Upper secondary VET

IVET Mobility in the Netherlands comprises networked partnerships. Erasmus+ National Agency receives EU funding and is responsible for this IVET mobility programme. Schools receive lumpsum funding from the government and can apply for subsidy through Erasmus+. Target groups are schools, mobility-coordinators in schools, teachers and students.

Mobility scheme: Erasmus+
Source of funds: EU
Target group: IVET schools; Coordinators; Students; Teachers

Mobility scheme: Regulation Quality Agreements IVET (December 2015, 2019-2022)
Source of funds: State 'Quality Agreements VET' budget.
Target group: Schools

Mobility scheme: Education budget
Source of funds: Lumpsum funding
Target group: IVET schools; Coordinators; Students; Teachers

Policy targets for the overall IVET mobility policy are in place. In the June 2018 Letter to parliament 'Internationalisation in balance', now former Minister Van Engelshoven (Ministry of Education, Culture and Science) shared her political vision on Internationalisation in upper secondary VET and Higher Education. In this letter, Minister van Engelshoven advocates to include operational aims on the subject of internationalisation aims in each VET programme and institution and the VET sector as a whole. In this Letter, the Minister announced a new mobility target for upper secondary VET: an increase of outgoing mobility from 7% to 10% in 2023.
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(1) https://www.rijksoverheid.nl/documenten/kamerstukken/2018/06/04/kamerbr…

The Ministry of Education, Culture and Science is responsible for policy- and target/agenda-setting, in which VET (including mobility) is an important issue. However, policy making is not a top-down process. National coordination through the different thematic areas is a process of collective decision making involving partners and stakeholders. These partners - including VET schools - together promote and facilitate mobility and monitor the outcomes.
On behalf of the Ministry of Education, Culture and Science, Nuffic (the Dutch organisation for internationalisation in education) supports VET schools expanding their internationalisation activities, by sharing knowledge, developing tool kits and encouraging schools to learn from each other. Nuffic acts as a linking pin between the ministries, the education sector and knowledge institutions. The VET Council (in Dutch: MBO Raad), as a representative of the upper secondary VET schools, has drawn up an internationalisation agenda for the 2019 - 2025 period. This agenda builds upon the letter to Parliament from June 2018 ‘Internationalisation in balance’ from the Education Ministry and the VET Administrative Agreement 2019-2022. The agenda is developed in close cooperation with the main stakeholders: Foundation for Cooperation on Vocational Education, Training and Labour Market (SBB), JOB (National Youth Organisation for VET), and Nuffic . In this agenda objectives, expected results and (new) actions have been identified for several spearheads: mobility, internationalisation at home (global citizenship, international competences), professionalisation of teachers and staff, partnerships between education and the labour market and international profiling of Dutch VET.

Policy agendas of the Ministry of Education are translated into agendas and work plans by actors and stakeholders (e.g. Nuffic, VET Council). Dialogue and cooperation are important features of the implementation process. Stakeholders meet on a regular basis (quarterly) in the Steering Group for International Vocational Education and Training (Stuurgroep Beroepsonderwijs Internationaal). The national steering group, consisting of all stakeholders involved in student mobility in VET, is involved in policy evaluations concerning student mobility in VET and advises on policy (re)adjustments. Stakeholders (i.e. the ‘Working Group on International Vocational Education and Training’, including Nuffic, SBB, MBO Raad and Erasmus+) meet on a regularly basis to align activities and to coordinate initiatives to promote internationalisation in VET, including initiatives for future improvement and setting targets.

Nuffic ensures that its services are up to date and relevant, and in line with the broader objectives of the VET department of the Ministry of Education, Culture and Science. Activities and targets are set in a yearly work plan. Evaluation takes place in bilateral and administrative consultations. Mobility of VET students is monitored by Nuffic (https://www.nuffic.nl/en/subjects/facts-and-figures/vet-students-abroad)

In the Netherlands, parallel mechanisms for information and guidance on IVET learning mobility can be found at different levels:national, (inter)regional and local. The target groups reached by the information and guidance mechanisms are: students and VET schools at regional or individual level.
Guidance is an element of all VET curricula. Students can obtain information and guidance from appointed international guidance officers in school. They can also find targeted information on websites, for instance of SBB (https://www.stagemarkt.nl/), offering information on work placements abroad and fNuffic (https://www.wilweg.nl/middelbaar-beroepsonderwijs; https://www.wilwegwijzer.nl/), offering information on opportunities, financial support, preparation and internships.

The information and guidance mechanisms for IVET learning mobility are coordinated in the Netherlands.

Policy agendas of the Ministry of Education are translated into local initiatives, and stakeholders are consulted in the process. Dialogue and cooperation are the important features of the implementation process. Among others, the main actors are: the Ministry of Education, the Ministry of Economic Affairs, Nuffic: the Dutch organisation for internationalisation in education, the Dutch Council for Vocational Training and Adult Education for VET-Schools (‘MBO Raad’ or VET Council), the Foundation for Cooperation on Vocational Education, Training and Labour Market (SBB), the Dutch Council for private education (NRTO), SkillsNetherlands, Neth-er, Europass, Trade Unions, Employers organisations and Erasmus+. These stakeholders meet on a regular basis (quarterly) in the Steering Group for International Vocational Education and Training (Stuurgroep Beroepsonderwijs Internationaal.

No policy targets/benchmarks have been set.

Legal provisions do not specifically include the objective of promoting international learning mobility in IVET.

International mobility is not an item in the General Adult Education and Vocational Education Act (WEB – Wet Educatie en Beroepsonderwijs; 1996 with later amendments). This 1996 WEB Act has introduced regional training centres and agricultural training centres with a regional function, as many young people who consider attending a VET study programme focus primarily on the labour market in their own region.

International mobility has received more attention in recent years. In the June 2018 Letter to parliament 'Internationalisation in balance', the now former Minister Van Engelshoven (Ministry of Education, Culture and Science) shared her political vision on Internationalisation in upper secondary VET and Higher Education. In this letter, Minister van Engelshoven advocates to introduce operational aims on the subject of internationalisation in terms making it an element in each VET programme and a policy issue for all VET schools and the VET sector as a whole. In this Letter, the Minister has announced a new mobility target for upper secondary VET: an increase of outgoing mobility from 7% to 10% over five years (2023). The percentage for 2019 is 7,7% (VET students abroad | Nuffic).

However, Dutch VET schools have a large extent of autonomy in selecting policy priorities. How much attention is given to mobility and the promotion of international mobility (and ‘Internationalisation at home’) across VET depends on the priority given to this subject by the individual schools. A study, published in 2021, shows a great diversity in the extent to which internationalisation is addressed in a VET-school’s Quality Agenda; the school’s elaboration of the Quality Agreement, made by a VET school and the ministry of education [see section 4.1.4]. The subject is not included in the agendas of 10 out of the 60 VET schools. In the remaining 50 quality agendas the level of detail to which internationalisation is elaborated differs greatly; in some the subject is addressed in a single sentence or paragraph, in others a whole section or even a chapter is dedicated to the subject. The most important reason why VET schools engage in international activities is to strengthen the students international and intercultural competencies (https://www.nuffic.nl/sites/default/files/2021-11/internationalisering-….

