Dutch higher education

High quality in an international setting.

Higher education in Holland is known for its high quality and its international study environment. With more than 1,700 international study programmes and courses, it has the largest offer of English-taught programmes in continental Europe.

Binary system

Dutch higher education has a binary system, which means that you can choose between two types of education:

• research-oriented education, offered by research universities;
• higher professional education, offered by universities of applied sciences.

At a research university you will focus more on research-oriented work, which could be either in an academic or in a professional setting. At a university of applied sciences you can choose a professional programme in the applied arts and sciences, to prepare you for a specific career.

A third, smaller branch of higher education is provided by institutes for international education, which offer programmes designed especially for international students.

Three cycles

In 2002 Holland introduced the bachelor’s-master’s degree structure, but the distinction between the two types of education still exists. Both research universities and universities of applied sciences can award a bachelor's or a master's degree.

You first obtain a bachelor’s degree (first cycle), you can then continue to study for a master’s degree (second cycle). After completion of a master’s programme you can start a PhD degree programme (third cycle).

Internship

Many students do an internship as part of their study programme. As a foreign student, you may also be interested in doing an internship in the Netherlands.
(http://www.studyinholland.nl)

Education Criticism

The Dutch educational system divides children in educational levels at around the age of 12. A test called the “Cito Eindtoets Basisonderwijs” is done to help choose the appropriate level of education. Although not a complete binding factor it does have great influence in the decision making process. Unless caretakers identify the need, in most cases an IQ test is not given to a child, resulting in some children that for various secondary reasons do not function well at school but do have the mental ability for doing the higher levels are mistakenly send to the lower levels of education. Even though this is a known problem, this policy has been kept into place. Within a few years these children can fall far behind in development compared to the children that were send to the higher levels. If the need is identified it is possible for students to go up in level. If doubt was noticed early on, an orientation year may be of aid. However changing level later may require a lot of extra effort,motivation and time resulting in some students not to reach their full potential. 60% of students initially go to the lower (vmbo) educational system. Research has shown that 30% of gifted children are mistakenly advised to go to the lower levels. Amongst this particular group of children, there also is a higher than normal percentage of dropouts (leaving school without a diploma). Students that do not climb up are virtually exempted from attending university. Although IQ testing may aid to reduce mistakes in choosing direction significantly, scientific research has shown that IQ is not fixed completely at such a young age and may still improve, especially given the proper exposure to education, which the current Dutch system by design (too early separation into levels) may fail to provide. Another part of concern is that although parents can have influence on the schools decision making process, not all parents do so equally, resulting in unequal chances for the children.

History of education

A national system of education was introduced in the Netherlands around the year 1800. The Maatschappij tot Nut van 't Algemeen[Society for the Common Good] took advantage of the revolutionary tide in the Batavian Republic to propose a number of educational reforms. The Education law of 1806 encouraged the establishment of primary schools in all municipalities and instated provincial supervision. It also introduced a mandatory curriculum comprising Dutch language, reading, writing, and arithmetics. History, geography, and modern languages were optional subjects. All newly established schools needed consent from the authorities or would be disbanded as freedom of education was not proclaimed until 1848. In addition to primary education, gymnasia (or, Latin schools) and universities constituted higher education. What could be considered secondary education or vocational training was unregulated.

This situation changed in the second half of the nineteenth century in the wake of social and economic modernisation. In 1857, a Lower Education law replaced the 1806 law supplementing the mandatory curriculum with geometry, geography, history, natural sciences, and singing. Modern languages and mathematics remained optional. Drawing and physical education would be added in subsequent reforms. The introduction of the so-called Kinderwetje (literally, "children's little law") by legislator Samuel van Houten in 1874 forbade child labour under the age of 12. An amendment in 1900 led to compulsory education for children aged 6–12 in 1901.

In addition, secondary education was introduced in 1863. This now comprised the Hogere burgerschool (hbs; "higher commoner's school") and the polytechnic. Classical education was still given in higher education: the gymnasium and universities. This distinction between the secondary and higher based on the type of education rather than the students' age would gradually alter in the twentieth century. After 1917, an hbs-diploma could also give access to a number of courses at universities, while the lyceum, combining hbs and gymnasium, became an increasingly common type of school.

