Action plan for equal opportunities in education

Policy development
Strategy/Action plan
Netherlands
Download PDF version
Timeline
  • 2016Legislative process
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Completed
ID number
28442

Objectives

Goals and objectives of the policy development.

The main objectives of the action plan are to:

  1. support MBO graduates to successfully complete their first year of higher professional education;
  2. develop networks for experience sharing;
  3. strengthen parental involvement;
  4. invest in cultural education in pre-vocational education;
  5. fund initiatives to involve role models (senior students) from higher professional education or universities in supporting young people who, given their socio-economic background, are not familiar with higher education.

Description

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

In response to a range of surveys showing that students do not always have equal opportunities, and the trend of growing inequality, the Ministry of Education, Culture and Science submitted to parliament in October 2016 an action plan for equal opportunities in education. As of October 2017, schools, municipalities and other regional institutes could apply for a grant for the development of interventions, research and knowledge sharing to support equal opportunities. An additional budget of (EUR 4 million in 2017 and EUR 14 million in 2018) was made available for VET schools or higher professional education institutes. The conditions for this funding were published in March 2017. Schools could apply for this grant from August till September 2017. Their proposals were based on plans developed by students in the so-called student labs where students would design approaches for successful transition. The plans were published in a brochure. The education ministry initiated the Alliance for Equal Opportunities (Gelijke Kansen Alliantie). Parents, teachers, school directors, researchers, employers and social institutions are encouraged to join the alliance. An online platform enables the sharing of experiences and learning from other initiatives. The alliance has been operational since August 2017. The subject of equal opportunities is also included in the Quality Agreements 2019-22, concluded between the Ministry of Education,...

In response to a range of surveys showing that students do not always have equal opportunities, and the trend of growing inequality, the Ministry of Education, Culture and Science submitted to parliament in October 2016 an action plan for equal opportunities in education. As of October 2017, schools, municipalities and other regional institutes could apply for a grant for the development of interventions, research and knowledge sharing to support equal opportunities. An additional budget of (EUR 4 million in 2017 and EUR 14 million in 2018) was made available for VET schools or higher professional education institutes. The conditions for this funding were published in March 2017. Schools could apply for this grant from August till September 2017. Their proposals were based on plans developed by students in the so-called student labs where students would design approaches for successful transition. The plans were published in a brochure. The education ministry initiated the Alliance for Equal Opportunities (Gelijke Kansen Alliantie). Parents, teachers, school directors, researchers, employers and social institutions are encouraged to join the alliance. An online platform enables the sharing of experiences and learning from other initiatives. The alliance has been operational since August 2017. The subject of equal opportunities is also included in the Quality Agreements 2019-22, concluded between the Ministry of Education, Culture and Science and upper secondary VET schools.

2016
Legislative process
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, parliament decided to terminate a condition that enabled higher professional education (HBO) schools to reject VET students wishing to progress to HBO schools if the content of the course they wished to enrol in was not connected to the content of their previous VET course. As of 1 September 2020, students who had obtained a VET EQF level 4 diploma could enrol in every course in higher professional education. The reason this condition has been abolished was that it proved to be an obstacle for VET students who wanted to proceed in technology or care, which are sectors with major shortages.

A better transition from upper secondary VET to higher professional education (HBO) is also expected to prevent social segregation in Dutch society. In July 2019, an agreement was concluded between the Council for upper secondary VET schools (MBO Raad) and the Association of Universities of Applied Sciences (Vereniging Hogescholen, HBO). Both associations have expressed their intention to better prepare VET students to progress to HBO and guide them more intensively in their first year. Regional cooperation between VET and HBO will be strengthened and good practice disseminated.

2020
Implementation

Under the umbrella of the action plan, a campaign was launched in autumn 2020 to prevent internship discrimination (see policy document on Combating discrimination in the workplace).

The education and labour ministries, in collaboration with the Council for upper secondary VET schools, are launching a knowledge centre for equal opportunities, diversity and inclusion (Kennispunt GDKI) to promote equal opportunities for students with a migration background and/or low socioeconomic status. This three-year project will build on the results and knowledge gained within the CEG Equal opportunities project (LOB - gelijke kansen). The Knowledge Centre, GDKI, also supports VET schools in promoting equal opportunities. The e-learning training course, Internship? Everyone equal opportunities!, is available for VET teachers and internship supervisors.

2021
Implementation

The measure is operational and runs as a regular practice.

Equal opportunities in education are more topical than ever. The COVID-19 crisis highlights and exacerbates existing vulnerabilities. Therefore, equal opportunities in education play a significant part in the newly introduced measures to deal with the challenges caused by COVID-19 and mitigate consequences.

2022
Implementation

The measure is operational and runs as a regular practice.

2023
Implementation

An evaluation of the ,Action plan for equal opportunities in education, concluded that none of the four measures proved effective. On the contrary, the interventions increased inequality of opportunity during the transition from VET to Universities of Applied Sciences (HBO). Additionally, funding wasn't based on substantive criteria.

2024
Completed

The Knowledge Centre for Equal Opportunities, Diversity and Inclusion (Kennispunt GDKI), established in 2020, will cease operations as of 1 August 2024. This decision aligns with the ongoing development of the Council for Upper Secondary VET Schools (MBO Raad). While the Knowledge Centre will no longer exist as a standalone entity, the MBO Raad remains committed to this themes, integrating them into broader policy topics within the Council. Additionally, equal opportunities continue to be a key focus in the ,Agenda for VET 2023-2027: Working Together on Talent, (Joint Agenda).

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
  • Cooperation organisation for VET and the labour market (SBB)
  • Ministry of Social Affairs and Employment
  • Council for upper secondary VET schools (MBO Raad)
  • Association of Universities of Applied Sciences (Vereniging Hogescholen)

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
  • Learners with migrant background, including refugees

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.

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.

Permeability between IVET and CVET and general and vocational pathways, academic and professional higher education

This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.

Providing for individuals' re- and upskilling needs

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.

Ensuring equal opportunities and inclusiveness in education and training

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.

Subsystem

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

Country

Netherlands

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). Action plan for equal opportunities in education: 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/28442