Students can obtain information and guidance from the VET schools International guidance officers. Nuffic (the centre for internationalisation of Dutch education) is appointed by the Ministry of Education to promote and facilitate internationalisation education-wide, including VET, ,.
Students can prepare themselves for internationalisation using the information sets on Nuffic websites (https://www.wilweg.nl/middelbaar-beroepsonderwijs; https://www.wilwegwijzer.nl/).

SBB, the Foundation for Cooperation on Vocational Education, Training and Labour Market was established 1 August 2015. The SBB work placement portal (1) (https://www.stagemarkt.nl/), operational since 1st August 2015, provides information on international mobility, including information on accredited work placement in companies abroad (2). Information on mobility is updated regularly, in particular by presenting results of surveys among workplace companies. A recent update includes vocational guidance videos of all occupations VET prefers for (www.kiesmbo.nl). Further, the portal provides an overview of courses, occupations and future opportunities on the labour market for upper secondary vocational education graduates. The portal also promotes international learning mobility in VET. A new initiative is the labelling of internationally oriented companies allowing students to develop international competencies (‘Internationalisation at Home’).(3)
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(1) https://www.s-bb.nl/en
(2) https://www.s-bb.nl/en/companies/certification/certifying-foreign-work-…
(3) https://www.nuffic.nl/en/subjects/research/internationalisation-home

The number of visitors per website is regularly monitored by the relevant bodies.
The quality of internships and apprenticeships (BPV Monitor) is regularly evaluated by asking the opinion of trainers and students about the internships and apprenticeships. The monitoring of international mobility experiences (IBPV-monitor) will be included in this evaluation process in 2021.(1)
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(1) https://www.s-bb.nl/feiten-en-cijfers/bpv-monitor

The National Agency Erasmus+ provides assistance, workshops, instruction and developed a self-scan (self-evaluation tool). The SBB portal is operational since August 2015 and provides information for students, companies and VET schools.
Appointed by the Ministry of Education to organise the education-wide promotion of information and guidance on international mobility, Nuffic (the centre for internationalisation of Dutch education) provides information to companies, institutions and schools, including the VET sector.

Information and guidance: The Netherlands has mechanisms to provide information on IVET learning mobility, operating in parallel at national, (inter)regional and local levels. Guidance is also reported, however it should be clarified how the concept of guidance defined for this review (see note 1 below) is met. Targets groups are both IVET students and VET schools. The mechanisms in place are coordinated countrywide through a process of dialogue and cooperation between stakeholders, who meet regularly in the Steering Group for International Vocational Education and Training. Initiatives have been taken to improve the provision (appointing Nuffic to promote information and guidance including in IVET; the SBB portal), however systematic evaluation of these initiatives is lacking. Policy targets/benchmarks for actions in this area are also lacking. Addressing these shortcomings could be considered in future.
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1. Guidance refers to the provision of tools and actions supporting IVET learners to clarify their interests and values, to identify their skills, to reflect on their experiences, to understand training and employment systems and the ensuing options available to them, to formulate plans, and to make career-oriented decisions, also taking on board the perspectives opened by mobility abroad. Proper guidance is by definition personalised and delivered by qualified guidance counsellors. Guidance aims to prepare IVET learners to integrate their learning and career plans with their mobility objectives and experiences, and to make the most of these.

Since the 2016-2017 school year, all VET schools use a new Qualification Framework. In addition to the national qualifications, schools have leeway to draft optional modules themselves, and thus to anticipate specific regional needs or student preferences, for example cross-border mobility. These optional modules will also allow them to provide coursework in the German language for example.

Because not every student is able to go abroad, more emphasise had been laid on internationalisation at home. 'Internationalisation at home' refers to activities allowing students to gain international experience without leaving the country. Nuffic stimulates VET schools to include ‘internationalisation at home’ activities in curricula by sharing knowledge, instruments and guidelines. Also networks are built of teachers, curriculum developers and VET schools’ international coordinators. Nuffic also attempts to put internationalisation on the agenda of the sector chambers from SBB - responsible for the update of the qualifications to stimulate them to include international competencies in the qualifications.

No policy targets in terms of removing administrative and institutional obstacles to mobility have been set.

The country has taken actions to smooth the delivery of visas and residency permits to IVET learners from third countries. If a VET student from outside the EU wants to study in the Netherlands for longer than 90 days, the educational institute (VET school) needs to be licensed by the IND (Immigration and Naturalisation Service) as a ‘Referent’. All accredited VET schools are registered, the register is available on the internet. It is for the educational institute to arrange the necessary visa and permits for the student. The ‘Referent’ has the task to monitor and guide the student during their stay in the Netherlands.

Incoming mobility:
The country has taken actions to reduce administrative burdens that may hinder the (incoming) international mobility of IVET learners. The now dissolved 'Red Carpet Programme’, involving regular meetings to tackle mobility issues ('mobstacles') for (potential) incoming foreign students, aimed to align stakeholders’ actions to guide foreign students through the rules on registration and the issuing of residence permits in a clear and structured way. . The programme is currently implemented as a network of organisations: the IND (the Immigration and Naturalisation Service), DUO (the Education Executive Agency), Kences, the SURF foundation, Studielink, Studiekeuze123 and Nuffic.

In 2017 the Ministries of Education and of Economic Affairs started a pilot aiming to explore the possibilities to relax the admission policy for studies at level 4 in upper secondary VET. In cooperation with the school-representing organisations in upper secondary VET, i.e. the VET Council and the Dutch council for private providers of education (NRTO), a Code of Conduct has been introduced. The pilot was for four years and should have ended in February 2021, but has been extended till January 2024.

Only institutions that are registered as "Referent" can be allowed to accept minors as a student. Outgoing minors must have a parental consent, and have to be financially supported by their parents/carers. No specific measures have been taken to remove legal obstacles to the mobility of minors.

Social security
The Netherlands is committed to ensure the social protection of IVET students and apprentices involved in international learning mobility. Social protection regulations are an element of sectoral collective (labour) agreements and might differ between sectors. Within dual/work-based learning (BBL), students are employees and their rights are covered by collective bargaining agreements. Within school-based pathway (BOL), SBB checks whether the work placement company meets the criteria applicable to all placements, the school is responsible.

Labour protection
The country is committed to protect incoming IVET students in both tracks (work based/BBL and school based/BOL) in terms of labour standards and health & safety regulations. The national Working Conditions Act (Arbeidsomstandighedenwet), the Working Conditions Decree (Arbobesluit) and the Working Conditions Regulations (Arboregeling) state the rights and obligations of all employers and employees. The provisions of these acts also apply to incoming IVET students, from both EU and non-EU countries. Non-EU learners need to have a residence permit however.

The Red Carpet programme/network aims to guide international students (from VET to higher education) through the rules concerning registration and residence permits in a clear and structured way. It also aims to identify and eliminate unexpected obstacles. The programme has been implemented by a group of organisations, namely: the IND (the Immigration and Naturalisation Service), DUO (the Education Executive Agency), the SURF foundation, Kences, Studielink, Studiekeuze123 and Nuffic

Monitoring has a thematic character, issues are derived from the stakeholder agenda's. Students and educational institutions encountering administrative problems could turn to the 'Mobstacles' team within the Red Carpet programme. This team collected examples of legal and regulatory obstacles to retention with the aim of getting the topic on the agenda to be solved. The monitoring process took place via this Mobstacle-team. The Red Carpet management committee consised of several organisations: Ministries of Security & Justice (V&J), Education, Culture & Science (OCW), Economic Affairs (EZ) and Social Affairs & Employment (SZW), the Netherlands Association of Universities of Applied Sciences (VH), the Association of Universities in the Netherlands (VSNU), Kences (the student housing expertise centre), the Education Executive Agency (DUO), Studielink, Studiekeuze123, the Confederation of Netherlands Industry and Employers (VNO-NCW)/Netherlands SME Association (MKB Nederland) and Nuffic.
As mentioned before, the Red Carpet Programme is now dissolved and succeeded by Pathfinder.

