- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
- 2025Implementation
Objectives
The aim of these programmes is to ensure new teachers will be better skilled and to allow candidates to make an informed decision on whether teaching is an appropriate career choice. The latter goal was specifically relevant for people considering training for a teaching career in secondary education and senior secondary vocational education. Another aim of the partnerships is to reinforce a learning culture within schools. Finally, it is expected that the teaching profession will become more attractive to students due to an increase in the collaboration between initial teacher training institutions and schools. It is expected that teacher shortages would be reduced due to these initiatives.
Description
School-higher education partnerships have been encouraged nationally within the policy measure Reinforcement of collaboration between initial teacher training institutes and schools 2013-16. The partnerships aimed at collaboratively designing initial teacher training curricula and coordinating internships. In 2016, six upper secondary vocational education partnerships between initial teacher training institutes and (regional) schools were organised and granted a subsidy. The scheme ended in 2017 and an evaluation report was published in June 2018. A good outcome, especially for VET, is the fact that many partnerships have developed themselves into (market-driven) (prospective) training institutes.
The first allowance scheme ended in 2017. A new scheme followed for the period 2017-21.
A new financing scheme was introduced for the period 2018-21.
Support for partnerships continued.
The policy goal since 2020 has been to train all full-time students in teacher training institutes through a partnership (the so-called training schools). Therefore, further growth of the partnerships is needed.
In 2020, this subsidy scheme was amended because the former financing method was considered to be an obstacle for further growth. The initiative is now called Train and professionalise teachers together (Samen Opleiden & Professionaliseren).
The measure is operational and runs as a regular practice. It is estimated that 39% of all students enrolled in teacher training are trained through the initiative Train and professionalise teachers together.
The education ministry and the sector councils made commitments to have all teacher training programmes delivered through partnerships by 2030 according to the 2020 initiative 'Train and professionalise teachers together' (Samen Opleiden & Professionaliseren). Each sector has its own speed towards 2030. This year seven new aspiring teacher training schools started. Surveys show that almost all participants (about 90%) are very satisfied with the initiative. Areas for improvement are the guidance of second-career teachers (zij-instromers) and starting teachers. There is also a desire to connect teacher education with continued professional development of teachers.
In June 2022 the education minister announced a new comprehensive agenda to address the labour market shortages in Dutch primary education, secondary education and upper secondary vocational education. Part of the new agenda are plans to form a new structure of regional partnerships in which the partnerships 'Train and professionalise teachers together' (Samen Opleiden & Professionaliseren)'are combined with the regional partnerships formed to address personnel shortages in education (Regionale Aanpak Personeelstekorten onderwijs). In a follow-up letter to parliament in December 2022 the minister for education describes the plans to form the new partnership regions.
The aspiring partnerships launched in 2019 participated in an evaluation-focused peer review conducted in April and May 2023. Of these, 15 partnerships received a positive evaluation from the Peer Review Committee, successfully demonstrating their quality through thorough documentation and during the Peer Review visit. One remaining partnership has been granted an additional two years to further demonstrate how its collaborative education meets the basic quality standards.
Significant progress has also been made in developing education regions in the Netherlands. As of now, 27 pioneering regions have been established, with two more in the process of formation. These regions bring together employers, educators, municipalities, employment services, and businesses to address challenges in the education labour market. Their focus is on recruiting, training, and professionalising staff to meet regional needs.
Additionally, the partnerships Train and Professionalise Teachers Together (Samen Opleiden & Professionaliseren) are being integrated into the new education regions.
The aspiring partnerships Train and Professionalise Teachers Together, launched in 2020, underwent an evaluation-focused peer review in April and May 2024. All 13 partnerships received positive evaluations from the peer review committee, successfully demonstrating their quality through comprehensive documentation and during the Peer Review visits.
Regarding progress in developing education regions, a total of 29 regions have been established so far. It is the goal to form more education regions in 2025 to create a national network.
In 2025, the education regions, which now include the partnerships Train and professionalise teachers together (Samen Opleiden & Professionaliseren; SO&P), enter a new phase with the introduction of a new subsidy scheme for the years 2026-2029. The new scheme contains measures intended to support the further development of the partnerships Train and professionalise teachers together. Each education region receives a fixed amount of EUR 1 250 per student or second career teachers (lateral entrant) trained under the SO&P system, based on figures from the 2024/25 school year. The subsidy is calculated per region and reflects the number of candidates trained at affiliated institutions within the regional partnership structure, in accordance with the quality framework Train and professionalise teachers together in the Education region (Kwaliteitskader Samen Opleiden in de Onderwijsregio).
In the subsidy application, each education region is required to submit an activity plan detailing the organisation of SO&P within the region and its ambition to train 100% of students and lateral entrants according to the quality framework. Lateral entrants are adults who come from another sector (not teacher-trained) and enter the teaching profession through an accelerated or tailored training route while already working in a school.
Between 2026 and 2029, all education regions will participate in a development-oriented peer review of SO&P. Pilot reviews will begin in 2026, in collaboration with the Platform and the Realisation Unit, (Delivery Unit) allowing other regions to benefit from the experiences of early adopters.
Partnership agreements no longer needs to be submitted separately. It is now an integral part of the broader cooperation agreement of the education region. Regions are free to determine how this integration is arranged. If a partnership spans multiple education regions, the subsidy will be distributed across those regions. Clear agreements must be made between the partnership and the lead administrators of the regions involved regarding the financial flows.
The aspiring partnerships Train and Professionalise Teachers Together, launched in 2021, underwent an evaluation-focused peer review in April and May. All 6 partnerships received positive evaluations from the peer review committee, successfully demonstrating their quality through comprehensive documentation and during the peer review visits.
Bodies responsible
- Ministry of Education, Culture and Science
Target groups
Education professionals
- Teachers
Thematic categories
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). Partnerships between schools and teacher training institutes: Netherlands. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28459