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CVET in the Netherlands
“Cooperation” Project Czech Republic- Netherlands
Final report
Draft report
3
1. Executive summary
- The unemployment figures and other indicators for employment and CVET
generally show a positive picture. At the same time the economic crisis also has
left its traces in the Netherlands.
- The central philosophies of Dutch government in the field of employment are
those of Work before Income, Active Inclusion and the responsibility of citizens for
their own situation. One is responsible to get him- or herself a job when
unemployed because getting a job will decrease the risk of social exclusion, and
government will only provide you an additional income once you show you are
looking for a job. Another dominant line of thinking is that work security is much
more important than job security.
- In the Netherlands there is no real “CVET system”. CVET is mainly regulated by
social partners who promote CVET by providing on-the job and up-skilling for
workers by means of the sectoral Labour Market and Training Funds. There
exists no institutional framework so the social partners as well as the individual
employers and employees are responsible. The provision of further training is
market driven with a great many suppliers.
- The government takes responsibility for the unemployed, although in recent years
there are less and less training activities because of budget cuts and other
strategies by the Dutch municipalities.
- There are specific labour market measures for target groups such as
handicapped, elderly and young unemployed. For those groups there are also
some incentives to be trained. Personal guidance is also possible for the long
term unemployed. For the rest of the unemployed only electronic help is being
made available by government. There are no specific policies for ethnic
minorities, except that they belong more often to the long term unemployed (for
which there are specific measures).
- Next to the sectoral Labour Market and Training funds some interesting new
features of Dutch CVET and labour market policies are:
o The government has set aside € 600 million euro for co-financing of Sector
Plans.in which sectors can define their strategies and ways of delivery of
labour market and CVET strategies.
o For the most important and innovative sectors of economy, government has
developed the top sector policy. Human Capital Tables discuss and improve
the link between education and the labour market.
o Private educational providers are getting a growing share of CVET.
o The new Associate Degree (between upper secondary and tertiary VET)
has been introduced. It especially fits to workers who need extra education
because of the upgrading or competences asked by employers.
o There are some other interesting initiatives in the field of CVET/labour
market policy such as the district learning company, Guild Learning, Second
Change to Pass, flexible education with universities, Starting subsidy and
the Philips Employment Plan. All of these comprise a way of learning which,
in a flexible way, directly links the student with his or her occupational
perspective.
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2. Table of contents
1. Executive summary 3
2. Table of contents 5
3. Introduction 7 3.1 Background and object of the study 7
4. Labour market indicators 9 4.1 Population and demographics 9 4.2 Employment and unemployment rates 10 4.3 Educational attainment of the population 13
5. Labour market policies in the Netherlands 19
5.1 Dutch labour market policies and practices 19 5.2 The role of central and local government and of social partners 19 5.3 Employment Services 21 5.4 Support systems for unemployed, handicapped persons and self -employed 22 5.5 Main changes: ‘Reform’ programmes of Dutch Social policy 23
6. The educational system and its developments 25 6.1 Dutch Vocational Education and Training (VET) system 25 6.2 Adult education 30
7. The system of CVET and its developments 33 7.1 System of CVET 33 7.2 Institutions responsible for CVET 34 7.3 Tools for CVET 34 7.4 Lifelong learning 36 7.5 Recognition of prior learning 38 7.6 Changes to the CVET system 39
8. Problems and needs of selected groups on labour market 41
8.1 Employees 41 8.2 Low skilled workers 43 8.3 Persons on maternity or parental leave and persons caring for kin 44 8.4 Handicapped persons 44 8.5 Young people up 25 years 45 8.6 Older persons 47 8.7 Ethnic minorities 48 8.8 Small business owners/self employed 48
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9. Successful measures in CVET area during last 5 years 51 9.1 Structural interventions 51 9.2 Specific projects 54
10. Conclusions 57
11. List of terms and abbreviations 59 11.1 Definition of main concepts 59 11.2 Specific terms (used in the Netherlands) 63
12. Resources 65
12.1 Websites 67 12.2 Team members 68
Appendix A: Employment policy - Reference to documents, strategies,
laws ect. 69
Appendix B: Educational system according to EQF 71
Appendix C: Contacts and links to main actors in CVET 73
Appendix D: CVET policy - Reference to documents, strategies, laws
etc. 75
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3. Introduction
3.1 Background and object of the study
CVET1 is a main pillar of adult lifelong learning, opening access to and
raising adult participation in lifelong learning lies at the heart of current EU
education and training policies. CVET is not only a means of increasing
productivity, economic growth, employability, innovation and
competitiveness, but also of improving equity, social cohesion and
participation of disadvantaged groups in the labour market and in society.
CVET can be seen as a first step towards employability, or as a way of
increasing career prospects and continuing to acquire skills to help them
meet the increasing challenges of the labour market. Promoting CVET is the
joint task of the education and employment sectors, as well as of employers
who are keen on increasing their competitiveness.
The economic and social benefits that CVET has to offer for individuals,
enterprises and society as a whole are significant and manifold. Statistical
data on CVET provision, access and participation across the EU-28 show
that Europe is not yet making full use of the many benefits of CVET. There is
still unequal distribution of CVET opportunities, with the most vulnerable
groups receiving the least training.
Therefore the general aim of the project “Cooperation” is to collect relevant
data and information about CVET in Czech Republic and several other
European countries for the use of international comparison of CVET. In order
to identify gaps and deficiencies within the Czech environment for the
improvement of CVET and its contribution to reducing of unemployment and
to increasing of competitiveness of individuals and the whole Czech
economy.
More specifically, the purpose of the project “Cooperation” (Coordination of
Continuing Vocational Education and Training as a Tool of Public
Employment Services) is to contribute to the development of CVET as an
important area of employment policy of the Ministry of labour and social
affairs through the introduction of knowledge management in this area. So,
primarily the project is designed for professionals in public employment
services, i.e. the Ministry of Labour and Social Affairs, the Labour Office and
the Fund of Further Education. Secondly for all other participants (e.g.
strategy makers, implementers and experts on the national, regional and
local levels) in CVET who eventually can make use of a Online Knowledge
Base of CVET that will ensure the systematic collection, sorting and
exploitation of knowledge in the CVET and allow target groups effectively
deal with current problems, support the ongoing dynamic of learning and
secure resources for strategic planning and decision making.
1 In the project COOPERATION mostly definitions are used according to Cedefop (2008a) Terminologyof
European education and training policy. A Selection of 100 key terms, Luxembourg http://www.cedefop.europa.eu/EN/publications/13125.aspx
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4. Labour market indicators
4.1 Population and demographics
The population of the Netherlands totals around 16.9 million (2014) of which
39% young persons (2010; this group is also called the ‘green’ burden)
24.5% (the ‘grey’ burden). It is forecasted that this ‘green’ burden will
relatively stay stable, while the ‘grey’ burden will increase during the next
decades by about 80%.
Labour force
Looking at our labour force we see that the average age of the Dutch labour force
is growing which leads to an increase of the share in the labour participation of
the older groups of the population. New legislation and regulations have been
introduced to raise the pensioning age to 67 years and to make it more difficult to
retire before this age.
Table 1 Labour force, 15 to 65 years (x 1,000)
Labour force
2010 2011 2012
7,817 7,811 7,894
men 4,337 4,319 4,343
women 3,480 3,492 3,551
15 to 25 yrs 856 847 861
25 to 35 yrs 1,738 1,727 1,751
35 to 45 yrs 2,094 2,024 1,985
45 to 55 yrs 2,024 2,052 2,077
55 to 65 yrs 1,104 1,162 1,220
Employed labour force 7,391 7,392 7,387
men 4,119 4,095 4,069
women 3,272 3,297 3,318
15 to 25 yrs 756 764 753
25 to 35 yrs 1,650 1,631 1,638
35 to 45 yrs 2,000 1,936 1,878
45 to 55 yrs 1,934 1,957 1,968
55 to 65 yrs 1,050 1,104 1,149
Unemployed labour force 426 419 507
men 218 224 274
women 208 195 233
15 to 25 yrs 100 83 108
25 to 35 yrs 87 96 113
35 to 45 yrs 93 88 106
45 to 55 yrs 91 94 108
55 to 65 yrs 54 58 71
Source: Eurostat 2014
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4.2 Employment and unemployment rates
The percentage of the labour force that was unemployed is shown in the
table below. This percentage has grown to 6.7% between 2008-2013.
Table 2 Unemployment rates by sex, age group 15-642
Sex Age Level of education
Total Male Female
15
-
24
25
-
49
50
-
64
ISCED
0-2
ISCED
3-4
ISCED
5-8
Netherlands
2008 2.7 2.5 3.0 5.3 2.0 2.7 4.6 2.4 1.6
2009 3.4 3.4 3.4 6.6 2.8 2.8 5.5 3.1 2.1
2010 4.5 4.5 4.5 8.7 3.7 3.8 7.4 4.0 2.8
2011 4.4 4.5 4.4 7.6 3.7 4.1 6.9 4.1 2.8
2012 5.3 5.3 5.2 9.5 4.5 4.4 8.4 5.0 3.1
2013 6.7 7.1 6.3 11.0 5.9 5.9 10.5 6.7 3.8
EU-28
2008 7.1 6.7 7.6 15.6 6.3 5.2 11.5 6.5 3.9
2009 9.0 9.1 9.0 19.9 8.2 6.3 14.8 8.4 5.0
2010 9.7 9.8 9.7 21.0 8.9 6.9 16.1 9.1 5.5
2011 9.8 9.7 9.8 21.4 9.0 6.9 16.6 9.0 5.6
2012 10.6 10.6 10.6 22.9 9.9 7.5 18.6 9.7 6.2
2013 11.0 11.0 10.9 23.3 10.3 7.8 19.6 10.0 6.5
Source: Eurostat 2014
Unemployment rates in the Netherlands
At just 3%, the Dutch unemployment rate in 2008, for people with all levels of
education was one of the lowest in both OECD (with an average rate of 7%)
and EU28 (where the average was 8%) countries3. However, between 2008
and 2011, unemployment increased significantly, affecting people differently
depending on their educational attainment and age.
The youngest generation was hardest hit: unemployment increased from 5.3
to 11.0% in 2013. Among tertiary-educated adults, the unemployment
between 2008 and 2013 increased by 2.2 percentage points.
2 Unemployment rates represent unemployed persons as a percentage of the labour force. The labour force is
the total number of people employed and unemployed. Unemployed persons comprise persons aged 15 to 74 who were: a. without work during the reference week, b. currently available for work, i.e. were available for paid employment or self-employment before the end of the two weeks following the reference week, c. actively seeking work, i.e. had taken specific steps in the four weeks period ending with the reference week to seek paid employment or self-employment or who found a job to start later, i.e. within a period of, at most, three months
3 http://www.oecd.org/edu/Netherlands_EAG2013%20Country%20Note.pdf
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Long-term unemployment rate
Persons are included in the category long-term unemployed, if they have
been unemployed for a period of 12 months or more.
During the last five years, the number of people who were unemployed for
twelve months or more has risen noticeably: from 0.9% in 2009 to 2.4% in
2013. Long-term unemployment is much more frequently found in the age
category 25-45 and among lower educated. Young people are often
unemployed only for a brief period of time.
Table 3 Long-term unemployment rate (%) age 15-64
Total Male Female
Netherlands
2008 1.1 1.0 1.1
2009 0.9 0.9 1.0
2010 1.2 1.2 1.2
2011 1.5 1.6 1.4
2012 1.8 1.9 1.7
2013 2.4 2.6 2.2
EU-28
2008 2.6 2.5 2.8
2009 3.0 2.9 3.1
2010 3.9 3.9 3.8
2011 4.1 4.2 4.1
2012 4.7 4.7 4.7
Source: Eurostat 2014
Employment rates in the Netherlands
Due to the financial and economic crisis in 2009 the employment rate of
population aged 15-64 decreased rapidly reaching 74.3% in 2013. The
activity of population on the labour market, as one can see in table 4, still
shows a negative trend. Further it was noticeable that during 2010 and 2011
unemployment raise slowly and went up fast in 2012.
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Table 4 Employment rates by sex, age group 15-644
Sex Level of education
Total
(15-64) Male Female 15-24 25-49 50-64
ISCE
D 0-2
ISCE
D 3-4
ISCE
D 5-8
Nether-
lands
2008 77.2 83.2 71.1 69.3 87.7 63.2 62.8 80.9 87.9
2009 77.0 82.4 71.5 68.0 87.2 64.6 62.2 80.9 87.6
2010 74.7 80.0 69.3 63.0 85.5 63.2 59.2 78.7 86.6
2011 74.9 79.8 69.9 63.5 85.1 64.6 59.8 78.5 86.7
2012 75.1 79.7 70.4 63.3 84.5 66.6 59.7 78.4 87.1
2013 74.3 78.7 69.9 62.3 82.9 67.3 58.1 76.9 87.4
EU-28
2008 65.7 72.7 58.8 37.3 80.2 56.3 48.0 70.4 83.7
2009 64.5 70.6 58.4 34.9 78.6 56.4 46.1 68.8 82.8
2010 64.0 70.0 58.1 33.9 78.1 56.6 45.1 68.2 82.2
2011 64.2 70.0 58.4 33.5 78.0 57.4 45.3 68.2 82.0
2012 64.1 69.6 58.6 32.7 77.5 58.4 44.5 68.0 81.8
2013 64.1 69.4 58.8 32.3 77.0 59.3 43.8 67.7 81.7
Source: Eurostat 2014 The gross employment rate shows how much percentage of the total labour
population aged 15-64 has a paid job or has the ambition to work at least
one hour a week. Form the figures it is apparent that one of the risk groups
are elderly people (above 50). For women above thirty there is also a lower
participation on the labour market because part of them stops working when
children come, as the figure of Statistics Netherlands (CBS) below will show.5
4 The indicator is based on the EU Labour Force Survey. Employed population consists of those
persons who during the reference week did any work for pay or profit for at least one hour, or were not working but had jobs from which they were temporarily absent.
5 http://www.cbs.nl/nl-NL/menu/themas/arbeid-sociale-zekerheid/publicaties/arbeidsmarkt-
vogelvlucht/structuur-arbeidsmarkt/2006-arbeidsmarkt-vv-participatie-art.htm
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Figure 1. Labour part icipation 2013
4.3 Educational attainment of the population
Educational attainment of population
In the Netherlands the educational level is relatively high and the proportion of 35
year olds who have completed the tertiary level has increased significantly since
2006. In 2014, 46.3 % hold a higher education as their highest level of education.
The corresponding number in 2006 was 36.6%.
