:
 provisions
thatItapply
specifically to authorised higher education institutions in the Netherlands







provisions
thatspecificallyto authorised
higher education institutions in the Netherlands(these relate
toapply
the structureof courses
and institutions);(theserelaterelating
to the structureof courses
andinstitutions);
parameters
to teaching
structure,such
as entry requirements with regard to previous
parameters
relating
to teaching
structure,such as entry requirements with regard to previous
learning,
andthe academic
workloadof students;
learning,
andthe academic
workload of
students;
regulations
concerning
examinations,students,
participation in decision making, staff, planning
regulations
examinations, students, participation in decision making, staff, planningand funding;concerning
and
and
and
rulesfunding;for cooperation
between institutions.

 rules for cooperation between institutions.
The Act redefined the administrative relationship between the government and higher education and
The Act redefined
thePrevious
administrative
relationshipbetweenthe governmentand higherandeducationandresearch
institutions.
legislation
significantly
providedfor ex-ante regulation
planning,

research institutions.
Previous
legislation
provided sector.
for ex-ante regulation and planning,assigninga central role
to government
forsignificantly
the higher education
assigning a central role to government for the higher education sector.
The new Act has its origins in the 1985 policy document Autonomy and Quality in Higher Education
Autonomy
and Quality
Higher Education
The
new Act has its9),origins
the1985
document
which insets
out
thepolicy
philosophyof hands-off
government
andinautonomous(HOAK-document), whichsets outinthe
philosophy
hands-offgovernment(HOAK-document
educational institutions
operatinga flexible
way. ofThe
underlying
principle andis toautonomous
give institutions
educational
institutions
operatinginaflexibleway.
Theunderlying
principle
is
to
give
institutions
greater freedom of policy within the parameters laid down by government, not as anend
in itself but as
9

greaterof policy
withineducation
the parameters
down bymore
government,
notandas an
end in itself
but asameansfreedomof enabling
the higher
systemlaid
to respondeffectively
decisively
to theameans ofneeds
enabling
the higher education system to respond more effectively and decisively to thechangingof society.
changing needs of society.
The concept of autonomy is one of the fundamental ideas of the Higher Education and Research Act.
The
of autonomy
is one ofthe Higher
Educationand ofResearch
ex-ante control
bythe
thefundamental
governmentideas
beingofreplaced
by expost control
a more Act.
The concept
idea involves
controlbeing
replacedby ex post control
of a more
The ideanature.
involves
generalAtex-ante
the sametime, bythetheActgovernment
stressed that,
despitedecentralisation,
the government
generalAt thesame
time, the Act stressed
despitedecentralisation,
the isgovernment
remainsnature.
responsibleforthe macro-efficiencyof thethat,system.
That
is, the government
mandated toremains
responsible
for, intervening
the macro-efficiency
ofnecessary.
the system. That is, the government is mandated tocontrol
only when
apply selective
apply selective control, intervening only when necessary.
The administrative relationship between government and institutions of higher education and research,Theadministrative
relationshipgovernment
and institutions of higher education and research,asdefinedin the Act,is based onbetween
the following
principles:as defined in the Act, is based on the following principles:4

Wet op het hoger beroepsonderwijs (HBO-Act)

5
4

Wet op het
Hoger
onderwijs
en Wetenschappelijk
onderzoek (WHW)
hogerberoepsonderwijs(HBO-Act)

6
5

Wet op Hoger
het wetenschappelijk
onderwijs (WWO)
onderwijs en Wetenschappelijk
onderzoek (WHW)76

Wet op het hoger
beroepsonderwijs(WHBO)
wetenschappelijk
onderwijs
(WWO)

8
7

Wet op de(WOU)(WHBO)
hetOpenhogerUniversiteit
beroepsonderwijs

9
8

Hoger
Autonomie(WOU)
en Kwaliteit (HOAK-document)
Wet oponderwijs:
de Open Universiteit

9

Hoger onderwijs: Autonomie en Kwaliteit (HOAK-document)

Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)

5

Overviewof theQuality Assurance
System Education:
in Higher Education:
The Netherlands(second edition)
Overview of
the Quality
Assurance
System in Higher
The Netherlands(second edition)5the government should intervene to prevent undesirable consequences only where

self-managementby theintervene
institutions
is likely undesirable
to have unacceptable
results;
the government should
to prevent
consequences
only where

government
intervention
should primarily
takeof remedying
imperfections in the
self-managementby the institutions
is likely
to thehaveform
unacceptable
results;

ex post;systemgovernment
intervention
should primarily take the form of remedying imperfections in thetheinstruments
ex post; at the governmentʼs disposal should be characterised by a minimum of detailed
system

regulation;
and at the governmentʼs disposal should be characterised by a minimum of detailed
the instrumentstheinstitutions
regulation;and must lay down norms to ensure legal certainty, reasonableness and properadministration.
the institutions must lay down norms to ensure legal certainty, reasonableness and proper

administration.
The Act allowed the institutions to compose curricula by themselves. They are responsible in the first
instance
for maintaining
quality,toprovidingadequateof teaching
programmes
The Act allowed
the institutions
composeancurriculabyrangethemselves.
Theyandare research
responsible
in the firstandensuring
access to education.
Quality control
is exercised
institutions
themselves,byinstance
for maintaining
quality, providing
an adequate
range byof theteaching
and research
programmes
10
In principle,
theexternal
experts
and,tooneducation.
behalf of thegovernment,
the Inspectorateof Education.
and ensuring
access
Qualitycontrol isby
exercisedby the institutions
themselves,by10
government
assesses
on behalf
an ex post
basis
only whether
funds
have beenof
deployedeffectively
andIn principle,
theexternal experts
and, onof thegovernment,by theInspectorate
Education.

whetherthe intended
resultsIf major
shortcomings
are identified,the institutions
government
assesses onan exhave
postbeenbasisachieved.
only whether
funds
have been deployedeffectively
andareinformed
accordingly.
If discrepancies
betweenIfideal
andreality persist,in theofwhetherthe intended
results
have been achieved.
major
shortcomings
arenotably
identified,theareainstitutions
quality,
the government
the option, with
due regard
theproperprocedures,
ofin
using
coercive
are informed
accordingly.has
If discrepancies
betweenideal toandrealitypersist,notably
the areaofpowersup by sanctions.
quality, backed
the government
has the option, with due regard to the proper procedures, of using coercive
powers backed up by sanctions.
Following its enactment in 1993, the WHW has been amended frequently to deal with pressing issues in
the higher its
educationsystemin theNetherlands.
Oneamendedof the significant
amendments
made issues
in 2010,
Following
enactment
in 1993,
the
WHW has beenfrequently
to deal withwaspressing
indesigned
improve thequalityof higher
education
thesignificant
treatment amendmentsof students aswas
wellmadeas teaching
the highertoeducation
systemin theNetherlands.
Oneandof thein 2010,andadministrative
staff
Acteducation
confronts andissuestheprotection
designed
to improve
themembers.
quality of The
highertheincluding
treatment
oflegalstudents
as wellof
asstudents,
teaching
accessto higher education,
simplification
administrativeand de-registration,
and administrative
staff members.
The Actofconfronts
issues processes
including fortheenrolment
legal protectionof students,aclear toseparation
between governingand ofsupervisory
bodiesand the forroleenrolmentof examiningIn
accesshigher education,
simplification
administrative
processes
and boards.
de-registration,
addition,
the Act regulated
the introductionof selectionof enrolmentsfor ofhighereducation
institutions,a clear separation
between governingand supervisory
bodiesand the role
examiningboards.
In
fee
exemptionof regulated
students who
have important
posts in theschool board
student
union andincrease
addition,
the Act
the introductionof selectionof enrolments
fororhigher
education
institutions,in Dutch)in theunioninternal
inofstudents
the Education
Committee(Opleidingscommissies
feeinvolvement
exemption of
who haveimportantposts in the school board
or student
andquality
increase
assurancesysteminstitution,such as(giving
advice on teachingand examination.
Opleidingscommissies
in Dutch)in the internal quality
in involvementof of
theeachEducation
Committee
assurance system of each institution, such as giving advice on teaching and examination.

2

Overview of institutions

2

Overview of institutions

In the Netherlands, there are three types of higher education institutions: universities(WO), universitiesofsciences(HBO)
andthreelegaltypes
bodieshighereducation(RPHO).
In applied
the Netherlands,
there areof forhighereducation
institutions: universities(WO), universities
of applied sciences(HBO) and legal bodies for higher education(RPHO).
All universities and all universities of applied sciences are funded and allowed to confer their degrees by
thegovernment.
Meanwhile,legal ofbodiesfor sciences
higher education
areandnotallowed
eligibletoforconfer
government
funding
All universities
andall universities
appliedare funded
their degreesbyandare not able toconfer theirdegreesunlessthey apply
for theare authorisedby thethe government.
Meanwhile,legalbodiesfor higher
education
areright
not andeligiblefor government
funding
government.
and are not able to confer their degrees unless they apply for the right and are authorised by thegovernment.
10

See p. 23 for further detail.

10

See p. 23 for further detail.

6of theQuality System
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Overview ofOverview
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The Netherlands(second edition)

All universities and all universities of applied sciences offer study programmes for which tuition fees are
stipulated by law. On the other hand, legal bodies for higher education are not bound by official tuition
fees, but may determine their tuition fees themselves.

Overviewof theQuality Assurance
System Education:
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Overview of
the Quality
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System in Higher
The Netherlands(second edition)1) Dutch education system11 A dotted line indicates division of studentsʼ year of study.
 A solid arrow () indicates a right to access.

 A dotted arrow () indicates that some form of selection or bridging requirement may be applied.

Universities(WO)

Doctorate (PhD)
PDEng (120 credits)

Medicine, dentistry,veterinary med.,(180 credits)
MA/MSc(120 credits)
MA/MSc(60-90 credits)

Universities of appliedsciences (HBO)
Masterʼs degree(120 credits)
Masterʼs degree(60-90 credits)

Bachelorʼs degree
BA/BSc(240 credits)(180 credits)

Associate degree

Higher(120 credits)

Senior secondary
Vocational educationand training (MBO)
1-4 years

Secondary

University preparatory

Senior generalsecondary education

secondary education(VWO)(HAVO)

6 years

5 years

Primary

Preparatory secondary
education (VMBO)
4 years

Primary education 7-8 years

Source: Nuffic website
https://www.nuffic.nl/en/publications/find-a-publication/the-dutch-higher-education-system.pdf/view

11

Most masterʼs degrees offered by universities require 60‒90 credits. Those in engineering, mathematics, naturalsciences and agriculture require 120 credits, and those in medicine, dentistry, veterinary medicine and pharmacy
require 180 credits. In addition, some universities offer 2-year professional doctorate programmes in engineering(PDEng). Meanwhile, most masterʼs degrees offered by universities of applied sciences require 60‒120 credits. In
addition to those in the chart above, programmes in architecture, urban planning and landscape architecture require
240 credits.

7

8of theQuality System
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Overview ofOverview
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in Higher
The Netherlands(second edition)2) Overview of higher education institutions
Universities/ Wetenschappelijk Onderwijs
Universities in the Netherlands are institutions aiming to provide academic education, conduct researchand offer knowledge to society. Research-oriented education is divided into three study cycles
consisting of bachelorʼs, masterʼs and doctoral programmes. Bachelorʼs and masterʼs programmes allow
students to transfer their credits through the European Credit Transfer System (ECTS). However, ECTS
credits are not generally linked to doctoral programmes.
There are 18 universities including one Open University in the Netherlands. They are all funded by thegovernment. Universities vary in size, with enrolments ranging from 6,000 to 30,000. Overall, there areapproximately 258,000 university students in the Netherlands.
Many of the universities provide programmes called “international education”, except for theMaastricht School of Management. In these programmes, advanced courses at post-graduate level areprovided and taught in English. These courses are based on work in small, intercultural groups andfocus on the exchange of knowledge, facilitated by teachers with extensive work experience indeveloping countries.

