Reference year 2026
Version 2026
Drafted by Daphne Beukers, Policy advisor, SBB, Netherlands - Member of Cedefop Community of apprenticeship experts for the Netherlands
1Scheme history
Before its renaming in 1997, the BBL pathway was known as leerlingwezen
The preference for apprenticeship (BBL) vis-a-vis school-based VET (BOL) is sector-specific.
Traditionally, sectors with apprenticeships (BBL), where employers traditionally have a preference for work-based VET education are healthcare, construction, installation technicians, hairdressers, etc.
With the expansion of VET across a wider range of sectors and levels over time, the BBL pathway became a smaller track among all VET programmes.
2Beneficiaries
The minimum age for apprenticeship is 16 years. In the past, both the apprenticeship (BBL) and the school-based (BOL) pathway were designed for youngsters. Nowadays, the system is being used more and more for adult learning (as there is no formal age limit).
Recently, MBO certificates (upper-secondary VET) have been introduced as part of a training course, to train or retrain employees or job seekers.
This is facilitated by the fact that the qualification structure offers “Electives”, which can be also labelled as Certificate (approved by the Ministry of Education) in case they offer an independent value for the labour market (LLL). (Every training course should include an Elective (240 hours for a year training programme). These Electives can be specific for the region, personal interest, preparing for higher education).
Overall, most apprenticeship (BBL) students are between 18 and 22 years old. In the largest apprenticeship sector, that of Care, welfare and sports, most students are 27 years and older.
For comparison, in the school-based pathway (BOL) mostly 16-20yo, while in the third pathway (see Q3 of the country fiche), mostly above 27).
In 2025-2026 there were 137,186 learners in the dual pathway (BBL0, and in 2024-2025 there were 137,912. As a comparison, in 2020- 21 their number was 127,862.
3Qualifications
In principle, any upper secondary VET qualification (MBO) can also be offered through the dual pathway (BBL).
• Entry level programmes (1-1.5 years, ISCED 254, EQF1).
• Basic vocational programmes (2 years, ISCED 353, EQF2).
• Professional education programmes (3 years, ISCED 353, EQF3).
• Middle-management VET programmes (3-4 years, ISCED 354, EQF4).
• Specialisation programmes (on top of professional education programmes) (1-2 years, ISCED 453, EQF4).
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
• Entry level programmes (1-1.5 years, ISCED 254, EQF1).
• Basic vocational programmes (2 years, ISCED 353, EQF2).
• Professional education programmes (3 years, ISCED 353, EQF3).
• Middle-management VET programmes (3-4 years, ISCED 354, EQF4).
• Specialisation programmes (on top of professional education programmes) (1-2 years, ISCED 453, EQF4.
Both upper-secondary pathways (school-based BOL, and apprenticeship BBL) and the third pathway have the same learning outcomes which lead to the same qualifications.
Regardless the pathways, VET education leads to the same diploma (at level 1-4). The diploma certifies that the holder has successfully completed the education for a certain qualification
Irrespective of the pathway (BBL or BOL), only level-4 programmes provide access to Higher vocational education (HBO). These are the Middle-management VET programmes (ISCED 354, EQF4) and the Specialising programmes (ISCED 453, EQF4).[1]
[1] Cedefop (2016), Spotlight on VET: The Netherlands.
The duration of apprenticeship (BBL) coincides with the duration of the VET programmes it applies to.
• Entry level programmes (1-1.5 years, ISCED 254, EQF1).
• Basic vocational programmes (2 years, ISCED 353, EQF2).
• Professional education programmes (3 years, ISCED 353, EQF3).
• Middle-management VET programmes (3-4 years, ISCED 354, EQF4).
4Governance
The Foundation for Cooperation on Vocational Education, Training and Labour Market (Stichting Samenwerking Beroepsonderwijs Bedrijfsleven - SBB) has a coordinating role. As required by the Dutch Act on Adult and Vocational Education, the SBB works together with VET schools and the labour market to:
• advise, accredit and coach work placement companies
• develop and maintain the qualification structure (kwalificatiestructuur) for apprenticeships
• provide research and information on the labour market, work placement and efficiency of VET-programmes
• advise the minister of Education, Culture and Science on linking vocational education with the job market.
