What does 'accessibility' mean in terms of education in the Netherlands? In this exploratory report, the Education Council examines this question further. This represents a first step in the broader advisory project on 'Accessibility'.
It is the Education Council's view that accessibility is the 'regular meritocratic procedure in education'. In other words, performance and capabilities are the leading factors in access to education. In addition, there need to be efforts towards equal opportunities as the core of accessibility policy, a minimum basic standard of attainment for all pupils, and the suitability of pupils should be important as the principle guideline in the selection process. Unjustified performance differences should be bridged and, if necessary, an access policy should be formulated for specific target groups.
Examine seven themes more closely
These are some of the areas in which improvements are possible, even though a lot of progress has already been made in recent decades. The Education Council believes that there are at least seven broad themes that should be put forward for further advice. These are:
• learning inside and outside the classroom: cross-links and responsibilities;
• targets and standards as a guarantee for accessibility;
• concentration and segregation within and between schools;
• systemic approaches, the snare effect, and exclusion;
• responsibility for accessibility;
• integrated or specific accessibility policy; and
• lifelong learning and accessibility.