The level of tertiary attainment is another indicator of the educational level in
a certain country. In the Netherlands 41.1% (2011) of the population aged
30-34 years have successfully completed university or university-like
(tertiary-level) education. (Eurostat: Tertiary educational attainment, 2006,
2010, 2011).
Table 5 Employment rates of graduates in 2006, 2010-2014 (%), age group
20-34
Year
2006 2010 2011 2012 2013
The
Netherlands
86.6 88.5 88.9 85.2 83.6
EU-28 77.5 76.0 75.9 74.8 74.2
Source: Eurostat 2014
Employment rates of graduates
During the world economic recession in 2008 till 2012 unemployment
increased more rapidly than average in all OESO-countries. In the
Netherlands the employment rate of graduates decreased with 5.3% between
2006 and 2013. Still a percentage of 83.6% of graduates does work. The
Netherlands stands on the sixth place within the OESO.
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Young people (NEETS)
The Netherlands has the smallest proportion of young people who are
neither employed nor in education or training (NEET) of all OECD countries.
At all levels of education, only 7.1% of 15-29 year-olds were NEET in 2013,
compared with the OECD average of 15%6. At the same time, the proportion
has rapidly increased since the beginning of the financial crisis in 2008. This
increase has been more significant among 15-29 year-olds with a tertiary
degree, where the proportion of NEETs has more than doubled between
2008 and 2011 (from 2% in 2008 to 5% in 2011), although still below the
OECD average of 13% in 2011. In general the less educated less often find a
job, although in the Netherlands the percentage of the lower educated who
find a job is high compared to other countries within the EU7.
Table 6 Young people by educational and employment status (NEET)
2008-2012)
Age group 15-29 years
Netherlands All ISCED levels ISCED
0-2
ISCED
3-6
2008 Total 4.6 2.6 1.9
Male 3.3 2.1 1.1
Female 6.0 6.8 2.8
2009 Total 5.3 2.7 2.3
Male 4.4 2.4 1.8
Female 6.1 3.0 2.7
2010 Total 5.7 2.9 2.6
Male 5.1 2.8 2.1
Female 6.3 3.0 3.2
2011 Total 5.5 2.6 2.6
Male 4.8 2.4 2.2
Female 6.2 2.9 3.0
2012 Total 6.2 2.8 3.1
Male 5.3 2.3 2.6
Female 7.1 3.2 3.5
2013 Total 7.1 3.1 3.6
Male 6.7 3.1 3.2
Female 7.6 3.0 4.1
Eu-28 All ISCED levels ISCED
0-2
ISCED
3-6
2008 Total 13.0 6.0 7.0
Male 10.2 5.1 5.0
Female 16.0 6.8 9.1
2009 Total 14.7 6.4 8.2
Male 12.7 6.0 6.6
Female 16.8 6.9 9.8
2010 Total 15.2 6.6 8.6
Male 13.3 6.2 7.0
6 http://www.oecd.org/edu/Education-at-a-Glance-2014.pdf
7 http://www.trendsinbeeld.minocw.nl/kaarten/kaart_EU_005.php
15
Female 17.2 6.9 10.2
2011 Total 15.4 6.6 8.7
Male 13.4 6.2 7.1
Female 17.4 6.9 10.4
2012 Total 15.8 6.5 9.2
Male 13.9 6.3 7.6
Female 17.7 6.7 10.9
2013 Total 15.9 6.4 9.4
Male 14.1 6.2 7.9
Female 17.7 6.6 11.0
Source: Eurostat 2014. Link to data: http://appsso.eurostat.ec.europa.eu/nui/submitViewTableAction.do
Early leavers from education and training8
Another goal is to reduce the number of school drop out. The following table
shows the percentage early leavers from education and training.
Table 7 Early leavers from education and training 2006, 2010-2014 (%), age
group 18-24
Year
2006 2010 2011 2012 2013
The
Netherlands
12.6 10.0 9.1 8.8 9.2
EU-28 15.4 13.9 13.4 12.7 11.9
Source: Eurostat 2014
An early school leaver is a young person between 12 and 23 years of age
who does not go to school and who has not achieved a basic qualification
(i.e. a senior general secondary, pre-university, or level-2 secondary
vocational diploma). Early school-leaving has increasingly become of interest
because young pupils leaving school early is an economic, social, and
individual problem. Studies show that finishing school has the effect of
reducing the number of crimes and other offences against property”.9
We see a steady decline of the percentage of ESL in the Netherlands: from
12.6% in 2006 to 9.2% in 2013. The Netherlands belongs to one countries
which show the biggest decline of figures, but in absolute terms does not yet
belong to the top performers in Europe.
“The Netherlands is adopting a “prevention is better than cure” approach to
the problem. Young people have better prospects on the labour market if
they have a basic qualification. It seems that students who drop out of school
perform worse and are less intelligent due to less motivation to do well.” 10.
8 Refers to early leavers from education and training by sex and labour status of the population aged 18-24
with at most lower secondary education and not in further education or training. 9 http://www.aanvalopschooluitval.nl/userfiles/file/OCW-UK_VSV-Boekje_2014.pdf
10 Alexander, Karl, Entwisle, Doris and Nader Kabbani. 2001. The dropout process in life course perspective:
early risk factors at home and school. Teachers College Record 103: 760-822.
16
Targets
Measured according to the European definition, the Dutch target in 2020
should also be 8%. The Dutch government has decided on a more ambitious
target than that for the EU, namely a maximum of 25,000 new early school
leavers each year by 2016. Now there are 27,950 early school leavers.
Leaving formal education and entry on the labour market
The level of education and training has an impact on the average age when
leaving formal education as well as on the period before getting the first job.
Table 8 LFS ad-hoc module 2009 - Entry of young people into the labour
market (2009)
Source: Eurostat 2014
In 2009, the average age when leaving formal education at ISCED levels 0-2
was almost 20 years, whereas the average age was 25 years at ISCED
levels 5-6. The average age leaving formal education in the Netherlands is
higher than in EU27, especially at levels 0-2 and levels 3-4. The table shows
that level 0-2 school leavers in the Netherlands are almost 4 years older than
in Czech Republic. (Eurostat LFS ad-hoc module 2009 - Entry of young
people into the labour market (2009)).
When it comes to entering the labour market, young people between the
ages of 15-34 holding qualifications at ISCED levels 3 till 6 start their first job
after four months, whereas as young low-skilled people with level 0-2 start
after eight and an half months. (Eurostat LFS ad-hoc module 200911 -
Average time between leaving formal education and starting the first job by
educational attainment level for persons who left within the last 3 or 5 years).
11 http://appsso.eurostat.ec.europa.eu/nui/submitViewTableAction.do
17
Lifelong learning
The table below refers to persons aged 25 to 64 who participate in who
stated that they received education or training.
Table 9 Lifelong learning people aged 15 – 64 years old (2008-2011) and
(2013)
Country 2008 2009 2010 2011 2013
Netherlands 17.0 17.0 16.6 16.7 17.4
Eu-28 9.3 9.3 9.1 8.9 10.5
Source: Eurostat 2014
According to the statistics, there are many people in the Netherlands that
participate in lifelong learning. By 2020, Dutch government has the objective
to increase the lifelong participation rate to 20%. Between 2006 and 2013
this indicator has increased from 15.6% to 17.4%. The Netherlands belongs
still to one of the best performing countries within Europe, although
compared to some other countries in the EU within the last years the
numbers show less growth12.
12 http://www.trendsinbeeld.minocw.nl/kaarten/kaart_EU_003.php
19
5. Labour market policies in the Netherlands
5.1 Dutch labour market policies and practices
The main principle of the social policy system of the Netherlands is that all
members of society must be able to play an equally active role in society,
which means that those who are capable to work must work. Participating as
a working member of society is the best manner to avoid social exclusion.
Nowadays, the main objective of Dutch labour market policy can be
summarized as: ‘Werk boven Inkomen’ (Work before Income). The dominant
way of thinking has shifted from job security to work security, which
emphasizes the importance of work for everyone who is able enough to
work. Getting people evolved with an emphasis on citizens ’ own
responsibility. This vision also stretches out to the field of social inclusion:
here the philosophy of ‘Active Inclusion’ is dominant: excluded groups get
included by finding a job. In principle people are responsible for themselves,
but certain groups may need support in finding their place in society and a
position on the labour market in particular. Those groups include long term
unemployed in general, older people, the disabled, families on low income,
asylum seekers, the homeless, detainees and those with addiction problems.
Active Labour Market Policies (ALMP) in the Netherlands are for the larger
part directed at those vulnerable groups.
Next to this, another main objective of Dutch labour market policies is
improving the link between education and the labour market. Curricula must
fit better to the demands of the labour market, especially in innovative
sectors and students have to be encouraged to choose learning paths which
train them for professions which promise good chances to get a job.
5.2 The role of central and local government and of social partners
The Dutch labour market policy and its structure have changed continually
over the last 30 years, although all the time, the minister of Social Affairs and
Employment has been responsible. Most of the time, the largest part of the
delivery of the activities in the framework of these policies has been with the
Public Employment Service (PES), at first called Arbeidsvoorziening (Labour
Providing Organization), then CWI (Centre for Work and Income) and
nowadays UWV (Uitvoeringsorganisatie Werknemersverzekeringen =
Delivery Organization for Employee Benefits). The UWV falls directly under
the responsibility of the ministry of Social Affairs and Employment.
20
In the Netherlands, a move towards decentralization is noticeable. More and
more government structures are decentralized. Tasks and responsibilities, in
several fields, but especially in the social field, are progressively being
transferred to lower levels of government, especially to municipalities, but
also to social interest groups such as school associations and/or boards of
governors. In the field of CVET, there is, however, no role for the provincial
boards. The role of local actors, like municipalities are strengthening and
take place through a clear devolution of powers and financial responsibilities.
Municipalities get an amount of funding from the so-called Municipality Fund
(Gemeentefonds) to pay for both the benefits and all other activities, such as
delivery costs and interventions for re-integration.
A milestone in decentralization was the 2002 SUWI Act (Samenwerking
Uitvoering Werk en Inkomen = Co-operation Delivery Work and Income).
With this Act, the Dutch PES was split up: guidance and mediation services
stayed with the new PES organization (CWI), while the municipalities and the
UWV became responsible for the tendering and supervision of activities
directed at the re-integration into the labour market of the unemployed and
the handicapped. The practical training centers of the PES were merged into
the Regional Training Centers responsible for IVET (see below);
subsequently, these activities disappeared in most of these centers (except
for 3 of them). The municipalities kept the responsibility for the WSW (Wet
Sociale Werkvoorziening; Act on the Provision of Labour), which deals with
subsidized labour for the handicapped. Next, the current Work and Social
Assistance Act (WWB), was implemented in 2004. The act was designed to
serve as a system of incentives targeting municipal authorities to help people
with benefits and in finding work. From that moment, the municipalities also
had the financial responsibility for the benefits and labour market
interventions for the unemployed on a social benefit. By this way they also
had the competence and responsibility to train the unemployed to get a job.
The ministry of Education, Culture and Science is responsible for educational
policies, including those directed at a better link between school and the
labour market. In the field of improving this link in innovative sectors, it co-
operates with the ministry of Economic Affairs. At the local level, VET
schools (the so-called hogescholen, offering ISCED 5-6 and the Regional
Training Centers offering ISCED 3-4 studies) are responsible for an
educational offer which fits to the demands of the local labour market.
The social partners are not directly involved in the labour market policies of
the government. Instead of this they have their own sectoral funds which
support labour market interventions (to be described below in Chapter 7).
21
5.3 Employment Services
In 2009 CWI and UWV have merged into one organization which retained the
name UWV. The former CWI became the division Werkbedrijf (Labour
Company). The main tasks of UWV Werkbedrijf consist of registering
unemployed persons for a benefit, and guidance and mediation of
unemployed persons.13 It is also responsible for active labour market
measures concerning specific groups like people with a handicap and people
aged 55 years and older. Next to this, UWV Werkbedrijf is supporting
employers to find qualified personnel. It co-operates with the municipalities in
so-called Werkgeversservicepunten (Employers Service Points) where
employers can get help to fulfil hard-to-fill vacancies and can also report
vacancies which are fit for persons with a distance to the labour market.
Next to this the other divisions of UWV are responsible for the provision of
Employee Benefits and Benefits for the handicapped.
Most of the services of UWV Werkbedrijf are provided electronically.
Registration and application for a benefit are dealt with by this way. On line,
clients elaborate a CV and a personal Work Portfolio. In this Work Portfolio,
they administrate their job applications and they also have access to
thousands of vacancies. They can also communicate with their job advisor
electronically. Persons who need more support can come to the so-called
Werkpleinen (Work Squares). There is a work square in each of the 35
labour market regions (see below). In these Work Squares UWV co-operates
with the municipalities in the region. Officially, UWV is responsible for the
registration and mediation of the unemployed, the municipalities for re-
integration activities, but in practice the officials of both organizations are
working together.
Activities to support the re-integration to the labour market are offered in
these Work Squares:
- for persons on a social benefit these are supplied from the side of the
municipalities,
- while UWV offers these activities for the handicapped.
Due to budget cuts there are almost no re-integration activities possible
anymore for persons on an unemployment benefit. They have to find their
own way to the labour market.
Part of the delivery of re-integration is being performed by private re-
integration companies. Training can be part of the (re)integration into work.
Most of the municipalities, however, consider the costs of training too high
and also think that most trainings last too long while the unemployed keep
their benefits.
13 It is aslo responsible for the provision of labour market information and support in case of dismissals.
22
For these reasons, training is only by exception part of re-integration. If this
is the case, several private and ‘public’ education providers are being
involved (offering commercial contract activities and sometimes regular IVET
programmes for the relevant target groups).