Since 2016-2017 the Netherlands have expressed the intention to allow for integrating international learning mobility into the curricula of IVET programmes. With the revised Qualification Framework, VET schools may opt for cross-border mobility experience as an integral part of the IVET curriculum. The country has also taken measures to facilitate the delivery of visas and residency permits to IVET learners from third countries and to reduce administrative burdens that may hinder IVET mobility. The 'Red Carpet Programme’ implemented by several organisations aims to guide foreign students through administrative procedures in a clear and structured way. A subject for future attention is the lack of specific measures to reduce legal obstacles to the mobility of minor IVET learners. Although it may be deemed that no such measure is necessary because no difficulty was officially reported, there has not yet been any fully-fledged investigation to check the situation on the ground and to collect users’ needs and stakeholders’ views. Through users/stakeholders surveys, it could be analysed whether the existing conditions for minor learners are sufficient, or whether support measures to assist learners (or their institutions) in their mobility process are required. Also, the country lacks policy targets/benchmarks for its actions in this area, a drawback which could be considered in future. Finally, although the policy in this area is subject to coordination and evaluation, a more comprehensive form of policy coordination and evaluation, systematic and specific, could be considered.

Recognition of learning outcomes acquired by IVET learners involved in international learning mobility is at the discretion of IVET providers, and may be granted on a case by case basis according to the specific learning agreements between sending and receiving institutions.

In the Netherlands, VET schools are responsible for the assessment of students and the recognition of learning acquired during mobility periods abroad.

The school is responsible for the recognition of learning acquired abroad.

No policy targets/benchmarks have been set for this policy strand.

The recognition approach in place in the country applies to:
• Courses
• Programmes
• Qualifications / Diplomas / Degrees

The approach to recognition of learning outcomes acquired abroad is coordinated in the Netherlands. A national framework is in place: the 2021 VET Supervision Framework - version 2022 (Inspectorate of Education (1). In the Netherlands, VET schools are responsible for the assessment and the recognition of learning outcomes acquired during mobility abroad. The Foundation for cooperation on VET and Labour Market (SBB) houses the national reference point (NRP) appointed by the Ministry of Education for information on credential evaluation (‘diplomawaardering’) (2).

Via the NRP structure, foreign diploma holders (most jobseekers and intermediary organisations) can apply for a diploma evaluation for a fee. Nuffic cooperates with SBB within the NRP structure. SBB is responsible for applications relating to (upper) secondary vocational education, Nuffic for (other) secondary education and higher (professional) education. Nuffic provides diploma descriptions to individuals wishing to go abroad with their Dutch diploma.
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(1) https://english.onderwijsinspectie.nl/inspection
(2) https://www.s-bb.nl/studenten/diplomawaardering-en-onderwijsvergelijking

Credential evaluation (‘diplomawaardering’) is bound to a time limit of 4 weeks.

The Department for Credential Evaluation (‘diplomawaardering’) within the Foundation for cooperation on VET and Labour Market (SBB) provides policy advice about the comparability between Dutch and foreign VET qualifications and systems. The department provides the following services for
students, schools, employees, employers and authorities:
- Policy advice
- Comparability between foreign and Dutch VET qualifications and systems
- Regulated professions at upper secondary VET-level (revised Directive 2013/55/EU of the European Parliament)
- Functioning as Netherlands National Reference Point, the information point for vocational education in the Netherlands and abroad.
For these tasks, SBB has been appointed by the Dutch Ministry of Education. Information on SBB’s activity is ensured via the joint SBB – Nuffic website.

The effectiveness of policies, projects and implementation processes are monitored through project-based methodologies (Plan-Do-Check-Adjust) or evaluation and impact analysis. These evaluations are organised by the relevant actors/stakeholders and discussed in steering (national) and working (implementation) groups,

The Europass Mobility document is used to register what an individual has learned in an international mobility programme. The document is used by the schools joineing the Erasmus+ programme.

In the Netherlands, the Europass Certificate Supplement is a non-personal document available for free. Certificate Supplements for each qualification are available via a special website (cs.s-bb.nl) in Dutch, English and German. They are used to explain what is learned during a certain training programme and useful in case of cross-border mobility. Learning outcomes are rated according to the NQF, EQF and ISCED frameworks.

The government supports ECVET, but there is no obligation for VET providers to use it in mobility programmes. However, under the umbrella of the Erasmus+ program, the number of projects with ECVET elements is growing. The main purpose has been to enhance the quality of work placements abroad. In most cases, work placements are an integrated part of a student’s qualification process. The extent to which learning outcomes are identified and recognised differs widely. Pioneers among the VET providers have started to use the learning outcomes approach - along with ECVET principles - to develop international study programmes. Learning outcomes are used as a common language to compare qualifications. Memoranda of Understanding help to structure and sustain the cooperation with European partner schools.

Learning outcomes, viewed as a common international language for VET providers and companies, are used to help students to choose a learning environment abroad in an informed manner. Learning outcomes might also help (future) employers to understand what (additional) knowledge, skills and competences a student has gained abroad.

Learning outcomes are rated according to the NQF and EQF frameworks on the Europass Certificate Supplements.

The Education Inspectorate supervises the examinations quality (content, level and procedures at programme level), performs audits, sanctions and publishes results.
VET schools are responsible for the quality - and validity - of the assessment of learning outcomes acquired during mobility abroad. The same rules apply for assessment and recognition procedures in the Netherlands, as well as abroad. The result of an exam taken abroad can count towards obtaining a VET diploma by means of granting an exemption. The examination board is authorised to grant this exemption. Guaranteeing the quality of the examination on site according to Dutch requirements faces practical challenges because of distance and language differences. Therefore, a guideline (1) has been issued in May 2019 by the Knowledge Point for VET Education and Examination and the NCP ECVET. This guideline provides practical tools to ensure the quality of examination abroad. The guideline is validated by the Education Ministry.
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(1) https://onderwijsenexaminering.nl/app/uploads/Handreiking-Examinering-i…

The Netherlands has facilities for the recognition of learning outcomes acquired abroad. The process applicable to short-term mobility is bound to a time limit of four weeks. A range of EU tools for the recognition, transfer and visibility of learning outcomes, i.e. the Europass Mobility Document and Certificate Supplement, ECVET, EQF/NQF and the Learning Outcomes approach is used for the recognition of learning outcomes, acquired in foreign countries. Recognition processes are coordinated countrywide and cover three types of learning components (courses, programmes and qualifications). The country has a contact point for recognition of learning outcomes acquired abroad, i.e. the Department for Credential Evaluation within the Foundation for cooperation on VET and Labour Market (SBB). However, no specific policy is in place to ensure that this contact point is visible to its potential users.

No policy targets/benchmarks have been set for this policy strand.

