Vocational education and training : policy briefs 2023 : Netherlands.
Date: 2024-05-31
Institutions: Cedefop
Subjects: Netherlands, continuing education, labour market, professional career, statistics, teaching quality, vocational education, vocational training

NETHERLANDS

ENVocational education  and trainingPolicy briefs 2023Cedefop monitoring and analysis of VET policiesThis  VET  policy  brief  was  produced  by  the  European  Centre  for  the  Development  of 
Vocational Training (Cedefop), Department for VET [vocational education and training] and 
Qualifications under the supervision of Loukas Zahilas, Head of Department. 
The report was drafted by Eirini Monsela, Cedefop expert, under the guidance of Dmitrijs 
Kuļšs, Cedefop expert. 
This report is part of Cedefop’s monitoring of vocational education and training policies and 
systems. It is based on detailed information on VET policy implementation submitted by 
Cedefopʼs  European  network  of  expertise  on  VET  (ReferNet)  and  other  sources.  For 
additional information please visit Cedefop’s online tool Timeline of VET policies in Europe. 

Please cite this publication as: 
Cedefop (2024). Vocational education and training policy briefs 2023 – 
Netherlands. Cedefop monitoring and analysis of vocational education and training 
policies. 
http://data.europa.eu/doi/10.2801/063739 

A great deal of additional information on the European Union is available on the internet. 
It can be accessed through the Europa server (http://europa.eu). 
Luxembourg: Publications Office of the European Union, 2024 

© Cedefop, 2024. 

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PDF ISBN 978-92-896-3745-9 doi: 10.2801/063739 TI-05-24-299-EN-N 

2 

 
 
 
 
 
 
 
 
 
 
 
Contents 

1.

2.

3.

4.

5.

6.

Introduction .............................................................................................................. 2 

National VET context and challenges ...................................................................... 2 

2.1  National VET context ...................................................................................... 2 

2.2  Challenges ..................................................................................................... 3 

National VET policy priorities ................................................................................... 4 

Main policy developments 2020-23 ......................................................................... 4 

4.1  Promoting equal opportunities in VET and making it more inclusive ............... 4 

4.2  Strengthening links between VET and the labour market ............................... 6 

4.3  Ensuring a high-quality future-proof VET through research and innovation .... 6 

4.4 

Improving flexibility and lifelong learning culture in VET ................................. 7 

Statistical information in relation to EU targets ......................................................... 8 

Conclusion............................................................................................................... 9

References ..................................................................................................................... 11 

3 

1.

Introduction

This VET policy brief produced by Cedefop presents a snapshot of vocational education and
training policy developments in the Netherlands between 2020 and the beginning of 2023. It
presents the context and the challenges the country faces, a selection of the latest VET-related
statistics,  as  well  as  the  national  priorities  until  2030  identified  in  the  Netherland’s  national
implementation  plan.  This  policy  brief  provides  information  from  Cedefop  monitoring  and
analysis  on  the  implementation  of  the  Council  Recommendation  on  VET  and  Osnabrück
Declaration. It offers stakeholders a regular source of information on VET policy developments
that could be used for future policy making.

2.

National VET context and challenges

2.1  National VET context 
Initial  vocational  education  and  training  (IVET)  in  the  Netherlands  is  regulated  at  lower 
secondary (Secondary Education Act), upper secondary (Vocational education and Adult 
Education  Act)  and  higher  education  (Higher  Education  and  Research  Act)  levels. 
Continuing  vocational  education  and  training  (CVET)  is  driven  by  the  market  through 
suppliers  offering  vocational  and  general  courses  for  jobseekers,  the  unemployed, 
employees, the self-employed, and employers (Cedefop and ReferNet, 2023). 

Graduates  from  lower  secondary  pre-vocational  programmes  (VMBO)  and  practical 
labour-oriented  programmes  (PRO)  for  learners  with  special  education  needs  can  enter 
upper  secondary  VET  (MBO). Most  publicly  funded  upper  secondary  VET  is  delivered 
through  41  large  multi-sectoral  regional  training  centres  (ROC),  and  16  occupational 
colleges offering agricultural and other sector VET programmes (Cedefop; ECBO – Centre 
for Expertise in Vocational Education and Training, forthcoming). 