5.4 Support systems for unemployed, handicapped persons and self-employed
There are two types of benefits for the unemployed: an unemployment
benefit (WW = Unemployment Act) and a social benefit (WWB = Act on Work
and Support). When somebody with a job becomes unemployed he at first
will get a benefit from the WW, which is related to his former income. After
some years he will fall back to the WWB, which only provides a minimum
income. There are also specific social benefits for former employers or self -
employed (IOAZ).The WW includes some specific support measures (training
vouchers and support for the probation period; see below). For the support of
persons on a social benefit the municipalities will be responsible. Their re-
integration activities will also be supported by the new 2014-2020
programme of the European Social Fund (ESF) in the Netherlands.
There are several benefits for the handicapped. The Wajong (Act on the
chronically Handicapped) supports persons who have chronic physical or
psychic diseases. When you get handicapped at a later age, there are two
types of benefits (WAO for the totally handicapped and WIA for the partly
handicapped) There is also a specific benefit for the self employed (WAZ).
There are several support measures available for the handicapped (again the
support for the probation period, wage dispensation and the support of a job
coach). There is also a system for sheltered employment for the
handicapped.
The several measures for specific groups are described in Chapter 8.
Support during the probation period
When an employer hires a person on a WAO, WIA, WAZ, Wajong or
unemployment benefit, but of whom he does not whether he is suitable for
the job, then the employee may start working for two months to work while
maintaining its benefits. That is as long as the maximum probation period at
the start of employment. During this period the employer can still dismiss the
new employee when he does not fit to the job.
Support to become self-employed
There are also some specific support measures of the UWV for persons who
want to become self-employed. They can keep their benefits for several
months (income being distracted). These measures also will be described in
Chapter 8.
23
5.5 Main changes: ‘Reform’ programmes of Dutch Social policy
Nowadays, the social policy of the Netherlands concentrates on creating
incentives, and involves municipalities in creating a successfully functioning
system.
Recent developments14
Recent developments in the field of the social security system of the
Netherlands include a new system for invalidity benefits, the phasing out of
fiscal incentives for early retirement and a new, leaner Unemployment
Insurance Act. New provisions to make it easier for people to balance work
and care are the Childcare Act and the life-course savings scheme, in which
people can save money for extended leave for care duties, study or training
or other activities.
Next year (2015) two new acts will be introduced which will change the
perspectives of both workers (Act on Work and Security) and
unemployed/handicapped (Act on Participation). There is also a new specific
subsidy for jobseekers who have to be trained to get a job (Bridge-WW).
The Act on Work and Security
The functioning of the labour market will have to improve for all employees.
Opportunities of especially older workers to get a new job are too low and
flexible workers deserve better protection. A fast flow from job to job is
desirable for everyone. For that reasons a new law (Wet Werk en Zekerheid;
Act on Work and Security) will change regulations regarding both dismissals
and flexibility of labour contract. Job security of persons on a steady job
contract will decline while it will increase for persons on a flexible contract.
Act on Participation
The Act on Participation will replace the WWB (Act on Work and Social
Support), the WSW (Act on the Provision of Labour) and the Wajong (Act on
the chronically Handicapped)15 Its main content is that municipalities will
become fully responsible for the participation on the labour market for all
persons on a social benefit. The main municipality in a certain Labour market
region (there will be 35 of these regions) also becomes the main responsible
authority for all labour market policies in these regions. As a consequence of
this new act municipalities have to direct persons on a social benefit,
chronically handicapped and handicapped persons on subsidized jobs as
much as possible to the regular labour market. To support this, in 2016
employers with more than 25 employees may also get the obligation to hire a
certain percentage of handicapped persons.
14 National Reform Programme 2014 the Netherlands. See:
http://ec.europa.eu/europe2020/pdf/csr2014/nrp2014_netherlands_en.pdf 15 http://www.rijksoverheid.nl/regering/regeerakkoord/arbeidsmarkt
24
Bridge-WW
From 2015 on there will be a so-called Brug-WW (Bridge-WW = bridge
unemployment benefit) that will support jobseekers to get a job in sectors
where there is a shortage of workers, for example in the technical sectors. If
a jobseeker gets to work in such a sector, he will receive for the hours in
training for which he also should get a salary an unemployment benefit. By
this way, the transition costs for the new employer will decrease. The
measure applies to workers threatened with dismissal or people on an
unemployment benefit.
25
6. The educational system and its developments
6.1 Dutch Vocational Education and Training (VET) system
The Dutch education and training system features many different types of
schools. The education system comprises six elements: (a) primary
education, (b) special education, (c) secondary education, (d) upper
secondary vocational education and general education for adults, (e)
vocational courses and training for adults (CVET), and (f) tertiary or higher
education.
BBL Block or day release in vocational education BOL Full-time vocational programmes HAVO General secondary education
HBO Professional higher education
MBO Vocational education
OU Open University
PRO Elementary vocational training
VMBO Pre-vocational secondary education
VO Secondary education
VSO Secondary special education
VWO Pre-university education
WO Academic higher education
26
6.1.1 Compulsory education
Education is compulsory for pupils from 5 to 16 years old. The law states that
children must go to school from the age of five16 and for those aged 16 and
17, there exists a ‘qualification duty’ (in order to reduce the number of early
school leavers), if they have not yet attained a general or vocational
qualification at upper secondary level. So in general pupils must attend
school until the age of 18 or until they have obtained a basic qualification.
6.1.2 General secondary education
After leaving primary school at the age of 12 learners (pupils) go on to
various schools in the secondary education category that all begin with a
period of basic secondary education. After a period of one school year pupils
spilt up over three main secondary pathways: VWO, HAVO or VMBO, as
described below. The decision they make, at this relatively early age, will
determine the type of education they receive at post-secondary level and,
potentially, what type of career they will have. Besides, there are also special
schools for secondary education for children with special needs.17
There are three types of general secondary education in the Netherlands:
Pre-university education (ISCED level 2 after three years and further at
level 3; Dutch abbreviation: VWO – voorbereidend wetenschappelijk
onderwijs). The duration is six years and prepares for further study in
higher education: research universities and higher professional
education/universities of applied sciences. Age: 12-18 years.
Upper secondary general (of vocational) education (ISCED level 2 after
three years and further at level 3; Dutch abbreviation: HAVO – hoger
algemeen voortgezet onderwijs): the duration is five years and prepares for
further study in higher professional education. Transfer to the fifth year of
pre-scientific education is also possible. Age: 12-17 years.
Lower secondary general and/or pre-vocational secondary education
(VMBO) (ISCED level 2; Dutch abbreviation: (VMBO – Voorbereidend
Middelbaar Beroepsonderwijs): the duration is four years and prepares for
further study in upper secondary vocational education (and partly in upper
secondary general education). Age: 12-16 years.
16 http://www.government.nl/issues/education/primary-education 17 For pupils with learning or behavioral difficulties and/or with mental, sensory or physical handicaps.
27
For learners not capable of entering pre-vocational education, separate labour-oriented practical training is offered (praktijkonderwijs). Pupils who finished pre-university education (VWO) or upper secondary general education (HAVO) will orient on higher education (tertiary) that exists out of two components:
• Higher professional education (ISCED level 5-6); Dutch
abbreviation: HBO – hoger beroepsonderwijs: the regular duration is four
years (Bachelor’s degree). There is also a two year pathway leading to a
so-called ‘associate degree’ and the possibility to get a HBO-Master’s
degree which will take one to two extra years of study). Provider:
hogescholen (‘universities of applied sciences’). HBO education is offered
both as regular education and as part of a “dual pathway” in which the
students combines training with a job. This is especially the case with
the Associate Degree studies; it will be further discussed below in
Chapter 7. Age: from 17/18.
• Scientific/university education (ISCED level 6; and 7 for doctorates);
Dutch abbreviation: WO – wetenschappelijk onderwijs: the duration is
four years and for technology studies five years (Bachelor’s/Master’s
degree). Provider: universities. Next to the regular universities there also
exists the so-called Open University which offers academic studies for
(working) adults (also to be discussed in Chapter 5). Age: from 18.
6.1.3 Secondary vocational education (MBO)
Those pupils who attended lower secondary general and/or pre-vocational
secondary education (VMBO) for the larger part choose the secondary
vocational education (MBO) pathway that takes up to four years, depending
on the level of training. A small part of the VMBO graduates choose for
HAVO what gives them after two years access to higher education (HBO).
Providers of MBO Publicly funded secondary vocational education training (Middelbaar
beroepsonderwijs aka MBO) and also some continuing education for adults,
is mainly delivered by the Regional Training Centers (ROC’s). There are 42
ROC’s throughout the Netherlands. The largest, (e.g. ROC van Amsterdam 18)
has 35,000 students. Under the 1996 WEB Act, hundreds of vocational
training centers were merged to form the present 42 ROC’s plus 12
Agricultural Education and Training Centers (AOC’s) and 15 smaller,
specialized VET colleges.
18
http://www.rocva.nl
28
The ROC’s deliver sectoral VET, which has been designed by VET Expertise
Centers19, through a wide variety of training, in a regional dimension.
Essentially Centers identify the competencies required by industry and these
are fed to the ROC’s. In essence, the VET Expertise Centers determine what
is to be done and the ROC’s determine how this is to be done. ROC’s have
significant flexibility in achieving this as long as: (a) their core remit is
fulfilled, as defined by the WEB Act; and (b) they deliver what is required by
the VET Expertise Centers development plans (Sung et al 2006: 65).20
With regard to their cooperation with employers, it is in each ROC’s interests
to have close relationships as they depend on them for training opportunities
for their students. This ensures that students receive the most relevant, up to
date work experience.
MBO training pathways
Qualifications are at the heart of MBO training, which is based on four levels ,
irrespective of whether the student takes a work based or school based
pathway to VET. MBO training can take up to four years to complete.
MBO courses are given at four different levels of training, each leading to a
specific job qualification. The levels of training are:
level 4-middle-management training OR specialist training (a trainee is
expected to supervise and coordinate activities within the workplace);
level 3- professional training (a trainee is expected to work independently
and also organize and plan work);
level 2- basic vocational training (a trainee is expected to perform
standard tasks without having supervision at all times) and
Level 1- assistant training (a trainee is expected to assist others at work
under supervision).
Those who complete their training can start to work or go on to another form
of education). Holders of a level 4 MBO certificate may go on to higher
professional education (HBO; see above)21. This is the case with about half
of the MBO level 4 students.
19 There are (were) 17 Expertise Centres for vocational education and training (VET) and trade and industry
(KBB’s: Kenniscentra Beroepsonderwijs Bedrijfsleven) as part of SBB. Main tasks: translate the (training)
needs of the labour market as laid down in vocational profiles into qualifications as part of the IVET courses,
monitoring and improving the quality of learning in enterprises for students/apprentices.
20 Sung, J., Raddon, A. and Ashton, D. (2006) Skills Abroad: A comparative assessment of international policy
approaches to skills leading to the development of policy recommendations for the UK. Research Report 16,
May 2006. Sector Skills Development Agency. Available:
http://info.worldbank.org/etools/docs/library/243593/flskills%20leading%20to%20the%20development%2
0of%20policy.pdf 21 http://www.government.nl/issues/education/secondary-vocational-education-mbo
29
As mentioned each student takes the same qualification, whether they are on
the work or school based pathway. The two pathways under MBO training
are:
- School based training (Beroepsopleidende Leerweg aka BOL) students
typically spend four days a week at a ROC and one day at an employer’s
on a work placement.
- Work based training (Beroepsbegeleidende Leerweg aka BBL) students
typically spend four days a week at work placement and one day at a
ROC. They have the status of an apprentice, in that they have an
employment contract with their employer and receive a minimum wage.
Irrespective of the pathway taken, students must have a workplace
component in their training at an accredited employer (Sung 2010: 23-24)22.
An employer must be accredited by its VET Expertise Centre, which will
perform a quality check on its ability to offer training. Otherwise it cannot
take advantage of publicly funded VET. The majority of students (about 80
per cent) are school based and this percentage has increased since the
global economic recession. Its impact has invariably led to fewer employers
being able to offer apprenticeships. Consequently, fewer students are on the
BBL pathway and are relying instead on the BOL pathway. Although the
system is flexible and it is possible for a student to switch between BOL and
BBL pathways during their training.
Design of MBO qualifications
The responsibility for qualifications design is held by the VET Expertise
Centers. Employers input into their design via occupational and qualification
profiles, which are collected and collated (sometimes by a third party e.g. a
research institution) and are used as the basis for a new design. This
process sees an occupational profile developed, based on identifying what
an experienced professional would do in their role. Following this, the types
of competencies, which someone would need to start their professional
career, are mapped out to create a qualifications profile. This approach
results in a competence based qualification structure.
Each VET Expertise Centre will then send its qualification to the SBB, which
assesses the qualification and ensures it complies with the qualifications
dossier framework (Toetsingskader kwalificatiedossiers MBO) used for all
qualification design in MBO training. Such a framework makes it easier to
compare qualifications with each other.
A trend in the design of qualifications over the last decade has been the
reduction of qualification dossiers by focusing on key competencies across
occupations, of which 25 key competencies have been identified.23 Over 700
dossiers have now been reduced to 237 (as of 2012).
22
Sung, J. (2010) ‘Vocational education and training and employer engagement: an industry-led sectoral system in the Netherlands’ in International Journal of Training and Development, 14:1, pp.16-31.
23 Key competencies include: presenting and communicating information; learning; writing and reporting;
meeting customer expectations; applying technology; coping with pressures and setbacks; entrepreneurial and commercial thinking.
30
These dossiers provide the basis for the current 612 nationally recognised
MBO qualifications, for over 5,000 professions, in existence. These are used
by both BBL and BOL pathways. Qualifications are formally updated every
three years.
6.2 Adult education
In correspondence with the Cedefop definition of adult education, the
Netherlands distinguished two types of adult education which can be
described as follows;
- General adult education, open to all adults who want to improve or
supplement their knowledge and skills after initial education and training
for professional and/or personal purposes. This can be formal or/and non
formal education which aims to;
o provide general education for adults in topics of particular interest
to them (e. g. in open universities);
o acquire, improve or update knowledge, skills or competences in a
specific field: this is continuing education and training
- Adult basic education (VAVO) that must lead to an examination (diploma),
which qualifies individuals for the further VET system and aims to;
o provide compensatory learning in basic skills which individuals
may not have acquired earlier in their initial education or training
(such as literacy, numeracy) and thus to;
o give access to qualifications not gained, for various reasons, in the
initial education and training system.