Universities in the Netherlands (18 universities)
Universities oftechnology
University of agriculture
and life sciences

Delft University of Technology (Technische Universiteit Delft)
Eindhoven University of Technology (Technische Universiteit Eindhoven)
University of Twente (Universiteit Twente)
Wageningen University and Research Centre (Wageningen University)

Distance teaching
university focusing onOpen University in the Netherlands (Open Universiteit Nederland)

lifelong learning
Erasmus University Rotterdam (Erasmus Universiteit Rotterdam)
Leiden University (Universiteit Leiden)
Maastricht University (Maastricht University)
Universities withbroad-based orientation

Radboud University Nijmegen (Radboud Universiteit Nijmegen)Tilburg University (Tilburg University)
University of Amsterdam (Universiteit van Amsterdam)
State University of Groningen (Rijksuniversiteit Groningen)Utrecht University (Universiteit Utrecht)
Free University Amsterdam (Vrije Universiteit Amsterdam)
Protestant Theological University (Protestantse Theologische

Universities of theology

Universiteit)
Theological University of Apeldoorn (Theologische Universiteit
Apeldoorn)
Theological University in Kampen (Theologische Universiteit Kampen)

Universities ofhumanistic

University of Humanistic Studies (University voor Humanistiek)

Overviewof theQuality Assurance
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The Netherlands(second edition)

Universitiesʼ financial resources
The types of financial resources that universities have are mainly divided into the following three flows.
Government fundingSupport for research projects awarded by Dutch research councils: NWO (The Netherlands
Organisation for Scientific Research) and KNAW (The Royal Netherlands Academy of Arts andSciences)Support from third parties including public and private entities such as enterprises and the EU, etc.

Under the first flow, government funding, universities are allowed to decide how to use the funds bythemselves. The Dutch Ministry of Education, Culture and Science determines the amount of funds
every year. The governmentʼs decision regarding the amount of funds distributed to each university
depends on the outcomes of their management, which are indicated by their performance as reflectedby enrolment and the number of bachelorʼs or masterʼs degrees conferred and so on. The funds forresearch activities through the first flow occupy the largest part of the entire government funding andits structural basis. The funding schemes through the second and third flows consist of temporary funds.
Moreover, tuition fees are a small part of the teaching-related income of the universities.

Universities of applied sciences (higher professional education institutions)/Hoger
Beroepsonderwijs
The study programmes offered by universities of applied sciences are career-oriented. They mainly
focus on education for professionals such as business managers, high school teachers and nurses as well
as for several technical professions. Acquiring practical work experience through internships is an
integral part of professional study programmes. Currently, there are 36 government-approved
universities of applied sciences in the Netherlands. Enrolment ranges from 20,000 to 40,000 students at
the institutions of the largest size. Overall, approximately 443,000 students are enrolled in theuniversities of applied sciences.
The list of universities of applied sciences is given on the website (Vereniging Hogescholen).

12

In addition to universities and universities of applied sciences, the Netherlands has institutions called

RPHO institutions, which are mostly privately funded.

12

http://www.vereniginghogescholen.nl/component/content/article/22/364

910of theQuality System
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Overview ofOverview
the Quality
Assurance
in Higher
The Netherlands(second edition)3) Statistics
Number of institutions, students and staff members13
Number of

Number of

Total

institutions

students

number of

Academic staff

Support staff

staff
Universities

1814

258,05415

397,000

229,000

168,000

Universities of36

453,354

314,000

184,000

129,000

54

711,408

711,000

413,000

297,000

applied sciences
Total

Number of international students (as of 2014‒2015)
There are 89,388 international students in universities or universities of applied sciences in the
Netherlands. Of them, 56,288 students are from EU countries and EFTA

16

(about 63 %); 22,802

students are from countries other than the EU and the EFTA (about 26 %); another 10,298 students
came to the Netherlands through the Erasmus+ programme or with a residence permit for aninternship (about 12 %).

3

Access to higher education

1) Requirements for enrolment in higher education institutions
To apply for research-oriented bachelorʼs programmes at universities, students are required to have a
VWO (the university preparatory secondary education) diploma or to have completed the first year (60credits) of a bachelorʼs programme at a university of applied sciences. The minimum requirement toapply for universities of applied sciences is a diploma of senior secondary vocational education (MBO
diploma), provided certain conditions are met.
The VWO diploma allows students to apply for bachelorʼs programmes in universities as well as
associate degreeʼs and bachelorʼs programmes at universities of applied sciences. To apply for either
type of programme, pupils must have completed at least one of the subject clusters that fulfil therequirements for the higher education programme in question. In principle, there used to be no
selection of new students for programmes in higher education. The programme in which a student
would enrol used to be determined mainly by a weighted lottery. However, there was an exception.
Some programmes have a limited capacity but many applicants. This occurs primarily in the medical
sciences. In this case, selection of new students was practised. In 2017, the Higher Education and13

Number of institutions and students are as of 2014‒2015(Number of institutions and students of Universities ofapplied sciences are as of 2017‒2018), total number of staff, academic staff and support staff are as of 2012‒2013(round figures).

14

The figure includes one Open University.

15

The figure includes 17,000 students of the Open University.

16

EFTA (European Free Trade Association)：Iceland, Norway, Liechtenstein and Switzerland.

Overviewof theQuality Assurance
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Research Act (WHW) was amended, changing this situation. Selection of new students is now possible
for higher education programmes as a general rule from the academic year 2017. Potential students
older than 21 years of age who do not possess one of the qualifications mentioned above can qualify toapply for higher education on the basis of an entrance examination and assessment (recognition ofprior learning). In addition, the requirement for the Open University is that applicants be at least 18
years of age.
To apply for all masterʼs programmes, a bachelorʼs degree in one or more specified disciplines isrequired. Graduates with a bachelorʼs degree in the applied arts and sciences may have to complete
additional requirements in order to apply for a research-oriented masterʼs degree programme.
Most programmes for international education are provided in English. International students must
therefore have sufficient linguistic skills, including speaking, reading and writing. Some programmes
have English language requirements that must be met.

172) Transfers within higher education
Students can transfer to a different level as well as to a different type of programme in higher
education. For example, a student who has completed the first year of a bachelorʼs programme with aprofessional orientation (HBO) can apply for a bachelorʼs programme with an academic orientation(WO). The same scheme can be adopted for the student who wishes to transfer from a WO programme
to an HBO programme. Students with an associate degree can apply for the remaining section of a
related bachelorʼs programme with a professional orientation. In principle, bachelorʼs degree holders
are allowed to apply for masterʼs programmes, while masterʼs degrees holders are subsequently
allowed to apply for PhD programmes. The transition from HBO bachelors to research masters is only
possible after completion of a preparatory course.

4

Courses and qualifications

1) Overview of courses and qualifications
Due to the adoption of the Bologna process,18 Dutch universities started the three-cycle structure(bachelors, masters and doctorate) in 2002, and all study programmes now correspond to thisstructure.
However, the traditional titles̶doctorandus (drs.), ingenieur (ir.) and meester (mr.)̶are still being
used as equivalent to the titles in the three-cycle structure.
The average length of Bachelor of Arts (BA) and Bachelor of Science (BSc) degree programmes in

17

Language requirements for individual programmes or courses are indicated in the database of international

18

The Bologna process was set up with a view to harmonising national education systems in the member states andcourses on the following website (http://www.studyin.nl/[English]).
facilitating student and staff mobility. The aim of the Bologna process was to establish a single European Higher
Education Area (EHEA) by 2010, with structural uniformity, transparency and quality assurance as key objectives.

11

12

of theQuality System
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in Higher
The Netherlands(second edition)

universities is three years. BA or BSc degree programmes are research-oriented, giving students afoundation for research in their specified disciplines. Master of Arts (MA) or Master of Science (MSc)
degree courses take one to two years to complete, depending on studentsʼ academic field.
PhD degree courses leading to doctoral degrees are provided only in universities and require four yearsof full-time research under the supervision of academic staff. The research conducted in a conventional
doctoral degree must be original, accompanied by a dissertation and defended.
Meanwhile, associate degree courses were newly introduced in 2007, at the request of various sectors ofindustry. The courses of study are two-year degree programmes within the HBO bachelorʼs degreeframework and confer an Associate Degree (AD). In terms of level of education, the AD lies between
level 4 in senior secondary vocational education and training (MBO) and a bachelorʼs degree inuniversities of applied sciences (HBO).
Until 2008, degrees conferred by universities of applied sciences were simply described as Bachelor or
Master. However, they have been conferred as a “Bachelor of Major Course” since 2009. Moreover, HBO
can now also award BA and BSc, degrees that could previously only by awarded by research universities.
To award degrees, the universities of applied sciences need permission from the NVAO.

Types of degrees and requirements for learning hours/credits
Universities

Universities of applied sciences

4 years-

2 years (120 ECTS)-

3 years (180 ECTS)--

1‒2 years (60‒120 ECTS)

Master of Arts (MA)1‒2 years (60‒120 ECTS)-

Master of Science (MSc)

1‒2 years (60‒120 ECTS)--

4 years (240 ECTS)

Bachelor of Arts (BA)

3 years (180 ECTS)-

Bachelor of Science (BSc)

3 years (180 ECTS)-

Associate Degree(Ad)*3-

2 years (120 ECTS)

PhD

*1

Professional Doctorate
in Engineering (PDEng)*2

Master of medicine, dentistry,veterinary medicine
Master (M)Bachelor (B)*1 An institution providing international education courses conferring the PhD.
*2 Professional Doctorate in Engineering*3 Associate Degree2) Credit system and assessment system
Since the signing of the Bologna declaration in 1999, a number of changes have occurred in higher
education in the Netherlands and throughout Europe. A bachelor/master/doctor structure and a systemof credits ̶ the European Credit Transfer and Accumulation System (ECTS)
19

19

̶ were introduced in

The EU introduced this standardised system for measuring study load as a way to facilitate international mobility.
One ECTS credit represents 28 hours of full-time study (including contact hours, reading, independent study andpresentation for exams, etc.). The study programme for every academic year consists of 60 ECTS (1,680 hours).

Overviewof theQuality Assurance
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The Netherlands(second edition)order to promote national and international mobility of students and academic staff, as well as
European cooperation in assuring quality. The Netherlandsʼ higher education institutions officiallyadopted the ECTS system in bachelorʼs and masterʼs degree programmes in 2002.
The ECTS grading scale has been developed in order to help home institutions translate the grades
awarded by host institutions to students who applied for ECTS system. It provides a way of measuring
and comparing learning achievements and transferring them from one institution to another.
In the Netherlands, the ECTS provides information on a studentʼs performance abroad in addition tothat provided by the host institutionʼs grade. It does not mean to replace the grade itself.

The ECTS grading scale and the Dutch grading scale
ECTS grade

Numerical gradeA

10

OutstandingB

9

Very good

C

8

Good

D

7

More than satisfactoryE

6

Satisfactory

20

Description

FX

5

Almost satisfactoryF

4

Unsatisfactory

３

Very unsatisfactory

2

Poor

１

Very Poor

Source: Nuffic Education System The Netherlands (2015) p. 15

3) The Dutch Qualifications Framework
As in many other European countries, the Netherlands has developed a national qualifications
framework. The Dutch Qualifications Framework (NLQF)

21

describes the structure of the higher

education system of the Netherlands. It indicates the prior education that students are required tohave completed before entering higher education institutions, the types of higher education, thegeneral study terms for completion of programmes at the various levels, and how to transfer to higher
levels.

20

The numerical grade of 10 is very rarely given to students.

21

Nederlands Kwalificatieraamwerk Hoger Onderwijs (NQLF)

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Summary of Dutch National Qualifications Framework ( E C T S c r e d i t s i n t h e t a b l e s h o w t h e c r e d i t s
required to graduate/complete a programme)
First cycle
Admission from

MBO/HAVO/VWO*

SecondThird cycle

cycle

Level 8

Level 5

Level 6

Associate

Bachelorʼs

Masterʼs

DesignDoctorate

degreedegreedegreeengineer(standard:

120 ECTS

240 ECTS

60‒120(standard:

4 years)(professionallyECTS

2 years)

Level 7oriented)

VWO

180 ECTS

60‒180

Medical specialist(academically oriented)

ECTS(standard: 3‒6 years)* MBO: Senior secondary vocational education and training
HAVO: Senior general secondary education
VWO: University preparatory secondary education

Comparability of NLQF and European qualification framework (EQF)
The NLQF refers back to the European qualification framework (EQF) to encourage international
mobility and the comparability of educational levels in European member states.

