Bridging routes between pre-vocational and upper secondary VET

Policy development
Practical measure/Initiative
Netherlands
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Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
36189

Background

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

In 2010, an intensive debate with teachers, school leaders, administrators, and businesses on the renewal of pre-vocational secondary education (VMBO) started. It led to amendments to the Secondary Education Act that entered into force in August 2016.

Objectives

Goals and objectives of the policy development.

The reform puts VMBO in a better position to:

  1. respond to changes and needs of upper secondary VET and the regional labour market;
  2. address the decline in student numbers and fragmentation.

Description

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

New programmes in pre-vocational secondary education were introduced in August 2016, renovating content (in line with modern occupational practice and curriculum developments in upper secondary VET-MBO) and structure (over 30 programmes will be replaced by 10 flexible profiles).

In February 2017 and May 2018, the education ministry sent a letter to parliament on the subject of Strong VET (Sterk beroepsonderwijs). Following the advice of the Education Council in June 2015 and in response to the manifesto for the future of upper secondary vocational education issued by the council of VET colleges (MBO Raad, April 2016), measures to redesign and reposition pre-vocational education were explored. All stakeholders were consulted on how to strengthen the position of pre-vocational education and upper secondary VET in the education system. Measures include:

  1. strong regional cooperation between upper secondary VET schools, pre-vocational schools and the business community to smooth the transition from pre-vocational education to upper secondary VET, to share expertise and facilities of other schools in the region and to support the labour market relevance of (pre-)vocational education;
  2. adapting existing legislation as an incentive for schools to develop consecutive learning routes encompassing pre-vocational education and upper secondary VET. A legislative proposal was expected to be submitted in 2019;
  3. merging, in 2021, two programme...

New programmes in pre-vocational secondary education were introduced in August 2016, renovating content (in line with modern occupational practice and curriculum developments in upper secondary VET-MBO) and structure (over 30 programmes will be replaced by 10 flexible profiles).

In February 2017 and May 2018, the education ministry sent a letter to parliament on the subject of Strong VET (Sterk beroepsonderwijs). Following the advice of the Education Council in June 2015 and in response to the manifesto for the future of upper secondary vocational education issued by the council of VET colleges (MBO Raad, April 2016), measures to redesign and reposition pre-vocational education were explored. All stakeholders were consulted on how to strengthen the position of pre-vocational education and upper secondary VET in the education system. Measures include:

  1. strong regional cooperation between upper secondary VET schools, pre-vocational schools and the business community to smooth the transition from pre-vocational education to upper secondary VET, to share expertise and facilities of other schools in the region and to support the labour market relevance of (pre-)vocational education;
  2. adapting existing legislation as an incentive for schools to develop consecutive learning routes encompassing pre-vocational education and upper secondary VET. A legislative proposal was expected to be submitted in 2019;
  3. merging, in 2021, two programme types: the theoretical learning pathway (general education) and the combined learning pathway (general/vocational education) in lower secondary pre-vocational education. In this new pathway theoretical learning will be enriched with practical/vocational components to improve the transition to upper secondary VET and upper secondary general education (HAVO).
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

According to the 2019 draft legislation on Strong VET, as of August 2020, pre-vocational secondary schools (VMBO) and VET colleges (MBO) will be able to jointly offer an uninterrupted learning route: VMBO-MBO. These joint education programmes will start in the third year of pre-vocational education and result in obtaining a VET diploma at EQF level 2, 3 or 4. One of the new possibilities is that (vulnerable) youngsters may complete their VET level 2 course within a school for pre-vocational secondary education (VMBO).

2020
Implementation

Legislation on Strong VET came into force in 2020. Lower secondary pre-vocational schools (VMBO) and VET colleges (MBO) are allowed to jointly offer an uninterrupted learning route: VMBO-MBO. In these new pathways, the two programme types (the theoretical learning pathway and the combined learning pathway in lower secondary pre-vocational education) are merged.

To gain experience with the more practically oriented pathways in lower secondary pre-vocational education a pilot runs from December 2020 till 2024.

2021
Implementation

Implementing provisions were approved in November 2021 so that vertical school communities will no longer face two benefit regimes.

2022
Implementation

The legislation on the 'administrative harmonisation in VET' (Wet bestuurlijke harmonisatie beroepsonderwijs) came into force in January 2022. It is possible for VET Colleges (MBO) and pre-vocational schools (VMBO) to form so-called vertical comprehensive schools. These are collaborations between a VET College and at least one pre-vocational school, forming one administrative and organisational unit.

The programme 'Strong VET' (Sterk beroepsonderwijs) has been completed in 2022. Information on all regional partnerships and guidelines for the development of partnerships have been published online, on the project's website.

2023
Implementation

To further support the transition from lower secondary pre-vocational education (VMBO) to upper secondary VET (MBO) or upper secondary general education (HAVO), a subsidy scheme facilitated the establishment of 383 follow-up programmes at lower secondary pre-vocational education schools in 2023. Both schools and students have expressed enthusiasm for these programmes, as they provide valuable tools to ensure smoother transitions to upper secondary education. In light of their success, the Minister of Education has decided to extend the subsidy scheme.

2024
Implementation

In May 2024, the introduction of a new exam subject to the curricula of the theoretical learning pathway (VMBO-TL) and the combined learning pathway (VMBO-GL) was announced in the Dutch Government Gazette (Staatsblad, 2024, number 137). This practice-oriented subject enables students to apply knowledge and skills through assignments involving real-world principals, providing a hands-on learning experience. The initiative aims to improve students' orientation and facilitate their transition to upper secondary vocational education (MBO). This development aligns with broader efforts by the Ministry of Education to strengthen the connection between theoretical education and practical application, ensuring students are better prepared for vocational training. Additionally, the continuation of the subsidy scheme reflects the positive reception and anticipated benefits of these practice-oriented programmes

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.

Entities providing VET

  • 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.

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.

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.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • Flexibility and progression opportunities at the core of VET
  • VET promoting equality of opportunities

Subsystem

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

Country

Netherlands

Type of development

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

Cedefop, & ReferNet. (2025). Bridging routes between pre-vocational and upper secondary VET: 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/36189