The Adult Education Framework Act in 1991 introduced a national system of adult
basic education and adult general education (VAVO) under the law on secondary
education. Other changes followed in 1996 when the Adult and Vocational
Education Act (WEB) came into force which covers two types of education:
secondary vocational education (MBO) and adult education.
This change constituted a major reorganization of adult and vocational education
and training sectors based upon the new Regional Training Centers (ROCs). The
WEB granted significant autonomy to ROCs for institutional policy, but they were
also expected to establish intensive contacts with relevant stakeholders –
especially municipalities, the social partners, and local employers - in their
regions.
VAVO24 is regarded as “second chance education” (VMBO theoretical
programme, HAVO and VWO). Adult basic education comprises broad social
functioning, life skills and Dutch as a second language (NT2 or DSL). Adult basic
education is a first step towards further training and development. 25
24
Dutch abbreviation: VAVO- Voortgezet algemeen volwassenenonderwijs. 25
OCW, Key Figures 2008-2012 Education, Culture and Science.
31
Adult Education in the Netherlands are all kind of forms of education for adult
learners in a formal and non-formal way. The government invests about 2.6
billion euros annually in this sector, which represents approximately 12% of
the total budget for education.
In the table below the number of participants that entered adult education
between 2009 and 2012 and between 2013-2014.
Table 10 Participation in Adult Education Participants in adult education (x 1,000)
2009/’10 2010/’11
2011/’12
Basic level 36 28 22
secundary
level (vavo)
17 15 14
Source: CBS, Statistical Yearbook 201326
Figure 2 Participant in Adult Education 2013-2014
Table 11 Participation in Adult Education 2013-2014
Language education for migrants (NT2)
Special educational programmes are offered for those people whose first
language/mother language is not Dutch. This is called NT2-education. There are
two exam programs. The first programme leads to a certificate which shows that a
person can function on educational level 3-4 MBO. The second programme leads
to a certificate that shows a person can function on higher levels of education and
as well corresponding higher function in the labour market.
26
http://www.cbs.nl/NR/rdonlyres/324BCD58-32B9-465B-8A03-284A55C90402/0/2013a3pub.pdf
Sex Age numbers
Total participants Total age group 14 896
Younger than <25 14 342
25-65 year 535
25-35 year 367
33
7. The system of CVET and its developments
7.1 System of CVET
Continuing Vocational Education and Training (CVET) focusses on further
vocational/professional development through (education and) training, mainly
after one had completed initial vocational education (and training)27. CVET in
the Netherlands is aimed at people over 18, at qualifying them for work or
preparation for further training.
In the Netherlands CVET is covering:
- General adult education (formal)
- Vocationally oriented continuing training (non-formal and informal)
The VET system in the Netherlands is developed without a distinct difference
between IVET and CVET. Both consists of public funded and private schools.
The quality assurance system in place applies to the VET sector as a whole.
As a consequence, there is no real “system of CVET” in the Netherlands. No
institutional framework for CVET exists in the Netherlands. CVET in the
Netherlands is a broad field with many options, depending on what path a
person desires to follow in his/her career or in what area a person wants to
deepen his/her knowledge. In basic terms, a distinction can be made
between general adult education and vocationally oriented continuing
training (for people in the job market as well unemployed).
CVET can be divided into:
Legally regulated and publicly financed part-time/dual IVET that
functions as CVET for individuals;
Private, non-government-funded training for employees, self-
employed people and employers.
Provision of specific training for the unemployed and jobseekers;
Then second type of CVET, corporate training for employed people,
comprises a large part of the CVET activities.
There are various forms of training provision:
1. The part-time equivalents of regular full-time/school-based
vocational/professional education and the dual pathways within upper
secondary vocational education and higher professional education.
2. Private correspondence courses and e-learning activities, which are
primarily vocational in nature.
27 Cedefop (2008a) Terminology of European education and training policy. A Selection of 100 key terms,
Luxembourg. Source: http://www.cedefop.europa.eu/EN/publications/13125.aspx
34
3. Private oral education, which again comprises primarily vocational
courses; training courses given outside the company.
4. In-company training, off-the-job and on-the-job.
All these programmes are not publicly funded and participants (or their
employers) have to pay themselves. As a result of the crisis and budget cuts
in the field of health and welfare, the participation of adults in IVET has been
declining during the last years.
7.2 Institutions responsible for CVET
In the Netherlands, the responsibility for CVET is divided between
government, social partners and the education sector. Government is
financially responsible for the training of the unemployed. The education
sector are responsible for the supply of specific training programmes
(especially the Regional Training Centres and the hogescholen) and
curricula. There is also a specific provider of CVET at the university level: the
Open University which also belongs to ‘ publicly promoted CVET for all’. In
2001 there were 24.900 students enrolled, by 2011 the amount of students
had decreased to 16.30028, because education became more expensive.
Social partners are responsible for the training of workers. Social partners
can formulate aims and arrangements for CVET and apprenticeship training
in collective labour agreements (CLA). Collective labour agreements are
declared legally binding for all businesses in a particular branch or sector of
the labour market; this declaration is issued by the Ministry of Social Affairs
and Employment. The regulations for CVET differ per branch of industry or
labour market sector.
Besides the supply of Regional Training Centres, hogescholen and the Open
University, there are also a lot of commercial training providers that facilitate
in formal and non-formal learning programmes. Their share in providing
CVET is growing.
7.3 Tools for CVET
UWV and the municipalities are responsible for the delivery of CVET for the
unemployed. UWV in 2014 got a budget of about € 250 Meuro for re-
integration measures for the handicapped. This budget will decline during the
coming years. Also part of it will shift to the municipalities (the Wajong part;
see Chapter 5). About 115 Meuro (2014) is available to buy activities in the
field of re-integration from private providers. Within this budget it is also
possible to finance trainings.
28 http://www.ou.nl/documents/14956/439268/Voorstel_Prestatieafspraken_Open_Universiteit_2013-01- 31.pdf
35
There are no figures about spending on trainings in the field of CVET, but re-
integration companies prefer other types of activities (guidance, training in
application, job coaches). For that reason the amount of spending of UWV on
CVET for the unemployed will be very low.
This is also the case with the municipalities. They get a lump sum from the
Municipality Fund for benefits, delivery and interventions in the field of re-
integration. Training in the framework of CVET may be part of the re-
integration activities, but the amount of trainings has declined steadily during
the last years. At this moment Panteia, together with the University of
Amsterdam is carrying out a study on how the municipalities spend their
budgets. A first impression is that spending on training next to nothing.
The main part of activities in the field of CVET consists of training of workers.
The main instruments of support are the branch-specific Labour Market and
Training Funds (Arbeidsmarkt en Opleidingsfondsen or Opleidings- en
ontwikkelingsfondsen).29 In the framework of the Collective Labour
Agreements (see above) employers pay an obligatory part of their personnel
costs into these sectoral or branch funds and can benefit from refunds for
training employees. There are about 140 of these funds, covering 85% of
employees. Both employers organizations and trade unions are having their
seats in the boards of these funds. Training funds contribute to the Dutch
CVET system by stimulating training and employability policy in companies.
If you own a company in the Netherlands and you wish to offer your staff
training, you can submit an application to the Training and Development
Fund (T&D Funds aka O&O funds) of your sector.
The employee/employer training agreements are defined in the stipulations
of the collective labour agreements (CLAs) which are valid for a certain
branch/sector of the labour market. An employee’s right to training differs per
CLA in the degree of detail. Some CLAs contain very details descriptions of
training agreements, others are very brief. Only few CLAs include training
stipulations that are relevant to performance outside the company or for
training that can be selected as individually preferred. Training can focus on
further and in-service training, but also on vocational training courses. Some
funds even offer courses of develop training programs themselves for the
sector. Training initiatives can come from employers or employees.
The Labour Market and Training Funds are spending something like 1 Billion
euro per year, but there are no exact figures available. Some funds are quite
big and have budgets of tens of Millions of euros, others are working for very
small branches of industry and also have very small budgets. The funds are
supported by bureaus, responsible for funding but also for promoting labour
market and CVET related projects. In many case, these bureaus are also
responsible for managing other type of funding additional to the means of the
Labour Market and Training Funds themselves.
29 P. Donker van Heel a.o., Hoe werken sectorfondsen?, Rotterdam, 2008.
36
Further financial tools
In the Social Accord of the Dutch government are upcoming measures
described, with the focus to strengthening the labour market by making use
of so-called sector plans (For a further description see Chapter 9). These
sector plans are initiatives of social partners together with municipalities,
employment services (UWV) and SBB, the association of the VET Expertise
Centres (See Chapter 6). Government is co-financing the sectoral plans
making available a total amount of €600 Meuro in 2014 and 2015.
Another fund used in addition to the Labour Market and Training Funds is the
European Social Fund (ESF). This was especially the case in the 2007-2013
period of the Structural Funds, while in the Operational Programme for the
Netherlands there was a specific Action for the training of lower educated
employees with a budget of about €50 Meuro per year. In the new ESF
programme, however this extra budget has disappeared. There is only a small
budget for training available in the framework of interventions in the field of
employability.
In the (semi) public sectors the ministries responsible are also supporting CVET
activities for employees. There is, for instance, a so-called Traineeship fund
(Stagefonds) of the Ministry of Health, Welfare and Sports which financially
supports organizations in health and welfare in case they engage trainees (see
Chapter 6). The Ministry of the Interior has a small fund to support trainee
projects in the construction sector.
7.4 Lifelong learning
Lifelong learning in the Netherlands is formulated in terms of its contribution
to the competitiveness of the Dutch economy, the development of a
knowledge-intensive society and emphasizes the importance to businesses
of lifelong learning as a means of maintaining employee productivity.
The Netherlands does not possess a comprehensive concept for lifelong
learning due to the way responsibilities are distributed among many actors
who have a great degree of freedom in developing policy. This policy agenda
is managed by government and the social partners. Social partners have
become increasingly influential stakeholders in lifelong learning with regard
to employability. Municipalities are responsible for priorities and the financing
for second chance education, while the educational institutions together with
commercial providers are responsible for the development of the demand-led
provision for adults.30
30
Cedefop report lifelong learning , 2010
37
The coming years Lifelong Learning is an important focus for the Dutch
government because there is more and more need for learning on-the-job
and off-the job and it is expected that this need will increase in the future.
The urgency to acquire new knowledge and skills to maintain existing
competencies increases. At the same time we see that adult participation in
education and training stagnates already for years and does not met the
objectives. Although Chapter 4 showed that the percentage of employees
participating in lifelong learning lays above average, what looks positive,
nevertheless concerning the investments in time and money show a more
negative image31.
There are relatively less investments done within the formal learning sector
and in the informal sector only one third of time spent on work has a learning
component for employees32. The figures also show that persons with a higher
education much more often are involved in lifelong learning than lowly
educated persons.
More flexible education
In the field of education several measures were taken to intertwine working
and learning. Within the educational system measures were focused to
bridge the gap between education and the labour market. In addition,
measures have been taken to fit the needs of business with existing training
courses.
On of the recently new initiatives is to make higher education more flexible
for persons who work and want to attain new skills and competence.
This spring the advisory report “Flexibel hoger onderwijs voor volwassenen”
(Flexible higher education for Adults) from the Commission Rinnooy Kan
appeared. In this report the bottlenecks around part time higher education are
clearly brought out to make higher education more attractive to adults, which
should also reverse the trend of declining participation.
An example is the introduction of the Associate degree (AD) for people who
are working and have obtained an educational level between mbo-4 and hbo-
bachelor (see also Chapter 9).
31 Voortgangsbrief leven lang leren oktober 2014 32 Roa Leren en werken 2014
38
7.5 Recognition of prior learning
Accreditation of prior learning (APL)
Accreditation of prior learning (APL) is an instrument that aims to make the
potential of the individual development visible and to improve the human
capital management in companies. It helps to get more insight in employee’s
capacities and employability. The Dutch concept puts high importance on the
concept of learning outcomes, which means that qualifications in VET and
higher education are translated into competences. These competences are
each put into a procedure for APL. Prior learning assessment procedures are
accessible to individuals and companies.
In view of the considerable advantages of Accreditation of Prior Learning
(APL) for all parties, broad implementation is stimulated by an independent
organization: the Expertise Centre APL (Kenniscentrum EVC33). The Centre
is financed by Dutch Government (the Ministries of Education, Culture and
Science and of Social Affairs and Employment).
Institutional framework conditions APL-procedure
To participate in an APL-procedure, an employee normally has to have 3 to 5
years of experience. In some collective labour agreements employees have
been given the right to participate in APL, which also means the company
will pay the costs. A candidate has the opportunity to participate in an exam-
procedure for certification of qualifications. One must think of qualifications
an individual gained through formal, informal or non-formal learning in
various settings like learning on the job, though courses, in society, or in
voluntary work34.
During the procedure, sometimes the individual makes a portfolio in which
experience is presented by a sum of certificates, notes an projects that have
been worked on. Within almost all APL-procedures the examination is
executed by representatives of a regional vocational training Centre.
In the Netherlands the focus is especially put on motivating those with little
or no education to participate in lifelong learning. As a consequence the
process has to be as accessible and flexible as possible for individuals to
facilitate finding the exact opportunity regarding their needs for continuing
and further education and training. As a consequence, laws and regulations
regarding the validation of non-formal and informal learning in the
Netherlands hardly exist.35
33 www.kenniscentrumevc.nl/evc_nl/146eb7f8a77f63d51dcae03b61648e66.php
34 http://www.kenniscentrumevc.nl/werknemers/english
35 Annen, S. and Eberhardt, C. (2013) Recognizing Lifelong Learning via Credit Systems-Strategies and
Practices of Selected European Countries. International Journal for Cross-Disciplinary Subjects in Education. Vol 3 pp 1495-1504.
39
7.6 Changes to the CVET system
The ‘system’ of CVET in the Netherlands did not change much during the last
years. What deserves mention over here is that a general tax refund for
companies providing traineeships in January 2014 and has been replaced by a
new scheme, the so called Subsidieregeling praktijkleren (Fund for Learning
in Practice). With this subsidy the Ministry of Education, Culture and
Science (aka OCW) wants to stimulate employers to traineeship places
(especially for vulnerable groups within the labour market. It is only possible
to get a tax refund when supplying these groups with a traineeship.