EQF

NLQF

Dutch Qualification8

8

Doctor77

Master6

6

Bachelor

55Associate Degree

4

4+

VWO

4

4

MBO4/HAVO

3

3

MBO3

2

2

VMBO kb, gl and tl/MBO2

1

1

VMBO bb/MBO1
Source: Nuffic Country Module (2015) p.4

4) Curriculum
Study load
Dutch law (Higher Education and Research Act: WHW) defines the bachelorʼs degree programme interms of the number of ECTS credits a student must obtain before the degree can be awarded. It makesa clear distinction between the bachelorʼs degree awarded by traditional universities and thoseawarded by universities of applied sciences (HBO). Bachelorʼs degrees in universities are awarded to
students who have obtained 180 ECTS credits, while those in universities of applied sciences require
240 ECTS credits. This is because there is a difference in the secondary education stage. For
universities this is at a higher level. Consequently, students at universities of applied sciences need toOverviewof theQuality Assurance
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obtain more ECTS credits in order to achieve an equivalent level. The emphasis in education atuniversities of applied sciences, however, is on training for various professions. The minimum numberof ECTS credits needed to obtain a masterʼs degree is also prescribed by law: 60 ECTS credits areneeded for most masterʼs degree programmes (usually in the humanities, economics, the social
sciences and law), and 120 ECTS credits are required for some programmes (mainly in the naturalsciences), whereas other programmes vary from 180 ECTS (as in the medical sciences) to 240 ECTS
credits.

5) Diploma Supplement
The Diploma Supplement (DS) is a document based on a European model that accompanies a personʼshigher education certificate.

22

Officially, the DS was introduced in all Dutch institutions of higher

education as of 1 January 2006. Currently, the majority of students receive the European version of thest

DS with their final diploma.

5

Responsible authorities and higher education-related bodies

Government departments
Government departments are responsible for overall public policy for higher education. These include
the following:

Ministerie van Onderwijs, Cultuur en Wetenschap (Dutch Ministry of Education, Culture andScience): http://www.minocw.nl/

DUO (Dienst Uitvoering Onderwijs: The Education Executive Agency, the Ministry of Education,
Culture and Science): https://duo.nl/particulier/Research councils


De Nederlandse Organisatie voor Wetenschappelijk Onderzoek NWO (The Netherlands
Organisation for Scientific Research): http://www.nwo.nl/

Koninklijke Nederlandse Akademie van Wetenschappen KNAW (The Royal Netherlands Academyof Arts and Sciences): http://www.knaw.nl/

Representative organisations
Vereniging van Universiteiten VSNU (Association of Universities in the Netherlands):
http://www.vsnu.nl/

22

The Diploma Supplement is intended to provide international transparency and facilitate fair academic andprofessional recognition of qualifications (diplomas, degrees, certificates) awarded in Europe. The Diploma
Supplement is produced by higher education institutions themselves. This is done according to a templatedeveloped jointly by the European Unionʼs Commission, the Council of Europe and UNESCO.

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Vereniging Hogescholen (Association of Universities of Applied Sciences):http://www.vereniginghogescholen.nl/

Quality assurance agencies
De Nederlands-Vlaamse Accreditatieorganisatie:NVAO (The Accreditation Organisation of the Netherlands and Flanders) 23：

https://www.nvao.net/
Quality Assurance Netherlands Universities (QANU): http://www.qanu.nl/Certiked VBI bv (Lloydʼs Register Nederland B.V.): http://www.lloydsregister.nl/nl/

Hobéon Certificering bv (Hobéon): http://www.hobeon.nl/Netherlands Quality Agency (NQA): http://www.nqa.nl/



Evaluatiebureau voor het Hoger Onderwijs (AeQui)MusiQuE Quality Enhancement (MusiQuE)：http://www.musique-qe.eu/

Organisations for promoting and supporting international student mobility
Nuffic: http://www.nuffic.nl/

Nuffic is the organisation for internationalisation in education that recognises professions in the
Netherlands and abroad, foreign diplomas in the Netherlands and Dutch diplomas abroad.
Dutch ENIC/NARIC (Dutch European Network of Information Centres in the EuropeanｰRegion/National Academic Recognition Information Centres in the European Union(ENIC/NARIC): http://www.enic-naric.net/netherlands.aspx
Dutch ENIC/NARIC provides information on higher education, especially on current issues
in international academic and professional mobility, and on procedures for the recognitionof foreign qualifications.

6Student organisations

The Dutch National Union of Students (LSVb) http://www.lsvb.nl/ (English and Dutch)
The LSVb (The Dutch National Union of Students) was established in 1983. It is a federationconsisting of 12 local student unions in the Netherlands. These local unions safeguard the rights ofstudents in their own town and their own university. The LSVb has played the role of ensuring thatnational and local governments, universities and the DUO (Education Executive Agency) take theinterests of students into account. By speaking with members of the Parliament, the Minister of
Education and other stakeholders in higher education, the LSVb makes sure that the voices of students
are heard. Through these efforts, the LSVb keeps higher education available for all students, maintains
and improves quality of education and negotiates tuition fees at an acceptable rate. The LSVb also
supports students by providing services for training, information on student housing and free legal
support.

23

The NVAO trains secretaries of panels usually employed by agencies such as QANU, Hobeon and NQA, etc. The

secretaries are hired by HEIs and advise them on panel composition and how to conduct external reviews.

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Interstedelijk Studenten Overleg (ISO) http://www.iso.nl/ (English and Dutch)
Interstedelijk Studenten Overleg (ISO) was founded in Amsterdam in 1973. It is the largest national
student organisation in the Netherlands and pursues benefits for nearly 700,000 students of universities
and universities of applied sciences.
The ISO aims to represent all students at universities and universities of applied science; ensure accessto higher education for all people who are motivated and have the intellectual capacity to finish an
educational programme, regardless of their socio-economic and financial-economic background;pursue a high quality higher education system; and comply with all national and international norms
on higher education that contribute to the above missions.

7

Tuition fees and financial support for students

1) Tuition fees
The Dutch universities and universities of applied sciences charge tuition fees for both bachelorʼs andmasterʼs programmes,

24

varying according to universities and academic fields. The government sets anupper limit on tuition fees for students who are under 30 years of age, of Dutch or EU nationality andenrolled in a full-time study programme. For other students, the universities themselves determine
tuition fees for full-time students who are 30 years old and over, non-EU students or other foreign
students who are not eligible for student support and part-time students. The annual tuition fees forenrolment in a degree programme or course at a Dutch higher education institution start at
approximately 1,906 Euro for EU students. Generally, tuition fees are higher for non-EU students thanfor Dutch and EU students, and Dutch and EU students are charged higher fees if they are 30 years old
and over.

2) Financial aid for students

25

The Dutch Ministry of Education, Culture and Science guarantees the accessibility of higher education,and the government is responsible for financial aid for students. Students can receive a grant or loan
from the Dienst Uitvoering Onderwijs (the Education Executive Agency), abbreviated DUO, which is
the Dutch government institution that deals with financial issues for students in the Netherlands.
Dutch students studying at a university or university of applied sciences are generally entitled tofinancial aid from the Dutch government under certain conditions. These conditions are laid down in
the Student Finance Act (WSF26 2000). The DUO implements the Act on behalf of the Ministry of
Education, Culture and Science.27

24

Students in doctoral programmes do not need to pay tuition fees, as they are generally paid positions.

25

The Dutch parliament has passed a new student finance bill. The most important change is the abolition of thebasic grant. New financial support for students consists of loans, tuition fee loans, supplementary grants and student
travel products. Application of the new financial support system began with students who enrolled from September
2015.
26

Wet op de studiefinanciering (WSF).

27

The DUO has existed since 1 January 2010. The predecessor of it is the Informatie Beheer Groep (IB-Groep).
st

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Types of financial aid for students
Financial aid for students is categorised of the following four components28:(1) A loan
(2) A tuition fee loan (solely for university or university of applied sciences education)(3) A supplementary grant (linked with student performance)(4) A student travel product (linked with student performance)
In principle, only students from EU/EEA countries and Switzerland qualify for financial aid. However,students who do not meet the nationality requirement can apply for a tuition fee loan if they are
registered in a full-time or dual-degree programme in a university or university of applied sciences.
Supplementary grants and student travel products are financed as performance-based grants. Students
are exempted from repayment if they graduate within 10 years, otherwise repayment is required.

1. LoansStudents can apply for a loan from the DUO. They can borrow a maximum amount of 1037.63-1042.13
euro per month. When deciding whether to apply for a loan, students should bear in mind that a loan isindependent of their study results and their degrees and that they need to start repaying the loan once
they have finished their studies. In addition, students must pay interest on the loan. In 2018, theinterest rate was 0 per cent per annum.

2. Tuition fee loans
In addition to loans, students in universities or universities of applied sciences can also apply for a loan
to pay their tuition fees. Students can apply for this tuition fee loan at the same time as theirperformance-related grant and, where applicable, loan. In principle, the repayment phase of a loan is 15
years.

29

The tuition fees loan is paid in monthly instalments. The DUO determines the monthly

instalment amount by dividing studentsʼ total debt by 180 months (15 years). If students havedifficulty paying the specified monthly instalment, they can submit a request to have their monthly
instalment reduced. The DUO then calculates the amount they could repay on the basis of their income
two years ago.

3. Supplementary grant
In addition to applying for a loan and a tuition fee loan (known as a basic grant until August 2015),
students can also apply for a supplementary grant. The amount of the supplementary grant depends ontheir parentsʼ income. Supplementary grants are provided for their first five months of higher education(or the first 12 months of secondary vocational education) with no need for repayment. The rest is
exempted from repayment if a student graduates within 10 years. The maximum supplementary grantis 271.19 euro per month.

28

Previously, there was basic grant (performance-based grant), but it was abolished in September 2015. If students

still receive a basic grant, they fall within the old student finance system.
29

The repayment phase was extended from 15 to 35 years in September, 2015.

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4. Student travel product
The student travel product is a part of financial aid for students. Students are entitled to it during their
entire period of financial aid. The student travel product covers transportation fees for trains, buses,
metros and trams, allowing students to ride for free or at a reduced rate. Students can choose a seasonalpass for travel on weekdays or weekends.

8

Legislation



The Higher Education and Research Act (WHW) 1993 (the year of latest amendment is 2017)

The Adult and Vocational Education Act (WEB)30 1996

The Student Finance Act (WSF)31 2000

1) Code of Conduct
The Code of Conduct

32

came into effect on the 1 of May, 2006. The Code concerns the acceptance ofstinternational students by Dutch higher education institutions. By signing the Code, institutions ineffect offer international students a guarantee regarding the quality of their programmes, student
recruitment and selection and counselling procedures. Only institutions that have signed up to theCode are allowed to recruit international students.

Providing information to international students

33

The Code of Conduct requires educational institutions to provide international students with reliable
information on their study programmes. This includes information such as accreditation status,
quality of education, admission requirements and other important rules and procedures forinternational students.
Institutions must provide international students with information on visas and residence permits,
housing provisions, orientations, student counselling and relevant expenses related to these services
intelligibly either in English, or the native language of the international student, in the study
programme.
Students from outside the EU are not allowed to obtain visas when they choose courses provided byhigher education institutions that have not signed the Code.

30

The Adult and Vocational Education Act (WEB): Wet educatie en beroepsonderwijs

31

The Student Financial Support Act (WSF): Wet op de studiefinanciering

32

Code of Conduct: Gedragscode internationale student in het Nederlandse hoger onderwijs

33

The full version of the Code of Conduct can be found on the Nuffic website, Internationalstudy.nl (English). This

website provides a list of the institutions that have signed the Code and also provides information on what to do if a
student feels that his/her institution is not meeting the terms of the Code of Conduct.

