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Learning by connecting people
Tom VisserCINOP, the NetherlandsFebruary 2010
Education Policy WorkshopKiev
Reasons and drivers for restructuring in the eighties
• revitalisation of economy • employers’ advice• development of structures versus development
of content • Buzz-words: enabling legislation, deregulation,
autonomy, decentralisation, privatisation, efficiency, free-market
• Vocational Education and Training supply more coherence
• More prospects for short courses for the benefit of adults
• Development of regional VET Colleges as main purveyor of labour force to the labour market
• Increase accessibility of VET to all
Basic principles to come to merging institutes
First step in legalisation
• SVM (sector-forming VET) operation act• Integration of sector-schools in one institute • Reduction from 350 to 143 schools in the period
1986 – 1991
Build up to second step in legalisation
• Outline nota Regional Training Centres (ROC’s), Ministry of Education, 1992
• Introduction of combining VET and Adult Education
• Application of “New Public Management” mechanisms: change in budget framework (lump sum), in accountability, increase in scale, contract relationship between Ministry and ROC’s
Main changes in management and governance principles
• Incentives towards optimising of performance and preventing inefficiency
• Increase internal quality control• External control training by social partners• Accountability to both the Ministry (vertical) and
the regional community (horizontal)• Training more output than input oriented
WEB Act 1996• VET and adult education in one act• Integration of former acts in the new act• Further merging: from 143 schools to 70 institutes• 20% budget output related • Central Register VET (CREBO) accessible for
private/commercial institutes • 30% of VET providers are private companies (2005)• Compulsory quality control system and public
reporting • More a process of scale broadening than increasing
in scale
3 domains of qualifications integrated in the new Act
• Vocational qualifications• Up streaming qualifications • Academic and Citizenship qualifications
Primary education (8)
Adult
Education
VMBO (4)
Pre-vocational education
HAVO (5)
General secondary education
VWO (6)
Pre-university education
MBO (1-4)
Secondary vocational education
HBO (4)
Higher vocational education
University
Education (4)
Merging process to Regional Colleges• 2 options in the WEB act:
1. Institutionally merged institute, meaning one institute, one authority, one board of directors, one central policy, one representative advisory board (current situation for all ROC’s)
2. Administratively merged institute, a group of more autonomous institutes with one board and one administration
• The result of the merging process was a coincidence and was not fully steered by the authorities
• No obligation of Regional Advisory Bodies by law, but in all ROC’s self-imposed (in all kinds of forms)
Role of enterprises in VET
• Financial contribution by offering placements for VET students: 1,7 billion euro (working time and money) in 2006
• Average costs for one apprenticeship student for a company: 12.000 euro per year
• Full-time student as a trainee: 6.000 euro per year
ColoColo
Establishment of national branch-specific expertise centres
Legal tasks:• Maintenance of the qualification structure• Improvement of practical training• Accreditation of companies involved in
practical training of students
Sectoral expertise centres in the Netherlands: the Dutch collection….
Jobsand Functions Job
ProfilesQualificationProfiles
CurriculaEducation Students
1
3
2
4
Qualifications structure Educational structure
1
3
2
4
VET-law
WHAT TO LEARN
Knowlegde centres
each sector
HOW TO LEARN
Regional training centres
Educ. institutions (development ofcurricula based onqualifications)
Social partners
(job profiles)
Centres of expertise (qualification profiles)
Minister of Education
(approval)
Which VET programmes are funded?
Inspection
Dialogue social- and educationalpartners
Development of the qualification structure
VET sector in the Netherlands in 2009
• 520.00 students • full time: 350.000, part time: 170.000
• 73 institutions• 1200 Courses• average number of students per institute: 8000
Reflections: Management
Difference of opinions about further development
1. Back to more government intervention because further free market construction is a disaster
2. More business-like fashion instead of the school custom way of organisation
Reflections: Teachers
• Labour satisfaction of TVET teachers is the lowest
• Discontent with the way their college is managed
• Less associated with new development of education
• Lack of professional standards for VET teachers • Objections against the practice of too easily re-
arranging the teachers in the college: assigning them other tasks, other students, other content
Reflections: Students
• Student organisation JOB (Jongeren Organisatie Beroepsonderwijs)
• Student actions against low influence of students on hour-standards and competence based learning
Report of parliamentary commission - innovation of education in the nineties (2008)• Shortcomings in problem analysis• Too many risks taken concerning educationally weak students• Tunnel vision of ministers• Low influence of teachers, parents and students • Policy choices focus too much on the financial issues • Didactical innovations suggested by the government experienced
as compulsory• Permanent changes in the regulations• Varying effects of innovations on results • Poor foundations of new learning methods• Implementation of new methods is risky• Further merging of schools on hold
Interviews with key-persons
• Image problem of VET colleges: falling standards because of one college for all levels in combination with access for all
• Large scale effects may cause disengagement of students• Negative publicity about competence based learning
methods• Mismanagement in colleges in reference to students
Remarks
• International comparison - VET system in the Netherlands: hybrid of traditional models of VET: • a mix of Anglo-Saxon model (market oriented model,
‘community colleges’ as principle) • Rheinlander model (national level quality standards
for vocations and a dual educational system)• French model (bureaucratic model, with centralistic
steering by the government)
Remark: the Netherlands Education Council
The Netherlands is one of the few countries which combines in one system of Regional VET College the following aspects:1.Different labour market sectors
2.Diversity in learning pathways
3.Participation of both young and adult students
4.Heterogeneity of the students in terms of their talent
5.Access for all
6.Formal pathways to higher education
Remark: Internationally seen
The Netherlands VET-model is considered as an advanced system well prepared for huge changes in the society:
1.Globalisation
2.Knowledge and service based society
3.ICT
Remark: Internationally seen
• International recognition of characteristics of the Netherlands system as:1. National qualification framework in combination with
relatively independent educational institutes
2. Flexibility of learning pathways
3. Relatively independent of the economic cycle (part-time and full time routes as communicating vessels )
4. Access for all on regional/local level
Feedback and findings
• Public-private fusion within a public framework• Merging process and organisational change
dominant in first 10 years• Lag in reform of curriculum and methods• Huge entry in VET institutions of (children of)
new comers in Dutch society in the nineties• High involvement of industry and companies