41
8. Problems and needs of selected groups on labour
market
The present government wants to improve the opportunities for people who
have difficulties find work. This refers to long-term unemployed persons,
people with health problems and people with a disability. State Secretary
Klijnsma of Social Affairs and Employment mentioned in a speech that
“‘Participation’ is of paramount importance for several reasons” 36. She states
that too many people who can and want to work in the Netherlands are
unemployed. But work is seen as very important for people because work
makes people independent and offers the opportunity to get on in society. On
the reverse work is also important for society and its social security system.
Therefore municipalities will be responsible for implementing the new
Participation Act next year. Municipalities can very well offer tailor-made
support. For example, by helping to find a normal job, by applying a re-
integration instrument or by offering a sheltered workplace.
To make it attractive for employers to hire people to whom the Participation
Act applies, employers will receive a supplement to the wages they have to
pay (the Wage dispensation measure; see below). Employers will also
receive a bonus when they engage a disabled person. This bonus is a
discount on the social insurance contributions that employers have to pay.
8.1 Employees
The participation of employees in Dutch employees in enterprises
participating in VET is shown in the next table.
36 State Secretary Klijnsma of Social Affairs and Employment in her speech during the conference
‘Welfare reform for active inclusion of young people with health problems or disabilities’ in The Hague on 17 January 2013. See: http://www.government.nl/documents-and-publications/speeches/2013/01/17/speech-state-secretary-klijnsma-of-social-affairs-and-employment-during-the-conference-welfare-reform-for-active-inclusion-of-young-people-with-health-problems-or-disabilities-in-the-hague-on-17-january-2013.html.
42
Table 12 Percentage of employees (all enterprises) participating in CVET
Total
Netherlands
2005 34
2010 39
EU-28
2005 33
2010 38
Source: Eurostat 2014. Link to data:
http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=trng_cvts42&lang=en
Participation in CVET is above average compared to other EU countries. The
main actors in this field are the sectoral funds described in Chapter 7.
The data of the Labour force Survey (Chapter 4) has shown that the
employment rate of population aged 15-64 decreased rapidly reaching 74,3
percent in 2013. This has all to do with the financial and economic crisis that
started in 2009. The Sectoral Plans, which will be described in the next
Chapter, aim to support persons who are threatened with unemployment.
Training may be part of the activities in the framework of the sectoral plans.
Employees can have different forms of labour contracts, for example
permanent of a more flexible form. The Dutch government wants to reduce
the distance between permanent and flexible labour is by improving the legal
position of employees without permanent employment contract. This is being
set out in the Work and Security legislative proposal which was sent to parliament
at the end of November 2013. This legislative proposal was adopted by
Parliament on 18 February 2014.
Looking further at working contracts it is noticeable that a very high
percentage of women have part-time contracts. In 2013 77.2 percent of the
women worked part-time. The reasons for part-time employment by women
include obligations to care for children or adults requiring care. While the
main motive for part-time employment of men is (continuing) school or
vocational school, what explains that only 27.9 percent of men in 2013 had a
part-time job.
43
8.2 Low skilled workers
Young people have better prospects on the labour market if they have a basic
qualification. Of the approximately 382,000 persons who had completed only
lower secondary education in 2012, young men accounted for a larger share
(236,000) than young women (146,000).37
Early school leavers in the Netherlands refers to persons between 12 and 23
years who leave education before the gained a basis qualification.38 The aim
is to reduce the average percentage of early school leavers to less than 10%
by 2020. This will involve all young people aged between 18 and 25 who are
not undertaking education/training. Measured according to the European
definition, the Dutch target is 8 percent in 2020. The Dutch Government has
decided on a more ambitious target than that for the EU, namely a maximum
of 25,000 new early school leavers each year by 2016. The Netherlands
compares well with other European countries.
For low skilled employees on the labour market it is noticeable that since
there is a free movement of workers within the EU, the low skilled employees
must compete with higher skilled workers from other EU-countries.
Further there has been a gradual decline of the employment share of low-skilled
workers especially under the low skilled youth. The situation for this group of
young people is uncertain because it seems to be very difficult to find a job.
Almost two third of them fears that better educated youth will fulfill their jobs.
Both situations show that low-skilled persons are under particular pressure in
the labour market. To put the pressure down, the EFS-program 2007-201339,
that focused on the improvement of employment rates, gave special attention
to low skilled employees by facilitating in education and training. This had a
positive impact. At this moment, there is special attention for the training of
low skilled workers in the framework of the Sectoral Plans (see Chapter 9).
A key impact of the low skilled in the Netherlands has been around helping
this group to develop both their basic skills and also skills specific to the
sector in which they already work. Much of the skills development was
around 'up-dating' their skills as opposed to developing completely new skills
in completely new areas. Measured impacts on the low skilled in the
Netherlands have been:
96 percent of participants in training for qualification projects have
remained in employment six months after completing the courses during
the current programme.
37
http://statline.cbs.nl/Statweb/publication/?DM=SLNL&PA=71822NED&D1=1&D2=a&D3=0&D4=0&D5=1&D6=0&D7=l&HDR=T,G1&STB=G2,G3,G5,G4,G6&VW=T
38 http://www.aanvalopschooluitval.nl/userfiles/file/OCW-UK_VSV-Boekje_2014.pdf
39 Unfortunately within the ESF grogram 2014-2020 there is no attention for low skilled persons/employees.
44
Two-thirds of employees became more aware of the use of lifelong
learning and indicated their willingness and interest to continue to
participate in training.
Half of the employers became more aware of the use of lifelong learning
and confirmed they would continue to invest in the training of their
employees.40
8.3 Persons on maternity or parental leave and persons caring for kin
Parental leave policies assist parents that are employed prior to giving birth
in order to remain at home for a period of time so that they are able to care
for the child. Maternity leave is paid totally 16 weeks and paternity leave is
paid 2 days.
The government gives all parents that use unpaid parental leave, through tax
breaks, 50 percent of the national minimum wage. Employers have the
possibility to provide a payment on their own discretion. Payment for parental
leave can also be set at the collective labour agreements. Unpaid leave for
children under 8 years of age. For unpaid leave a parent has to have worked
for an employer for over one year.
With more women working part-time, the use of formal childcare facilities is more
often on a part-time basis. Formal childcare services in the Netherlands are more
often used by higher income families. Although childcare supports are most
generous for low-income families, they can still face weak financial incentives to
work when children are very young and participation among low-income
(including migrant) families is relatively low unless the setting is mandatory when
children go to school. However, school-hours do not facilitate holding full-time
jobs which helps explain the popularity of part-time employment among many
mothers in the Netherlands.41
There are no specific support measures in the field of CVET regarding this group
of persons.
8.4 Handicapped persons
There are several schemes and provisions regarding the employment of
handicapped persons.
Sheltered employment At this moment the main instrument for the handicapped (next to some
specific measures described below) is the system of sheltered employment
(within the WSW: the Act on Provision of Labour). Each municipality gets
funding from the national (central) Government for providing jobs for
handicapped persons.
40 http://www.esf.ie/en/publications_evaluation.aspx 41
Doing Better for Families The Netherlands see: http://www.oecd.org/netherlands/47701063.pdf
45
These jobs can be in the premises of the organizations for the provision of
labour (Werkvoorzieningschappen) themselves, but also in an outside
company. In both cases the workers are supported by a paid job coach.
There are also means available to pay a part of the labour costs for the
employers or for specific changes in the workplace.
Regarding these labour costs: for employers who employ disabled persons
there is a probability of additional risk, for example, because these workers
are less p roductive or more often ill.
In the framework of the new Participation Act, government wants to cur on
the amount of positions financed by the WSW. It should decrease from
100,000 positions to about 30,000, which are only destined for the
handicapped who have the least chances to get a regular job. Persons who
are working within sheltered employment now will not lose their jobs, but
there will be no new participants till the number of 30,000 has been reached.
Wage dispensation
For employees with a Wajong benefit (see Chapter 5) there is the possibility
of wage dispensation. An employer may temporarily pay lower wages to the
employee. UWV adds the wages of the “Wajonger” up to at least 75% of the
minimum (youth) wage. The wage dispensation may take six months to five
years. Extension is possible, but ultimately it is the intention that the
employee can earn the same as other employees.
From 2015 on, the wage dispensation will be possible for all groups of
unemployed falling under the Participation Act.
Jobcoach
A job coach assists employees with a long term illness or disability. The
employees get a personal training or mentoring in the workplace. The
employee can work independently at the end of a successful program. The
job coach remains accessible when there is a problem or if there are
bottlenecks. The job coach accompanies the employee up to three years. In
the first year, your employee gets up to 10% of his working hours
accompanied by the job coach, in the second year up to 5% and in the third
year up to 3%.
8.5 Young people up 25 years
In the Netherlands youth unemployment is high on the political agenda. 90%
or more of high-skilled people are employed which is a high percentage, the
lower skilled find less often work, although more often compared to other
OEDO-countries. A general trend of increasing unemployment over the last
five years is illustrated in the table below.
46
Table 13 Occupational status for young people under 25, all levels of
education (2009-2013) (x 1000 thousands)
2009 2010 2011 2012 2013
Employed 1.351.5 1.264.2 1.277.3 1.280.8 1.271.3
Unemployed 95.9 120.6 105.8 134.1 157.2
Source: Eurostat
Unemployment has hit hard with young people who search for an internship or work placement but also young people without a basic qualification or those with a non-western background experience difficulties.
Regional approach to youth unemployment
Interventions directed at persons younger than 27 are mostly originating from the
regional approach to youth unemployment which has been introduced by
government in 2013. Until 2015, government invests 50 M euro to enhance the
employment of young persons. In this case the main actors are the communities,
which co-operate with schools, UWV and local social partners. The instruments
being used are the so-called Startersbeurs (see Chapter 9), the “Youth windows”
within the regional work squares (specific desks or the guidance of young
unemployed persons) and young-old arrangements (interventions in which young
trainees are being guided by older otherwise abundant workers). The main
objective of the approach is to guide young NEETs back to school/IVET (into
trainings for professions with a good perspective on the labour market), but other
training programmes are also a possibility. There has also been appointed a
“youth ambassador” (a former Member of Parliament) to promote and stimulate
VET students to choose for a occupation with a good change on the labour
market, for example within the technical and health sectors. Still another example
to tackle youth unemployment in this field is the so called Techniekpact
(Technical pact) This is a covenant between social partners and companies in
these sectors, the government, social partners and technical educational
institutions to finance and carry out activities to fill the lack of technical labour
force.
Further there is also the possibility for employers to get deductions on taxes and
employee insurances when they hire young people who receive an
unemployment or a social benefit42.
42 http://www.rijksoverheid.nl/onderwerpen/jongeren-en-werk/aanpak-
jeugdwerkloosheid
47
8.6 Older persons
In the Netherlands, the participation on the labour market of persons over 55
years of age has strongly increased in the last twenty years. There are three
reasons: the first is the ageing of the labour population. The second is the
growth of employment from 1990 till 2008. And the third is that government
has made most early retirements schemes impossible by cutting tax
provisions.
Unemployment figures with persons of this age group are lower than with the
rest of the working population, but they tend to grow, because during the last
year’s total employment was declining. It happens that older employees
compared to younger employees are more working in shrinking professions.
Moreover, except for the highly educated, once somebody looses his job, it is
very difficult to find a job again. Moreover, older persons are at risk because
in general they invest less in knowledge and skills when age goes by.
A first type of strategy, supported by the sector plans (see Chapter 9) and
the ESF is that employers and employees must invest in sustainable
employability of older workers. Another strategy is that government is fining
employers who fire older employees, while at the same time providing tax
deductions when employers will hire unemployed persons from the age of
50. Furthermore, the government is thinking about a tax on dismissals.43 A
third strategy consists of the personal counselling by UWV of persons
becoming unemployed at an age above 55. A last strategy is to encourage
the training of older workers.
Training voucher
The training voucher is a subsidy for training for a new employee aged 50
years and older. The maximum grant is € 1,000 (including VAT). This amount
is intended for all costs associated with the training. There are some
requirements:
The training of the employee will take up to 1 year and leads to a
recognized diploma / certificate.
There must be a signed contract between the employer and the employee.
The employee must be hired for at least half of the number of hours for
which he receives unemployment benefits and at least for 12 hours per
week, for at least three months.
43
Euwals, R. and ter Weel, B. (2013), Ouderen aan het werk. CPB Policy Brief.
48
8.7 Ethnic minorities
Integration of minorities is one of today's most daunting political challenges.
It is certainly one of the problems confronting Dutch society. But integration
does not come easy. People of Turkish and Moroccan origin, for instance,
are more likely to be unemployed than ethnic Dutch. So the government
wants to encourage these groups to take part in society. Dutch government
has introduced compulsory integration courses that are a meant to prevent
disadvantage. Shortly after arriving in the Netherlands, new immigrants now
have to attend courses in Dutch language and society (see also Chapter 7).
Even though unemployment figures are much higher than with or
autochthonous people, persons from ethnic groups who are living in the
Netherlands for a longer time, do not receive a special treatment in labour
market policies. When they are young, old, handicapped or long term
unemployed (which is often the case) they get the same personal guidance
services as other people who are young, old, handicapped or long term
unemployed. By this way, of course, in their employment services, both UWV
and the work squares are much more often dealing with ethnic minorities
than with autochthonous persons.
8.8 Small business owners/self employed
More and more people in the Netherlands work as self-employed. The group of self-employed is very diverse, ranging from high-skilled professionals with a high income to the self-employed who combine a few hours of entrepreneurship with a (part-time) job. The number of self-employed in the Netherlands has grown significantly as one can see in the table below: Table 13: Total of small business owners (ZZP-ers) in the Netherlands (x 1000)
2009 2010 2011 2012 2013 2014
687 705 728 752 784 809
Source: Statline, CBS
At the start of the economic crisis the number of self-employed44 grew. In
2013 the Netherlands counted 784,000 self-employed compare to 630,000 in
2009 according to the official statistics of the Statistics Netherlands (CBS).
Depending on the group of self-employed referred to, the attitude towards
self-employment differs. The typical self-employed person in the Netherlands
is a somewhat older, high skilled man (de Vries et al., 2010). Therefore, the
government seems reluctant to create facilities for the self-employed other
than the already existing.
44 A self-employed person is defined by CBS as a person who works in their own business or practice and does
not employ personnel and other self-employed, such as freelancers. Calculations are based on the population
aged 15-65 working more than 11 hours per week. Moreover, the self-employed activities have to be a
person´s main activity.
