Timeline
  • 2023Implementation
  • 2024Implementation
ID number
47378

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Globally, the effects of climate change are becoming increasingly apparent. This has prompted the adoption of the 17 Sustainable Development Goals (SDGs) in 2015 as part of the United Nations 2030 Agenda for Sustainable Development, endorsed by all UN Member States. These goals are outlined in the document Transforming our World: the 2030 Agenda for Sustainable Development, to which the Netherlands is committed. In the fight against climate change, the government aims to foster an enterprising, innovative, and sustainable society. Education plays a crucial role in this effort, training professionals for tasks such as installing solar panels. Additionally, the SDGs influence the sustainability of infrastructure, including school buildings.

Objectives

Goals and objectives of the policy development.

The government aims to contribute to achieving SDG 13 (take urgent action to combat climate change and its impact) by:

  1. reducing greenhouse gas emissions by 55-60%;
  2. achieving 1 million professionals educated in ICT by 2030, focusing on skills and knowledge relevant to implementing sustainable digital technologies, promoting energy-efficient solutions, and aligning with the content outlined in the policy's development framework.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

To advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National Programme for Circular Economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action Plan for Green and Digital Jobs', by Ministry of Economic Affairs and Climate Policy. Education related plans are further elaborated in the 'Implementation agenda climate & energy' of the education ministry (Uitvoeringsagenda Klimaat & Energie), which launched in October 2023. The agenda comprises 70 actions designed to achieve national climate goals.

In the context of VET, the Implementation agenda of the Education Ministry focuses on the following four areas:

  1. promoting sustainability in education:
    1. developing an overarching strategy for sustainability in education;
    2. including energy transition and climate adaptation when the Cooperation Organisation for VET and the Labour Market (SBB) develops new qualifications;
    3. supporting VET institutions to integrate sustainability into citizenship education.
  2. training professionals and addressing shortages in engineering and ICT sectors to achieve climate and digital transition goals through five actions:
    1. Promoting lifelong learning (LLL) through the LLL catalyst;
    2. ...

To advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National Programme for Circular Economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action Plan for Green and Digital Jobs', by Ministry of Economic Affairs and Climate Policy. Education related plans are further elaborated in the 'Implementation agenda climate & energy' of the education ministry (Uitvoeringsagenda Klimaat & Energie), which launched in October 2023. The agenda comprises 70 actions designed to achieve national climate goals.

In the context of VET, the Implementation agenda of the Education Ministry focuses on the following four areas:

  1. promoting sustainability in education:
    1. developing an overarching strategy for sustainability in education;
    2. including energy transition and climate adaptation when the Cooperation Organisation for VET and the Labour Market (SBB) develops new qualifications;
    3. supporting VET institutions to integrate sustainability into citizenship education.
  2. training professionals and addressing shortages in engineering and ICT sectors to achieve climate and digital transition goals through five actions:
    1. Promoting lifelong learning (LLL) through the LLL catalyst;
    2. Strengthening cooperation between education and industry;
    3. Enhancing the accessibility and labour market relevance of courses;
    4. Increasing the number of STEM teachers;
    5. encouraging youth participation in STEM education.
  3. transitioning to sustainable housing for VET institutions:
    1. supporting educational institutions through subsidies and facilitating cooperation and knowledge sharing.
  4. enhancing sectoral inclusivity:
    1. promoting the participation of women in the engineering sector.
2023
Implementation

In February 2023, the policy letter about the 'Action Plan for Green and Digital Jobs', issued by the Dutch Ministry of Economic Affairs and Climate Policy, was sent to the parliament. The purpose of the initiative is to address labour market shortages in sectors critical to the green and digital transitions—such as technology, construction, energy, and ICT—while aligning efforts with the Netherlands' goals of achieving climate neutrality by 2050 and maintaining leadership in the European Digital Economy and Society Index (DESI). It focuses on four cornerstones:

  1. increasing enrolment in STEM education (for example by emphasising early exposure to technical fields, especially for girls);
  2. retaining and attracting talent (for example by promoting modern employment practices with better primary and secondary working conditions);
  3. enhancing productivity through innovation (for example by investing in programmes like Digital Workplaces, and AI initiatives);
  4. strengthening governance (for example by centralising coordination to reduce fragmentation and align regional, national, and sectoral efforts).

In the action plan, collaboration with industry coalitions plays an important role, while special attention is given to linking the plan to broader labour market policies. Future steps include monitoring progress through data-driven systems, strengthening funding via regional partnerships and EU support, and providing Parliament with updates by mid-2023.

In October 2023, the policy letter on the 'Implementation Agenda for Climate and Energy', issued by the Ministry of Education, Culture, and Science (OCW) was received by the parliament. The policy letter highlights the commitment of the education ministry to addressing climate change and contributing to the energy transition through its sectors. It emphasises the role of education in training skilled professionals, the importance of scientific research in providing critical knowledge, and the impact of creative industries (design, media, advertising, architecture, etc.) in engaging the public and driving societal change.

The 'Implementation Agenda for Climate and Energy' was developed through extensive consultations with experts and stakeholders, underlining the collaborative approach of the education ministry in aligning its efforts with other ministries and networks. It outlines specific strategies to integrate climate and energy goals within the policy domains of the education ministry (education, culture and creative industries, science) and commits to ongoing partnerships and knowledge expansion in these areas. The letter reflects the OCW's proactive role in contributing to national and global climate goals through education, innovation, and collaboration.

In December 2023, the Minister of Economic Affairs and Climate informed the parliament about the implementation of the 'Action Plan for Green and Digital Jobs'. More specifically, progress has been made in addressing labour shortages in technical and ICT sectors critical to the green and digital transitions. Through targeted investments, public-private partnerships, and innovative initiatives, the plan is fostering workforce development and aligning education with labour market needs. However, continued efforts in governance, regional collaboration, and monitoring are essential to sustain momentum and achieve the ambitious climate and digital transition goals by 2030.

2024
Implementation

The 'Action Plan for Green and Digital Jobs' and the 'Implementation Agenda for Climate and Energy' remain active and operational. No significant developments or updates have been reported this year.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Culture and Science

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Adult learners
  • Older workers and employees (55 - 64 years old)
  • Unemployed and jobseekers
  • Persons in employment, including those at risk of unemployment

Education professionals

  • Teachers
  • Trainers
  • School leaders
  • Adult educators

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

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.

Making VET institutions sustainable and green

This thematic sub-category refers to initiatives where VET institutions or companies providing VET not only ‘teach’ about environmental and social sustainability but implement green and sustainable principles in their physical infrastructure, e.g. using renewable energy, applying organic agriculture on their premises, recycling, using learning and training materials sustainably, etc.

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.

Integrating green transition and sustainability in VET curricula and programmes

Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.

Integrating digital skills and competences in VET curricula and programmes

This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.

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.

Promotion strategies and campaigns for VET and lifelong learning

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.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). Green Skills: Netherlands. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/47378