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Ⅲ. The quality assurance system

1

Summary of the Dutch quality assurance system

Pursuant to the Dutch Higher Education and Research Act (WHW), all academic degree programmes
offered by universities and universities of applied sciences are obliged to be periodically assessed basedon a set of criteria. This is called accreditation, and it is carried out by the Accreditation Organisation of
the Netherlands and Flanders (NVAO). Institutional audit and programme assessment are combined
under the current accreditation system.
The NVAO accredits bachelorʼs, masterʼs programmes and associate degree programmes. Ph.D.
programmes are outside the scope of the accreditation process, because each university is supposed tohave responsibility for the quality of those programmes.
The accredited programmes are provided recognition for six years and registered in the Central Registerof Higher Education Study Programmes (CROHO) during that period. Only accredited programmes are
eligible for government financial aid for students.
The NVAO also conducts other assessments including recognition of new institutions or programmes
and assessment of distinctive (quality) features.
Universities, the Royal Netherlands Academy of Arts and Sciences (KNAW) and the Netherlands
Organisation for Scientific Research (NWO) conduct a publicly funded research assessment based on
the research activities of higher education institutions once every six years. The boards of theuniversities, the NWO and the Academy take full responsibility for the assessments and follow up onthem within their own institutions in accordance with the Standards Evaluation Protocol (SEP)
stipulated by the Association of Dutch Universities (VSNU).

34

2

Historical background1980‒1990s: Introduction of assessment for higher education in the Netherlands
In the Netherlands, research assessment began to be carried out prior to education assessment, whileassessment for the use of resources in research was conducted under the Conditional Funding (CF)policy of 1983. In 1985, two years after the introduction of the CF, the HOAK policy paper was
published (Ministerie van Onderwijs en Wetenschappen 1985). In this paper, it was proposed that theidea of quality assessment was to be extended from research only to all major primary activities ofhigher education institutions. This resulted in the necessity of developing quality assessment processes
34

Vereniging van universiteiten (VSNU)

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for teaching. Based on that idea, the VSNU started developing quality assessment methods for teachingat universities.
In designing the quality assessment procedure, the VSNU adopted the CF assessment procedure andthe decades-long US experience with programme review and specialised accreditation. Accordingly, thenew procedure was introduced and has been a form of programme assessment since the academic year
1987‒1988 (during the first year, the programme operated on a pilot basis). Across a cycle of 6 years the
VSNU appointed a number of ad hoc visiting committees to evaluate all programmes of study in theirrespective disciplines. The same principles were also applied to universities of applied sciences in theirassessment of the quality of teaching. The HBO Council, the umbrella organisation of universities ofapplied sciences, started programme assessment in 1990.
The Higher Education and Research Act (WHW), which came into force in 1993, stipulated that, while
institutions are entitled to compose their educational programmes by themselves, they are responsible
for the quality of their education and research. Quality control is carried out by the institutions
themselves, by external experts and, on behalf of the government, by the Inspectorate of Education(Inspectie van het onderwijs in Dutch).

35

In principle, the government assesses (on an ex post basisonly) whether funds have been deployed effectively and whether the intended results have beenachieved.

2000s: Introduction of accreditation system and establishment of NVAO
With the introduction of the bachelorʼs, masterʼs and doctoral degree structure in 2002‒2003, the Dutch
authorities became aware of the importance of an accreditation system for quality assurance ineducation. The Accreditation Act

36

was passed in July 2002. This resulted in the establishment of theNetherlands Accreditation Organisation (Nederlandse Accreditatie Organisatie, NAO)37 andaccreditation started from the following year (first cycle: 2003‒2010). Following a decision made in2005 to combine the accreditation of Dutch education and education in Flanders (the Dutch-speaking
part of Belgium), the NAO became the Nederlands-Vlaamse Accreditatie Organisatie (NVAO).
The accreditation system for the first cycle targeted the programmes that already had
publicly-recognised academic degrees. The framework for accreditation consisted of three steps. The
first step was self-evaluation. The second step was assessment by external quality assurance agencies
certified by the NVAO. The third step was judgement of accreditation results by the NVAO. The NVAO
had also developed several protocols that quality assurance agencies were required to follow. It had
been given the legal task of annually drawing up a list of quality assurance agencies

38

considered

The Inspectorate of Education evaluates the external QA system; write about the state of higher education in theirannual reports; investigate when there are complaints from students or indications that higher education
institutions are not complying with legislation; advise the Dutch Minister of Education, Culture and Science on thefulfilment of legal conditions of new providers; and conduct thematic research with regard to the quality of higher
education. The Inspectorate of Education and the NVAO concluded a treaty in March 2014 to avoid duplication or
accumulation of supervision and to work effectively.
36
Wet op de accreditatie.
37
Nederlandse Accreditatie Organisatie (NAO).
38
Seven quality assurance agencies were included on the list in 2006, including five agencies in the Netherlands,
such as the Quality Agency Netherlands Universities (QANU), and two German agencies such as the Foundation forInternational Business Administration Accreditation (FIBAA). With the introduction of the second cycle this list
ceased to exist.
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capable of producing assessment reports that meet NVAO requirements. In addition, in accordancewith the system implemented by the NVAO, other quality assurance agencies should undergo an audit
every two years.
In 2003, the assessment system for academic research in the Netherlands changed radically. Previously,
research assessments were conducted nationally once every five years per discipline and were organisedby the Association of Universities in the Netherlands (VSNU). Subsequently, the boards of universities,
the NWO and the Academy have taken full responsibility and conducted assessment based on the
protocol “Standard Evaluation Protocol (SEP)”which the VSNU and the other related institutions
formulated. Under this assessment system, which is still in place, all publicly-funded research isassessed once every six years.

2010: Implementation of the accreditation system combining institutional audit andprogramme assessment
In the Netherlands, the second cycle started in 2011. When the framework for accreditation in thesecond cycle was designed, it fostered a culture of quality within higher education institutions andreduced the burden of bureaucratic tasks. These were taken into account while still maintaining
accreditation at the programme level. As a result, institutional audits started to be carried out in thesecond cycle. Accordingly, two types of programme assessments, which differ depending on thenumber of the standards, were introduced. Those institutions that received a positive judgement ininstitutional audits were to be assessed with fewer standards in the programme assessment. The second
cycle was implemented until 2016 and the third cycle began in 2017.
When the framework for accreditation in the third cycle was designed, consideration was given tofurther reduction of the administrative burden of assessment while expanding the role and involvementof students as well as faculty and administrative staff members. An overview of the assessment
mechanism in the third cycle is given latter on (p. 24).

3

Types of quality assurance systems

1) Recognition of higher education institutions
In the Netherlands, private institutions that are not funded by the government can apply for recognitionas legal bodies for higher education (called RPHO institutions) from the Dutch Minister of Education,
Culture and Science, who allows them to provide accredited programmes. RPHO institutions are private
institutions stipulated by the Dutch Higher Education and Research Act as specifically distinguishedfrom government-funded universities and universities of applied sciences. Once accredited, theprogrammes provided by RPHO institution are recognised by the Act. Their diplomas are equal todiplomas awarded by government-funded institutions. Meanwhile, recognition of universities anduniversities of applied sciences is not clearly stipulated in the Act.
The process of recognition as an RPHO institution is composed of the following three steps, all
implemented by the Dutch Ministry of Education, Culture and Science, the Inspectorate of Educationand the NVAO. Meanwhile, recognition of universities and HBO institutions is not specified in theOverviewof theQuality Assurance
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Dutch legislation.
(1) Programme assessment by the NVAO
To receive approval for establishment, an institution must firstly apply to the NVAO for the initialassessment of their programmes. The NVAO then assesses the institution. In the second cycle
during 2011‒2016, the same methodology of an extensive initial accreditation procedure wasadopted (p. 40). This is not an ex-ante assessment but rather the programme is required todemonstrate its (actual) quality. This assessment must be carried out after the first cohort ofstudents graduate, in order to assess the quality of their learning outcomes in the programme.
After assessing a programme, the NVAO makes a decision within a timeframe of six months. In thethird cycle started in January 2017, programmes are assessed using the same procedure of
programme assessment.
(2) Recommendation from the Inspectorate of Education
After the institution that applied for the initial programme assessment receives a positive
judgement from the NVAO, it subsequently requests a recommendation from the Inspectorate of
Education. The Inspectorate of Education assesses the sustainability of the prospective legal body,
including its compliance with the Dutch Higher Education and Research Act and issues a
recommendation based on its findings to the Dutch Minister of Education, Culture and Science.
(3) Recognition by the Dutch Minister of Education, Culture and Science
The Dutch Minister of Education, Culture and Science makes a judgement regarding recognition of
the institution as a RPHO institution following a positive judgement by the NVAO and arecommendation from the Inspectorate of Education.
Institutions recognised as RPHO institutions are entitled to apply for extensive programme assessment
for their other programmes (initial accreditation with the extensive assessment framework in thesecond cycle). They also have the right to apply for the institutional audit. If they receive a positive
judgement in the audit, their programmes can be assessed under the limited assessment framework (p.
29).

2) Framework of external assessments
Second cycle (2011‒2016)
The framework of the Dutch quality assurance system is organised primarily at the programme level.
Thus, it focuses on the quality of individual programmes. In addition to this scope, the NVAO started
institutional quality assurance assessment from the second cycle, which is a scheme of assessment at
the institutional level. Institutional quality assurance assessment demonstrates the extensive
institution-wide initiatives carried out by institutions to improve the quality of their programmes. The
following assessments were implemented as external assessments

39

39

in the Netherlands.

An outline of the accreditation system was explained in a document issued in December 2014 entitled“Assessment frameworks for the higher education accreditation system.”

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Institutional quality assurance assessment (institutional audit)-

Institutional quality assurance assessment is aimed at assessing whether the board of an
institution has implemented an effective internal quality assurance system, based on its
vision for the quality of the education provided. This enables it to guarantee the quality ofthe programmes offered.

Limited/extensive programme assessment-

Programme assessment is being offered for existing programmes that are eligible for award
degrees and that are registered in the CROHO.
There are two types of assessments that differ depending on the number of standards. One
is called limited programme assessment, which is a programme-level framework withlimited assessment criteria for the accreditation of institutions that received a positive
judgement in the institutional quality assurance assessment. The other is called extensive
programme assessment, which is a programme-level framework with extensive assessment
criteria for accreditation. Extensive assessment is required if the result of the institutional
quality assurance assessment turns out to be a negative judgement or the institution has
never applied for an institutional quality assurance assessment.



Limited/extensive initial accreditation-

Initial accreditation is conducted for new programmes that have not been registered in the
CROHO, the official registerin the Netherlands. New programmes as well as existingregistered programmes are assessed under either the limited or the extensive accreditation
framework, depending on the results of the institutional quality assurance assessment.



Assessment of distinctive (quality) features-

Assessment of distinctive (quality) features is a voluntary assessment aimed at identifying
whether an institution or a programme has any distinctive quality features. Programmes andinstitutions can apply for any type of distinctive (quality) feature at their own request.
Recently, however, the NVAO has developed frameworks for the assessment of certain
distinctive (quality) features including internationalisation and entrepreneurship.

Third cycle (2017-)
During the second cycle, people involved in higher education called for reducing the burden ofassessment tasks while introduction of a quality assurance system promoted trust in the higher
education system. The new accreditation framework in the third cycle that began from January 2017has been optimised to help the quality assurance system of higher education fit the current situation in
the Netherlands and reduce the burden on institutions and their programmes.
Changes compared to the second cycle are as follows:Programme assessments are carried out within a common framework for all programmes regardlessof their type (e.g. new/existing programme, academic/professional programme,
associate/bachelorʼs/masterʼs degree).

No specified format for self-evaluations is provided. Institutions are permitted to submit existing
documents or use their own original formats.



If a panel requests additional documents during a site visit, the request can be restricted in light of
the institutionʼs intention.

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

There are many other differences for the third cycle, please see:https://www.nvao.com/system/files/procedures/Important%20differences%20assessment%20fra
meworks%202014-2016̲0.pdf.

Except for institutional audits, the new frameworks for the third cycle are applied after November 2017.
For institutional audits, the new framework is applicable after January 2017, just after the third cycle
starts.