49
Recently there is some debate concerning the position of the self-employed.
First, there are a number of arrangements that support self -employment as
an alternative to unemployment or inactivity. People receiving unemployment
benefits (WW) may be offered the possibility of becoming self -employed.
Their business plans are examined by UWV. When approve, they can keep
their unemployment benefits as a start-up business loan, with a maximum of
26 weeks. After two years, UWV will calculate the amount of money that
should be paid back (depending on the business profits). The unemployed
can also choose to receive lower unemployment benefits instead of a start -
up business loan. The unemployed person then stops receiving benefits for
the hours spent on his or her business.
Also employees on sick leave or receiving disability benefits (WIA, WAO,
WAZ, Wajong- of Ziektewet) are in some cases entitled to a start-up
business loan provided by UWV. Moreover, starting a business is stimulated
for people receiving a social benefit. One can start a business on welfare
benefits for a maximum of 36 weeks. A business loan can be provided with a
maximum of € 32,774. In some cases this money needs to be paid back.
Furthermore, the executive body (in the case of welfare, this is the
municipality) can refund additional costs for coaching, courses or market
surveys relating to the new business.
51
9. Successful measures in CVET area during last
5 years
9.1 Structural interventions
Labour market and training funds
As has been explained in Chapter 5, the main financial instrument for
training of workers in the Netherlands are the 140 sectoral labour market and
training funds (A&O Fondsen; sometimes called: training and development
funds O&O Fondsen). Almost every sector or subsector has its own fund,
which is being fed by percentages of the salaries of the workers in the
sector. Formerly most of the funding was of the type that companies applied
for a subsidy of the funds when they wanted to train an employee or were
hiring a trainee from IVET. Nowadays the funds are (also) shifting to
promoting their own activities in the field of training workers, especially those
who are threatened with unemployment.
Many funds are supported by bureaus responsible for project management.
Sometimes these bureaus are connected to the VET Expertise Centres (as is
e.g. the case with Fundeon, VTL, VAPRO and INNOVAM, respectively the
funds for the construction, transport & distribution, chemical industries and
garage sectors.
Next to training of workers, many funds also are a min source of funding for
projects dealing with the training of unemployed persons. Sometimes these
projects are co-financed by the European Social Fund. Another type of co-
financing is that by financial means coming forth from the sectoral plans (see
below). In these cases the funds very often co-operate with UWV or the
communities. Some examples are:
- The fund for the metalworking sector OOM funds subsidizes with the
instrument Jobstart employers who hire unemployed or handicapped
persons for training and guidance costs. They get a bonus once the
workers are still working within the company after half a year.
- Fundeon subsidizes employers who hire a long term unemployed person
or somebody from the age of 27 years who does not won a starting
qualification. It also supports the project Wajong in de bouw, in which 70
young handicapped are trained to become a worker in the construction
sector. The subsidy includes the introduction of a jobcoach who is
responsible for the guidance of the new employee.
- VTL supports the training of truck drivers and workers in the distribution
sector who recently have become unemployed. By that way they have
updated knowledge once they apply again for a job in the sector.
- FCB, the labour market and training fund for the welfare, youth care and
child care sectors, supports the retraining of workers who, because of
subsidy cuts in the child care sector by the government, have to look for
another job.
52
There are many other examples. By this way, the labour market and training
funds are not only responsible for the training of workers, but also for a large
part of the training of the unemployed and abundant workers.
Sector plans
A relatively new instrument introduced by the Dutch government in 2013 is
that of the so-called sector plans. The main idea is that a sector or region –
on the basis of a labour market analysis - will develop a plan in which it
describes interventions directed at training of (older) workers, guidance of
potentially abundant workers, guidance of young and long-term unemployed
and handicapped persons to the sector, the employability of workers, etc.
When these plans are approved by government, the government will finance
the interventions for 50 percent. A budget of 600 Million euro is available for
co-financing.
Until November 2014, there have been two tranches for the presentation of
sector plans. A total of 61 of the 102 sector plans have been approved. A
first Quickscan in the framework of the evaluation of the plans shows that
more than 300,000 workers and unemployed will participate in the plans,
totaling a government subsidy of 326 M euro, to which the sectors and
regions themselves will add 619 M euro. Almost half of the participants are
workers to be trained. Other interventions with many participants are:
guidance and matching (40,000), career checks and guidance (30,000),
health checks (26,000), other initiatives directed at improving the health of
workers (23,000) and traineeships for young persons (23,000).
A third tranche of the sector plans will be launched in January 2014. This
time the sectors and regions are asked to present plans in which abundant
workers are being guided to jobs in other sectors for which there is a positive
labour market perspective.
The real effectivity of the sector plans will have to be proved with the final
evaluation in 2018. At the moment, it is possible to state that the int roduction
of the sector plans has increased the amount of interventions in the field of
CVET substantially.
Top sectors policy and Human Capital agendas
A group of interventions directed at the higher segments of CVET is related
to the so-called Top sectors policy programme. In 2011, the Dutch
government has indicated nine economic sectors, with the goal to belong to
the social and economic top worldwide. This asks for investments and
innovative strength among good educated people on all educational levels
within the Netherlands. To circulate and connect enough people with the
right skills within the concerned sectors, future shortages must be fulfilled.
That is why the nine top sectors designed Human Capital agendas that aim
to connect education and business in the (near) future better. For each
sector a sectoral HR committee (Human Capital Table) was established, to
identify and take measures against sectoral skill shortages. The human
capital agendas comprise activities in the field of:
53
- Labour market analysis: figures about the link between VET and
universities at one hand and the labour market at the other
- Improvement of the image of the sector for future students and workers
- Improvement of the way education relates to the business sectors with
specific attention for innovation
- Training of workers and improvement of the employability of workers.
In combination with the top sector policies the ministry of Education, Culture
and Science has introduced two types of new concepts to support a better
co-operation between educational institutes and the (innovative) business
sectors in the region: the centres of excellence for the higher Vet institutes
and the centres for innovative craftsmanship for regular (secondary) VET
schools. For each of the top sectors there is at least one centre for
excellence and one centre for innovative craftsmanship. These centres
ensure the co-operations between schools and companies for each the
topics of the Human Capital Agendas mentioned above. In the field of CVET,
in particular there will be more attention for the role of schools in providing
(together with the companies) workers with trainings in innovative
developments in the sectors concerned. This is really necessary because in
especially these top sectors technical developments are so fast that worker
have to be trained continually.
The Platform Beta Technics supports the activities of the Human Capital
Tables of the top sectors. This platform is also responsible for the so call
Technics Pacts, which comprises 22 Actions targeting at getting more trained
personnel available for the technical professions in the Netherlands. One of
these actions concerns the guiding of unemployed to the technical sectors.
Associate degree (AD) For several reasons it is a hard job for workers having a level 4 MBO degree
to get to the next (HBO) level: this will need 4 years of study and also the
level is much higher. For that reason, the Dutch ministry of Education,
Culture and Science has introduced an additional level of education at level
5 ISCED: the associate degree. To get this degree a student follows a 2
years training programme which is combined with a traineeship. Started in an
experimental way in 2006, the programme has been given a boost by the
government in 2013. The Ad-programmes have now been legally anchored.
Therefore hogescholen are encouraged at regional level to take new
initiatives for new Ad-programmes, in close cooperation with employers. At
most of the HBO schools it is possible to study for an AD programme in
several studies, in the technical, health care and economical fields.
Most of the time, the students can keep working with their own company. At
the same time, the AD degree also provides young graduates from MBO to
get an HBO degree step by step: at first to the AD level and then learning for
the full HBO diploma. The amount of AD study programmes and the amount
of AD students has been growing during the last years, not only involving
more persons in CVET, but also getting them a real diploma after finalizing
their studies.
54
9.2 Specific projects
This section presents some specific projects in the field of CVET in the
Netherlands.
Wijkleerbedrijf (District Learning Company) The instrument ‘WijkLeerbedrijf’ (WLB, District Practical Training Company)
is an instrument to help underprivileged people get a job in health and social
care. It is a new concept of community-based practical training in health and
social care which guides trainees in acquiring work experience related to
their education (health care and welfare, qualification level 1 and 2), in their
own residential district. Trainees do odd jobs which residents themselves can
no longer do but for which they don’t receive care via the municipality. The
instrument WLB is developed at national level by Calibris, the VET Expertise
Centre for the health, education and sports professions. .At the moment
there are WLB’s in various districts/ municipalities in the Netherlands.
Through attractive trainee posts and individual coaching the WLB helps
youths, (female) returners, and ‘zij-instromers’ (people looking to change
employment sector), get jobs in health and social care. The aims of this
initiative are primarily labour-market oriented though providing affordable
social care to vulnerable citizens (especially in problem districts).
The WLB initiative kills two birds with one stone. Firstly, the instrument
addresses labour-market problems: lack of trainee posts, a relatively large
amount of dropouts, especially on the lower levels of vocational training, and
combating the expected deficit in highly skilled care and health workers.
Secondly, it combats social problems: the situation of vulnerable citizens
(who are in need of but formally not eligible for health care and welfare) and
the lack of social cohesion (especially in problem districts). This WLB
instrument has not yet been evaluated. However, besides the case of Utrecht
(as described above) Calibris points to five other good practices (‘best
ideas’) in the municipalities of Den Haag, Dordrecht, Haarlem, Hengelo and
Leiden.
GildelLeren GildeLeren (Guild Learning) is a concept/instrument that is developed at
national level by Calibris. Set up according to the traditionally successful
guild system of master-journeyman-pupil. It is used to educate participants
(youth) of level 1 and 2 (and people with an distance to the labour market)
within a learning company (leerbedrijf) that must exist out of 24 pupils,
1 master and 24 journeyman of the learning company who coach pupils one
on one.
55
The learning company and the educational institute work closely together. By
this way, more internships on level 1 and 2 MBO (see Chapter 4) become
available. This raises the amount of inflow in care and health studies on level
1 and 2.
Positive effects are further an increase in study efficiency, less
unemployment among young people without basic qualifications, a decrease
in guidance tasks for training companies and that the inflow can be more
tailored on the wishes of a individual learning company, which also means
that t student can learn more technical craftsmanship and employee skills.
By that way as a result of this instrument also the amount of students which
pursue their studies at level 3 has been increasing.
WelSlagen WelSlagen (literally means second change to pass) is a project for young
people and job seekers (on an unemployment benefit) who do not have a
start/basic qualification yet. It is a powerful instrument to win people with a
distance to the labour market, for promising occupations in care and welfare.
It exists of a type of training customized for the target group. Part of the
project is also a selection process in which the motivation to work (in the
health care sector) will be tested.
Getting a start qualification after successful completion of this project makes
it possible for participants to get a BBL-contract within a learning company.
This can lead to a degree on MBO level 3. Experiences show that this way of
guiding job seekers through education.is much more efficient than the
traditional way involving the regular IVET programmes.
Flexible education within universities
The Open University (OU) covers to a great extend the demand of working
persons. Although the last years part time education declined strongly. Now
universities offer post-initial education, often in corporation with branch-
organizations (like health, accountancy and advocacy). Together with the OU,
new flexible programmes will be developed to make it easier to follow and
complete a master course. Many universities are also active with the development
of new online education programmes. The Netherlands is a forerunner in this
area.
Startersbeurs (Starting subsidy)
In the Netherlands, a private initiative developed at Tilburg University to help
young people gain professional experience through subsidising first-time
employment was quickly embraced by a large number of municipalities as
part of the Regional Approach to Youth Unemployment (see above).
Whereas it includes a training element in some municipalities, the core of the
instrument focuses on developing professional experience at the workplace.
56
The primary goal of the instrument is to help young unemployed graduates
pass the first ‘hurdle’ of employment after education by offering a way to
obtain professional experience. Graduates are given the opportunity to work
for six months in a company, in order to improve their working experience
and professional competences. Especially relevant from the perspective of
CVET is that before employment, beneficiaries indicate what core-
competencies they want to develop during the 6 months. Subsequently, they
can base their job-search on these set of competences and discuss with the
employer how the competences are developed. Even though this training
element in certain competences is included, the interviews for this study
indicate that in practice employers engage in varying degree in such skills
development. By bringing the graduate directly in contact with employers, the
instrument aims to contribute to finding sustainable employment for the
individual, but at least to add professional experience to one’s CV.
This instrument has now been introduced by a large number of
municipalities. The practical organisation of the instrument is centrally
executed by the ‘Startersbeurs service organisation’, which offers a web
application that allows municipalities to choose different policy parameters.
In practice this instrument is therefore subject to different conditions in
different municipalities, even though it is run by one central organisation for
the entire country.
Werkgelegenheidsplan Philips (Philips Employment Plan) A last example of a successful project is fully initiated by the private sector.
At Philips in the Netherlands currently about 185 job seekers and disabled
follow a work experience course of a year, sometimes longer. Judging from
the previous results of the Philips Employment Scheme (WGP) more than
seventy percent of them will make a successful re-entry into the labour
market. Philips WPG is the longest running "to work program” in the
Netherlands. From the start in 1983 more than 12,500 job seekers with a
distance to the labor market have gone through a process suitable for each
of them. Success is not only due to flexibility towards the target and
trajectory planning of which also trainings are part, but also due to a strict
selection, in which motivation is an important criterion. Just like the right
match with the learning / working project and work experience is also very
important. Furthermore, intensive coaching in the workplace has a high
priority, by a department manager or colleague, but also more remotely, by a
job coach, mostly one of a reintegration agency. But the premise remains
that the participant in the first place itself is responsible for his or her
development. The project has been supported buy UWV and the
Werkpleinen. Accreditation of Prior Learning (APL) is also used: as a tool
that allows people to work on their careers.
57
10. Conclusions
Both labour market policies and CVET in the Netherlands show a large
tendency of decentralization. Central government is responsible for general
policies and most funding, but the characteristics and size of specific
programmes and interventions are designed by the municipalities and the
social partners in the sectors. Only a few tasks, especially in the field of
registration, guidance/mediation and re-integration into the labour market of
handicapped persons are still with UWV, the Public Employment Services.
There is no real ‘system of CVET’ in the Netherlands. How to train workers is
the responsibility of the social partners.
As regards CVET, the supply of trainings, is for a large part still coming from
the regular schools, but the use of private educational institutes is growing.