Thus, by the 1960s, a range of school types existed:

• Kleuterschool - kindergarten (ages 4–6).
• Lagere school - primary education, (ages 6–12), followed by either;
  • Individueel technisch onderwijs (ito; literally, "invidual technical education") - now vmbo - praktijkonderwijs (ages 12 to 16).
  • Ambachtsschool (vocational training) - comparable with vmbo - gemengde leerweg, but there was more emphasis on thorough technical knowledge (ages 12–16).
  • (Meer) Uitgebreid lager onderwijs (mulo, later ulo; literally, "(further) extended primary education") - comparable with vmbo - theoretical learning path (ages 12 to 16).
  • Hogere burgerschool (hbs; literally, "higher commoner's school", mixed education) - comparable with atheneum (ages 12–17).
  • Middelbare meisjesschool (mms; literally, "middle-level girl's school") - comparable with havo (ages 12–17).
  • Gymnasium - secondary education, comparable with atheneum with compulsory Greek and Latin added (ages 12 to 18). At the age of 15 one could choose between the alpha profile (gymnasium-α; mostly languages, including compulsory Greek and Latin) or the beta profile (gymnasium-β; mostly natural sciences and mathematics). A student wanting to complete gymnasium-β would have to pass exams in the languages Ancient Greek, Latin, French, German, English, Dutch (all consisting of three separate parts: an oral book report, a written essay, and a written summary), pass the sciences physics, chemistry, biology, and mathematics (in mathematics, students were assigned to two of the three sub-fields analytic geometry/algebra, trigonometry, and solid geometry based on a draw), and attend history and geography, which were taught until the final year without examinations.
  • Lyceum - a combination of gymnasium and hbs, with alpha and beta streams which pupils elected after a two-year (sometimes one-year) bridging period (ages 12–18).
• Middelbare and hogere technische school (mts/hts; literally, middle and higher level applied/technical training), similar topolytechnic education.
• University - only after completing hbs, mms, gymnasium or hts.

The different forms of secondary education were streamlined in the Wet op het voortgezet onderwijs (literally, "law on secondary education") in 1963 at the initiative of legislator Jo Cals. The law is more widely known as the Mammoetwet (literally, "mammoth act"), a name it got when ARP-MP Anton Bernard Roosjen was reported to have said "Let that mammoth remain in fairyland".The law was enforced in 1968. It introduced four streams (lts/vbo, mavo, havo and vwo) and expanded compulsory education to 9 years. In 1975 this was changed to 10 years.

The law created a system of secondary education on which the current secondary school is based albeit with significant adaptations. Reforms in the late 1990s aimed at introducing information management skills, increasing the pupils' autonomy and personal responsibility, and promoting integration between different subjects. Lts/vbo and mavo were fused into vmbo, while the structure of havo and vwo were changed by the introduction of a three-year basisvorming (primary secondary education; literally, "basic forming"), followed by the tweede fase (upper secondary education; literally, second phase"). The basisvorming standardized subjects for the first three years of secondary education and introduced two new compulsory subjects (technical skills and care skills), while the tweede fase allowed for differentiation through profiles.

Higher Education

See also: List of universities in the Netherlands and Academic Degree

Higher education in the Netherlands is offered at two types of institutions: universities of applied sciences (hogescholen; hbo) and research universities (universiteiten; wo). The former comprises general institutions and institutions specialising in a particular field, such as agriculture, fine and performing arts, or teacher training; the latter comprises general universities and universities specialising in engineering and agriculture.^{[citation needed]}

Since September 2002, the higher education system in the Netherlands has been organised around a three-cycle system consisting ofbachelor's, master's and PhD degrees, to conform and standardize the teaching in both the hbo and the wo according to the Bologna process.^{[citation needed]} At the same time, the ECTS credit system was adopted as an way of quantifying a student's workload (both contact hours, and hours spent studying and preparing assignments). Under Dutch law, one credit represents 28 hours of work and 60 credits represents one year of full-time study.^{[citation needed]} Both systems have been adopted to improve international recognition and compliance.