Types of external assessments
Categories

Second cycle (2011‒2016)of evaluation

Institutional audit

Limited/extensive

Limited/extensive

Assessment ofinitialprogramme

distinctive (quality)

accreditationassessment

featuresThird cycle (2017-)
Institutional

Programme assessment

Institutional audits orprogramme
assessment

NVAO

NVAO and other QAA

audits
Evaluator

NVAO

NVAO and other
QAA40

Type

Institution-based

Programme-based

Programme/Institution-basedPurposeTo assess the

For registration in

For updating

To identify distinctive

extent to which an

the CROHO

registration in thefeatures of theinternal quality

The institutions canobtain the right toconfer a degree to theirstudents authorised by
the Dutch Ministry of
Education, Culture andScience.

CROHO

assessed programmes

The institutions cankeep the right to confera degree to theirstudents authorised by
the Dutch Ministry of
Education, Culture andScience.

or the institution

assurance system
is working in an
effective way

AnticipatedInstitutions

Programme yet toProgrammes

Institutions wishing toentitywishing to be

be registered inalready registered

be assessed

assessed

the CROHO

Voluntary41

Mandatory /in the CROHO
Mandatory /At least once in six
years (Apply ayear before
expiration)

Obligation andcycle

When register in
the CROHO42

Voluntary

In the third cycle, initial accreditation and programme assessment of the second cycle were integrated
into programme assessment and assessment of distinctive (quality) features can be carried out in either
programme assessment or institutional audits. The details are explained in the next part referring to theframeworks of the third cycle.

Refer to p. 16. Higher education institutions have to hire an external secretary who has been trained by the NVAO.
Since in practice this secretary works for quality assurance agencies, the agencies no longer play the formal role they
played in the first cycle. There is not currently a list of quality assurance agencies, but there is a list of trained
external secretaries.
41
An institution that receives a positive judgement in the institutional audit can apply for limited initialaccreditation/limited programme assessment, which has fewer standards. (This possibility has not really been usedby private higher education institutions.)
42
The anticipated occasions are when a higher education institution is newly established and when an existinghigher education institution provides new programmes.
40

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Assessment scheme of the third cycle

 Programme assessment

 Institutional audits（Judgement）

Positive/
Conditionally
positive

Negative
No application

Programmes will beassessedunder
thelimited framework or
the extensive framework
depending on the resultof the institutional audit
or whether there was anapplication.



Assessment for existing programmes
Initial accreditation(Judgement)

Limitedframework

Positive/

Extensive
framework

Conditionally

Negative/
positive(1) Institutional audits
Institutional audits are aimed at assessing whether the internal quality assurance system of an
institution has been implemented in an effective way based on the instituteʼs vision of the quality ofeducation, assuring the quality of the programmes the institution offers. Institutional audits do nottarget individual programmes offered by each institution.
Institutional audits started from the second cycle. The term of validity of the audit result is six years.
Before the term of validity expires, institutions apply for an institutional audit to receive a positive
judgement for the next cycle. In the third cycle, performance is taken into consideration, when
institutions that received a positive judgement in the institutional audit during the previous cycle areassessed.

Assessment framework for institutional audits (as of the third cycle (2017.11-)
Standard 1: Philosophy and policy
The institution has a broadly supported educational philosophy and pursues a corresponding policy
focused on the internal quality assurance of its education.
Standard 2: Implementation
The institution realises its educational philosophy in an effective manner, which is demonstrated byappropriate policy actions and processes, particularly relating to staff, student assessment, services
and facilities, and students with a functional impairment.
Standard 3: Evaluation and monitoring
The institution systematically evaluates whether the intended policy objectives relating to
educational quality are achieved. Relevant stakeholders are involved in this process.
Standard 4: Development
The institution has a focus on development and works systematically on the improvement of its
education.

Composition of the audit panel
The NVAO convenes and appoints a panel to conduct the institutional audit. The audit panel must becomposed of at least four members, including one student.
Under the new framework, the NVAO provides all panel members with a briefing and/or a training

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course specifically aimed at institutional audits. The audit panels must be independent of theinstitution that they will assess (for at least five years, they must have had no direct or indirect ties with
the institution to be audited that would lead to a conflict of interest). Moreover, expertise requirements
for institutional audits have been expanded to include effectiveness of quality assurance systems, social
sphere, professional field, and expertise related to specific aspects.

Assessment process
To customise the NVAOʼs operations and take account of the diversity in an
organisation as well as the desired degree of internationalisation and theStep 1
 Administrative
consultation

specific nature of an institution, the assessment process starts off withadministrative consultations between the institution and the NVAO. These
consultations focus on the institutionʼs organisational structure, the possible(international) composition of the audit panel, the language in which theaudit must be conducted, the relevant time frame and the material available
in the institution.
Based on the administrative consultations with the institution, the NVAO

Step 2
Accreditation
portrait

starts off by drawing up an accreditation portrait. The accreditation portrait isbased on the accreditation decisions which the NVAO has taken with regard
to new and existing programmes in the six years prior to the institutional
audit. The accreditation portrait is handed over to the audit panel. It is also
submitted to the institution beforehand.
The institution draws up a self-evaluation report. In essence, theself-evaluation report answers the question of how the institution

Step 3Self-evaluation
reportdemonstrates that it is in control of the quality of the programmes offeredincluding the institutionʼs strengths and weaknesses. The self-evaluation
report comprises a maximum of 50 pages; it has the minimum appendicesnecessary, such as mission and/or view regarding the education provided, theinstitutionʼs latest strategic policy plan (if available), organisation chart, andquality assurance plan.

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The site visit comprises two components and takes a total of two to five days.
First visit: exploration
The first visit has an exploratory nature. It identifies the topics to beassessed in more detail with attention given to the board of the institution
and satisfaction among students, teaching staff and other stakeholders.
During the first visit, the audit panel, meets with the supervisory board, theboard of the institution, the managers responsible for education, quality
assurance experts and other relevant staff, teachers and students from
representative bodies.

Step 4Site visit

Second visit: in-depth study
The second visit is held two to four weeks after the first visit. (In the third
cycle, when it is to be a re-application for an institutional audit and it is arequest by the institution, the NVAO may decide that the first and second
visit are carried out consecutively.) During the second visit to theinstitution, a further discussion takes place between the audit panel andrepresentatives of the institution regarding points for attention emerging
from the meetings and the documents studied during the first visit. The
audit panel needs to demonstrate how it has ascertained whether an
institutionʼs quality assurance system works.
The audit panel secretary draws up an advisory report comprising amaximum of 30 pages. The main content of the report is made up of theStep 5Advisory reportpanelʼs judgements regarding the standards. The NVAO forwards the advisory
report to the board of the institution once all panel members have approved
its contents. The institution is given a term to respond to any factual
inaccuracies in the report. The report is signed by the chair and the secretaryof the panel and submitted to the NVAO for decision-making.

Judgement
Judgement for eachstandard

General judgement

Meets the standard

Does not meet the standardPartially meets the standardPositive

NegativeConditionally positive＜Rules for results＞
Positive: the institution meets all standards.

Conditionally positive: a judgement expressed as “partially meets the standard” for a maximum of
two standards, with conditions set down.



Negative: the institution “fails to meet one or more standards” and the institution “partially meets
three or more other standards.”

A “positive” judgement is valid for a term of six years. The programme assessments may be conductedin accordance with the limited framework.

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A “conditionally positive” judgement is valid for a maximum of two years. During that period, theprogramme assessments are conducted in accordance with the limited framework. A positive
judgement of programme assessment based on the limited framework is subsequently valid for a
maximum of two years. When given a “conditionally positive” judgement, the institution must acquire a
positive judgement within the stipulated timeframe, whereby the NVAO ascertains, based on thejudgement of the audit panel, whether the institution meets the conditions set. When given a “positive”
judgement, the period of validity for programme assessment is extended for six years. Meanwhile, if theinstitution fails to apply for an additional assessment or does not meet the conditions, the positive
judgement expires.
A “negative” judgement means that an institution cannot apply for an institutional audit for a period of
three years. Any programme assessments are carried out in accordance with the extensive framework.
Note that the final conclusion following institutional audits will be “negative” whenever the standards 1
or 4 are judged to “not meet the standard.”(2) Programme assessment
In the second cycle, the NVAO conducted two types of programme assessment for existing programmes,
which differed depending on the number of standards. One was a programme-level framework with“limited assessment criteria for the accreditation of institutions” whose institutional quality assurance
assessment produced a positive result ̶ the so-called limited programme assessment. The other was aprogramme-level framework with “extensive assessment criteria for accreditations”̶ the so-called
extensive programme assessment which is required if the judgement in the institutional audit turns out
to be negative, and for those institutions that have not applied for an institutional quality assurance
assessment. Apart from this, programme assessment for new programmes (initial accreditation) also
existed independently. In the third cycle, the framework of initial accreditation for new programmes
has been integrated into the framework of programme assessments.
The new framework for programme assessment in the third cycle is carried out based on common
standards, the composition of the assessment panel and the assessment process for all programmes
regardless of the programme type (e.g. new/existing programme, academic/professional programme,
associate/bachelorʼs/masterʼs degree). However, the focal points are different depending on whether
the programme is new or existing.
The assessment of existing programmes focuses on the quality achieved on learning outcomes,
curriculum, teaching-learning environment, student assessment and teacher evaluation. The
assessment of new programmes, on the other hand, involves an ex-ante assessment, which focuses onplans, pre-conditions, and wherever applicable, quality achieved.

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Assessment framework for the limited programme assessment (as of the third cycle (2017.11-)

Limited programme assessment (4 standards)
Intended learning outcomesStandard 1: The intended learning outcomes tie in with the level and orientation of the programme;
they are geared to the expectations of the professional field, the discipline, and international
requirements.
Teaching-learning environment
Standard 2: The curriculum, the teaching-learning environment and the quality of the teaching staff
enable the incoming students to achieve the intended learning outcomes.
Student assessment
Standard 3: The programme has an adequate system of student assessment in place.
Achieved learning outcomesStandard 4: The programme demonstrates that the intended learning outcomes are achieved.
(Cf. paragraph on initial accreditations, Exception: ex-ante assessment in initial accreditations.43)

Extensive programme assessment (11 standards)
Intended learning outcomesStandard 1: The intended learning outcomes tie in with the level and orientation of the programme;
they are geared to the expectations of the professional field, the discipline and international
requirements.
Curriculum; orientation
Standard 2: The curriculum enables the students to master appropriate (professional or academic)
research and professional skills.
Curriculum; content
Standard 3: The contents of the curriculum enable students to achieve the intended learning
outcomes.
Curriculum; learning environment
Standard 4: The structure of the curriculum encourages study and enables students to achieve theintended learning outcomes.
IntakeStandard 5: The curriculum ties in with the qualifications of the incoming students.
Staff
Standard 6: The staff team is qualified for the realisation of the curriculum in terms of content andeducational expertise. The team size is sufficient.
Facilities
Standard 7: The accommodation and material facilities (infrastructure) are sufficient for therealisation of the curriculum.
Tutoring
Standard 8: The tutoring of and provision of information to students are conducive to study progress
and tie in with the needs of students.
43

For a new programme that has not started to provide education and in which the institution involved does not(yet) hold a positive or conditionally positive decision in an institutional audit, the programme assessment will be
carried out three years after the programme is implemented.

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Quality assuranceStandard 9: The programme has an explicit and widely supported quality assurance system in place.
It promotes the quality culture and has a focus on development.
Student assessment
Standard 10: The programme has an adequate student assessment system in place.
Achieved learning outcomesStandard 11: The programme demonstrates that the intended learning outcomes are achieved.

Composition of the assessment panel
The panel is composed of a minimum of four members, who have the following expertise.
Up-to-date knowledge of the relevant discipline(Recent) teaching and testing experience in the same type of education (professional higher
education / academic higher education, Master’s / Bachelor’s / Associate Degree programmes)

An ability to compare the programme in an international perspectiveExperiences in the (international) professional field of the discipline concernedExperiences with peer review in higher education



If applicable: knowledge of a specific teaching concept

If applicable: expertise related to the distinctive feature applied for

A student enrolled in higher education institutions (engaged in quality assurance) is also included in
the panel. The panel is supported by a secretary trained by the NVAO who does not formally sit on thepanel.
In addition, the panel members are independent of the programme (for at least five years, they have
had no direct nor indirect ties with the institution providing the programme that would lead to aconflict of interest). Prior to the assessment, the panel members sign a declaration of independence.