Upper  secondary  VET  providers  are  large,  and  they  offer  diverse  programmes.  In 
2022/23, 57 public MBO schools had more than 8 000 learners each on average, including 
adults. They offer two equivalent learning pathways – school-based (BOL) and dual (BBL) 
– leading  to  the  same  diplomas.  During  economic  expansion,  the  dual  pathway  also
expands.

The  learning  outcomes  of  the  occupational  standards  are  defined  in  the  national 
qualification system. They are developed and maintained by sectoral committees, involving 
social  partners  and  education  institutions.  Curricula  are  developed  based  on  a  broad 
framework outlining key elements by VET providers, including companies, and approved 
by the education ministry.  

(Cedefop;  ECBO  –  Centre  for  Expertise  in  Vocational  Education  and  Training, 

forthcoming). 

Equal opportunities are a key priority within the Working together on talent agenda for 
VET 2023-27. In 2016, the education ministry adopted the Equal opportunities action plan 

4 

to foster equal opportunities in education, including VET. Within the framework of this plan, 
since 2017 grants have been available for education institutions for their activities, including 
research  and  knowledge-sharing  to  advance  equal  opportunities  for  VET  learners  and 
graduates. For example, several initiatives encourage progression from upper secondary 
to higher vocational education. Within the same framework, in 2017 the education ministry 
launched  the  Alliance  for  Equal  Opportunities,  urging  parents,  teachers,  school 
administrators,  researchers,  employers,  and  organisations  that  work  to  address  social 
issues, to collaborate in tackling inequality of opportunities in education, including VET. An 
online platform facilitates the exchange of their experiences and knowledge.  

Since 2013, representatives of education institutions, employers and employees, the 
regions  and  the  national  government  have  cooperated  on  the  National  technology  pact. 
Their ambition is to guarantee a proficient workforce with intelligent and skilled technicians 
responsive  to  current  and  future  job  market  needs  through  a  structural  approach. This 
ambition still stands, with greater focus on energy transition and lifelong learning initiatives 
in VET. 

2.2  Challenges 
Limited motivation and challenging access to education for at-risk learners are obstacles 
for  equal  opportunities.  In  the  Netherlands,  the  COVID-19  pandemic  reduced  learner 
motivation  to  study.  Enrolments  in  VET  from  secondary  education  are  decreasing  also 
partly  because  of  demographic  situation.  Many  learners  lack  proficiency  in  literacy, 
numeracy,  citizenship  and  digital  competences,  particularly  in  lower  secondary  pre-
vocational education (VMBO). 

The increased labour market demand for unskilled personnel has made entering the 
job  market  appealing  for  people  without  qualifications,  offering  quick  but  often 
unsustainable  job  opportunities.  This  trend  continues.  In  contrast,  persistent  labour 
shortages,  particularly  in  skilled  job  positions,  continue  to  prevail  with  historically  high 
unfilled vacancies (449 000). The limited offer of retraining opportunities in housing, care, 
climate  and  energy  sectors,  in  which  technical  innovations  and  digitalisation  play  an 
important role, is also a challenge for VET. 

There is a limited attractiveness in the VET teacher profession and opportunities for 
professional development of teachers. Reasons for teacher shortages in VET also include 
remuneration  and  increasing  workload.  Reform  of  the  teacher  qualification  system  and 
addressing  the  shortage  of  teachers  within  lower  secondary  pre-vocational  education 
(VMBO), and labour-oriented practical training (PRO), are also pressing issues. 

While research in VET is vital for its development, providers are not yet full and equal 
partners  in  research  and  innovation  networks.  This  is  reflected  in  research  funding 
schemes and calls, which often exclude VET. 

Student satisfaction surveys reveal a need for improved career guidance. According 
to the JOB Monitor 2020 one-third of VET students surveyed expressed a need for better 

5 

career guidance and more information when making decisions about further education or 
entering the labour market. 

Although participation in lifelong learning is generally high in the country, recent data 
indicate lower participation in VET programmes and non-formal learning offered by VET, 
especially for those with a practical background and people over 55 (Netherlands 2024; 
Ministry  of  Education,  Culture  and  Science  of  Netherlands  et  al.  2023,  Cedefop  and 
ReferNet 2023). 