The Ministry of Education, Culture and Science is responsible for policy- and agenda-setting, in which VET (including mobility) is taken very seriously. However, this is not a top-down process. National coordination is a collective decision-making process, involving partners and stakeholders. These partners together facilitate mobility. However, in the Dutch VET system, schools have a great autonomy. In the end, the schools themselves put the mobility policy into practice.

In the Netherlands, several policy actions aim to support the creation of partnerships for organising international learning mobility projects in IVET.

Erasmus+ supports transnational partnerships among education providers and employers to foster cooperation and bridge the worlds of education and work in order to tackle the skills gaps.
Nuffic - in cooperation with other experts/stakeholders - is the main coordinating body to support IVET mobility networks (1) by (national/local/regional) policy initiatives, contact seminars, dialogue, cooperation, the building of consortia and the definition of projects.

The iBPV network (2) consists of internship/apprenticeship coordinators (185 members) and was set up by Nuffic to promote and support international mobility and help upper secondary VET schools to support the internship/apprenticeship process. An annual 'Across the Border'- meeting (‘Over de Grensdag') is organised in cooperation with the Dutch VET Council (MBO Raad), National Agency Erasmus+, Foundation of cooperation for VET and labour market (SBB) and Nuffic.

Several other network initiatives are organised thematically (green education) or regionally (border-regions). For example the Dutch Alliance (3) (VET schools). The Dutch Alliance foundation is a strategic network of seven upper secondary VET schools. Their mission is to strengthen the international activities of the Dutch Alliance members through the use of the highest quality standards. They support members through joint training programmes for international coordinators and through joint international projects.
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(1) https://www.nuffic.nl/onderwerpen/netwerk
(2) https://www.nuffic.nl/onderwerpen/netwerk/ibpv-netwerk
(3 https://www.dutchalliance.nl/

The effectiveness of policies, projects and implementation processes is discussed in dialogue and monitored via project-based methodologies (Plan-Do-Check-Adjust) and evaluation and impact analyses. The actors/stakeholders concerned organise this process themselves and discuss results in meetings on strategic and operational level. The actions of Erasmus+ aimed to support the creation of partnerships are subject to evaluation.

The country has taken measures to provide IVET learners with financial support for their international mobility activities. In the 2014 Letter on Internationalisation (in VET), the Minister of Education announced financial support to be offered for this purpose. The launch of Erasmus+ in 2014 has expanded the financial resources available, including a substantial increase in the budget for IVET. For the 2015-2019 period € 4.5 million was earmarked for the mobility segment of the Excellence budget (€ 24.5 million), part of the ‘Quality Agreements in VET’ 2015-2019 policy agenda. In June 2018 a new 'Quality Agreements VET' arrangement between the ministry and the VET sector was published (1) for the 2019-2022 period, with a total budget of € 1.6 billion. According to this agreement concept -– and in accordance with the autonomy of VET schools - schools are free to set their own ambitions (including internationalisation) and spend the money accordingly. With this agreement there is no longer a specific earmarked budget for internationalisation and, as a result, VET schools are free to set their own internationalisation ambitions. (2).
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(1) https://wetten.overheid.nl/BWBR0041053/2020-01-01
(2) https://www.rijksoverheid.nl/onderwerpen/middelbaar-beroepsonderwijs/kw…

The actions aimed to provide IVET learners with financial support for their international mobility are subject to evaluation. The € 1.6 billion (2019-2022) subsidy for VET institutions through the Quality Agreements VET budget is monitored through quality indicators, assessed by an independent committee. Schools have to submit their (annual) quality plans to this committee an assessment In line with requirements laid down in the Regulation Quality Agreements (2019-2022), the budget is granted.
This Quality Agreement does not contain a specific earmarked budget for internationalisation. As a result, VET schools are free to set their own ambitions for internationalisation.

The country has actions aimed to provide stakeholders involved in organising international IVET mobility projects with financial and non-financial support.

The Ministry of Education underlines the fact that also teachers should be actively encouraged to benefit from the opportunities offered under Erasmus+. Like the VET Council (MBO Raad), the Minister of Education regards teachers as important drivers of internationalisation in the VET sector. She has therefore asked the National Agency for Erasmus+ to gear its publicity and support efforts to both teacher and student mobility in VET and to include extensive attention for quality aspects. VET teachers are supported in maintaining networks on internationalisation and mobility issues in general. See for example the Dutch Alliance (1) and the iBPV (network of international internship and apprenticeship coordinators) network of Nuffic (2).
Since 2016 Nuffic supports VET schools and students with practical information and tools, aimed at stimulating and facilitating mobility, internationalisation at home, global citizenship and the professionalisation of teachers. Nuffic contributes to knowledge development and knowledge sharing in and for the sector. A network (IPBV) for internship/apprenticeship coordinators (185 members) was set up by Nuffic, to promote and support international mobility and help upper secondary vocational schools to set up and maintain their internship processes. Nuffic also organises an annual 'Everyone across the Border'- meeting (‘Iedereen over de Grensdag') in close cooperation with the VET Council (MBO Raad), National Agency Erasmus+ and SBB.
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(1) See for example Dutch Alliance https://www.dutchalliance.nl/
(2) https://www.nuffic.nl/onderwerpen/netwerk/ibpv-netwerk

Monitoring has a thematic character, depending on the stakeholder agendas and work plans. The effectiveness of policies, projects and implementation processes are monitored through project-based methodologies (Plan-Do-Check-Adjust) or evaluation and impact analysis. These evaluations are organised by the relevant actors/stakeholders and discussed in steering (national) and working (implementation) groups.

In the Netherlands, companies and VET schools are supported to create partnerships and networks for IVET mobility through policy initiatives at national, regional and local level. VET schools also receive support for organising mobility projects targeted at their staff (with particular reference to lecturers. Financial support is also available through Erasmus+ for IVET learners’ international mobility activities. Some of these support actions are subject to monitoring, however systematic evaluation of the support policies is lacking. Policy coordination countrywide is also lacking, and the country has not set up any policy targets/benchmarks for its actions in this area. For further improvement in future, it could be considered to put in place fully-fledged evaluation covering all policies in this area, including the translation of monitoring activities into recommendations to be actually implemented, in order to improve the qualities of the activities. It could also ensure(e.g. through users surveys) that the support provided to learners, companies, institutions and their staff actually meets the needs of the target groups. Other steps which could be considered include the identification of policy targets and a more systematic approach of policy coordination

Through a set of actions/concerted approach, stakeholders (Ministry OCW, Erasmusplus.nl, Nuffic, SBB, MBO Raad e.o) aim to raise awareness and fostering a mobility culture. Form many VET schools’ international mobility activities are a naturel element of a VET-education, though not compulsory. Schools are free to decide how many priority they give to this subject. Sometimes they form alliances with other schools to combine efforts and investments (the Dutch Alliance for example). A big impetus to stimulate a mobility Culture and awareness-raising of its importance is the € 1.6 billion (2019-2022) subsidy for VET institutions through the Quality Agreements VET budget.
Nuffic has been appointed to promote information and guidance including IVET in cooperation with other experts/stakeholders (SBB, MBO Raad, Erasmusplus.nl). From 2016 onwards this policy is taking shape.
Although this policy measurement is top down, it now trickles down to schools/teachers/students and is expected to have contributed to awareness-raising and a 'mobility culture'.
The SBB-portal for information and guidance on apprenticeships/ international mobility is on track. One of the spearheads in recent years was the accreditation of work placement companies abroad. In addition, on the basis of strict criteria, Dutch companies have also been labelled as suitable international (iBPV) work placements.
In the June 2018 Letter to parliament 'Internationalisation in balance' published by the former Minister Van Engelshoven (Ministry of Education, Culture and Science) shared her political vision on Internationalisation in upper secondary VET(1). In line with this letter more emphasis has been put on internationalisation at home, to prepare students for the international labour market and intercultural society. As this letter was published only 3 years ago, a update of this letter by the current Minister is not foreseen in the very near future.
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(1) https://www.rijksoverheid.nl/documenten/kamerstukken/2018/06/04/kamerbr…

The Ministry of Education, Culture and Science is responsible for policy- and agenda-setting, in which VET(including mobility and awareness raising) is taken very seriously. However, this is not a top-down process. National coordination is a collective decision-making process involving partners and stakeholders. These partners together facilitate mobility. However, in the Dutch VET system, schools have a great autonomy.