Employer and employee representatives are extensively involved at the design level, including through their participation in the board of SBB and its sectoral committees (tripartite representation, together with VET providers).
At the design level, social partners participate in the following SBB tasks, stipulated by Article 1.5.1. of the Education law:
• development and maintenance of a national qualification structure, envisaging the coordination between VET provision and society, labour market and young people needs
• taking into account relevant international developments;
• proposing which VET programmes should be eligible for public funding, thus contributing to the purposeful use of government resources;
• development of the quality of apprenticeships;
• carrying out research in support of tasks named in this article;
Design of the curricula is carried out by the education institutions.
The SBB consults the advocacy groups of VET students to get their perspective on policies related to VET/apprenticeships.
There are several youth and student associations in the Netherlands that provide career guidance oriented activities, and contribute to relevant policy documents. The Youth Organisation for Vocational Education (Jongeren Organisatie Beroepsonderwijs, JOB) is the most active in VET.
At the implementation level, social partners participate in the following SBB tasks, stipulated by Article 1.5.1. of the Education law:
• development and measurement of quality criteria for apprenticeships and the evaluation of companies and organisations which offer apprenticeships at least every four years according to these criteria, including publishing an overview of companies and organisations which satisfy these criteria;
• ensuring the supply of a sufficient number of companies and organisations which provide apprenticeships;
• carrying out additional activities which foster the coordination between education and training and the labour market.
Social partners do not have a role in the final assessment through the SBB. The (final) assessment is a responsibility of the training centre. It is up to the training centre to decide where and how the assessment is organised. Normally training centres have a role for companies in the assessment of apprentices.
There are several youth and student associations in the Netherlands that provide career guidance oriented activities, and contribute to relevant policy documents. The Youth Organisation for Vocational Education (Jongeren Organisatie Beroepsonderwijs, JOB) is the most active in VET.
• Ministry of Education, Science and Culture: issued the Law on Education and Vocational Education and Training. Approves the qualifications designed by the SBB.
Inspection – Quality Assurance & control
• Public Employment Services: cooperation in the 3rd pathway
• Training Centres (schools): offer Regional Training
• SBB: Qualifications, accreditation companies and fact & figures
Training centres are the main apprenticeship providers. In the Netherlands there are 57 regional training centres that are funded by the Ministry of education, but there also private training centres that are not funded by the Ministry.
There are two types of teachers who work at a training centre in the Netherlands.
• Teachers: they teach general course in the curricula, such a Dutch, mathematics, or citizenship. They need to a have a teaching degree.
• Instructors: these are people who give the more practical and job-focused instruction. The are usually people that have worked in the field in that particular job and then do a year’s training to becoming a VET-instructor.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
SBB has the task to assure the quality of work placement companies. This is done through evaluation and a lot of supporting material for work placement companies on for example how to instruct, guide and evaluate the student.
The Work Placement Protocol contains (non-contractual) agreements between the Dutch Ministry of Education, Culture and Science, employers' organisations, and the Netherlands Association of VET Colleges on good quality work placements
Enrolment and completion data are registered and monitored by SBB. The relevant data dashboard is digitally accessible for everybody through the SBB website.
Graduate tracking is carried out by SBB, monitoring the employment or not, and levels of salaries for graduates a year after the graduation (not the relevance of the job to the qualification acquired).
On a yearly basis, SBB surveys the experiences of companies with learners and the school, and of the experience of learners with the company and the school. Every two years SBB researches the satisfaction of companies with VET graduates that they currently employ.
Other evaluations exist on ad hoc basis, such as an evaluation of the 'Subsidy Scheme for Workplace Learning' which informed the policy decision to extend subsidies for the period 2024–2028.
5Training at the workplace
According to the law, Article 7.2.7 apprenticeships programmes must comprise at least 850 hours of education per year, of which at least 200 hours must be school-based instruction (begeleide onderwijsuren) and of which at least 610 hours must be work placement (beroepspraktijkvorming, bpv).
In practice, apprentices usually spent 1 day per week in the education institution and 4 days per week in the company.
In SBB, employers and educational institutes together develop and maintain the qualification structure for the secondary vocational education (MBO). The requirements for one or more vocational education courses are outlined in so-called qualification files that are part of the qualification structure. In these qualification files is written down what a student should know and be able to do when the get their diploma.