National VET policy priorities

3.
As  a  response  to  the  2020  Council  Recommendation  on  VET  and  the  Osnabrück 
Declaration,  the  Netherlands  prepared  a  national  implementation  plan  for  VET.  A  first 
version of the plan was submitted in 2022. In 2024, the plan was updated according to the 
Working  together  on  talent  agenda  for  VET  2023-27.  The  national  implementation  plan 
focuses on the following priorities to address the identified challenges: 
a) promoting equal opportunities in VET and making it more inclusive;
b)
c) ensuring high-quality future-proof VET through research and innovation;
d)

strengthening links between VET and the labour market;

improving flexibility and lifelong learning culture in VET.

These  priorities  have  been  developed  in  alignment  with  the  broader  Coalition
agreement 2021-25 Looking after each other, looking ahead to the future, which focuses 
on  strengthening  VET.  They  are  also  linked  to  the  Count  on  skills  [Tel  mee  met  Taal] 
programme,  aiming  to  improve  the  literacy,  numeracy  and  digital  skills  of  children  and 
young people, and to the Road map for lifelong learning, which outlines future challenges 
in lifelong learning and showcases measures tackling them (Netherlands 2024; Ministry of 
Education, Culture and Science of Netherlands et al. 2023). 

4. Main policy developments 2020-23

4.1 

Promoting  equal  opportunities  in  VET  and  making  it  more 
inclusive 

In 2022, the government, including the education ministry, introduced an initiative aimed at 
improving the mental health of the Dutch population. Currently in the design phase, it aims 
to raise mental health awareness, providing tools for individuals and society, with a focus 
on  prevention.  It  includes  five  areas  of  action:  society,  neighbourhood,  education, 
workplace,  and  online  community.  For  VET,  the  goal  is  to  ensure  that  learners  develop 
optimally  in  a  secure school  environment.  Following  the  COVID-19  pandemic  impact  on 
the well-being of over 500 000 VET learners, the National Institute for Public Health and 
the Environment (RIVM) conducted research from May 2021 to April 2022 to gain deeper 
insights. Two fact sheets were published. The first fact sheet is about the mental well-being 

6 

of  MBO  students  during  the  first  2  years  of  the  pandemic,  featuring  key  findings  and 
relevant  recommendations.  The  second  fact  sheet  focuses  on  improving  mental  health 
monitoring among MBO students, advocating for the establishment of a national monitor. 
In  2020,  the  Minister  for  Education  presented  to  the  parliament  a  policy  letter  (1) 
outlining  the  agenda  for  improving  inclusive  education  in  VET  until  2025.  This  targets 
learners  with  difficulties  and  migrant  background.  The  agenda  was  developed  in 
consultation  with  various  stakeholders  and  ministries.  It  aims  to  improve  inclusive 
education  in  four  key  areas:  transition  of  prospective  students  to  secondary  VET  and 
parental  involvement;  quality  of  in-school  support;  cooperation  among  schools  and 
youth/adult care institutions; and career guidance during and after internships. In 2022, the 
Minister also presented to the parliament a progress report, including the launch of mbo 
accessible, a one-stop-shop website that offers comprehensive information about facilities 
and regulations for MBO students with disability or in need of support. A school guide has 
also  been  developed  for  students  with  chronic  diseases  and  efforts  are  under  way  to 
establish a parent network. Knowledge-sharing seminars have begun to be offered for VET 
students  with  sensory  or  other  disabilities  to  ensure they  use  ICT  effectively. In  2022,  a 
manual for students who need assistance during internships and in the labour market was 
published, providing guidance for professionals, including overviews and tips. 

Since 2020, the Minister for Education has issued four policy letters aiming to reduce 
early leaving from education and training. In the first, from March 2020, the government 
and other education and labour market stakeholders expressed their intention to focus on 
apprenticeships to help dropouts obtain basic qualifications. The second, from July 2020, 
described progress on measures following a 2019 interdisciplinary policy study (2) on young 
adults  disconnected  from  the  labour market.  It outlined  steps for  integrated  support  and 
addressed  fundamental  barriers  identified.  The  third  policy  letter,  from  February  2021, 
reported  on  the  progress  on  combating  early  leaving  from  education  and  training.  It 
discussed measures supporting regions to reduce dropout rates, such as utilising parental 
involvement, recognising early signs of dropout, and identifying young people who leave 
school without required qualifications. Despite these and other measures, the dropout rate 
increased in 2020/21. In the fourth policy letter, from March 2022 on early school leaving, 
the Minister for Education discussed ways to strengthen the existing early school leaving 
approach and to build it into an integrated school-to-work approach. 