A plan for developing a monitoring process of the motivation action has been initiated. Nuffic monitors the added value of the undertaken actions. For this purpose, Nuffic has set up a 'knowledge centre' to analyse and to provide facts and figures on international mobility and to make mobility more visible. Quantitative insights in mobility in VET are realised by analysing data already collected for other purposes.

No policy targets/benchmarks have been set for this area.

The Netherlands have in place measures to support excellence in international mobility, in particular through providing information and guidance. Actions in this area are targeted to inform learners on mobility opportunities and to assist them in practical issues such as to find an accommodation abroad. However, identified actions targeted at raising the awareness of learners about the added value of mobility, e.g. in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence, etc., are lacking. Activities targeted to promote a mobility culture in terms of mainstreaming mobility opportunities into all learning contexts and to promote social recognition of the value of learning mobility, are also lacking. Such activities could be considered in future. The country has not identified policy targets/benchmarks for its motivation policy. This could also be considered in the future. Other potential steps to reach some progress are to make policy coordination and evaluation in this area more comprehensive, systematic and specific.

Since the school year 2017-2018, reading and comprehension of English language is part of the national examins for VET-level 4. In addition to the national qualifications, VET schools will be afforded the leeway to draft optional modules, and thus to anticipate specific regional needs or preferences, for example cross-border mobility. The optional modules will also allow them to provide coursework in the German language for example. Dutch VET-schools are free to provide ICT/ digital competencies in their curriculum.

To prepare students for living, learning and working in an multicultural society and an international labour market, Nuffic has produced a mind map of international competences. The Nuffic model maps the learning outcomes of internationalisation activities for all education sectors, including VET. This model supports the implementation of internationalisation activities and the monitoring of learning outcomes. In the coming years Nuffic will elaborate the model nd supports schools to use it in educational practice. Three overarching competencies have been identified: 1) Intercultural competencies: knowledge, attitudes and skills enabling students to interact successfully with people from diverse (linguistic and cultural) backgrounds; 2) International orientation: Students are informed about and engaged with, international organisations, topics and perspectives on societal and global issues (inclusion, refugees, climate change and supranational institutions such as the European Union) and the international aspects of their occupational domain ( and 3) personal qualities: how international experience contributes to personal development and growth, such as becoming more independent, self-aware, flexible and adaptable to changes.
(https://www.nuffic.nl/onderwerpen/wereldburgerschap/internationale-comp…; https://www.nuffic.nl/sites/default/files/2020-08/model-internationale-…)

Network Bilingual VET (1) Nuffic supports a network for bilingual VET. The Bilingual VET network consists of teachers and school managers. Schools interested in setting up, or further develop, bilingual education are invited to join the network. Schools in the network share experiences and knowledge to improve the quality of bilingual education. Courses that meet the quality standard are awarded the 'bilingual VET' certificate. An overview of bilingual courses can be found on the Nuffic website (2) (https://www.nuffic.nl/onderwerpen/tweetalig-onderwijs/overzicht-tweetal…).
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(1) https://www.nuffic.nl/onderwerpen/tweetalig-onderwijs/netwerk-tweetalig…
(2) https://www.nuffic.nl/onderwerpen/tweetalig-onderwijs/overzicht-tweetal…

Complete countrywide coordination of actions takes place through a countrywide framework which is set by regulations. VET providers in the Netherlands are relatively autonomous. They work within a broad legal framework and a national qualification structure but have freedom in shaping curricula and organising provision. Schools can decide to develop international (optional) qualifications.
Nuffic supports the schools, and provides tools, instruments, products and facilitates networks. The services provided by Nuffic are described in annual work plans, to be validated by the Ministry of Education. Nuffic is (financially) accountable to the Ministry of Education

Monitoring has a thematic character, depending on the stakeholder agenda's. The effectiveness of policies, projects and implementation processes are monitored through project-based methodologies (Plan-Do-Check-Adjust) or evaluation and impact analysis. These evaluations are organised by the relevant actors/stakeholders and discussed in steering (national) and working (implementation) groups

No policy targets/benchmarks have been set for this area.

To prepare students for living, learning and working in an intercultural society and on an international labour market, Nuffic has developed a mind map for international competences. The model is based on a survey under 200 international supervisors from various school types. The model identifies the most important international competences students acquire through international activities. The Nuffic model maps the learning outcomes of internationalisation activities for all education sectors, including VET.

By including reading and the comprehension of English in the national mandatory exams for VET-level 4 , the Netherlands ensure that many IVET learners are able to prepare themselves, for a global future.
To prepare students for living, learning and working in an intercultural society and an international labour market Nuffic developed a mind map of international competences to support the implementation of internationalisation activities and the monitoring of internationally oriented learning outcomes. In the coming years Nuffic will elaborate the model and will support schools to use it in educational practice. The model identifies three overarching competencies: 1) Intercultural competencies: knowledge, attitudes and skills enabling students to interact successfully with people from diverse (linguistic and cultural) backgrounds; 2) International orientation: Students are informed about and engaged with, international organisations, topics and perspectives on societal and global issues (inclusion, refugees, climate change and supranational institutions such as the European Union) and the international aspects of their occupational domain; 3) Personal qualities: how international experience contributes to personal development and growth, such as becoming more independent, self-aware, flexible and adaptable to changes..
The country has not set up any policy targets/benchmarks for activities in this area. Steps which could be considered to monitor progress might include actions to ensure that all IVET learners receive at least a minimum level of digital preparation; ensuring that pedagogical methods in use abroad are regularly introduced into the IVET curricula that targets/benchmarks for this policy strand are developed and; and to execute comprehensive, systematic an specific policy evaluations in this area. Other steps which could also be considered include ensuring all potential users/beneficiaries know about the long-term preparation mechanisms (and how to access them); allowing users to give feedback on these mechanisms; and monitoring the use and practice of the mechanisms, so as to readjust and improve policy accordingly over time, if necessary.

A national framework for quality assurance in upper secondary vocational education is in place: the 2021 VET Supervision Framework- version 2022 ( (Inspectorate of Education) (1).
Work placement in companies have to be is for the accredited by SBB(2). And thirdly, aa Work Placement Protocol (3) is agreed between the Dutch Ministry of Education, Culture and Science, the employer organisations and the VET Council to promote high quality work placements and the rights of employers and IVET students.