Despite these changes, the binary system with a distinction between research-oriented education and professional higher education remains in use. These two types of degree programmes differ in terms of the number of credits required to complete the programme and the degree that is awarded. A wo bachelor's programme requires the completion of 180 credits (3 years) and graduates obtain the degree of Bachelor of Arts, Bachelor of Science or Bachelor of Laws degree (B.A./B.Sc./LL.B.), depending on the discipline. An hbo bachelor's programme requires the completion of 240 credits (4 years), and graduates obtain a degree indicating their field of study, for example Bachelor of Engineering (B. Eng.) or Bachelor of Nursing (B. Nursing). The old title appropriate to the discipline in question (bc., ing.) may still be used.

Master's programmes at the wo level mostly require the completion of 60 or 120 credits (1 or 2 years). Some programmes require 90 (1.5 years) or more than 120 credits. In engineering, agriculture, mathematics, and the natural sciences, 120 credits are always required, while in (veterinary) medicine or pharmacy the master's phase requires 180 credits (3 years). Other studies that usually have 60-credit "theoretical master's programmes" sometimes offer 120-credit technical or research masters. Graduates obtain the degree ofMaster of Arts, Master of Science, Master of Laws or the not legally recognized degree Master of Philosophy (M.A./M.Sc./LL.M./M.Phil.), depending on the discipline. The old title appropriate to the discipline in question (drs., mr., ir.) may still be used. Master's programmes at the hbo level require the completion of 60 to 120 credits, and graduates obtain a degree indicating the field of study, for example Master of Social Work (MSW).

The third cycle of higher education is offered only by research universities, which are entitled to award the country's highest academic degree, the doctorate, which entitles a person to use the title doctor (dr.). The process by which a doctorate is obtained is referred to as "promotion" (promotie). The doctorate is primarily a research degree, for which a dissertation based on original research must be written and publicly defended. This research is typically conducted while working at a university as a promovendus.

High school

After attending elementary education, Dutch children (by that time usually 12 years old) go directly to high school (voortgezet onderwijs; literally, "continued education"). Informed by the advice of the elementary school and the results of the Cito test, a choice is made for either vmbo, havo or vwo by the pupil and its parents. When it is not clear which type of secondary education best suits a pupil, or if the parents insist their child can handle a higher level of education than what was recommended to them, there is an orientation year for both vmbo/havo and havo/vwo to determine this. At the end of the year, the pupil will continue in the normal curriculum of either level. For havo/vwo, there is sometimes an additional second orientation year when inconclusive. A high school can offer one or more levels of education, at one or multiple locations. A focus on (financial) efficiency has led to more centralization, with large schools that offer education on all or most educational levels.

Since the Dutch educational system does not have middle schools or junior high schools, the first year of all levels in Dutch high schools is referred to as the brugklas (literally, bridge class), as it connects the elementary school system to the secondary education system. During this year, pupils will gradually learn to cope with the differences between school systems, such as dealing with an increased personal responsibility.

It is possible for pupils who have attained the vmbo diploma to attend the final two years of havo level education and sit the havo exam, and for pupils with a havo diploma to attend the final two years of vwo level education and sit the vwo exam. The underlying rationale is that this grants pupils access to a more advanced level of higher education. This system acts as a safety net to diminish the negative effects of a child's immaturity or lack of self-knowledge. For example, when a bright pupil was sent to vmbo because she was unmotivated but later discovered its potential or has acquired the desire to achieve better, the pupil can still attain a higher level by moving on to havo. Most schools do require a particular grade average to ensure the pupil is capable of handling the increased study load and higher difficulty level.

Aside from moving up, there is also a system in place where pupils can be demoted to a lower level of education. When for example a pupil has entered secondary education at a level it cannot cope with, or when it lacks the interest to spend effort on its education resulting in poor grades, it can be sent from vwo to havo, from havo to vmbo, and from any level of vmbo to a lower level of vmbo.