In 2020, as part of the Equal opportunities action plan, a campaign was launched to 
combat  discrimination  in  the  workplace.  This  includes  instances  where  an  internship 
applicant  belongs  to  a  diversity  group.  In  the  same  year,  the  education  and  labour 
ministries,  together  with  the  Council  for  upper  secondary  VET  schools,  established  the 

(1)

(2)

Letters to the Parliament in the Netherlands serve several functions. The government ministers use letters 
to  inform  the  Parliament  about  various  matters,  including  policy  developments,  decisions,  and  actions
taken by their ministries. They may include proposals for new legislation, amendments to existing laws,
or updates on the progress of legislative initiatives. The Parliament uses letters from government ministers 
to scrutinise policies, assess their effectiveness, and identify areas where improvements or changes may
be needed. Letters to the Parliament contribute to transparency in governance by providing members of
the parliament and the public with information about government activities, decisions, and policies.
Further information about the study is available.

7 

Knowledge  Centre  for  Equal  Opportunities,  Diversity,  and  Inclusion.  The  centre  aims  to 
assist all stakeholders, including MBO schools, VET teachers, learners and apprenticeship 
applicants,  by  providing  comprehensive  information  on  equality,  diversity  and  inclusion 
topics. Additionally, the centre offers support to VET institutions in fostering inclusivity, for 
example by offering e-learning training courses about equal opportunities in internship to 
VET teachers and internship supervisors. 

4.2 
Strengthening links between VET and the labour market 
Since  2022,  the  EUR  25  million  Skilled  with  skills  programme  has  supported  the 
development  of  an  online  skills  dictionary:  CompetentNL.  The  dictionary  is  a  national 
standard  for  describing  skills  as  precisely  as  possible  for  employers,  job  seekers  and 
trainers  to  help  them  understand  exactly.  The  dictionary  can  be  used,  for  example,  for 
creating  vacancy  notices, skill  profiles,  and training  programmes.  All  major stakeholders 
work together on this project to describe existing skills to connect education and the labour 
market better. 

In  June  2022,  the  Minister  for  Education  announced  a  comprehensive  agenda  to 
address teacher shortages in Dutch primary, secondary education and upper secondary 
general  and  vocational  education.  In  his  2022  policy  letter  to  the  parliament  on  teacher 
policy, he mentioned a regional approach as part of a national strategy to tackle targeted 
teacher regional shortages. The agenda includes plans to connect and strengthen regional 
existing collaborations between stakeholders, and tackling labour market issues such as 
teacher  shortages.  The  stakeholders  include  school  boards,  teacher  training  colleges, 
professional groups, and researchers within and across sectors. 

In 2022, a taskforce Educating with opportunities (Kansrijk Opleiden) was established 
by  the  Cooperation  Organisation  for  VET  and  the  Labour  Market  (SBB),  consisting  of 
members from the education and business communities. The taskforce has been working 
on  revising  the  definition  and  working  methodology  of  Macro-efficiency  in  VET,  an  act 
introduced  in  2015  to  combat  skills  mismatches.  The  taskforce  has  recommended 
implementing  the  so-called  ‘promising  training’  approach,  wherein  VET  institutions  and 
companies  jointly  train  young  and  adult  learners  to  develop  professional  skills  for  a 
sustainable career. Five main objectives were set for this purpose: to provide a practice-
based pathway from pre-vocational secondary education to higher professional education, 
enhance pre- and during-study information and orientation, promote collaboration between 
schools and companies, strengthen the existing VET infrastructure, and improve regional 
cooperation, especially in lifelong learning. 

4.3 

Ensuring a high-quality future-proof VET through research and 
innovation 

In 2022, the education ministry, in a letter addressed to the parliament, proposed a set of 
measures  to  strengthen  the  quality  of  citizenship  education.  The  measures  included 
reassessing the content of citizenship education (citizenship qualification component) and 

8 

improving teacher training in this area. In the same year, an independent VET expert group 
was established by the education minister to monitor the process of improving quality in 
citizenship education in VET. In 2023, the group formulated 20 qualification requirements 
on citizenship education for school-based exams. The Minister for Education challenged 
this  approach  and  suggested  that  qualification  requirements  for  citizenship  education 
should be described in more detail, but they should not prescribe how students think, as 
opinions are not to be assessed. 

