In 2017, over 1.7 million people in the Netherlands between the ages of 25 and 65 years participated in a form of adult learning. This concerned formal education such as secondary vocational education (MBO) or higher professional education (HBO), as well as courses and workshops.
The interactive publication Trends in the Netherlands 2018 includes facts and figures relevant to the Netherlands as well as a description of trends in economy, labour and income, and society.
Six percent of international alumni from Dutch universities set up a company in the Netherlands.
The UDC Leiden studied how many children attending primary school and living in Leiden have an elevated risk of educational disadvantage.
The teaching workforce in primary education is currently ageing. In the 2003/’04 school year, 11 percent of primary teachers were 55 years of age or over, as against 21 percent in 2017/’18.
Among the three islands comprising the Caribbean Netherlands, Saba has relatively many highly educated inhabitants: a share of 33 percent among 25 to 74-year-olds. This is related to the fact that the island houses a university that specialises in medicine.
Tech subjects are chosen by an increasing proportion of girls in secondary and higher education.
In 2014, over 38% of all international technology graduates from 2007/’08 held a job in the Netherlands.
Fewer young, highly educated people have completed technical studies compared to ten years ago.
The Annual Report on Integration 2016 gives an overview of various population groups with a migrant background.
The percentage of children suffering from dyslexia has risen slightly since 2001.
Statistics Netherlands (CBS) starts unique initiative for Big Data research
Who are better educated in the age category 30-39? Men or women?
In comparison with the rest of the EU, the Dutch are relatively active participants in ‘lifelong learning’. Training for work or leisure is more popular among highly educated and those working in financial services, health care and education.
Statistics Netherlands announced today that children adopted from China perform better at school than non-adopted children; 15-year-old children with a Chinese background more often attend pre-university (vwo) education. Children adopted from South Korea have the same performance level in secondary education as non-adopted children, but - on average - children adopted from other countries attend lower strata of education. Children adopted after their second birthday have a lower education level than those adopted prior to their second birthday.
As a result of the economic situation in the Netherlands nearly 18 thousand fewer apprenticeship places were available in 2013 than in 2012 for students in the apprenticeship-based track (bbl) of senior secondary vocational education (mbo); a drop of nearly 10 percent. Private sector companies spent 122 million euros less on supervising mbo students in work-based learning schemes.
In school year 2013/’14, 70 thousand pupils (5 percent) received special needs primary education or attended a special needs primary school in the Netherlands. A new law on appropriate education is to take effect on 1 August. From that date, all schools will be required to offer every child a suitable school place, preferably within the system of regular primary education. The number of children requiring extra support differs strongly between regions.
The school dropout rate in the Netherlands was reduced in recent years to 8.8 percent in 2012. The rate across the EU was also gradually reduced.
The route most students take at university to get their master’s degree cost 148 thousand euros in 2012. This is the standard route including failing classes and delays. The shortest possible route to a master’s is the nominal route, which costs 15 thousand euros less.
Last year, certified companies providing practical experience and training spent 2.5 billion euros on apprenticeship training programmes, i.e. 37 million euros more than in 2011.
In 2012, 28 percent in the Dutch population were highly educated. The education level in the population has risen continually since 2003. The proportion of low educated people declined, the proportion of people educated at secondary level remained unchanged.
In 2011, children in primary school group eight had an average Cito (Dutch National Institute for Educational Measurement) score of 536. Boys and girls in high-income families scored above average. Children in stepfamilies underachieved in each income category.
The share of bachelor students at universities graduating within 5 years has grown substantially. Female students still graduate sooner than their male counterparts, but men are in the process of catching up.
In 2011/’12, there were nearly 7 thousand primary schools establishments in the Netherlands. One in five had fewer than 100 pupils. The number of small primary schools has grown somewhat in recent years.
For the second year running, schools in primary and secondary education face a deficit. The 2011 deficit amounted to 171 million euros, versus 190 million euros one year previously.
Many first-year students in higher professional education (hbo) in the Netherlands in 2012/’11 who opted for the shorter two-year programme are graduates from senior secondary vocational education (mbo). They are older than first-year students in the regular four-year hbo programme, relatively more of them are men, and more of them choose the part-time curriculum.
Many first year students in higher professional education (hbo) in the Netherlands in 2012/’11 who opted for the shorter two-year programme are graduates from senior secondary vocational education (mbo). They are relatively older than first year students in the regular four-year hbo programme, relatively more of them are women, and more of them choose the part-time curriculum.
These are a few of the main conclusions of the annual education report Jaarboek onderwijs in cijfers 2012.
The first signs that students are at a higher risk of dropping out of school are already visible in the first year of secondary school. This is one of the conclusions of the PhD thesis “Early school-leaving in the Netherlands.
The number of pupils attending special needs schools in the Netherlands rose by 30 percent in the period 2003/’04 – 2011/’12. The increase mainly took place in secondary education.
Nearly four out of ten private sector employees in the Netherlands did a work-related course in 2010. Five years previously this was 34 percent. In 2010 spending on courses accounted for 2.1 percent of labour costs, this is slightly less than in 2005.