The Education Inspectorate supervises the quality of all school based examinations in VET. VET schools are responsible for the examination of the learning experiences abroad. The same rules apply for assessment and recognition procedures abroad as in the Netherlands. The result of an exam taken abroad can count towards obtaining a VET diploma by means of granting an exemption. The school examination board is authorised to grant this exemption. Guaranteeing the quality of the examination on site brings practical challenges because of distance and language. Therefore, a guideline (4) was issued by the Knowledge Point for VET Education and Examination and the NCP ECVET in May 2019. This guideline provides practical tools to ensure the quality of examination abroad. The guideline is validated by the Education Ministry.
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(1) https://www.onderwijsinspectie.nl/onderwijssectoren/middelbaar-beroepso…
(2) https://wetten.overheid.nl/BWBR0036743/2015-08-01
(3) https://www.s-bb.nl/en/companies/work-placement/work-placement-protocol
(4) https://onderwijsenexaminering.nl/app/uploads/Handreiking-Examinering-i…

A national framework for quality in upper secondary vocational education is in place: the 2021 VET Supervision Framework- version 2022 (Inspectorate of Education).
Work placement in companies have to be accredited by SBB(2). And thirdly, a Work Placement Protocol (3) is agreed between the Dutch Ministry of Education, Culture and Science, the employer organisations and the VET Council to promote high quality work placements and the rights of employers and IVET students.

The Education Inspectorate supervises the quality of all school based VET examinations. VET schools are responsible for the examination of the learning experiences abroad. The same rules apply for assessment and recognition procedures abroad as in the Netherlands. The result of an exam taken abroad can count towards obtaining a VET diploma by means of granting an exemption. The school examination board is authorised to grant this exemption. Guaranteeing the quality of the examination on site brings practical challenges because of distance and language. Therefore, a guideline was issued by the Knowledge Point for VET Education and Examination and the NCP ECVET in May 2019. This guideline provides practical tools to ensure the quality of examination abroad. The guideline is validated by the Education Ministry.

Monitoring is in place through the overall evaluation of the Erasmus+ programme. Also, the Foundation of Cooperation on VET and the labour market (SBB) engages the services of their foreign partner organisations to assess the quality of work placements in companies abroad. Assessment procedures abroad will be checked by SBB whether they comply with the legal basis for the accreditation of companies (1) in the Netherlands conditional for companies if they want to offer work placements. The quality of Internships (the work based learning part of all VET courses) is monitored by SBB on a regular basis.
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(1) https://wetten.overheid.nl/BWBR0036743/2015-08-01

No policy targets/benchmarks have been set for this area.

Within the Erasmus+ programme, learners can provide specific feedback via participants' reports.

The Netherlands have a Work Placement Protocol in place agreed between the Dutch Ministry of Education, Culture and Science, employer organisations and the Netherlands Association of VET Colleges to promote high quality work placements. However, it is unclear how the types of quality actions referred to in the 2011 Youth on Move recommendation are covered, i.e. pre-stay language preparation, stay monitoring and support during stays abroad, post-stay feedback and reintegration facilities, and the provision of convenient and affordable means of transport, housing and catering. Actions are coordinated countrywide. They are also subject to some monitoring. However, the country has not set up any policy targets/benchmarks for actions in the Quality area. Steps which could be considered in the future include actions to ensure that learners are provided with the types of services pointed to in the 2011 Youth on the Move recommendation; setting up policy targets/benchmarks for the Quality policy; making policy evaluation in this area complete, systematic and topic-specific focused. Other steps which could be considered include ensuring that all potential users/beneficiaries of the Quality mechanisms know of their existence, in particular how to get access to them; enabling users to give feedback on these mechanisms after having experienced them; and to monitor the use and practice of the mechanisms to readjust and improve them accordingly over time, if necessary.

The legal basis for student financial support is the Student Finance Act (Wet studiefinanciering, 2000). The Act was amended several times and again in September 2015 by introducing a performance-based element for instance. The current system differentiates between:
(a) to full-time (BOL)students aged 18+ and (b) VET students under 18. For students over 18 the study finance system it comprises four components, i.e.:
- a basic grant (partly performance-based), targeted at covering the costs of education;
- free/discounted public travel;
- a supplementary grant (depending on parental income);
- the option to apply for a loan.
(b) VET students under 18 are entitled to free/discounted public transport via the public travel card.

The basic grant is targeted at covering the costs for living, expenditures for books and teaching aids, and the tuition fees charged by the school.

State funded. The Ministry of Education administers almost all central government expenditure on education through a specialised agency (DUO, Dienst Uitvoering Onderwijs). DUO plays a key role in the administration and financing of state-regulated VET.

The grant is applicant-related (age, living at home or away from home) and/or -program-related (level 1-2/level 3-4)

Performance-based means that for students following a course at VET level 3 or 4, obtaining their diploma within 10 years the basic grant, the supplementary grant and the travel card are treated as gifts. Students failing to obtain the diploma within 10 years have to pay back both grants and the costs of the travel card. For students following a course at VET level 1 or 2 both grants and the travel card are regarded as gifts, even if they do not obtain their diploma within 10 years. The study loan has to be paid off any time.

The components of the study finance system are:
- Basic grant: state-funded, applicant- and program-related;
- Supplementary grant: applicant-related (depending on parental income);
- Loan: applicant-related;
- Free/discounted public transport card: not applicant-related.

VET grants are fully portable, provided that they comply with some restrictions. The public transport card can be converted into cash money upon request (€104,42 in 2022), since it is of no use when the student is abroad. The restrictions to portability are as follows:
-For a short apprenticeship abroad, the course or apprenticeship has to be part of a recognised Dutch VET-program. The basic grant can be transferred from a ‘living at home’- grant into a higher amount ‘living away’-grant. The apprenticeship is allowed to take place anywhere in the world.
- For a full VET-program abroad, students must apply 3 months beforehand for grant portability at DUO agency to check whether the study-programme is comparable with a Dutch programme. To be eligible for funding the programme has to take place within the European Union.

VET grants are fully portable, provided that they comply with some restrictions. The public transport card can be converted into cash money upon request (€104,42 in 2022), since it is of no use when the student is abroad. The restrictions to portability are as follows:
- For a short mobility visit abroad, the ‘module’ or programme has to be acknowledged as relevant for a Dutch VET-program. In that case, the basic grant can be transferred from a ‘living at home’- grant into a ‘living away’-grant
- For a full VET-program to be followed abroad, students must apply 3 months beforehand for grant portability at the DUO agency. DUO consults the Foundation for Cooperation on VET and Labour Market (SBB); SBB’s role is to check whether the mobility visit or study programme abroad comply with the conditions for grant portability / whether they are equivalent to Dutch VET-programmes.

Coordination of portability is ensured by formal regulations (1). The Ministry of Education (MoE) administers almost all expenditures for education through a Ministry-linked specialised agency (DUO, Dienst Uitvoering Onderwijs). DUO plays a key role in the allocation of the MoE budgets to VET schools and in the student administration at national level. To ensure the portability of VET-grants, DUO cooperates with the Cooperation Organisation for Vocational Education, Training and the Labour Market (SBB). SBB’s role is to check if apprenticeship placements or study programmes abroad comply with the restrictions for grant portability / whether they are comparable with Dutch VET-programmes.
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(1) Student Finance Act 2000 (WSF 2000 / amended in 2008). https://www.rijksoverheid.nl/onderwerpen/studiefinanciering/vraag-en-an…...