In  2022,  the  education  agreement  Together  for  the  best  education  came  into  effect 
after  consultations  between  the  education  ministry  and  stakeholders.  It  was  decided  to 
invest EUR 1.5 billion in recruiting and retaining teachers, school leaders and education 
support  staff,  to  improve  primary  and  secondary  education  including  VET.  The  working 
agenda  is  structured  around  three  key  action  lines:  ensuring  an  attractive  teaching 
environment  for  skilled  professionals;  facilitating  entry  into  the  teaching  profession  to 
address teacher shortages; and optimising the teacher qualification system to ensure an 
adequate supply of qualified educators for all students.  

In 2022, the Knowledge-sharing programme was launched by the National Educational 
Research Agency (NRO) in the framework of the Development agenda for a strengthened 
knowledge  infrastructure  in  education.  The  programme  aims  to  increase  VET  quality  by 
promoting  research-based  practices  among  VET  professionals.  It  consists  of  four  key 
components:  offering  a user-friendly  online  platform  for  accessing  educational  research; 
developing  practical  recommendations  for  applying  research  findings  in  educational 
practice;  facilitating  knowledge  sharing  and  promoting  evidence-informed  practices  in 
education through national thematic meetings; and integrating research-based knowledge, 
in relevant guiding papers and meetings of the online platform. Each year, the programme 
focuses on specific themes relevant to VET. 

Improving flexibility and lifelong learning culture in VET 

4.4 
In  2022,  the  government  approved  a  grant  of  EUR  392  million  for  the  national  Lifelong 
learning catalyst project (LLO Katalysator) that will run until 2027. The project focuses on 
regional cooperation to align training demand and supply with each region's economic and 
social  needs.  It  concentrates  on  the  demand-driven  development  of  (modular)  training 
programmes  through  VET  provider  collaboration  with  regional  stakeholders,  including 
economic  boards,  industries,  companies,  and  institutions.  The  catalyst  consists  of  four 
building blocks: mapping the skills of the future, encouraging lifelong learning solutions for 
transitions (e.g. energy transition), encouraging educational institutions to offer transition-
oriented life-long learning solutions, and stimulating a learning culture. In June 2023, the 
official national kick-off event for the project took place and an initial EUR 167 million was 
granted for implementation. 

In 2020, the labour ministry launched the learning and development incentive scheme 
for SMEs (SLIM-regeling) to stimulate lifelong learning in SMEs. According to the scheme, 
SMEs, and larger companies or partnerships of SMEs, trade associations, and education 

9 

institutions can apply for subsidies to facilitate support measures, including screening of 
skills needed in a company, offering career advice, and stimulating employee development. 
Based on the first evaluation report, a total of 2 294 applications have been received and 
765 grants awarded, including 673 to SMEs, 10 to large companies and 73 to partnerships. 
In 2020, existing and new measures were integrated in a broad lifelong learning policy 
referred to as the Road map for lifelong learning. This policy addresses future challenges 
and  outlines  strategies  to  overcome  them  around  four  pillars:  strengthening  individual 
demand for lifelong learning through financial support and easy access to information and 
guidance;  encouraging  employers  and  social  partners  to  invest  in  lifelong  learning, 
particularly in SMEs and informal settings; ensuring flexibility in lifelong learning by offering 
modular  and  tailored  solutions  in  VET  focused  on  worker  demand;  and  stimulating  a 
learning culture among individuals and employers through campaigns and guidance. 

Statistical information in relation to EU targets
5.
The Netherlands shows good progress towards the EU targets related to VET. In 2015-22, 
the employment rate of recent IVET graduates (aged 20 to 34) in the country has shown 
steady improvement, increasing from 85.8% to 92.8% and surpassing the 82% target set 
by the Council Recommendation on VET for 2025. The country is a top four performer in 
the EU. 

The country’s VET also has a high share of work-based learning. In 2022, 95.1% of 
recent  IVET  graduates  (20  to  34-year-olds)  experienced  work-based  learning  as  part 
of their VET, the 3rd highest share among the EU-27 countries. It is also significantly above 
the 2025 EU target of 60%. 

