- 2020Approved/Agreed
- 2021Approved/Agreed
- 2022Implementation
Background
In recent years, efforts have been made to make primary and secondary education more accessible for learners with special educational needs (SEN), who would typically be in special primary (SO/SBO) or secondary special education (VSO). Also, more customisation in VET for SEN learners should enable them to enter and complete a study programme.
Contrary to primary and secondary education, VET does not have a separate education system in which special needs learners can receive specialist and intense support and guidance. Therefore, VET schools design their own learning and assessment methods, considering learners’ potential limitations from the beginning of the programme. They are also obliged to justify the way they apply inclusive education in their annual report. Schools advise these learners about the programmes best suited for them, increasing their chances to complete them and get a degree or qualification for a certain profession. They upload on their website the type of support they offer. Learners’ educational contracts include, as an appendix, the agreement on the specific support each one should receive. Learners can also get a statement from the school when they are not capable of complying with all the demands of obtaining a diploma but want to do the study programme anyway.
In 2014, the Inclusive Education (Passend onderwijs) Act was introduced. One of the elements of the act was a shift in the financing system from central government to the regions. Participation of SEN learners in VET is mainly regulated by the law on equal treatment for students with handicaps and chronic sickness. According to this law, VET schools are obliged to adapt their education courses to also cater to students with disabilities. Examples of adaptions in the study programmes are changes to the amount of supervised education hours and/or practical training or adapted examination procedures. VET aims to ensure accessibility for a broad group of potential learners. Inclusive education (Passend Onderwijs) enables them to complete a VET programme by offering them additional support if necessary, taking away possible obstacles and offering tailored education to each learner.
Objectives
The aim of the improvement agenda for inclusive education in VET for 2020-25 is to further ease the entry of special needs learners and learners with disabilities to VET and give them the adequate extra guidance they need to complete a VET programme.
Description
In October 2020, the education ministry presented to parliament (in a policy letter) the Improvement agenda for inclusive education in VET for 2020-25.
In this letter, the minister, based on the evaluation of inclusive education in VET (Passend Onderwijs in het MBO) and on advice from the Education Council (Onderwijsraad), both issued in 2020, concluded that although learners are mostly satisfied with the support provided by VET schools, there is still room for improvement. The importance of inclusive education in VET is high, because one third of the students have to deal with learning difficulties, disabilities or chronic diseases. These learners are at risk of exclusion. Also, students with a migration background, including refugees, need extra support for further education and access to the labour market. The agenda was drafted after extensive consultation with many stakeholders (JOB, JongPIT, Ieder(in), Ouders en Onderwijs, the MBO council (MBO Raad), AOB, BVMBO, SBB, VNG, Ingrado, VNO-NCW en MKB-Nederland). The labour and health ministries were also closely involved. All parties are committed to work jointly on realising tailored education approaches addressing learners’ specific needs in the best possible way. The agenda is focused on four central points:
- learners’ intake and parents’ involvement;
- improving the quality of in-school support offered by education teams;
- promoting cooperation among schools and...
In October 2020, the education ministry presented to parliament (in a policy letter) the Improvement agenda for inclusive education in VET for 2020-25.
In this letter, the minister, based on the evaluation of inclusive education in VET (Passend Onderwijs in het MBO) and on advice from the Education Council (Onderwijsraad), both issued in 2020, concluded that although learners are mostly satisfied with the support provided by VET schools, there is still room for improvement. The importance of inclusive education in VET is high, because one third of the students have to deal with learning difficulties, disabilities or chronic diseases. These learners are at risk of exclusion. Also, students with a migration background, including refugees, need extra support for further education and access to the labour market. The agenda was drafted after extensive consultation with many stakeholders (JOB, JongPIT, Ieder(in), Ouders en Onderwijs, the MBO council (MBO Raad), AOB, BVMBO, SBB, VNG, Ingrado, VNO-NCW en MKB-Nederland). The labour and health ministries were also closely involved. All parties are committed to work jointly on realising tailored education approaches addressing learners’ specific needs in the best possible way. The agenda is focused on four central points:
- learners’ intake and parents’ involvement;
- improving the quality of in-school support offered by education teams;
- promoting cooperation among schools and youth and adult care institutions;
- enhancing career guidance during internships and when entering the labour market.
In October 2020, the Improvement agenda on inclusive education in VET (2020-25) was approved and put into effect.
In 2021, the Improvement agenda was still being worked on.
In 2022, the Minister of Education, Culture and Science provided an update on the Improvement agenda. According to the update, progress has been made on the four central points of the agenda, but further steps are still necessary. The progress made on the four central points is described as follows:
- Improving of learners’ admission and parents’ involvement: the goal is to gather all relevant information about facilities for students with functional limitations or support needs who want to study MBO on one website. Over the past years, the relevant website with the title mbo accessible, has been improved and a guide for students suffering from a chronic disease has been developed. To improve the involvement of parents a parent network is being established.
- Improving the quality of support provided by teaching teams: to strengthen the quality of support, institutions organized knowledge sharing sessions and developed practical handouts.
- Improving cooperation between VET schools, youth care and adult care: in 2022, an inspiration document was developed to provide examples of cooperation between VET schools and stakeholders in the social domain. The document outlines which stakeholders are relevant partners for certain issues.
- Improving guidance for students with support needs during internships and their first steps on the labour market: a manual on guiding students with extra support needs in internships and on the labour market (BPV-handboek) has been developed. It includes overviews, tips and information for professionals.
Bodies responsible
- Ministry of Education, Culture and Science
- Ministry of Social Affairs and Employment
- Ministry of Health, Welfare and Sport
- Council for upper secondary VET schools (MBO Raad)
Target groups
Learners
- Learners with disabilities
Entities providing VET
- VET providers (all kinds)
Thematic categories
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 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.