Assessment clusters
Existing programmes are assessed for each assessment cluster. A single panel conducts a comparative
assessment of the entire cluster. The boards of the institutions concerned submit a coordinatedproposal regarding the panel composition to the NVAO for approval (listing the secretary and processcoordinator, if any). This proposal specifies how the panel will contribute to a consistent comparison
between programmes. The NVAO assesses the competence, independence and mutual cooperation of
the panel on the basis of the above criteria.

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Assessment process

44

The existing programme

Step 1
Self-evaluation
report

The new programme

The institution submits a set of

Institutions that wish to be registeredapplications including a

in the CROHO submit an application

self-evaluation report of theto the NVAO. The application isprogramme. The self-evaluation

prepared according to the standards

report comprises a maximum of 20

of the assessment framework. The

pages for extensive programmeapplication comprises a maximum ofassessment and 15 pages for limited

15 pages for the limited frameworkprogramme assessment.

or 20 pages for the extensive

Agreements may be made with theframework, excluding appendices. In

panel regarding another format or

addition to application, existing

scope for the self-evaluation report.

documents of the programmes may

In addition to a self-evaluation

also be used. The programme

report, existing evaluative

appends a limited number of

documents of the programmes may

appendices. These appendicesalso be used. The programme

provide insight into the set-up

appends a limited number of

and/or contents of the curriculum

appendices to its self-evaluation.

and the composition of the staff

These appendices provide insightteam.

into the set-up and/or contents ofthe curriculum, the composition of
the staff team, and the teaching andexamination regulations.
Prior to the site visit, the assessment panel scrutinises the self-evaluation reportfor existing programmes (application in the case of a new programme).
In a subsequent preparatory internal panel meeting, the panel discusses theself-evaluation report (or application) and the underlying documents. The
panel also compiles a questionnaire for the site visit. The panel operates on the
Step 2

basis of trust and respects the principles of the programme, conducts an open

Learning

dialogue with the programme, does justice to the various perspectives of quality,

outcomesand contributes to improvement.

achieved

In the case of existing programmes, the panel examines a selection of final
products in accordance with the NVAO guidelines for the assessment of final
products in order to be able to assess whether the intended learning outcomesare being achieved. The framework for existing programmes no longer specifies
that the panel decide the range of final achievements to be assessed as aprogrammeʼs final products. It is therefore left up to the programmes.

44

In 2016, NVAO charges 800 euro for a programme assessment ( 112,000 JPY *1 euro = 140 JPY).

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Step 3Site visit

The required site visit for the
purpose of both a limited
programme assessment and an
extensive programme assessment
takes one day. During the site visit,
the assessment panel meets withthe programme management,
members of the examining board
and the programme committee (ifrequired by law), teachers, students,
alumni and, wherever relevant,representatives of the professional
field and so on. In the third cycle,
site visits consist the following twoparts: (1) accountability and (2)improvement.

In addition to the procedure for an

The panel draws up an advisory

The panel draws up an advisory

report, which includes thereport. When the panel

judgements assigned by the panel
and recommendations for
improvement. It is drawn up afterStep 4Advisory report

the correction of factual
inaccuracies by the institution. The
NVAO publishes the accreditation
decision and the advisory report. In
addition, the institution publishes
the conclusions from thedevelopment dialogue with theexisting programme, the panel
explores things related to newprogrammes.

recommends the imposition of
conditions, the institution responds
to such conditions upon its
correction of factual inaccuracies.
The NVAO takes account of the
response in deciding on theconditions and the time frame
within which the institution must
demonstrate its satisfaction thereof.

panel.

Judgement for existing programmes

Excellent

Judgement for each



Good

standardSatisfactory

Unsatisfactory

General judgement

45

45



Excellent



Good



Satisfactory

Unsatisfactory

Total number of applications from the Netherlands processed by the NVAO in 2017: 386(Details) Programme accreditations: 291, Institutional audits: 2, Initial accreditations: 93.
The NVAO also processed 18 applications (Institutional review) from Flanders in 2015-2017.

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The NVAO defines generic quality in accreditation as “the quality that is expected to be eligible forbachelorʼs or masterʼs programmes of higher education in light of an international viewpoint.” Under
this definition, four scales for judgement are provided as indicated below.
The programme systematically well surpasses the current generic quality
Excellentstandards across its entire spectrum and is regarded as an international
example.

Good

Satisfactory
Unsatisfactory

The programme systematically surpasses the current generic quality
standard.
The programme meets the current generic quality standards anddemonstrates an acceptable level across its entire spectrum.
The programme does not meet the current generic quality standards andshows serious shortcomings in several areas.

Based on the assessment results, the NVAO decides to grant accreditation to a programme, or not, or toallow it an improvement period. Programmes must meet the generic quality standards stated in therelevant framework in order to receive a positive judgement. Programmes that are granted an overall
judgement expressed as “excellent,” “good” or “satisfactory” can receive or maintain their accreditation
status. The accreditation status is valid for a term of six years.
When the NVAO judges that a programme does not meet all of the standards but anticipates that it can
improve within a timeframe of no more than two years, the programme receives accreditation status
with an enforced improvement period.
<Rules for results: Limited programme assessments>


Excellent: a judgement expressed as “excellent” for at least two standards, one of which must be
standard 4 and a judgement expressed as at least “satisfactory” for the remaining standards.



Good: a judgement expressed as “good” for at least two standards, one of which must be standard
4, as well as a judgement expressed as at least “satisfactory” for the remaining standards.

Satisfactory: a judgement expressed as “satisfactory” for at least two standards, one of which must
be standard 1. In addition, it is required that the institution must improve any shortcomings
expressed as “unsatisfactory” within two years.

Unsatisfactory: i) standard 1 is expressed as “unsatisfactory”; or ii) one or two standards are
expressed as “unsatisfactory” and improvement within two years is unexpected; or iii) three ormore standards are expressed as “unsatisfactory”.

<Rules for results: Extensive programme assessments>


Excellent: a judgement expressed as “excellent” for at least five standards, one of which must be
standard 11, as well as a judgement expressed as at least “satisfactory” for the remaining standards.



Good: a judgement expressed as “good” for at least five standards, one of which must be standard
11, as well as a judgement expressed as at least “satisfactory” for the remaining standards.

Satisfactory: a judgement expressed as at least “satisfactory” for at least six standards, one ofwhich must be standard 1. In addition, it is required that the institution must improve any

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Unsatisfactory: i) standard 1 is expressed as “unsatisfactory”; or ii) at least six standards are
expressed as “unsatisfactory” and improvement within two years is unexpected; or iii) less than six
standards are expressed as “satisfactory”.

Judgement for new programmes (initial accreditation)

Judgement for eachstandard

General judgement

Meets the standard

Does not meet the standardPartially meets the standardPositive

NegativeConditionally positive<Rules for results: Limited initial accreditation>Positive: the programme meets all the standards.

Conditionally positive: a judgement expressed as “partially meets the standard” for a maximum of
two standards, with conditions being imposed.



Negative: a judgement expressed as “does not meet the standard” for one or more standards, aswell as a judgement of “partially meets the standard” for three or more other standards.

<Assessment rules: Extensive initial accreditation>Positive: the programme meets all the standards.

Conditionally positive: the programme meets at least six standards and is granted a judgement
expressed as “partially meets” for the remaining standards, with conditions being imposed.



Negative: a judgement expressed as “does not meet the standard” for one or more standards, aswell as a judgement of “meets the standard” for less than six standards.

Programmes that receive a positive judgement are registered in the CROHO and the accreditation
status is valid for a term of six years. A programme has to reapply for initial accreditation in the case ofreceiving a conditionally positive judgement.

(3) Assessment of distinctive (quality) features
In the third cycle, the assessment of distinctive (quality) features is generally combined with theframework of institutional audit or programme assessment○Assessment of quality in internationalisation
Assessment of quality in internationalisation is one of themes for the assessment of distinctive(quality) features.
The NVAO has engaged as a coordinator for the project called the Certificate for the Quality of46
Internationalisation (CeQuInt ). The coordinator is a member of the European Consortium for

The official name is the Certificate for the Quality of Internationalisation (2012‒2015). This was a project inwhich 11 European nations and 14 quality assurance agencies participated to establish a European certificate system
regarding internationalisation by stipulating standards and methods to assess the quality of internationalisation andgoing through a pilot assessment.
46

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Accreditation (ECA), while the theme related to internationalisation is included in the assessment ofdistinctive (quality) features.
The CeQuInt project was completed in February 2015 and issuance of a certificate for the quality ofinternationalisation became a service provided by the ECA. Accordingly, the NVAO conducts theassessment of internationalisation by following the frameworks for the assessment of quality ininternationalisation. Higher education institutions in the Netherlands apply to the NVAO for theassessment of quality in internationalisation by institution/programme.

Standards and judgements
Standards and judgements in the CeQuInt have been compiled in the Frameworks for the Assessmentof Quality in Internationalisation issued by the ECA in 2015.

Assessment standards

Assessment standards(programme-based)(institution-based)

1. Intended internationalisation

1. Intended internationalisation

2. International and intercultural learning

2. Action plans

3. Teaching and Learning

3. Implementation

4. Staff

4. Enhancement

5. Students

5. Governance

The assessment scale consists of the following four levels: “excellent,” “good,” “satisfactory” and“unsatisfactory.”
When a programme or an institution receives a judgement expressed as “excellent” or “good” for threeout of the five standards and no judgement expressed as “unsatisfactory,” the Certificate for Quality in
Programme Internationalisation or Institutional Internationalisation is issued.

(4) Research assessment
In 2003, the methodology for assessment of academic research in the Netherlands changed radically.
Previously, the Association of Dutch Universities (VSNU) conducted research assessments for eachacademic field once every five years. Since 2003, the three main Dutch research funding organisations
responsible for publicly-funded research, which are universities, the Netherlands Organisation for
Scientific Research (NWO)) and the Royal Netherlands Academy of Arts and Sciences (KNAW) havedefined the protocol for practical use in all coming research assessments and assessment for all
publicly-funded research has been conducted once every six years. In the assessment scheme, theboards of universities, the NWO and the Academy take full responsibility for the assessments and follow
up on them within their own institutions.

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The Netherlands(second edition)○Standard evaluation protocol
Research assessment is conducted in accordance with the Standard Evaluation Protocol, which was
drawn up and adopted by the Association of Universities in the Netherlands (VSNU), the Netherlands
Organisation for Scientific Research (NWO) and the Royal Netherlands Academy of Arts and Sciences(KNAW).
The Standard Evaluation Protocol (SEP) stipulates the methods for research assessment conducted at
Dutch universities, the NWO and the Academy every six years as well as the aims of such assessments.
The current protocol is the Standard Evaluation Protocol 2015‒2021 announced in March 2014, which
includes evaluation standards and processes.
The boards of the universities or the research institutions take full responsibility for researchassessments and follow up on them within their own institutions (they decide the unit of research). For
example, they are responsible for assessment of every unit within their institution once every six years.
Standards for research assessment consist of the following three elements.
1. Research quality*Every assessment also considers at least two

2. Relevance to society

further aspects: Ph.D. programmes and research

3. Viability

integrity.