In  2022,  more  than  a  half  of  all  Dutch  nationals  (56.1%)  aged  25  to  64 engaged  in 
lifelong learning activities within the past year. This is more than the 47% EU target set in 
the VET recommendation for 2025. 

The  Netherlands  has  also  reduced  the  share  of  early  leavers  from  education  and 
training  by  3.3  percentage  points  in  the  past  decade.  In  2022,  it  was  5.6%,  i.e. 
outperforming  the  ‘9%  or  less’  target  set  by  the  Council  Resolution  on  the  European 
Education Area. 

Table 1. European vocational education and training policy dashboard: the Netherlands 

Type of 
indicator 
(3) 

Indicator 

Last 
available 
year 

NL 

EU-27 

Policy 
Document 

EU target 
(year) 

VET for developing a lifelong learning culture 

Progress 

Adults (25 to 64-year-olds) with a learning 
experience in the last 12 months (%)* 

2022 

56.1 

39.5 

Skills 
Agenda 
Council 
Resolution 
on EEA 

50% (2025) 

47% (2025) 

(3)

Definitions on the type of indicators are available.

10 

Progress 

Progress 

Low-qualified adults with a learning 
experience in the last 12 months (%) 
Unemployed adults with a learning 
experience in the last 4 weeks (%) 

2022 

2022 

33.3 

29.3 

18.4 

13.2 

Context 

Employment rate for 20 to 64-year-olds (%) 

2022 

82.9 

74.6 

Context 

Early leavers from education and training (%) 

2022 

5.6 

9.6 

Context 

NEET rate for 15 to 29-year-olds (%) 

2022 

4.2 

11.7 

VET for Resilience, transitions, sustainability and excellence 

Progress 

Adults (16 to 74-year-olds) with at least basic 
digital skills (%) 

2021 

78.9 

53.9 

Progress 

Employment rate for recent IVET graduates 
(20 to 34-year-olds) (%) 

2022 

92.8 

79.7 

Progress 

Recent IVET graduates (20 to 34-year-olds) 
with a work-based learning experience as 
part of their vocational education and training 
(%) 

2022 

95.1 

60.1 

Context 

25 to 34-year-olds with tertiary attainment 
(%) 

2022 

56.4 

42 

Context 

Gender employment gap (%) 

2022 

7.9 

10.7 

Context 

People at risk of poverty or social exclusion 
(1000s) 

2022 

2 863 

95 284 

Context 

Employed ICT specialists (1000s) 

2022 

685 

9 370.2e 

VET for the European Education Area 

Progress 

Learners in IVET who benefitted from 
learning mobility abroad (%) ** 

2021 

1.1z 

2.1 dV 

ESPR 
Action 
Plan 
Skills 
Agenda 
Skills 
Agenda 
ESPR 
Action 
Plan 
Council 
Resolution 
on EEA 
ESPR 
Action 
Plan 

Skills 
Agenda 
ESPR 
Action 
Plan 
Council 
Rec on 
VET 
Council 
Rec on 
VET 
Council 
Resolution 
on EEA 
Council 
Resolution 
on EEA 
ESPR 
Action 
Plan 
ESPR 
Action 
Plan 

2030 
Digital 
Compass 

Council 
Rec on 
VET 
Skills 
Agenda 

60% (2030) 

30% (2025) 

20% (2025) 

78% (2030) 

<9% (2030) 

9% (2030) 

70% (2025) 

80% (2030) 

82% (2025) 

60% (2025) 

45% (2025) 

To be halved 
(2030) 
15 million 
reduction 
(2030) 
20 million, with 
convergence 
between men 
and women 
(2030) 

8% (2025) 

Context 

Average number of foreign languages 
learned in IVET 

2021 

0.9 

1.2 

Available flags: [e: estimated, d: definition differs, V: Cedefop estimate, z – not applicable. 
* 
** 
Source: Cedefop. European VET policy dashboard 

Eurostat data (Adult Education Survey, special calculation excluding guided on-the-job training)
Provisional estimates affected by the COVID-19 pandemic 

6. Conclusion
The Netherlands has taken important steps to address its national priorities in VET, which 
are described in the national implementation plan. These steps include promoting equal 
opportunities  for  VET  learners,  improving  the  connection  between  VET  and  the  labour 
market, ensuring high-quality future-proof VET, and promoting lifelong learning. 

