The levels of knowledge of school pupils and students does need to increase. We could put talent to better use and we must combat underachievement. More attention needs to be directed to the learning content of education in the Netherlands, especially for arithmetic and language. Yet the form of education could be improved to: more tailored provision and differentiation.
In international comparisons, Dutch 15 years olds do not score as well as they did a number of years ago. Furthermore, third-level institutions are unhappy with the knowledge levels of their first-year students. The education sector itself wants to raise the bar.
The Education Council believes that educational programmes need to offer a better match to individual talents. The general standard could be raised too.
The Education Council's recommendations to the Minister are:
- raise knowledge levels in all sectors of education
- combat underachievement by offering tailored provision and better transfer opportunities
- offer better opportunities to both those who excel and those who drop out
- ensure that exams are reliable and accessible
- ensure that internationalisation becomes a self-evident part of education
Raise knowledge levels in all sectors of education
Raise the basic level of knowledge in the subjects of Dutch, English and maths. Introducing learning standards for primary education and for the lower years of secondary education. This will make clear what pupils need to learn and at what levels. Tighten the requirements in secondary education for the school-leaving exams in Dutch, English and maths.
Encourage secondary schools to agree starting levels with third-level education instutions. This 'agreement on starting levels in higher education' should then be elaborated to develop a series tests that prospective students can take in a web-based environment. Students can then check for themselves whether they are suitably prepared for their prospective studies.
Finally, ensure that higher education students receive a broad programme of education: from national and international culture and history, to knowledge of the exact sciences and technology. The higher education sector and the Minister must work together to provide this, and students will have to spend more time on their studies.
Responses
The Education Council made these recommendations in two reports. In the first, the Education Council called on education institutions to respond. The second report takes account of the many responses received and includes revised recommendations. Responses by education institutions, stakeholder groups and the media were largely in agreement. The examination requirements for the two highest levels in secondary education have already been tightened. Pupils following programmes of senior general secondary (HAVO) and pre-university education (VWO) may only have one fail (a score of 5) in the three subjects of Dutch, English and maths. The Education Council also recently recommended the introduction of the same measure at the lowest level of secondary education (preparatory secondary vocational education (VMBO)) for the subjects of Dutch and English.
Further reading
Combat underachievement by offering tailored provision and better transfer opportunities
Offer tailored education in primary and secondary schools. Do this using the most effective measures: extra learning time (after school, at weekends, and in the school holidays), proper registration of performance, staff training for teachers, and offering extra learning content in the classroom. It is estimated that ten percent of pupils could achieve better performance than they currently do.
The government should support schools in offering tailored education, for instance, through subsidies, agreements, information and research. Establish a fixed format for the final report of primary school. Currently, there is no fixed format, but it would be helpful to primary schools in advising their twelve-year old pupils on their next steps in education.
Because school children in the Netherlands have to choose what type of education to follow at around the age of 12, some may not end up in the right place. Expand the possibilities to switch between the different education types. Allow pupils at the lowest level of secondary education (preparatory secondary vocational education (VMBO)) more time to complete the programme and allow them to transfer at any time to higher-level programmes.
Responses
The recommendations received a lot of media attention. Most attention went to the final primary school report. There was some concern about too much focus on tests and hard figures, and losing sight of some of the human aspects. The State Secretary for Education endorsed the proposed measures and also expressed an intention to provide extra funding for staff training for teachers, to consult on the final report for primary schools, and to give extra attention to arithmetic and language in primary education.
Further reading
- Transfer and Talent Development
- Higher education for half of the Dutch population
- Improved transitions in the education system
Offer better opportunities to those who excel and to those who underachieve
Create special facilities for those with outstanding academic, artistic or entrepreneurial skills, just as they already exist for children with musical or sporting abilities. Introduce one common funding model for all the various talents. Award the pupils in question credits for lessons and exam modules, and allow schools to offer them alternative exam modules.
Introduce special measures for those who leave school without qualifications. Introduce a 'skills test' for those who leave school early, to measure not just their school performance, but also the knowledge and skills they have gained through work. This will place the emphasis on what they can do and may encourage them to re-enter education, preferably through a combination of learning and working. Extend the compulsory schooling age for young people without a job, social security benefit or training. Make it compulsory for them to continue with part-time education until the age of 22, and full-time education until the age of 17.
Special attention also needs to be paid to young people with serious behavioural problems. Ensure schools remain responsible for them for as long as possible. For example, by supporting cooperative partnerships between schools and care organisations, or by providing links between day facilities and homework tutoring.
Responses
The Minister was not enthusiastic about a single financing arrangement to encourage all talent development. Instead, the preference was to see schools sharing their experiences in this area with each other. The Minister's view was that a lot of funding is already available to help the highly talented, both in primary and in secondary education.
The Ministry responded positively to the recommendation that the work experience of early school-leavers should be assessed, although no skills test will be introduced. However, the Ministry did accept the recommendations on the period of compulsory learning. The full-time compulsory schooling age has been increased to 17, and local authorities have the powers to compel young people aged 18 and older to accept work or follow a programme of study. Extra funding has been made available to professional education for this group of young people.
Further reading
- Schools and pupils with behavioural problems
- Enhancing young people's educational experience
- The State of Affairs in Dutch Education
- The State of Affairs in Dutch Education 2009
Ensure that exams are reliable and accessible
Give everyone who wants to the chance to sit exams and gain a qualification. Open the exams up to participants who have not followed the corresponding programme of education. I[A3] n the Netherlands, this is already possible through the state examinations system in general secondary education. The Education Council advocates that this is also made possible in secondary vocational education and in higher education. In higher education, a special open examinations body would be needed. Furthermore, there would need to be a diploma supplement for secondary education qualifications. This would include information on additional subjects taken, certificates obtained elsewhere and prizes obtained.
Improve the reliability of exams in secondary education. Exams should first by checked by a teacher from another school, and only then by a teacher from the candidates' school. In secondary vocational education and higher education, involve external experts in the examination process. In higher education, similar programmes of study could develop joint exams.
Responses
So far, these recommendations have not been adopted. While the Ministry agreed that the reliability of exams improve with the involvement of external experts, it did not wish to make this compulsory. Higher education institutions were not enthusiastic towards autonomous examination bodies outside their control.
Further reading
Ensure that internationalisation becomes a self-evident part of education
An international dimension is important for all school pupils and students, regardless of whether they will enter the labour market outside the Netherlands or in the Netherlands. The Education Council has developed a ten-point internationalisation agenda. One of these points is: the Minister should establish a vision on the subject. Another is: set up a quality mark for institutions that work hard at internationalisation.
Furthermore, international end-to-end learning pathways should be introduced in mainstream education. Until that time, the international baccalaureate should be made accessible to all. This is an international, pre-university programme for pupils aged 16 to 19, and is followed in the Netherlands primarily by the children of expatriates stationed temporarily in the Netherlands.
Responses
Newspapers and journals devoted a lot of attention to the internationalisation agenda. There has been a lot of support for the idea that internationalisation should be self-evident. The idea of a quality mark did not receive a warm reception, primarily due to a fear of bureaucratisation.
Further reading