- 2022Design
- 2023Design
- 2024Implementation
- 2025Implementation
Background
VET colleges (MBO schools) are full of talented learners and VET is a driving force for critical sectors such as the energy transition, housing construction and health care. Students, teachers, and workplace coaches play a crucial role in our economy and society, with VET talent being in high demand. The ‘2023-27 Agenda for VET Working Together on Talent’ outlines plans to make vocational education in the Netherlands even stronger and more future-proof in the coming years.
The Agenda and the VET internship pact 2023-27, (part of the 2023-27 VET Agenda) succeed the earlier quality agreements. Quality agreements were a (partly) performance-based funding scheme designed to facilitate VET institutions to either improve the quality of VET or provide additional guidance to students. The quality agreements part of for 2019-2022 were concluded in 2022.
Objectives
The Agenda for VET 2023-27 'Working together on talent' outlines the strategic vision and key objectives for vocational education and training (VET) in the Netherlands for the years 2023-27. There are three main priorities, each of which has three to five specific objectives:
Equal opportunities:
- Contributing to the equal treatment of all students in the Netherlands.
- Improving student welfare and strengthen (integral) safety in schools and learning companies. Increasing the accessibility of VET for students with a support need.
- Strengthening guidance in education and in the step from school to work or further education (especially for level 2 students). Slowing down and reversing the increase in the number of early school leavers, towards fewer than 18 000 new early leavers in 2026.
- Strengthening the vocationally oriented learning path.
- VET contributes to reducing low literacy by investing in training programmes for the low-literate.
Improving the connection between education and the labour market:
- More students will make informed choices for education towards promising professions, matching their interests, talents and abilities.
- Students in secondary vocational education (MBO) will receive a quality internship or apprenticeship that matches the student's education and development needs, without placement discrimination from and with appropriate compensation for students.Strengthening the alignment between VET programmes and labour market demands.
- The VET sector will contribute to the (customised, modular and via the dual pathway) further and retraining of workers and jobseekers.
Education for the future.
- We improve the mastery of Dutch and maths among VET students and that quality of teachers for Dutch, mathematics and citizenship is enhanced.
- Citizenship education will be improved, in order to contribute to the general education of the student, for example by supporting the strengthening of social and critical thinking skills.
- Working in VET is and remains attractive, by paying attention to work pressure and career perspectives for education staff. All staff in VET, will have sufficient opportunities for development and professionalisation.
- The VET sector becomes a full and equal partner in research and knowledge networks in the field of research and innovation.
The VET Internship Pact 2023–2027 has been developed as part of the VET Agenda to advance the initiatives under Objective 2.2, which focuses on enhancing practical, work-based learning through internships and apprenticeships. The pact aims to ensure that VET learners have a valuable learning experience during their first encounter with the labour market, which should take place in a safe environment and focusses on four themes:
Improving Internship Supervision: the initiative focuses on enhancing the quality of guidance provided by schools and training companies. At least three structured contact moments are planned between students, schools, and companies, with one taking place on-site. Schools aim to professionalise their internship policies and address the specific needs of students.
Eliminating Internship Discrimination: the pact prioritises measures to prevent and combat discrimination during internships. Schools establish reporting mechanisms, and training companies are expected to create socially safe environments. Non-compliance may lead to accreditation withdrawal.
Realising Sufficient Internship Opportunities: efforts concentrate on addressing internship shortages by aligning supply and demand. Employers and the SBB collaborate to increase internship opportunities and share successful practices. Support from the Ministry of Education ensures better alignment through the practical training subsidy scheme.
Providing Appropriate Compensation: the pact ensures all students receive fair compensation for expenses incurred during internships, such as travel costs and required documentation. Apprenticeship students are entitled to employment contracts and salaries, alongside expense reimbursements.
Description
The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers (VNO-NCW/MKB Nederland).
The Agenda emphasises the importance of close collaboration among students, educators, employers, local authorities, and national stakeholders to ensure its successful implementation. A ‘learning approach’ is central to this effort, aiming to assess the effectiveness of initiatives and make necessary adjustments as required.
The Agenda allocates an annual budget of EUR 900 million for its implementation, drawn partly from existing resources of the earlier Quality Agreements (approximately EUR 528 million) and partly by new investments (EUR 367 million). Over its term, this amounts to more than EUR 4 billion in total funding.
The new Joint Agenda Working on talent aims to build on the successes of the previous quality agreements while addressing the challenges of the future. According to the Agenda, VET colleges have room to determine how best to improve their Quality. Agreements on this will be laid down in the quality...
The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers (VNO-NCW/MKB Nederland).
The Agenda emphasises the importance of close collaboration among students, educators, employers, local authorities, and national stakeholders to ensure its successful implementation. A ‘learning approach’ is central to this effort, aiming to assess the effectiveness of initiatives and make necessary adjustments as required.
The Agenda allocates an annual budget of EUR 900 million for its implementation, drawn partly from existing resources of the earlier Quality Agreements (approximately EUR 528 million) and partly by new investments (EUR 367 million). Over its term, this amounts to more than EUR 4 billion in total funding.
The new Joint Agenda Working on talent aims to build on the successes of the previous quality agreements while addressing the challenges of the future. According to the Agenda, VET colleges have room to determine how best to improve their Quality. Agreements on this will be laid down in the quality agendas of the VET colleges. These were developed after the presentation of the Agenda for VET, by the VET colleges themselves together with their internal Partners (teachers, students) and external partners (e.g. employers and municipalities).Progress will be closely monitored using measurable objectives, and insights will be shared among stakeholders to promote continuous improvement.