11 

Promoting equal opportunities has been an important priority for the Netherlands. An 
improvement agenda for inclusive education in VET was developed enabling initiatives that 
facilitate quick and easy access to VET and the labour market for students belonging to 
diversity  groups.  To  combat  early  leaving  from  education  and  training,  the  education 
ministry  identified  barriers  and  proposed  measures  that  prevent  drop-outs  and  protect 
students  promptly  from  leaving  VET.  Initiatives to  combat  internship  discrimination  were 
also  undertaken  by  the  education  and  labour  ministries.  Steps  have  been  taken  also  to 
improve the mental health of VET students. However, closer monitoring of opportunities for 
VET  learners  to  have  the  same  experiences  in  student  life  as  their  peers  from  general 
education, such as gaining experience abroad and acquiring cross-border competences, 
would further increase equal opportunities in VET and help VET learners develop their skills 
and capacities further. 

The  Netherlands  has made  progress  in  connecting  VET  with  the  labour market.  An 
online dictionary of skills is under development to provide a common ground and ensure 
easy access by employers, job seekers and trainers to the skills offered in VET. The country 
has  also  developed  a  policy  targeting  teacher  shortages  aligned  with  the  needs  of  the 
regional  labour  markets.  Another  measure  taken  to  shape  VET  addressing  the  labour 
market needs is the establishment of a taskforce working on ways students can develop 
skills for a sustainable career. Further actions to inform career choices for VET learners 
and intensify their work-based learning would help additional linking of VET with the labour 
market. Addressing structural labour and skills shortages also requires better consideration 
of sector-specific needs (European Commission 2023). 

The  Netherlands  has  also  taken  steps to  ensure  high-quality  VET  and  to  connect  it 
with  education  research.  Measures  implemented  include  bolstering  the  quality  of 
citizenship  education,  clarifying  its  content,  improving  relevant  teacher  training  and 
establishing  an  independent  expert  group to monitor  progress  on  this  issue.  A  separate 
initiative focused on tackling teacher shortages and ensuring an adequate teacher supply 
in VET. Efforts were made also to improve the involvement of VET in research. At the same 
time,  the  country  may  need  to  focus  more  on  measures  addressing  the  literacy  and 
numeracy  challenges  faced  by  VET  learners,  increasing  the  attractiveness  of  the  VET 
teacher profession, and integrating VET in research and innovation. 

Promoting lifelong learning is a crucial priority for the Dutch government. The country 
has  invested  in  the  development  of  a  mechanism  involving  stakeholders  in  projects 
supporting lifelong learning with a focus on regional cooperation. An incentive scheme has 
been launched to stimulate lifelong learning in SMEs. Since 2020, a broad lifelong learning 
policy  has  been  introduced,  aimed  at  strengthening  individual  demand,  encouraging 
employer investment, ensuring flexibility, and promoting a culture of learning. The country’s 
continuing efforts to support lifelong learning in VET can gradually ensure more progress 
in this area for individuals, businesses and education institutions. 

12 

References 
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Cedefop; ECBO – Centre for Expertise in Vocational Education and Training (forthcoming). 
Vocational education and training in Europe - Netherlands: system description [From 
Cedefop; ReferNet. Vocational education and training in Europe database]. 

Cedefop and ReferNet (2023). Timeline of VET policies in Europe [online tool] 

European Commission (2023). Recommendation for a COUNCIL RECOMMENDATION on 
the 2023 National Reform Programme of France and delivering a Council opinion on 
the 2023 Stability Programme of Netherlands. SWD (2023) 616 final.  

Ministry  of  Education,  Culture  and  Science  of  Netherlands;  Youth  organisation  for 
vocational education; Professional association of trainers in VET; MBO council; Dutch 
Council  for  training  and  education;  Confederation  of  Netherlands  industry  and 
employers;  Association  of  Dutch  municipalities;  Foundation  for  cooperation  on 
vocational  education,  training  and  the  labour  market  (2023)  Agenda  for  VET  2023-
2027: Working together on talent (Annex to the letter to the house of representatives 
on the Work Agenda and Internship Pact MBO).  

ReferNet Netherlands; Cedefop (2023). Netherlands: how to equip VET students with the 
adequate basic skills to participate in society successfully. National news on VET. 

Netherlands (2024) National implementation plan: Netherlands.  

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