All the time, curricula and learning outcomes are still decided by the IVET
sectors. In the framework if initial VET, more and more attention is being
paid to the requirements of the labour market. The idea is that after getting a
degree in a profession for which there is demand on the labour market, there
is a lower risk of unemployment. Further on in his career, the worker and his
employer(s) will take care of following additional courses in CVET to keep his
knowledge and competences in agreement with new demands and technical
innovations.
Dutch labour market policies also show a sharply declining interest in
integrating training components in the interventions directed at the re-
integration of the unemployed into the labour market. The budget available
with UWV for the re-integration of the handicapped is declining, for persons
on an unemployment budget (except when they are young or old) there are
no means for re-integration available anymore, while the municipalities invest
for the re-integration of persons on a social benefit in other types of
intervention than trainings.
Still, the Netherlands in the field of labour market policies and CVET shows
some interesting aspects, which could be transferred to other countries:
- At first, the existence of the sectoral Labour Market and Training Funds. A
percentage of the salaries of workers is by Collective Labour Agreement
put aside to invest in training of (new) workers. Also other programmes
and projects in certain sectors may be financed by these funds. As a
consequence, many workers are being trained.
- In addition to the means available with the Labour Market and Training
Funds, government is since 2013 investing in training of (potential)
workers, employability and guidance of workers who are at risk to become
unemployed by the so-called sector plans. Sectors have to decide how to
implement these activities. When a plan has been approved government
will pay for maximum 50 percent of the costs.
57
58
- For the most important sectors of the economy Dutch government had
developed the Top Sector Policy. Part of this strategy are the Human
Capital Tables which are responsible for improving the link between VET
and the business sectors.
- There are several activities/provisions for young and older persons and
the handicapped. Where for the most of the unemployed the electronic
services are considered to be sufficient, these groups get personal
guidance with the objective to help them finding a regular) job.
- Government has created a new level of diploma, the Associate Degree, in
order to provide workers with the possibility to get a degree at a level
between that of secondary and tertiary VET. The idea behind this is, that
for a growing groups of professions this is the level employers will ask for,
while at the same moment workers don’t have the time and money to
reach for a bachelor’s degree.
- Interesting is also that the Netherlands does not have any specific labour
market or CVET policies (except for new migrants) for ethnic minorities.
They are treated in the same way as other unemployed.
At one hand, the Netherlands seem to be quite successful in combating
unemployment, early school leaving and in participation in CVET. At the
other hand, there are groups of outsiders, such as low educated, elderly and
handicapped persons, who, even with much support from local and central
government (including the PES/UWV) are at risk to stay unemployed for a
long while. New schemes, like the sector plans and possible obligations for
employers to hire the handicapped may help to improve their access to
CVET and work, but still a lot will depend on how municipalities and social
partners will make use of their opportunities and financial means to support
these groups.
59
11. List of terms and abbreviations
11.1 Definition of main concepts
Most definitions used are according to Cedefop (2008a) Terminology of
European education and training policy. A Selection of 100 key terms,
Luxembourg. Retrieved from:
http://www.cedefop.europa.eu/EN/publications/13125.aspx
And from the European Commission: Retrieved from:
http://ec.europa.eu/atoz_en.htm
General terms used
Active labour
market policies
Active labour market policies (ALMP) are
programmes which are implemented to increase
employment opportunities for job seekers and
improve balance between job available and
qualified employees.
Adult education General or vocational education provided for adults
after initial education and training for professional
and/or personal purposes, and which aims to:
• provide general education for adults in topics of
particular interest to them (e. g. in open
universities);
• provide compensatory learning in basic skills
which
individuals may not have acquired earlier in their
initial education or training (such as literacy,
numeracy) and thus to;
• give access to qualifications not gained, for
various reasons, in the initial education and training
system;
• acquire, improve or update knowledge, skills or
competences in a specific field: this is continuing
education and training.
Apprenticeship Systematic, long-term training alternating periods at
the workplace and in an educational institution or
training centre.
The apprentice is contractually linked to the
employer and receives remuneration (wage or
allowance). The employer assumes responsibility
for providing the trainee with training leading to a
specific occupation.
Basic Skills
The skills needed to live in contemporary society,
such as listening, speaking, reading, writing and
mathematics.
60
Continuing
education and
training (CVET)
Education or training after initial education and
training – or after entry into working life aimed at
helping individuals to: improve or update their
knowledge and/or skills;
– improve or update their knowledge and/or skills
– acquire new skills for a career move or retraining;
– continue their personal or professional development.
Competence Ability to apply learning outcomes adequately in a
defined context (education, work, personal or
professional development).
or
ability to use knowledge, skills and personal, social
and/or methodological abilities, in work or study
situations and in professional and personal
development
Compulsory
education
Minimal legal standards and duration of obligatory
schooling
Continuing
education and
training
Education or training after initial education and
training – or after entry into working life aimed at
helping individuals to:
• improve or update their knowledge and/or skills;
• acquire new skills for a career move or retraining;
• continue their personal or professional
development.
Continuing
vocational training
A training process or activity which has as its
primary objective the acquisition of new
competences or the development and improvement
of existing ones, and which is financed at least
partly by the enterprises for their employees, who
either have a working contract or who benefit
directly from their work for the enterprise, such as
unpaid family workers and casual workers. The
training processes or activities must be planned in
advance and must be organised or supported with
the special goal of learning.
Dropout withdrawal from an education or training
programme before its completion.
Comments:
• this term designates both the process (early
school-leaving) and the persons who fail to
complete a course (early school leavers);
• besides early school-leavers, dropouts may also
include learners who have completed education or
training but failed the final examinations.
Employability
Combination of factors which enable individuals to
progress towards or get into employment, to stay in
employment and to progress during their careers.
61
Employment
services
Employment services match job seekers with job
opportunities and are thus central to well-
functioning labour market.
Public employment services (PES) plan and
execute labour market policies. Their major role is
to cushion labour market transitions for workers
and enterprises by providing good information
about labour market, assisting with job search and
providing placement services, administering
unemployment insurance benefits, administering a
variety of labour market programmes.
Formal learning
Learning that occurs in an organised and structured
environment (such as in an education or training
institution or on the job) and is explicitly designated
as learning (in terms of objectives, time or
resources). formal learning is intentional from the
learner’s point of view. it typically leads to
certification.
Individual learning
account
A system of public incentive to encourage access
of adults to learning – for example those not
already benefiting from publicly-funded education
or training.
Informal learning Learning resulting from daily activities related to
work, family or leisure. it is not organised or
structured in terms of objectives, time or learning
support. informal learning is in most cases
unintentional from the learner’s perspective
ISCED level 0
Early Childhood
Education
Programmes designed with a holistic approach to
support children’s early cognitive, physical, social
and emotional development and introduce young
children to organized instruction outside of the
family context.
ISCED level 1-
Primary education
Programmes designed to provide learners with
fundamental skills in reading, writing and
mathematics (i.e. literacy and numeracy), and to
establish a sound foundation for learning and
understanding core areas of knowledge, personal
and social development, preparing for lower
secondary education.
ISCED level 2 -
Lower secondary
education
Programmes designed to build upon the learning
outcomes from ISCED level 1. usually, the
educational aim is to lay the foundation for lifelong
learning and human development on which
education systems may systematically expand
further educational opportunities. Some education
systems may already offer vocational education
programmes at ISCED level 2 to provide individuals
with skills relevant to employment.
ISCED level 3-
Upper secondary
education
Programmes designed to complete secondary
education in preparation for tertiary education, or to
provide skills relevant to employment, or both.
62
ISCED level 4-
Post-secondary
non-tertiary
education
Programmes designed to provide individuals who
completed ISCED level 3 with non-tertiary
qualifications that they require for progression to
tertiary education or for employment when their
ISCED level 3 qualification does not grant such
access.
ISCED level 5 –
Short-cycle
tertiary education
Programmes designed to provide participants with
professional knowledge, skills and competences.
Typically, they are practically based, occupationally
specific and prepare students to enter the labour
market. However, programmes may also provide a
pathway to other tertiary education programmes.
ISCED level 6 –
Bachelor’s or
equivalent level
Programmes designed to provide participants with
intermediate academic and/or professional
knowledge, skills and competences, leading to a
first degree or equivalent qualification. Programmes
at this level are typically theoretically based but
may include practical components and are informed
by state of the art research and/or best
professional practice.
ISCED level 7 –
Master or
equivalent level
Programmes designed to provide advanced
academic and/or professional knowledge, skills and
competences, leading to a second degree or
equivalent qualification. Programmes at this level
may have a substantial research component, but do
not yet lead to the award of a doctoral qualification.
ISCED level 8–
Doctoral or
equivalent
Programmes designed primarily to lead to an
advanced research qualification. Programmes at
this ISCED level are devoted to advanced study
and original research and typically offered only by
research-oriented tertiary educational.
Lifelong Learning All learning activity undertaken throughout life
which results in improving knowledge, know-how,
skills, competences and/or qualifications for
personal, social and/or professional reasons.
Low-skilled
person
Individual whose level of educational attainment is
lower than a predetermined standard.
Non-formal
learning
Learning embedded in planned activities not
explicitly
designated as learning (in terms of learning
objectives, learning time or learning support). non-
form
Off-the-job
training
Vocational training undertaken away from the
normal work situation. it is usually only part of a
whole training programme, in which it is combined
with on-the-job training.
On-the-job
training
Vocational training given in the normal work
situation. it may constitute the whole training or be
combined with off-the-job training.
63
Retraining Training enabling individuals to acquire new skills
giving access either to a new occupation or to new
professional activities.
Sector Group of companies with the same main economic
activity (such as chemicals).
or
grouping of professional activities based on their
main economic function, product, service or
technology
Skill mismatch Situation of imbalance in which the level or type of
skills available does not correspond to labour
market needs.
Upskilling Short-term targeted training typically provided
following initial education or training, and aimed at
supplementing, improving or updating knowledge,
skills and/or competences acquired during previous
training.
Vocational
education and
training (VET)
Education and training which aims to equip people
with knowledge, know-how, skills and/or
competences required in particular occupations or
more broadly on the labour market.
Work-based
learning
Acquisition of knowledge and skills through
carrying out – and reflecting on – tasks in a
vocational context, either at the workplace (such as
alternance training) or in a VET institution.
11.2 Specific terms (used in the Netherlands)
ALMP = Active Labour Market Policies
APL = Accreditation of Prior Learning
CBS = Statistics Netherlands
CLA = Collective Labour Agreements
CWI = Centre for Work and Income
ESF = European Social Fund
ESL = Early school leavers
EU = European Union
NEET = Neither in employment nor in education
OCW = Ministry of Education, Culture and Science
OECD = Organization for Economic Co-operation and Development
O&O = Training and Development Fund
PES= Public Employment Service
SZW = Ministry of Social Affairs and Employment
SUWI = Co-operation Delivery Work and Income
UWV = Delivery Organization for Employee Benefits
WLB = District Practical Training Company
WWB = Work and Social Act or Work and Income Support Act
WSW = Law on the Provision of Labour
WW = Unemployment Benefit
ZZP’er = Self-employed person
65
12. Resources
Alexander, K., Entwisle, D., and N. Kabbani. (2001), The dropout process in life course perspective: early risk factors at home and school. Teachers College Record Vol. 103, pp. 760-822. Anderson, K. M. and Nijhuis, D. O. (2011), ‘The Long Road to Collective Skill Formation in the Netherlands’, in Busemeyer, M. R. and Trampusch, C. (eds.) The Political Economy of Collective Skill Formation. Oxford University Press. Retrieved from: http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199599431.001.0001/acprof-9780199599431-chapter-4 Annen, S. and Eberhardt, C. (2013), Recognizing Lifelong Learning via Credit Systems-Strategies and Practices of Selected European Countries. International Journal for Cross-Disciplinary Subjects in Education. Vol 3, pp. 1495-1504.
Bekker, S., & Posthumus, M. A. C. (2010), Self-employment in the Netherlands. European Employment Observatory Review, pp., 1-7. Retrieved from: https://pure.uvt.nl/portal/files/1272089/Bekker_Self-employment_in_the_Netherlands_101015_pub_direct.pdf
Borghans, L., Fouarge, D., de Grip, A. and van Thor, J., (2014) Werken en
leren in Nederland. Research voor Onderwijs en Arbeidsmarkt (ROA).
Borghi, V. and Van Berke;, R. (2007), New Modes of Governance in Italy and The Netherlands: The Case of Activation Policies. Public Administration, Vol. 85, pp 83-101.
Brooks, G., and M. Burton (2010), Study on European terminology in adult education for a common understanding and monitoring of the sector. European Adult Learning Glossary, Level 1, London. Retrieved from: http://www.econbiz.de/Search/Results?lookfor=%22National+Research+and+Development+Centre+for+Adult+Literacy+and+Numeracy+%3CLondon%3E%22&type=Institution&limit=20
Cedefop, (2008a), Terminology of European education and training policy. A
Selection of 100 key terms, Luxembourg. Retrieved from:
http://www.cedefop.europa.eu/EN/publications/13125.aspx Casey, P. (2013), The Vocational Education and training System in the Netherlands. UK Commission for Employment and Skills. Retrieved from: http://dera.ioe.ac.uk/18241/1/briefing-paper-vocational-education-system-netherlands.pdf Cedefop, (2002), Lifelong learning in the Netherlands. The extent to which vocational education and training policy is nurturing lifelong learning in the Netherlands. Luxembourg: Publications Office of the European Union. Retrieved from: http://www.cedefop.europa.eu/en/Files/5126_EN.pdf
66
Cedefop, (2014), Spotlight on VET The Netherlands. Luxembourg: Publications Office of the European Union. Retrieved from: http://www.cedefop.europa.eu/EN/Files/8065_en.pdf Cedefop, (2014), Work programme. European Centre for Development of Vocational Training. Luxembourg: Publications Office of the European Union Retrieved from: http://www.cedefop.europa.eu/EN/Files/4129_en.pdf Dekker, R. & Kösters, L. (2010), Zzp’ers in Nederland: de baanzekerheid voorbij?, Sociaaleconomische trends, 4e kwartaal 2010, gedownload via www. cbs.nl. Dekker,F. and Stavenuiter, M. (2012), ZZP’ers en het sociale stelsel: op weg naar herziening? Verwey-Jonge en gak instituur. Retrieved from: http://www.verwey-jonker.nl/doc/participatie/ZZP'ers-en-het-sociale-stelsel_3853_web.pdf Deursen, van P., Willems and van Beel (2009), SWOT analysis guidance in the Netherlands. CINOP Euwals, R., and ter Weel, B. (2013), Ouderen aan het werk. Centraal Planbureau Den Haag. Eurostat, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014 Koning, J. de (2010), Vorm boven inhoud: Het actief arbeidsmarktbeleid in de afgelopen 30 jaar, SEOR, Rotterdam. Ministry of Economic Affairs (2014), National Reform Programme 2014 the
Netherlands. Retrieved from:
http://ec.europa.eu/europe2020/pdf/csr2014/nrp2014_netherlands_en.pdf
Ministry of Education, Culture and Science (2007), Key Figures 2007-2011 Education, Culture and Science. Retrieved from: http://www.onderwijsinspectie.nl/binaries/content/assets/Documents+algemeen/2012/netherlands-key-figures-2007-2011-ocw.pdf Ministry of Education, Culture and Science (2007), Key Figures 2008-2012 Education, Culture and Science. Retrieved from: http://www.government.nl/government/documents-andpublications/reports/2013/07/31/key-figures-2008-2012.html
Ministry of Education, Culture and Science (2012-2013),The approach to Early
School Leaving: Policy in the Netherlands and the provisional figures of the 2012-
2013 performance agreements. Retrieved from:
http://www.aanvalopschooluitval.nl/userfiles/file/OCW-UK_VSV-
Boekje_2014.pdf"
Ministry of Education, Culture and Science and the Ministry of Social Affairs
and Employment (2008), Carrying on with Learning & Working. Plan of
approach 2008-2011.
