- 2019Legislative process
- 2020Approved/Agreed
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Every young person, regardless of their financial or personal situation, should have equal access to education to develop themselves to the maximum.
Objectives
The legislation aims to strengthen the position of upper secondary VET students via six measures.
Description
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will be increased by EUR 10 million per year for this purpose.
The law also includes measures specifically focusing on pregnant MBO students.
In addition, it enables VET colleges to issue VET declarations (MBO verklaring). The introduction of VET declarations intends to provide early school leavers with a statement of their study achievements. The VET declaration will state, for example, test and assessment results, examination components obtained, the learning experiences in the workplace, etc. The declaration helps students to validate what they are capable of and in doing so it eases their transition to the labour market. Currently, the Cooperation organisation for VET and the labour market (SBB) is testing a prototype in the education and business communities.
Finally, to strengthen the position and status of VET learners, the term student has been introduced in laws and formal regulations to replace the rather vague concept participant.
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will be increased by EUR 10 million per year for this purpose.
The law also includes measures specifically focusing on pregnant MBO students.
In addition, it enables VET colleges to issue VET declarations (MBO verklaring). The introduction of VET declarations intends to provide early school leavers with a statement of their study achievements. The VET declaration will state, for example, test and assessment results, examination components obtained, the learning experiences in the workplace, etc. The declaration helps students to validate what they are capable of and in doing so it eases their transition to the labour market. Currently, the Cooperation organisation for VET and the labour market (SBB) is testing a prototype in the education and business communities.
Finally, to strengthen the position and status of VET learners, the term student has been introduced in laws and formal regulations to replace the rather vague concept participant.
The legislative proposal to strengthen the position of MBO students was issued.
The law to strengthen the position of VET students was adopted in July 2020 and entered into force on 1 August 2020, except for the VET student fund and the VET declaration, which will enter into force on 1 August 2021.
The template of the VET declaration was published in the Official Gazette in January 2021.
Legislation on VET (WEB) stipulates that every VET college has a student council. The Youth Organisation for VET (JOB) and the council for VET colleges (MBO raad) presented a document describing student facilitation of representation throughout the education process. This document can be used by schools and student councils to record the support needed for establishing and running such a council (for instance, guidance or coaching by a teacher or staff member, working and meeting spaces for the student council, and help with communication so all learners in VET schools are informed).
The 2021 bill on the Improvement of the legal protection of VET learners proposes changes to the Adult and vocational education act (WEB) into force as from August 2023. The bill affirms the universal right for all VET learners to be informed of their rights and obligations. It also tightens the preconditions for the duty of care of schools regarding learners with disability or chronic illness; the aim is to enable better monitoring by the education inspectorate as, according to the education ministry, there is still a significant number of learners that indicate they lack sufficient support. It also foresees changes in the Adult and vocational education act (a new article) to ensure extra care for learners with disabilities or chronic diseases (for instance, accessible facilities for learners to submit a complaint or objection).
Within the legislative proposal on the reinstatement of the basic scholarship in higher education, several changes are proposed to align the position of students in VET to higher education students. The bill abolishes, amongst others, the additional earning limit in VET and aligns the repayment requirements in VET with those already in place for students in higher education (i.e. from 15 to 25 years).
According to the parliamentary letter on equal treatment for VET students, the Dutch government outlines efforts to ensure equitable treatment for students in upper secondary vocational education (MBO). The document highlights the following key points:
- Participation of VET students in student life: the Working Agenda on VET (Werkagenda MBO) outlines agreements to promote the equal participation of VET students in student life. Municipalities, VET institutions, and the Youth Organisation for VET (JOB) collaborate to create opportunities that align VET student experiences with those of their peers in higher education. Examples include organising a joint introductory period with higher education students, facilitating membership in student sports clubs, and ensuring access to shared catering and social facilities.
- Financial provisions: Financial equity is also addressed within the legislative proposal to reinstate the basic scholarship. A significant measure is the alignment of interest rates on additional loans for VET students with those applied to higher education students. Previously, the lower interest rate was exclusive to higher education, but this provision ensures greater financial parity for VET students.
- Participation in decision-making: to strengthen student participation in decision-making, the Council for Upper Secondary VET Schools (MBO Raad) and the Youth Organisation for VET (JOB) have committed to developing guidelines for facilitating student councils within VET institutions. To ensure the quality and effectiveness of these efforts, the Minister of Education will initiate a biennial monitoring exercise starting in 2024, focusing on the progress and impact of student participation initiatives in VET.
According to the April 2024 newsletter on VET (Vocational Education and Training) published by the Dutch education ministry (Ministerie van Onderwijs, Cultuur en Wetenschap), a temporary measure has been introduced to promote equal treatment between underage VET students and their peers in higher education. The measure aims to address the costs of textbooks and licenses for VET students under the age of 18, who are not eligible for student grants unlike their older counterparts or higher education students.
Starting from the 2024-2025 academic year, these students will receive an allowance of up to EUR 60. Implementation of this allowance will be entrusted to the VET institutions, which can choose from three options: providing a discount voucher worth EUR 60, transferring EUR 60 directly to eligible students, or supplying books or licenses valued at EUR 60. This initiative seeks to alleviate financial burdens and ensure equitable access to essential educational materials for underage VET students.
Bodies responsible
- Ministry of Education, Culture and Science
Target groups
Learners
- Learners in upper secondary, including apprentices
- Learners with disabilities
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 all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
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
VET Recommendation
- VET promoting equality of opportunities
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Strengthening the position of VET students: 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/36236