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38

Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)

Ⅳ. Overview of a quality assurance agency:
Ⅳ. Overview
of a quality
agency:Accreditation
Organisationof theassurance
Netherlands
and Flanders
Accreditation Organisationof the Netherlands and Flanders(NVAO)(NVAO)
1

Overview of the organisation

1

Overview of the organisation

Name of the

Nederlands-Vlaamse Accreditatieorganisatie (NVAO)

organisation
Name of the(English)Accreditation
Organisation of the Netherlands
and Flanders
Nederlands-Vlaamse
Accreditatieorganisatie(NVAO)

organisation
Character of(English) Accreditation Organisation of the Netherlands and Flanders

theCharacter oforganisationtheAn independent accreditation organisation established by the Dutch and Flemish
governments
An independent accreditation organisation established by the Dutch and Flemish

Yearoforganisation

governments
2003 (formally established in 2005 when all legal formalities regarding theestablishment
Year ofestablishment
the NVAO had
2003(formallyofestablishedin been2005concluded)
when all legal formalities regarding theestablishment
Locationestablishmentof thehad been
Parkstraat
28, 2514
JK NVAOThe Hague,
The concluded)
Netherlands

Location
Representative

Parkstraat 28, 2514 JK The Hague, The Netherlands
Anne Flierman (Chairman)

Representative
Finance

Anne Flierman (Chairman)
Annual budget: 6 million euro (financed jointly by the Netherlands (60%) and

FinanceOrganisation
Organisation

Flanders(40%))6*The
NVAO
chargesjointly
fees forAnnual budget:
millioneuroalso(financed
byaccreditation.
the Netherlands (60%) and
Flanders (40%)) *The NVAO also charges fees for accreditation.
Managing team: Advisory Council, Board (fewer than 15 members) etc.
Flanders(9),Department
The15
Netherlands(21),
Staff:
43 (Department
Managing
team: Advisory
Council, Board(fewer thanmembers) etc. Department
47
Support(13))
Staff: 43 (Department Flanders(9), Department The Netherlands(21), Department
47

Support(13))

2Mission and role2

Mission and role

The NVAO fulfils the following missions in an international perspective and in the context of theEuropean Bologna process.
The NVAO fulfils the following missions in an international perspective and in the context of theEuropean Bologna process.

Promoting the quality culture within the higher education institutions in the Netherlands and










Flanders
Promoting the quality culture within the higher education institutions in the Netherlands andInvolving all stakeholders in the performance of its tasks at both the national and international
Flanders
levels, with other organisations involved in the development of higher education
Involving all stakeholders in the performance of its tasks at both the national and international
Respecting this responsibility and the autonomy of the institutions in all its assessment tasks
levels, with other organisations involved in the development of higher education
Regarding transparent assurance of the quality of higher education as an important social
Respecting this responsibility and the autonomy of the institutions in all its assessment tasks
assignment
Regarding transparent assurance of the quality of higher education as an important social
Applying the Standards and Guidelines for Quality Assurance in the European Higher Education
assignment
Area (ESG) and promoting the use of these standards
Applying the Standards and Guidelines for Quality Assurance in the European Higher Education
Area (ESG) and promoting the use of these standards

47

The NVAO website is: https://www.nvao.com/about-nvaoorganisation/office.

47

The NVAO website is: https://www.nvao.com/about-nvaoorganisation/office.

3
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39

Main area of activity
Main area of activity

1) Accreditation
1)
The Accreditation
NVAO is a binational agency, conducting assessments in both the Netherlands and Flanders. The
The NVAO isaccreditations
a binational agency,
conductingaudits
assessments
in both the Netherlands
and inFlanders.
programme
and institutionalin the Netherlands
were explained
ChapterTheⅢ
48
programme
accreditations
and institutional
audits in the
Netherlands
were explainedin Chapter
Ⅲ(see p. 20). In
Flanders the NVAO
conducts institutional
reviews
and programme
accreditations.

(see p. 20). In Flanders the NVAO conducts institutional reviews and programme accreditations.

482) International activities
2) International activities
The treaty signed by the Dutch and Flemish governments in 2003 stipulates that the internationalThe
treaty mustsignedthe Dutch
andNVAOʼs
Flemishgovernments
stipulates
the international
dimension
beby
consideredin themission.
In orderinto2003
adequately
fulfilthat
its internationalrole,
dimensionmust be consideredin the that
NVAOʼsmission.
In order to adequately
fulfilits international
role,
the
NVAO formulated
five objectives
outlineits international
policy. These
objectives
are:the NVAO formulated five objectives that outline its international policy. These objectives are:


Taking the lead in the quality assurance of joint programmes, the mutual recognition of

Takingthe leadin the quality
assuranceof joint
programmes,
programmes
and diplomas,
and thedisseminationof goodpractices; the mutual recognition of

programmes andand thedisseminationof good practices;
Involvement
in diplomas,
transnational
educationand entering
into collaborative agreements with

Involvement professionally-oriented
in transnational educationand entering
into collaborative agreements withinternational
accreditation
organisations;internationalthe
professionally-orientedorganisations;
Propagating
European Standards accreditation
and Guidelines(ESG) and ensuring that it explicitly meetsPropagating
the European Standards and Guidelines (ESG) and ensuring that it explicitly meets
highereducation;higher education;
Participatingin various international organisations and projects, including e.g., assessments inParticipatingin various
theDutch Caribbean
andinternational
Luxembourg.organisations and projects, including e.g., assessments inthe Dutch Caribbean and Luxembourg.

48

Three assessment frameworks were introduced in 2016 in Flanders. Accreditation for existing programmes of48
highereducation
institutions
in Flanders
was abolishedwhile
accreditationof new programmes
and programmes
Threeassessment
frameworks
were introduced
in 2016
in Flanders.
Accreditationfor existing programmes
ofofferedbyprivateproviders
by
the
NVAO
continues.
higher education institutions in Flanders was abolished while accreditation of new programmes and programmes

offered by private providers by the NVAO continues.

40of theQuality System
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in Higher
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40
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Appendix. The quality assurance system in the second cycle
Appendix.
The quality
Appendix. The
quality assurance
assurance systemsystem inin thethe second
second cycle
cycle1) Assessment of new programmes (initial accreditation)
In Assessment
the second cycle,ofthenew
NVAO
conducted initial(initialaccreditation
for new programmes using a framework1)
programmes
accreditation)
1)
Assessmentofnewprogrammes(initial
accreditation)that
was distinguishedfrom those used
for institutionalforaudits
and programme aassessment.
In
In thethe second
second cycle,
cycle, thethe NVAO
NVAO conductedconducted initial
initial accreditation
accreditation for new
new programmes
programmes using
using a framework
framework
Programmesareconsidered
newprogrammes
if
they
are
not
registeredintheofficial
registerof thethat waswas distinguisheddistinguished fromfrom those
those used
used forfor institutional
institutional audits
audits andand programme
programme assessment.
assessment.
that
relevant
country (theCROHO in the
Netherlands).they are not registered in the official register of theProgrammes
Programmes areare considered
considered newnew programmes
programmes if
if they are not registered in the official register of therelevant
country
(the
CROHO
in
the
Netherlands).
relevant country (the CROHO in the Netherlands).

There were two types of initial accreditations as well as programme assessment for existing
programmes.
One was a programme-level
framework with“limited
assessment criteria for
the initial
There
There were
were two
two types
types ofof initial
initial accreditations
accreditations as
as wellwell asas programme
programme assessment
assessment forfor existing
existing
accreditationofnewprogrammes”
providedbyinstitutions
whose
institutional
qualityassurance
programmes.
programmes. One
One waswas aa programme-level
programme-level framework
framework with
with “limited“limited assessment
assessment criteria
criteria forfor thethe initial
initialassessment
produceda positive result (so-called
limited initial accreditation).
The other
was aaccreditation
accreditation ofof new
new programmes”
programmes” provided
provided byby institutions
institutions whose
whose institutional
institutional quality
quality assurance
assurance
programme-level
frameworkwith “extensive
assessment criteria
for the initial accreditationof new
assessment
assessment produced
produced aa positive
positive result
result (so-called(so-called limited
limited initial
initial accreditation).
accreditation). The
The otherother waswas aaprogrammes,”
the so-called extensive
initial accreditation (required
if an institutional
quality assurance
programme-level
programme-level framework
framework with
with “extensive“extensive assessment
assessment criteria
criteria forfor thethe initial
initial accreditation
accreditation ofof new
newassessment
producesanegative
resultandforinstitutions
that
have
not
appliedforaninstitutional
programmes,”
programmes,” thethe so-calledso-called extensive
extensive initial
initial accreditation
accreditation (required(required if
if an
an institutional
institutional quality
quality assurance
assurance

qualityassurance assessment).
New bachelorʼs
and masterʼsthat
programmes
were eligible
for the initialassessment
assessment produces
produces aa negative
negative result
result andand forfor institutions
institutions that have
have notnot applied
applied forfor anan institutional
institutional
49
accreditation.
qualityassurance
assessment).
Newbachelorʼsandmasterʼs
programmes
wereeligibleforquality assurance assessment). New bachelorʼs and masterʼs programmes were eligible for thethe initial
initialAs mentioned49
49 previously, initial accreditation has been integrated into the framework of programme
accreditation.
accreditation.
assessmentsin the third cycle.
As
As mentioned
mentioned previously,
previously, initial
initial accreditation
accreditation has
has been
been integrated
integrated into
into thethe framework
framework ofof programme
programme
assessments
assessments inin thethe third
third cycle.
cycle.

Standards (as of the second cycle (2011‒2016))
The
number (asof standards
differed dependingon the type of initial accreditations. Limited initialStandardsof the second
cycle (2011‒2016))

Standards (as of the second cycle (2011‒2016))

accreditation
had five areas/fivestandards andextensive
initialaccreditation had eightareas/twelve
The
The number
number ofof standards
standards differeddiffered depending
depending onon thethe type
type ofof initial
initial accreditations.
accreditations. Limited
Limited initial
initialstandards.
accreditationhad
fiveareas/fivestandards
andextensive
initialaccreditation
had
eight
areas/twelve
accreditation had five areas/five standards and extensive initial accreditation had eight areas/twelve

Assessment framework for limited initial accreditation
standards.
standards.
outcomes framework for limited initial accreditation
1. Intended learning
Assessment
Assessment framework for limited initial accreditation2.
Teaching-learning
environment
1.
Intended learning
1. Intended
learning outcomesoutcomes
Assessment
3. Teaching-learning2.
2. Teaching-learning environment
environment

4. Graduation guarantee and financial provisions
3.
Assessment
3. Assessment
Achievedlearning
outcomes(if applicable)
5.
guarantee
andprovisions
4.
Graduation
4. Graduation
guarantee
and financial
financialprovisions
Achieved learning
5.
learning outcomesoutcomes (if(if applicable)
applicable)
5. Achieved

Assessment framework for extensive initial accreditation
outcomes【1standard】
1. Intended learning
Assessment
frameworkfor extensive initial accreditation

Assessment framework for extensive initial accreditation

2. Intended
Curriculum【4 standards】
learning
standard】
1.
1. Intended
learning outcomes【1outcomes【1 standard】
3.
Staff【1 standard】
2. Curriculum
2.
Curriculum 【4【4 standards】
standards】
4.
Servicesandfacilities【2standards】
3.
3. Staff【1Staff【1 standard】
standard】
Quality assurance【1standard】
5. Services
4.
andstandards】
4.
Servicesand facilities【2facilities【2standards】
Quality assurance【1standard】
5.
assurance【1 standard】
5. Quality
49

As mentioned on p. 20, Ph.D. programmes are the responsibility of the individual university and are not includedin the scope of the accreditation process.
As
As mentioned
mentioned on
on p.
p. 20,
20, Ph.D.
Ph.D. programmes
programmes areare thethe responsibility
responsibility ofof thethe individual
individual university
university andand areare not
not included
included
in
the
scope
of
the
accreditation
process.
in the scope of the accreditation process.

49
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41

6. Assessment【1 standard】

standard】
6. Assessment【17.
Graduation guarantee
and financial provisions【1 standard】
6. Assessment【1 standard】
7.
guarantee
and financial
provisions【1standard】
8. Graduation
Achieved learning
outcome(ifapplicable)【1standard】
7.
guarantee
and financial
provisions【1standard】
8. Graduation
Achieved learning
outcome(ifapplicable)【1standard】
8. Achieved learning outcome(if applicable)【1 standard】
2)
Institutional audits
2) Institutional audits2)theInstitutional
auditsInsecond cycle, thefollowing framework was applied. The framework was changed but the50

procedure
did cycle,
not change
significantlyin the third
cycle. The framework was changed but theIn
the second
the following
framework
was applied.
In
the second
the following
framework
was applied.
procedure
did cycle,
not change
significantlyin the third
cycle.50 The framework was changed but the50

procedure did not change significantly in the third cycle.