This comprehensive framework reflects a strong commitment to equipping students with the skills and opportunities necessary for sustainable careers while addressing pressing societal challenges, including labour shortages and the demands of digital transformation.
The VET Internship Pact is also a covenant signed by key stakeholders, including the aforementioned parties and several unions. Its focus is on improving students' initial interactions with the labour market and ensuring internships are guided by learning needs and competencies rather than personal characteristics. The pact aims to make internships a safe, equitable, and rewarding experience for all vocational students.
In 2022, the Minister of Education presented the agenda’s framework. The Agenda for VET and the VET Internship Pact were further developed by the stakeholders.
In February 2023, both the Agenda for VET as well as the VET Internship Pact were presented and sent to parliament. Following this, VET colleges started developing their individual quality agendas.
In June 2024, all quality agendas of the individual VET colleges were published online. The implementation phase of the Agenda for VET started. Additionally, monitoring studies on the Agenda for VET and the VET internship pact commenced, with the first results expected in November 2024.
In December 2024, the education minister reported on the ambitions and planned actions of Dutch VET (mbo) institutions as set out in their newly approved quality agendas, which implement the Werkagenda mbo 2023–2027 and the Stagepact mbo. These national agreements aim to strengthen VET in three priority areas: equal opportunities, labour-market alignment, and quality, research and innovation. The minister notes that institutions are preparing for a major shift and in many areas show a break with previous trends. The quality agendas show a clear break with previous trends. Institutions are committed to substantially reducing early school leaving, tackling one of the most persistent challenges in VET. They also aim to improve the career prospects of teaching staff, including expanding opportunities for teachers to progress to higher salary scales. In addition, VET colleges are implementing measures to eliminate workplace discrimination, ensuring safe and equitable learning and working environments. A further priority is embedding practice-based research as a permanent feature within VET institutions, strengthening their capacity to continuously enhance the quality and relevance of their programmes.
The minister also raises concerns. The alignment between education and future labour-market needs requires stronger focus, especially in sectors facing major societal challenges such as healthcare, energy, construction, childcare and digitalisation. Moreover, many quality agendas lack clear prioritisation, with most institutions choosing to work on all objectives rather than concentrating on a focused set, and some measures remain insufficiently detailed to achieve the intended ambitions.
In the letter on the progress of the BBL-offensive, the education minister reports on the implementation of this national initiative, launched under the Werkagenda MBO 2023–2027 to increase participation in the dual VET pathway (BBL), which forms a strong link between education and work.
More specifically, as announced in the Working Agenda, the education minister aims to increase enrolment in the dual pathway/apprenticeships (beroepsbegeleide leerweg, BBL). Graduates from the dual pathway generally have a stronger labour-market position than those from the school-based route, and transitioning students from the school-based pathway to BBL can also help prevent early leaving. For this reason, the BBL-offensive has been launched in 2023, with the goal of increasing BBL participation from 30% to 35% of all VET students. The initiative focuses on three target groups: initial students for whom working and learning is a better fit than the school-based pathway; second-career professionals who require reskilling; and individuals without qualifications and/or with a vulnerable labour-market position.
The BBL-offensive consists of five action lines. The first is raising awareness of the dual pathway. The second focuses on improving guidance and support for apprentices, particularly in sectors experiencing labour shortages, where limited time for workplace supervision can hinder learning. The third action line uses the BBL pathway strategically to prevent early school leaving, in close cooperation with Ingrado, the organisation of school attendance officers. A fourth line aims at strengthening opportunities for customised and flexible education. Finally, the initiative seeks to improve the financial position of apprentices, in cooperation with the Ministry of Social Affairs and Employment – for example, by exploring options to increase apprentice salaries, which in some sectors remain below the minimum wages earned by non-apprentice peers of the same age.
Regarding the other objectives of the Agenda for VET and the VET Internship Pact, no new monitoring information became available in 2025.
Bodies responsible
- Ministry of Education, Culture and Science
- Council for private providers of education and training (NRTO)
- National association of employers (VNO-NCW/MKB Nederland)
- Council for upper secondary VET schools (MBO Raad)
- Association of Netherlands Municipalities (VNG)
- Association of Educators in VET (BVMBO)
- Cooperation organisation for VET and the labour market (SBB)
- National youth organization for VET students (JOB)
- Ministry of Social Affairs and Employment
- Organisation for school attendance officers and transfer coaches (Ingrado)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Learners at risk of early leaving or/and early leavers
Education professionals
- Teachers
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
This thematic sub-category refers to the establishment and development of Centres of vocational excellence (CoVEs). These centres support the development of VET, including at higher qualification levels (EQF 5-8), cooperation of VET, higher education and research. They build on strong local business investment and support recovery, green and digital transitions, European and regional innovation and smart specialisation strategies. They provide innovative services, such as clusters and business incubators for start-ups, technology innovation for SMEs and innovative reskilling solutions for workers at risk of redundancy. The thematic sub-category is not limited to the centres supported by Erasmus+ funding.
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.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
- VET promoting equality of opportunities
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). Agenda for VET 2023-2027 and VET Internship Pact 2023-27: 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/46704