Portability mechanisms are monitored by the Foundation for Cooperation on Vocational Education, Training and Labour Market (SBB) and DUO. They are evaluated by the Ministry of Education. The Ministry’s evaluation is used for policy (re) adjustments and/or further research or monitoring purposes. The national steering group, consisting of all stakeholders involved in student mobility in VET, is involved in policy evaluations concerning student mobility in VET and advises on policy (re)adjustments.

There is no specific target with regard to portability.

A policy for the visibility and accessibility of portability is in place. Information for learners and
stakeholders is available on websites:
- https://duo.nl/particulier/mbo-er/
- https://www.s-bb.nl/studenten/stage-het-buitenland and via Nuffic www.wilwegwijzer.nl

Portability data are collected and monitored by SBB and DUO and evaluated by the Ministry of Education. Outcomes are used for policy (re)adjustments (Ministry of Education and Culture) and/or further research or monitoring.

The Netherlands have in place regulations and procedures to ensure that the financial support awarded to IVET learners for domestic use are portable abroad during mobility periods. The portability policy is coordinated countrywide and evaluated. Steps have been taken to visualise the mechanisms to a wider public, and to follow up how they are actually used. However, the country has not set up any targets/benchmarks for its portability policy. Addressing this shortcoming could be considered for the future. It could also be considered to invite users to give feedback on the portability mechanisms based on their experience.

Disadvantaged learners who need extra time to meet their learning aims can be awarded funding for an extended period. Budgets to fund additional support to facilitate international mobility are also available. Actual additional costs can be reclaimed. It is also possible to apply for funding to cover the costs for travel companions.

Stakeholders meet on a regular basis to align activities and to coordinate initiatives promoting internationalisation in VET, including supporting actions for disadvantaged learners.
Nuffic seeks cooperation with partners working on issues that are relevant to internationalisation, for example by joining the Equal Opportunities Alliance and drawing attention to accessibility and inclusion in internationalisation (1).
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(1) https://www.gelijke-kansen.nl/

Supportive actions for this specific group are not specifically monitored.

No policy targets/benchmarks have been set for the policy in support to the mobility of disadvantaged learners.

Funding measures are in place to support the mobility of disadvantaged learners. Activities are coordinated to some extent. However, the country has not put in place any policy targets for its policy in support to the mobility of disadvantaged IVET learners. Activities are not evaluated. Future steps could include the launch of a variety of activities related to information and guidance, motivation, and long-term preparation, to support the mobility of disadvantaged learners; and putting in place policy targets and policy evaluation processes. It could also be considered to ensure that mechanisms (including how to access them) are known by their potential users; to invite users to give feedback on the support mechanisms based on their experiences; and to monitor the use and practice of the mechanisms, to readjust and to improve them accordingly over time, if necessary.

The National Agency (NA) Erasmus+ emphasises the role of teachers and trainers as multipliers. Since the LLP/Leonardo programme, the NA has prioritised teacher mobility, having in mind their role in stimulating VET-students' mobility. The funding levels for staff mobility have always been high. This strategy proved successful: many teachers have stimulated their students to apply for a placement abroad. To underline the role of multipliers, the NA organises an annual competition for the best story/report of a stay in a foreign country. The competition is open to teachers/international coordinators, as well as students. Former participants are encouraged to act as ambassadors to promote international mobility and ‘Internationalisation at Home’.

Teachers and the internship and apprenticeship coordinators are also multipliers (‘ambassadors’). Nuffic supports both teachers and coordinators by facilitating networks, providing training (Nuffic Academy) and support.

Stakeholders meet on a regular basis to align activities and to coordinate initiatives promoting internationalisation in VET, which also includes initiatives involving multipliers, e.g. the cooperation between VET-schools, teachers, student ambassadors, the national organisation for VET students (1) and international coordinators in VET schools.
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(1) www.jobmbo.nl

Policy agendas of the Ministry of Education are translated in agendas and work plans by actors and stakeholders (e.g. Nuffic, VET Council).
For the actions of Erasmus+ monitoring is in place through the overall evaluation of the Erasmus+ programme.
The effectiveness of policies, projects and implementation processes are monitored through project-based methodologies (Plan-Do-Check-Adjust) or evaluation and impact analysis. These evaluations are organised by the relevant actors/stakeholders and discussed in steering (national) and working (implementation) groups.

Stakeholders (i.e. the ‘Working Group on International Vocational Education and Training’, including Nuffic, SBB, MBO Raad and Erasmus+) meet on a regularly basis to align activities and to coordinate initiatives to promote internationalisation in VET, which also includes initiatives for future improvement and setting targets.

The Netherlands have multipliers in place to attract not-yet mobile learners to consider engaging in mobility activities. These actions are coordinated countrywide. The country has also set up benchmarks for the activities in this policy area. However, it is unclear whether/how evaluations of these actions are carried out. Future steps could include activities to mainstream mobility experiences into training activities for educational staff and department heads; acknowledging staff commitment to organising mobility activities; and ensuring that policy evaluations in this area are comprehensive, systematic and specific. Further steps also to be considered are actions to visualise to all potential users the multipliers-related mechanisms and how to have access to them; enabling users to give feedback on these mechanisms after having experienced them; and to monitor the use and practice of the mechanisms s to readjust and improve them over time, if necessary.

Information and guidance: Information and guidance: The Netherlands has mechanisms to provide information on IVET learning mobility, operating in parallel at national, (inter)regional and local levels. Guidance is also reported, however it should be clarified how the concept of guidance defined for this review (see note 1 below) is met. Targets groups are both IVET students and VET schools. The mechanisms in place are coordinated countrywide through a process of dialogue and cooperation between stakeholders, who meet regularly in the Steering Group for International Vocational Education and Training. Initiatives have been taken to improve the provision (appointing Nuffic to promote information and guidance including in IVET; the SBB portal), however systematic evaluation of these initiatives is lacking. Policy targets/benchmarks for actions in this area are also lacking. Addressing these shortcomings could be considered in future.
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1. Guidance refers to the provision of tools and actions supporting IVET learners to clarify their interests and values, to identify their skills, to reflect on their experiences, to understand training and employment systems and the ensuing options available to them, to formulate plans, and to make career-oriented decisions, also taking on board the perspectives opened by mobility abroad. Proper guidance is by definition personalised and delivered by qualified guidance counsellors. Guidance aims to prepare IVET learners to integrate their learning and career plans with their mobility objectives and experiences, and to make the most of these.

Institutional and administrative issues: Since 2016-2017 the Netherlands have expressed the intention to allow for integrating international learning mobility into the curricula of IVET programmes. With the revised Qualification Framework, VET schools may opt for cross-border mobility experience as an integral part of the IVET curriculum. The country has also taken measures to facilitate the delivery of visas and residency permits to IVET learners from third countries and to reduce administrative burdens that may hinder IVET mobility. The 'Red Carpet Programme’ implemented by several organisations aims to guide foreign students through administrative procedures in a clear and structured way. A subject for future attention is the lack of specific measures to reduce legal obstacles to the mobility of minor IVET learners. Although it may be deemed that no such measure is necessary because no difficulty was officially reported, there has not yet been any fully-fledged investigation to check the situation on the ground and to collect users’ needs and stakeholders’ views. Through users/stakeholders surveys, it could be analysed whether the existing conditions for minor learners are sufficient, or whether support measures to assist learners (or their institutions) in their mobility process are required. Also, the country lacks policy targets/benchmarks for its actions in this area, a drawback which could be considered in future. Finally, although the policy in this area is subject to coordination and evaluation, a more comprehensive form of policy coordination and evaluation, systematic and specific, could be considered.