Assessment framework for institutional audits (as of the second cycle (2011‒2016))
Standard 1: Visionof the qualityof the education
provided
Assessment
framework
for institutional
audits(as of the second cycle (2011‒2016))
Assessment
framework
for institutional(as ofthesecondandcycle
The institution
has aofbroadly-supported
ofaudits
theprovided
qualityof itseducationthe (2011‒2016))
development ofStandard
1: Vision
the qualityof thevision
education
Standard
1: Vision
the quality of thevision
educationa quality
culture.
The
institution
has aofbroadly-supportedof theprovided
quality of its education and the development ofTheinstitution
has a broadly-supported vision of the quality of its education and the development ofaqualityculture.
2: Policy
Standard
a quality culture.
The
institution
pursues an adequate policy in order to realise its vision of the quality of its education.
2: Policy
Standard
2: Policy
Standard
This institution
comprises
at least: anpoliciesin thefieldinofordereducation,
staff,
accessibility
feasibilityThe
pursues
adequate
policyto realise
its facilities,
vision of thequality ofand
its education.
The
institution
pursuesanadequate
policyinofordertoits facilities,
visionof thequality
ofand
its education.
for studentswithfunctional
disability,
embeddingofrealiseresearchinthe education
provided,as well as
Thiscomprises
ataleast:
policiesin thefield
education,
staff,
accessibility
feasibilityThis
comprises
atbetween
policiesin thefield
education,
staff,
facilities,
accessibility
and feasibility
the students
interrelation
educationandthe of(international)
professionalfield
andprovided,
discipline.
forwithaleast:functional
disability,
embeddingof researchin the education
as well as
for students
withbetween
a functional
disability,of researchin the education
as well as
theinterrelation
educationand embedding
the (international)
professional
field andprovided,
discipline.
3: Output
Standard
the interrelation between education and the (international) professional field and discipline.
The
institution
has insight into the extent to which its vision of the quality of its education is
3: Output
Standard
OutputStandard
realised.
It3:gauges
evaluates
programmes
regularbasis,
students,The
institution
hasandinsight
into the quality
extent of
to itswhich
its visiononofa thequalityof among
its educationis
The institution
insight
into oftheextentto itswhich
its visiononofa thequalityof among
its educationisstaff,
alumniandhasrepresentatives
theprofessional
field.
realised.
It gauges
andevaluates
thequalityofprogrammes
regularbasis,
students,
realised.
It gauges
and evaluates of
the quality of its programmes on a regular basis, among students,
staff,
alumniand representatives
4: Improvement
policy the professional field.
Standard
staff, alumni and representatives of the professional field.
The institution
can demonstrate
4: Improvement
policy that it systematically improves the quality of its programmesStandard
4: Improvement
policy that it systematically improves the quality of its programmesStandard
whereverrequired.
The
institution
can demonstrate
The institution
can demonstrate that it systematically improves the quality of its programmes
wherever5: Organisation and decision-making structureStandard required.
wherever required.
5: Organisationand decision-making
structure
Standard
The institution
has an effective
organisation anddecision-making structure with regard to theanddecision-making
structure
Standard
qualityof 5:
itsOrganisation
programmes,
which
clearlydefinesandthetasks,
authorities andresponsibilities
and towhich
The institution
has an effective
organisation
decision-making
structurewith regard
theencompasses
thehasparticipationof clearly
students
and staff.
The institution
an effective
organisation
anddecision-making
structurewith regard
thequalityof its programmes,
which
defines
the tasks,
authorities andresponsibilities
and towhich
quality of its programmes,
which
defines
the tasks, authorities and responsibilities and which
encompasses
the participationof clearly
students
and staff.
encompasses the participation of students and staff.

50

Refer to p. 24 for further details.

50

Refer to p. 24 for further details.

50

Refer to p. 24 for further details.

42of theQuality System
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3) Programme assessment
In the second cycle, the following frameworks had been applied. The framework was changed but
procedure was not changed much in the third cycle.

51

Assessment framework for limited programme assessment (as of the second cycle(2011‒2016))

52

Limited programme assessment (4 areas・4 standards)
1. Intended learning outcomesStandard 1: The intended learning outcomes of the programme have been concretised with regard tocontent, level and orientation; they meet international requirements.
2. Teaching-learning environment
Standard 2: The curriculum, staff and programme-specific services and facilities enable the incoming
students to achieve the intended learning outcomes.
3. Assessment
Standard 3: The programme has an adequate assessment system in place.
4. Achieved learning outcomesStandard 4: The programme demonstrates that the intended learning outcomes are achieved.

Extensive programme assessment (7 areas・11 standards)
1. Intended learning outcomesStandard 1: The intended learning outcomes of the programme have been concretised with regard tocontent, level and orientation; they meet international requirements.
2. CurriculumStandard 2: The orientation of the curriculum assures the development of skills in the field of
scientific research and/or the professional practice.
Standard 3: The contents of the curriculum enable students to achieve the intended learning
outcomes.
Standard 4: The structure of the curriculum encourages study and enables students to achieve theintended learning outcomes.
Standard 5: The curriculum ties in with the qualifications of the incoming students.
3. Staff
Standard 6: The staff is qualified and the size of the staff is sufficient for the realisation of thecurriculum in terms of content, educational expertise and organisation.
4. Services and facilities
Standard 7: The accommodation and the facilities (infrastructure) are sufficient for the realisation of
the curriculum.
51

Refer to p. 24 for further details.

52

The standards for programme assessment were published during the second cycle in December 2014, in

accordance with revisions of the former system.

Overviewof theQuality Assurance
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Standard 8: Tutoring and student information provision bolster studentsʼ progress and tie in with theneeds of students.
5. Quality assuranceStandard 9: The programme is evaluated on a regular basis, partly on the basis of assessable targets.
6. Assessment
Standard 10: The programme has an adequate assessment system in place.
7. Learning outcomes achieved
Standard 11: The programme demonstrates that the intended learning outcomes have beenachieved.

4) Assessment of distinctive (quality) features
In the third cycle, the assessment of distinctive (quality) features is conducted within the scheme ofinstitutional audit or programme assessment, whereas it had been carried out under an independent
framework in the second cycle.
The NVAO conducts assessment focusing on distinctive (quality) features of higher education
institutions and their programmes. This assessment enables institutions to draw attention to aspects
that are not directly related to programme levels but involve, for example, the orientation of aprogramme. It is also conducted at the request of institutions. Programmes and institutions can apply
for it within the scheme of the institutional audit or programme assessment, or outside the scheme.
Recently, institutions have been required to choose the themes for assessment out of the following
distinctive (quality) features set by the NVAO:＜Themes of distinctive (quality) features ＞
53

53



Sustainable higher education

Internationalisation

Small-scale and intensive education



Entrepreneurship

Source: NVAO web site
https://www.nvao.net/beoordelingsproceduresnederland/bijzondere-kenmerken

43

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44
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Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)

Sources and references
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Inspectie vanvan hethet Onderwijs
Onderwijs Ministerie
Ministerie Onderwijs,
Onderwijs, Cultuur
Cultuur enen Wetenschap：
Wetenschap：

Study
in
Holland：https://www.studyinholland.nl
http://www.onderwijsinspectie.nl/english
http://www.onderwijsinspectie.nl/english
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Coördinatiepunt NLQF：
Study
Study inin Holland：https://www.studyinholland.nl
Holland：https://www.studyinholland.nl
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National Coördinatiepunt
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:https://www.nvao.net/beoordelingsproceduresnederland/evaluatieorganisat
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Eurydice:ycle̲Higher̲Education
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Netherlands:Short-C
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Netherlands:Short-C

ENIC/NARIC：http://www.enic-naric.net/index.aspx
ycle̲Higher̲Educationycle̲Higher̲Education


ENIC/NARIC：http://www.enic-naric.net/index.aspx
ENIC/NARIC：http://www.enic-naric.net/index.aspx
Books/documents

Key Figures 2009-2013, Ministry of Education, Culture and Science
Books/documents
Books/documents
Country
Module(2015), Education
system The Netherlands,
EP-Nuffic
KeyKey Figures
Figures 2009-2013
2009-2013, Ministry
Ministry ofof Education,
Education, Culture
Culture andand Science
Science
THE NETHERLANDS DECEMBER
2009: EURYDICE
National summary sheets onCountryCountry Module(2015)
Module(2015) Education
Education systemsystem The
The Netherlands,
Netherlands, EP-Nuffic
EP-Nuffic

educationsystems in Europe and ongoingreformsTHE
THE NETHERLANDSNETHERLANDS DECEMBERDECEMBER 2009:
2009: EURYDICEEURYDICE National
National summary
summary sheets
sheets ononHighereducation
intheNetherlands
Countryreport,(2007)EgbertdeWeert,
Patra
education
education systems
systems inin Europe
Europe andand ongoingongoing reforms
reforms
HigherHigher education
education inin thethe Netherlands
Netherlands Country
Country reportreport,(2007)Egbert,(2007)Egbert dede Weert,
Weert, Patra
Patra

Overviewof theQuality Assurance
System Education:
in Higher Education:
The Netherlands(second edition)
Overview of
the Quality
Assurance
System in Higher
The Netherlands(second edition)

Boezerooy, pp.12-13,16


Eurybase The Netherlands, p.111, European Commission
Organisation of the education system in the Netherlands 2008, ch6 Tertiary
education, p.113, EURYBASE

The quality assurance system
HP

Ministry of Education, Culture and Science：https://www.government.nl/topics/secondary-vocational-education-mbo-and-higher-education/contents/higher-education

Vereniging van Universiteiten：http://www.vsnu.nl/en̲GB/sep-eng.html



NVAO：http://www.nvao.net

ECA：http://ecahe.eu/eca/internationalisation-platform/certification/

University of Groningen：
http://www.rug.nl/corporate/onderzoek/kwaliteitszorg/index?format=printCommissie Doelmatigheid Hoger Onderwijs（CDHO）：http://cdho.nl/

Books/documents
EP-Nuffic Country Module(2015) Education system The Netherlands



EP-Nuffic Factsheet higher education system in the NetherlandsStandard Evaluation Protocol2003-2009 For Public Research Organisations(2003)
Vereniging van Universiteiten, Nederlandse Organisatie voor Wetenschappelijk
Onderzoek, Koninklijke Nederlandse Akademie van Wetenschappen, pp.5-7,23

Standard Evaluation Protocol2015-2021 Protocol for Research Assessments in the
Netherlands(2014) Vereniging van Universiteiten, Nederlandse Organisatie voor
Wetenschappelijk Onderzoek, Koninklijke Nederlandse Akademie van
Wetenschappen, pp.5-7,10Documents provided when NIAD-UE visited NVAO in July 2009

Assessment frameworks for the higher education accreditation system of theNetherlands（2014）NVAO, pp.6-59
Extensive initial accreditation protocol（2010）NVAO, p.3
NVAO Annual Report 2015, Systems in motion(2016)NVAO, p.6
Report of the Panel of the external review of NVAO (September 2012)NVAO, p.27
Frameworks for the Assessment of Quality in Internationalisation(2015) ECA, Axel






Aerden, pp12-16, 20-22






Egbert de Weert THE NETHERLANDS In: James J.F. Forest, Philip G. Altbach
International Handbook of Higher Education pp.13-16, 65-70
Assessment framework for the higher education accreditation system of theNetherlands September 2016, NVAO
Important differences Assessment frameworks for the higher education
accreditation system of the Netherlands 2014-2016, NVAOFQA Assessment framework for the higher education accreditation system of theNetherlands 2016, NVAO

45

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Overview of the Quality Assurance System in Higher Education: The Netherlands (second edition)

ᴾ

Overview of the Quality Assurance System in Higher Education
The Netherlands
Second edition (2018)

Published by:
National Institution for Academic Degrees and Quality Enhancement of Higher Education
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
https://www.niad.ac.jp
Universal design fonts that are easy to read and understand are used in this document.