Both upper-secondary pathways (bol, bbl) and the third pathway have the same learning outcomes which lead to the same qualifications.
The learning outcomes approach is embedded in qualification files, which form the backbone of the curriculum and assessment. These files outline the core tasks and work processes that graduates must be able to perform, creating a direct link between education and workplace requirements. The qualification files describe, in detail, the core tasks and work processes expected of a beginning professional in a given occupation. Each task is broken down into specific competences, describing what learners must be able to do, know, and apply by the end of their programme.
It is noticed that in all qualifications more and more attention is paid to digital skills and sustainability.
To get their diploma, students must have completed all the exams that correspond to, and are based on the qualification that they were trained for. Their full education entails a qualification, a couple of electives and general courses like Dutch, mathematic, English and citizenship competences.
Article 7.2.8 of the Education law states that there is a contract between the apprentice, the school and company focussed on the training (praktijkovereenkomst - agreement/contract with education institution). This is focussed on training (different from the labour contract, see Q28). The employer ensures that the apprentice-employee is trained in accordance with the programme.
Most importantly, the company or organisation providing the apprenticeship needs to be accredited by the SBB. This accreditation process includes checking whether the company provides a learning environment and supervisors.
Obligations of the employer: the employer provides the apprentice-employee an apprenticeship and will take any measures necessary to achieve the goals of this agreement, including the quality of the apprenticeship.
https://www.s-bb.nl/bedrijven/praktijkopleider/ik-als-praktijkopleider/
The Dutch Act on Adult and Vocational Education requires VET students to carry out part of their education or training at accredited work placement companies.
Article 7.2.8 of the Education Law stipulates that the company or organisation providing the apprenticeship must ensure the supervision of the apprentice.
An accredited work placement company must meet the following conditions:
1. offer students a safe workplace that corresponds with their education or training. The student will carry out the profession for which he/she is training with the corresponding tasks and requirements.
2. assign a workplace trainer, who has good insight in the profession and is able to coach and manage students on the work-floor. Make time and resources available for the workplace trainer to carry out these tasks.
3. Be willing to cooperate with VET schools and the SBB, and provide the appropriate and necessary information.
4. Agree to the publication of its business details on Stagemarkt.nl: the website that students use to find a practice placement opening or apprenticeship.
The Ministry of Education has assigned SBB the task to accredit companies for providing apprenticeships. This accreditation process includes checking whether the company provides a learning environment and supervisors. The SBB helps to improve the quality of workplace learning in the company via online and face-to-face services.
[1] Stichting Samenwerking Beroepsonderwijs Bedrijfsleven
https://www.s-bb.nl/en/companies/becoming-accredited-work-placement-com …
A profile for a trainer is included in the regulations for accreditation of work placement
companies. In this profile the role of the trainer and core tasks are described. The trainer trains the student and is responsible for the organization of the learning activities in the best possible learning environment.
Overview of core tasks and work processes
1. Organizes the student's learning process in practice
1.1 Conducts the selection interview with the student
1.2 Develops an onboarding program
1.3 Determines the learning needs of the student
1.4 Determines the learning activities
1.5 Prepares a practical curriculum
1.6 Maintains contact with the school’s teacher and SBB's adviser
2. Trains the student in practice
2.1 Educates the student in the workplace
2.2 Monitors and directs the student's learning process
2.3 Conducts supervision or progress interviews with the student
2.4 Assesses the student's progress in the learning process
2.5 Evaluates the learning process
SBB offers training and interactive learning modules for in-company trainers, they are on voluntary basis.
When the final assessment involves the training company, schools are required to make sure that in-company trainers know how to assess their apprentice. Therefore, many schools ask in-company trainers to go through training focused on assessing apprentices.
It is up to the company to decide if they want to offer apprenticeship opportunities for student VET. Participation is not mandatory, but if the company wants to be involved, they have to fulfil the criteria mentioned above.
If the company provides insufficient training and guidance, the accreditation can be withdrawn, and the company can no longer offer BBL.
6Contract and compensation
Apprentice is a specific status in the sense that their labour contract is temporary (lasting for as long the VET programme lasts) and reflects their specific situation: salary, requirement to offer a permanent contract if the apprentice remains in the company after successful completion of the apprenticeship, etc.