Recognition: The Netherlands has facilities for the recognition of learning outcomes acquired abroad. The process applicable to short-term mobility is bound to a time limit of four weeks. A range of EU tools for the recognition, transfer and visibility of learning outcomes, i.e. the Europass Mobility Document and Certificate Supplement, ECVET, EQF/NQF and the Learning Outcomes approach is used for the recognition of learning outcomes, acquired in foreign countries. Recognition processes are coordinated countrywide and cover three types of learning components (courses, programmes and qualifications). The country has a contact point for recognition of learning outcomes acquired abroad, i.e. the Department for Credential Evaluation within the Foundation for cooperation on VET and Labour Market (SBB). However, no specific policy is in place to ensure that this contact point is visible to its potential users.

Partnerships and funding: In the Netherlands, companies and VET schools are supported to create partnerships and networks for IVET mobility through policy initiatives at national, regional and local level. VET schools also receive support for organising mobility projects targeted at their staff (with particular reference to lecturers. Financial support is also available through Erasmus+ for IVET learners’ international mobility activities. Some of these support actions are subject to monitoring, however systematic evaluation of the support policies is lacking. Policy coordination countrywide is also lacking, and the country has not set up any policy targets/benchmarks for its actions in this area. For further improvement in future, it could be considered to put in place fully-fledged evaluation covering all policies in this area, including the translation of monitoring activities into recommendations to be actually implemented, in order to improve the qualities of the activities. It could also ensure(e.g. through users surveys) that the support provided to learners, companies, institutions and their staff actually meets the needs of the target groups. Other steps which could be considered include the identification of policy targets and a more systematic approach of policy coordination

Motivation: The Netherlands have in place measures to support excellence in international mobility, in particular through providing information and guidance. Actions in this area are targeted to inform learners on mobility opportunities and to assist them in practical issues such as to find an accommodation abroad. However, identified actions targeted at raising the awareness of learners about the added value of mobility, e.g. in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence, etc., are lacking. Activities targeted to promote a mobility culture in terms of mainstreaming mobility opportunities into all learning contexts and to promote social recognition of the value of learning mobility, are also lacking. Such activities could be considered in future. The country has not identified policy targets/benchmarks for its motivation policy. This could also be considered in the future. Other potential steps to reach some progress are to make policy coordination and evaluation in this area more comprehensive, systematic and specific.

Long-term preparation: By including reading and the comprehension of English in the national mandatory exams for VET-level 4 , the Netherlands ensure that many IVET learners are able to prepare themselves, for a global future.
To prepare students for living, learning and working in an intercultural society and an international labour market Nuffic developed a mind map of international competences to support the implementation of internationalisation activities and the monitoring of internationally oriented learning outcomes. In the coming years Nuffic will elaborate the model and will support schools to use it in educational practice. The model identifies three overarching competencies: 1) Intercultural competencies: knowledge, attitudes and skills enabling students to interact successfully with people from diverse (linguistic and cultural) backgrounds; 2) International orientation: Students are informed about and engaged with, international organisations, topics and perspectives on societal and global issues (inclusion, refugees, climate change and supranational institutions such as the European Union) and the international aspects of their occupational domain; 3) Personal qualities: how international experience contributes to personal development and growth, such as becoming more independent, self-aware, flexible and adaptable to changes..
The country has not set up any policy targets/benchmarks for activities in this area. Steps which could be considered to monitor progress might include actions to ensure that all IVET learners receive at least a minimum level of digital preparation; ensuring that pedagogical methods in use abroad are regularly introduced into the IVET curricula that targets/benchmarks for this policy strand are developed and; and to execute comprehensive, systematic an specific policy evaluations in this area. Other steps which could also be considered include ensuring all potential users/beneficiaries know about the long-term preparation mechanisms (and how to access them); allowing users to give feedback on these mechanisms; and monitoring the use and practice of the mechanisms, so as to readjust and improve policy accordingly over time, if necessary.

Quality: The Netherlands have a Work Placement Protocol in place agreed between the Dutch Ministry of Education, Culture and Science, employer organisations and the Netherlands Association of VET Colleges to promote high quality work placements. However, it is unclear how the types of quality actions referred to in the 2011 Youth on Move recommendation are covered, i.e. pre-stay language preparation, stay monitoring and support during stays abroad, post-stay feedback and reintegration facilities, and the provision of convenient and affordable means of transport, housing and catering. Actions are coordinated countrywide. They are also subject to some monitoring. However, the country has not set up any policy targets/benchmarks for actions in the Quality area. Steps which could be considered in the future include actions to ensure that learners are provided with the types of services pointed to in the 2011 Youth on the Move recommendation; setting up policy targets/benchmarks for the Quality policy; making policy evaluation in this area complete, systematic and topic-specific focused. Other steps which could be considered include ensuring that all potential users/beneficiaries of the Quality mechanisms know of their existence, in particular how to get access to them; enabling users to give feedback on these mechanisms after having experienced them; and to monitor the use and practice of the mechanisms to readjust and improve them accordingly over time, if necessary.

Portability: The Netherlands have in place regulations and procedures to ensure that the financial support awarded to IVET learners for domestic use are portable abroad during mobility periods. The portability policy is coordinated countrywide and evaluated. Steps have been taken to visualise the mechanisms to a wider public, and to follow up how they are actually used. However, the country has not set up any targets/benchmarks for its portability policy. Addressing this shortcoming could be considered for the future. It could also be considered to invite users to give feedback on the portability mechanisms based on their experience.

Disadvantaged learners: Funding measures are in place to support the mobility of disadvantaged learners. Activities are coordinated to some extent. However, the country has not put in place any policy targets for its policy in support to the mobility of disadvantaged IVET learners. Activities are not evaluated. Future steps could include the launch of a variety of activities related to information and guidance, motivation, and long-term preparation, to support the mobility of disadvantaged learners; and putting in place policy targets and policy evaluation processes. It could also be considered to ensure that mechanisms (including how to access them) are known by their potential users; to invite users to give feedback on the support mechanisms based on their experiences; and to monitor the use and practice of the mechanisms, to readjust and to improve them accordingly over time, if necessary.

Multipliers: The Netherlands have multipliers in place to attract not-yet mobile learners to consider engaging in mobility activities. These actions are coordinated countrywide. The country has also set up benchmarks for the activities in this policy area. However, it is unclear whether/how evaluations of these actions are carried out. Future steps could include activities to mainstream mobility experiences into training activities for educational staff and department heads; acknowledging staff commitment to organising mobility activities; and ensuring that policy evaluations in this area are comprehensive, systematic and specific. Further steps also to be considered are actions to visualise to all potential users the multipliers-related mechanisms and how to have access to them; enabling users to give feedback on these mechanisms after having experienced them; and to monitor the use and practice of the mechanisms s to readjust and improve them over time, if necessary.