Elementary school

Between the ages of four to twelve, children attend elementary school (basisschool; literally, "basis school"). This school has eight grades, called groep 1 (group 1) through groep 8. School attendance is not compulsory until group 2 (at age five), but almost all children commence school at age four (in group 1). Groups 1 and 2 used to be held in a separate institution akin to kindergarten (kleuterschool; literally, "toddler's school"), until it was merged with elementary schools in 1985.

From group 3 on, children learn how to read, write and do arithmetics. Most schools teach English in groups 7 and 8, but some start as early as group 4. In group 8 the vast majority of schools administer an aptitude test called the Cito Eindtoets Basisonderwijs (literally, "Cito final test primary education", often abbreviated to Citotoets (Cito test), developed by the Centraal instituut voor toetsontwikkeling (Central Institute for Test Development)), which is designed to recommend the type of secondary education best suited for a pupil. In recent years, this test has gained authority, but the recommendation of the group 8 teacher along with the opinion of the pupil and its parents remain a crucial factor in choosing the right form of secondary education.

The Cito test is not mandatory; some schools instead administer instead the Nederlandse Intelligentietest voor Onderwijsniveau ("Dutch intelligence test for educational level", usually abbreviated to NIO-toets) or the Schooleindonderzoek ("School final test").

A considerable number of elementary schools are based on a particular educational philosophy, for instance the Montessori Method,Pestalozzi Plan, Dalton Plan, Jena Plan, or Freinet. Most of these are public schools, but some special schools also base themselves on one of these educational philosophies.

General overview

Educational policy is coordinated by the Dutch Ministry of Education, Culture and Science with municipal governments.

Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there, is a partial compulsory education (partiële leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up or when they get a degree.

Public, special (religious), and general-special (neutral) schools are government-financed, receiving equal financial support from the government if certain criteria are met. Although they are officially free of charge, these schools may ask for a parental contribution (ouderbijdrage). Private schools rely on their own funds, but they are highly uncommon in the Netherlands, to the extent that even the Dutch monarchs have traditionally attended special or public schools. Public schools are controlled by local governments. Special schools are controlled by a school board and are typically based on a particular religion; those that assume equality between religions are known as general-special schools. These differences are present in all levels of education.

As a result, there can be Catholic, Protestant, Jewish and Muslim elementary schools, high schools, and universities. A special school can reject applications of pupils whose parents or caretakers disagree with the school's educational philosophy, but this is uncommon. In practice, there is little difference between special schools and public schools, except in traditionally religious areas of the Dutch Bible Belt. All school types (public, special and private) are under the jurisdiction of a government body called Inspectie van het Onderwijs (Inspection of Education, also known as Onderwijsinspectie) that can demand a school to change its educational policy and quality at the risk of closure.

In elementary and high schools, pupils are assessed annually by a team of teachers who determine whether they advanced enough to move on to the next grade. Since forcing a pupil to retake the year (blijven zitten; literally, "stay seated") has a profound impact on the pupil's life in terms of social contacts and remaining in the educational system longer, this decision is not taken lightly and mechanisms are in place to avert retaking years, such as remedial teaching and other forms of guidance. As a result, retaking a year is uncommon, but it happens more often in elementary schools than in high schools because there are fewer negative consequences at a younger age. Gifted children are sometimes granted the opportunity to skip an entire year, yet this happens rarely and usually happens in elementary schools.

Education in the Netherlands

Education in the Netherlands is characterized by division: education is oriented toward the needs and background of the pupil. Education is divided over schools for different age groups, some of which are divided in streams for different educational levels. Schools are furthermore divided in public, special(religious), and general-special (neutral) schools, although there are also a few private schools. The Dutch grading scale runs from 1 (very poor) to 10 (outstanding).

The Programme for International Student Assessment (PISA), coordinated by the Organization for Economic Co-operation and Development (OECD), ranks the education in the Netherlands as the 9th best in the world as of 2008, being significantly higher than the OECD average.