Every student in an apprenticeship/dual pathway (BBL) is an employee with an employment contract. Apprenticeship contracts (arbeidsovereenkomst voor studenten) are a specific kind of contract with a duration that is identical to that of the contract between the education institution (praktijkovereenkomst). The contract complements the requirement of Article 7.2.8 of the Education law for a different contract (praktijkovereenkomst) between the educational institution, the apprentice and the organisation delivering the work-based training. It has the nature of a learning agreement.
In most cases, the two (labour contract and learning agreement) are not combined in a single document.
In addition, the Work Placement Protocol contains (non-contractual) agreements between the Dutch Ministry of Education, Culture and Science, employers' organisations, and the Netherlands Association of VET Colleges on good quality work placements
Apprenticeship contracts (arbeidsovereenkomst voor studenten) are a specific kind of contract with a duration that is identical to that of the contract between the education institution (praktijkovereenkomst).
The employer is responsible for registering the employment contract with the apprentice.
The school is responsible for the contract between the VET provider, the apprentice and the employer (praktijkovereenkomst)
The employer pays a salary. The student in the dual pathway (apprenticeship - BBL) is an employee with an employment contract.
The starting salary amounts to at least the legal minimum wage (for youth). Increases beyond that are sector specific, and so are agreements concerning remuneration of the school day.
In practice, remuneration is mostly agreed upon in collective labour agreements.
7Financing and incentives
The employer pays the salary as well as a contribution to the costs for education and training.
The employer pays the salary as well as a contribution to the costs for education and training.
The student in the dual pathway (apprenticeship) is an employee with an employment contract (as a comparison, the student in the school-based pathway (BOL) has no employment contract and usually get an internship wage).
The education and training providers receive funding from the state for accredited programmes (Article 2.1.1 Law on Education and Vocational Education and Training).
Subsidies at sectoral level (e.g. in the metal or electrotechnics sectors) are covered by sectoral training funds and may cover in-company training costs, e.g. related to trainers/supervisors).
There are some specific sectoral funds that are used to subsidize the financing of apprenticeships. There was a national fund for the health care sector to subsidize work placement guidance by trainers but that will be cancelled by 2027.
At the government level, in 2014 a subsidies-based scheme replaced a tax reduction- based system. The subsidies have the following eligibility criteria:
• Subsidies are paid to the accredited company or organisation which provides the apprenticeship.
• All dual pathway programmes (BBL) registered in the central register of VET programmes (Crebo) are eligible.
• There must be a valid contract (praktijkovereenkomst) between the education and training institution, the apprentice and the company.
The subsidy amounts to a maximum of EUR 2700 per year per apprentice. The companies apply for this subsidy. For more information, see the subsidy fiche on Cedefop’s Database on financing apprenticeships in the EU.
There also exist subsidies at sectoral level. For the metal and electrotechnics sector, for
example, accredited companies and organisation whose apprentices follow a dual pathway programme registered in the central register of VET programmes are eligible for EUR 2500 per year per apprentice (max. 5 apprentices per company), with an additional EUR 1000 paid as a bonus if the diploma is completed. In addition, companies are eligible for a EUR 1000 contribution to the training costs of their apprenticeship supervisors/mentor (praktijkopleider).
In addition, sector organisations, employer organisations and education and training institutions contribute for support of apprenticeships and activities concerning labour market entry.
Examples of sectoral incentives are presented in Cedefop’s database on financing apprenticeships in the EU (metal sector, healthcare): https://www.cedefop.europa.eu/en/tools/financing-apprenticeships
To create more awareness about apprenticeships, the Dutch Ministry of education has started the ‘work placement offensive’ in collaboration with multiple stakeholders.
The SBB is owner of the platform leerbanenmarkt.nl, used by employers to recruit apprentices.
SBB offers training and interactive learning modules for in-company trainers, they are on voluntary basis.
The Ministry of Education has assigned SBB the task to accredit companies for providing apprenticeships. This accreditation process includes checking whether the company provides a learning environment and supervisors. The SBB helps to improve the quality of workplace learning in the company via online and face-to-face services. Supporting material for work placement companies on for example how to instruct, guide and evaluate the student exists.
SBB offers training opportunities for in-company trainers.
Actielijnen bbl-offensief | Rapport | Rijksoverheid.nl
Homepage | Leerbanenmarkt