67
Oomen, A., van den Dungen, M., Pijls, T., and Egelie, J., (2012), Career
Development in the Netherlands State of Play. CINOP See:
www.euroguidance.nl Statline (CBS), Statistics Netherlands. See: http://statline.cbs.nl/Statweb/ Sol, C. (2000), Arbeidsvoorzieningsbeleid in Nederland. De rol van de overheid
en de sociale partners. PhD thesis University of Amsterdam.
Sung, J., Raddon, A. and Ashton, D. (2006), Skills Abroad: A comparative assessment of international policy approaches to skills leading to the development of policy recommendations for the UK. Research Report 16, May 2006. Sector Skills Development Agency. Retrieved from: http://info.worldbank.org/etools/docs/library/243593/flskills%20leading20to%20h20development%20of%20policy.pdf Sung, J. (2010), ‘Vocational education and training and employer engagement: an industry-led sectoral system in the Netherlands’. International Journal of Training and Development, Vol.14, pp.16-31. Traag, T., and Rolf van der, K.W., (2008), Early school-leaving in the Netherlands:The role of student-, family- and school factors for early school-leaving in lower secondary education. ROA/University of Maastricht. Retrieved from: of http://www.cbs.nl/NR/rdonlyres/CAFDC1FC-E23B-49C8-98332AE9E639E4E3/0/2012X11Traagpub.pdf Visser, K & Cox, A. (2010), A bridge to the future: European VET policy 2002 – 2010. National policy report – the Netherlands. Cedefop/ReferNet team – Thessaloniki. Retrieved from: http://libserver.cedefop.europa.eu/vetelib/2010/vetpolicy/2010_NPR_NL.pdf Visser, k. (2010), Overview of Dutch vocational education and training system. . Cedefop/ReferNet team – Thessaloniki. Retrieved from: http://www.refernet.de/images_content/Netherlands.pdf
Wolbers Maarten H.J. (year?) Increasing labor market instability among young people? Labor market entry and early career development among school-leavers in the Netherlands since the mid-1980s. boek chapter : Retrieved from: ?
12.1 Websites
http://www.government.nl/issues/education/primary-education http://www.government.nl/issues/education/secondary-vocational-education-mbo http://www.aanvalopschooluitval.nl/userfiles/file/OCW-UK_VSV-Boekje_2014.pdf http://www.trendsinbeeld.minocw.nl/grafieken/3_1_2_29.php http://www.rocva.nl http://www.kenniscentrumevc.nl/evc_nl/146eb7f8a77f63d51dcae03b61648e66.php http://www.kenniscentrumevc.nl/werknemers/english http://www.kijkopberoepsonderwijs.nl/images/stories/pdf/Factsheet%205%20(volwassen%20zijinstroom%20mbo).pdf http://www.trendsinbeeld.minocw.nl/kaarten/kaart_EU_003.php http://www.togetherabroad.nl/Self-employed-netherlands.html
68
12.2 Team members
Douwe Grijpstra
Paul Vroonhof
69
Appendix A: Employment policy - Reference to
documents, strategies, laws ect.
All about Dutch Social Policy:
http://www.government.nl/issues/social-policy
Employment Service ( available in Dutch and English):
http://www.uwv.nl/particulieren/
http://www.uwv.nl/OverUWV/english/about_UWV/uwv_profile/index.aspx
Entrepreneurship and innovation in Top Sectors
http://www.government.nl/issues/entrepreneurship-and-innovation/investing-
in-top-sectors
Ministry of Economic Affairs (2014), National Reform Programme 2014 the
Netherlands. Retrieved from:
http://ec.europa.eu/europe2020/pdf/csr2014/nrp2014_netherlands_en.pdf
Ministry of Social Affairs and Employment (SZW) (dutch website):
http://www.rijksoverheid.nl/ministeries/szw
Participation Act:
Speech State Secretary Klijnsma of Social Affairs and Employment during
the conference ‘Welfare reform for active inclusion of young people with
health problems or disabilities’ in The Hague on 17 January 2013.
http://www.government.nl/documents-and-
publications/speeches/2013/01/17/speech-state-secretary-klijnsma-of-social-
affairs-and-employment-during-the-conference-welfare-reform-for-active-
inclusion-of-young-people-with-health-problems-or-disabilities-in-the-hague-
on-17-january-2013.html
71
Appendix B: Educational system according to EQF
The diagram below shows how the Dutch types of qualification are placed into the levels of the NLQF.
73
Appendix C: Contacts and links to main actors in CVET
1. Ministry of Education, Culture and Science (OCW): http://www.government.nl/ministries/ocw
2. O&O fondsen (Training and Development Funds): ( Dutch website): http://www.oof.nl/
3. Foundation for Cooperation on Vocational Education, Training and the Labour Market (S-BB) (Englishe website): http://www.s-bb.nl/homepage.html
Work placements in the Netherland: http://www.s-bb.nl/work-placements.html
4. Private providers
LOI (educational institute) (Dutch website): http://www.loi.nl/
NCOI (educational institute) (Dutch website): http://www.ncoi.nl/Home.html
NRTO; sectoral organization for private education providers (Dutch website): http://www.nrto.nl/
5. Adult Educational Institutes
Dutch vocational education and training and adult education (mbo) (English website): http://www.mboraad.nl/?page/530112/About+us.aspx
Open University (OU) (English website): http://www.ou.nl/web/english
Adult Education in the Netherlands: http://www.infonet-ae.eu/country-overviews/netherlands
ROC (English website): http://www.rocmn.nl/corporate-information
ROC (Dutch website): http://roc.nl/ 6. Dutch Knowledge Centre APL (English website):
http://www.kenniscentrumevc.nl/werknemers/english 7. UWV
http://www.uwv.nl/OverUWV/english/index.aspx
http://www.werk.nl (Werkbedrijf; in Dutch)
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Appendix D: CVET policy - Reference to documents,
strategies, laws etc.
Cedefop, (2002), Lifelong learning in the Netherlands. The extent to which vocational education and training policy is nurturing lifelong learning in the Netherlands. Luxembourg: Publications Office of the European Union. Retrieved from: http://www.cedefop.europa.eu/en/Files/5126_EN.pdf Cedefop, (2014), Spotlight on VET The Netherlands. Luxembourg: Publications Office of the European Union. Retrieved from: http://www.cedefop.europa.eu/EN/Files/8065_en.pdf Cedefop, (2014), Work programme. European Centre for Development of Vocational Training. Luxembourg: Publications Office of the European Union Retrieved from: http://www.cedefop.europa.eu/EN/Files/4129_en.pdf
Visser, k. (2010), Overview of Dutch vocational education and training system. . Cedefop/ReferNet team – Thessaloniki. Retrieved from: http://www.refernet.de/images_content/Netherlands.pdf
EVC
http://www.kenniscentrumevc.nl/werknemers/english
Kamerbrief over stand van zaken stukken AO Leven Lang Leren:
http://www.rijksoverheid.nl/documenten-en-
publicaties/kamerstukken/2013/05/31/kamerbrief-over-stand-van-zaken-
stukken-ao-leven-lang-leren.html
Voorgangsbrief ESF 2014:
http://www.rijksoverheid.nl/documenten-en-
publicaties/kamerstukken/2011/09/27/europees-sociaal-fonds-esf-
programma-2007-2020.html
Dutch Laws
Adult and Vocational Education : Adult and Vocational Education Act
(WEB) On 1 January 1996, a new Adult and Vocational Education Act (WEB) was introduced to impose a single coherent structure on disparate forms of vocational and adult education. Aiming to co-ordinate the various types of secondary vocational education, apprenticeship system, adult general secondary education, adult basic education, Dutch as a second language, and sociocultural training. Another aspect is increasing the scope of education. This involves stimulating activities in companies. The Adult & Vocational Education Act (WEB) requires colleges to establish and maintain a system of quality assurance. This system is aimed at ensuring conscious and systematic quality assurance. It encourages institutions to reconsider and re-evaluate their functioning, and to regularly formulate and monitor the targets set. In addition, it requires institutions to involve independent experts in quality assurance, and where possible, co-operate with other institutions.
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For more information see: http://inwent.aleph.com.bo/biblioteca/7083_vet_act_netherlands.pdf Work and Security Act On 10 June 2014, the Dutch Senate adopted the Work and Security Act (Wet Werk en Zekerheid). The Act will be introducing a number of significant changes to employment law in the Netherlands during 2015.
Changes from 1 January 2015 include:
Employment contracts of six months or fewer may no longer include a probationary period.
Fixed term employment contracts may no longer include a non-competition clause unless there are substantial business interests.
With a fixed term employment contract of six months or more, the employer must, at the latest one month before the end date, notify the employee in writing whether the employment contract will be extended.
For more information: http://www.mondaq.com/x/321044/employee+rights+labour+relations/The+Netherlands+Passes+Work+and+Security+Act
Participation Act With the new Participation Act there will be one scheme for all people who are able to work, but who cannot find a job on their own. The government wants that as much persons as possible participate in society. With the Participation Act there will be one act for people who need sustainment to participate in to the labour market. This legislative proposal brings the WWB, the WSW and part of the Wajong in one act. With the Participation Act the government wants to create more opportunities to help people find work, also (young) people with an occupational impairment. Municipalities are given a central role in the implementation of the Participation Act. It is the municipality that is closest to the individual, that knows the regional and local labour market, and that can offer the specially tailored services needed. This is why the municipalities are being given a leading role within the 35 regional work placement companies being set up to place the occupationally impaired with employees. Arrangements have been made with employers on the number of jobs to be released in the coming years for people with a disability
Work and Social Assistance Act (WWB) This act is meant for people of working age who are able to work but who need social assistance of the government. This is mainly covered by the Work and Social Assistance Act (Wet Werk en Bijstand, WWB). The act, introduced in 2004, not only includes a minimum income but also assistance for exceptional expenses, reintegration facilities and subsidised work. In short, the WWB grants a minimum income to anyone legally residing in the Netherlands who has insufficient means to support himself/herself. For most groups the amount of social assistance benefits is related to the minimum wage. People who receive social assistance are required to accept generally acceptable labour.
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The client base exists of relatively high proportions of older people, members of
ethnic minorities, women and the lowly educated. (The WBW Act will be replaced
by the Participation Act that will comes into force on 1 January 2015).
For more detailed information:
http://webcache.googleusercontent.com/search?q=cache:RkBKX1xeA9AJ:ec.eur
opa.eu/social/BlobServlet%3FdocId%3D9037%26langId%3Den+&cd=1&hl=nl&ct
=clnk&gl=nl
Sheltered Employment Act (WSW)
The aim of the Sheltered Employment Act (Wet Sociale Werkvoorziening/ WSW) is to create suitable employment for people who can work but cannot succeed in finding regular employment due to physical or mental disabilities. The WSW offers the opportunity for work in special sheltered employment companies and for supervised work in a regular job outside sheltered facilities. The objective is to provide adapted work under as normal conditions as possible. The target group comprises people (< 65 years old) who due to physical, mental or psychological limitations will only be able to undertake regular work under adapted conditions. The aim of adapted work is to maintain or develop the labour skills of the WSW target group. Municipalities are responsible for the WSW.
Disablement Assistance Act for Handicapped Young Persons
(WAJONG)
There is also a benefit for disabled youth (Wajong-benefit). Young
handicapped people (disabled before the age of 18) can receive benefits
under the WAJONG (Disablement Assistance Act for Handicapped Young
Persons). The WAJONG makes provision for a minimum benefit for young
handicapped people. A person is eligible for WAJONG benefit if he is living
in the Netherlands, is below the age of 65, and is at least 25 percent
disabled on the date on which he reaches the age of 17, or becomes at least
25 percent occupationally disabled after this date (but before his 30th
birthday) and has been a student for at least six months in the year prior to
the occupational disability. The WAJONG benefit is calculated based on the
extent of the disability and the basis, i.e. the statutory gross minimum (youth)
wage. For fully disabled people the benefit is 70 percent.
Co-operation Delivery Work and Income Act (SUWI)
The law work and income Implementation Structure (SUWI) came into force
in 2002 and describes the roles and responsibilities of the various parties
(representatives of employers and workers in the employment service)
working in the field of work and income.
Unemployment Insurance Act (WW)
The unemployment benefit is determined by the (WW). As a general rule, the
received payment (WW benefit) in the Netherlands is 75 percent of your last
earned wage for the first two months and 70% thereafter. However, the
unemployment benefit is not a welfare benefit; there is a minimum term of 3
months and a maximum term of 38 months.
For more information see:
http://www.uwv.nl/OverUWV/english/organisational_structure/public_employ
ment_service/index.aspx