The operating costs of special schools amounted to 1.6 billion euro in 2010, i.e. 9 percent of total expenses of institutions in primary and secondary education. Revenues minus expenses amounted to 7 million euro, versus 50 million euro in 2006. Despite the declining surplus, special schools are, on the whole, financially sound.
The share of university students receiving a bachelor’s degree within four years has risen in the last few years.
In the period 2006-2010, expenses in primary and secondary education rose more rapidly than revenues. Although schools spent more in recent years than their allocated budgets allowed, there is still plenty of money in the school coffers.
The proportion of pupils in secondary education who opt for higher general secondary education (havo) or pre-university education (vwo) is growing.
The level of education of one in every three children is the same as their parents. Boys, whose fathers are farmers or engineers, often follow in their footsteps. The same applies to girls whose mothers have studied economics or law at various levels.
More than 146 thousand students passed their final exams in senior secondary vocational education (mbo) in the Netherlands in 2008/’09. This increase, 35 percent compared with ten years previously, is much larger than the average for the European Union, which was 10 percent in the same period.
In 2010, a schooling path ending in a university master’s degree in the Netherlands cost 153 thousand euro. It is the first time that the costs are lower than in the previous year.
In school year 2010/’11 nearly 69 thousand pupils went to special schools, compared to 54 thousand in school year 2003/’04.
These are a few conclusions from the Jaarboek onderwijs in cijfers 2011, an annual report with statistics on education in the Netherlands (published in Dutch only) released today.
The coalition agreement stipulates that cannabis coffee shops must be located at a distance of at least 350 metres from the nearest school. Last year, 58 coffee shops in the Netherlands were located within a distance of 350 metres from a secondary school, i.e. 9 percent of all coffee shops.
More innovation, better education and more environmental awareness required to maintain current prosperity level
The quality of life is high in the Netherlands compared to other European countries, but it seems impossible to retain this level of prosperity in the long run.
The average distance to the nearest after-school care facility was 900 metres in the Netherlands in 2010.
Until 2007/’08, students in preparatory secondary vocational education (vmbo) could choose one of the four discipline sectors agriculture, health, personal care and welfare, economics, or technology. Since then it has also been possible to combine sectors in so-called inter-sectoral programmes.
More than 950 thousand women were higher educated than their partners in 2010, which means that in nearly one in every four couples the woman is the highest educated. In recent years, the number of couples, in which the female partner has the highest level of education, has gradually increased.
The proportion of school-drop-outs in the Netherlands over the period 2001-2010 was reduced from 15 to 10 percent. The reduction implies that the Netherlands complies exactly with the European standard.
A growing part of 18 to 25-year-olds embark on a study in higher vocational education (hbo) or university (wo). Women and young people with a non-western background are the main contributors to the increase.
Doctoral degree holders more often work on a full-time basis and are usually employed on a higher professional level than people without a doctorate.
Fewer early school-leavers find a job in the long run than school-leavers with a basic qualification.
In school year 2008/’09, the number of students in senior secondary vocational education (mbo) who successfully completed courses in nursing and care disciplines, and courses training for assistance in care and welfare topped 20 thousand for the first time.
Altogether, Dutch educational institutions had 127 million euro in the coffers in 2009. The financial surplus of schools was reduced over the past years.
Labour participation and economic independence of women increase in spite of crisis.
In school year 2009/’10, approximately 30 percent of pupils who had left school prematurely in 2004/’05 had returned to school or otherwise obtained a basic qualification.
Over the period 1997-2009, the share of student loans in the system student loans and grants has steadily grown. The total amount of public spending on student loans and grants has also increased over this period.
In the school year 2009/’10, more than 30 thousand men and 31 thousand women over the age of 30 participated in secondary vocational education (mbo), an increase by nearly two thirds relative to 2005/’06. Older mbo students often attend training programmes related to health care and technology.
About half of students who received a diploma in senior secondary vocational education (mbo) in 2008/’09 stayed on in school, most of them doing courses at a higher level of mbo.
About a quarter of pupils who leave school without a diploma returned to school in later years; some of them will therefore attain a basic qualification as yet.
Drop-out rates in senior secondary vocational education (mbo) range from 10 percent after one year in school to nearly 20 percent after four years.
Approximately 7 percent of pupils in class 3 havo (higher general secondary education) pupils move down to the vmbo (lower secondary general and vocational education).
The proportion of pupils in pre-university education (vwo) choosing one of the two nature subject clusters has increased steadily. The nature subject clusters have been the most popular choice for a number of years now.
In 2008, more than 11 percent of pupils in the Netherlands left school prematurely, making it feasible for the Netherlands to comply with the target of 10 percent in 2010 set by the European Union (EU).
Some 80 thousand students in Dutch senior general secondary education (havo) and pre-university education (vwo) are sitting their final exams this month. In the past few years, around nine out of ten of these candidates passed their exams and received a diploma. Pass rates for pupils who live in Rotterdam were lower in 2008/’09 than average for the whole country.
The average distance for Dutch residents to the nearest secondary school is 2.4 km. Nine in ten residents have at least one school within a 5 km radius.
The number of 15 to 25-year-olds without starter qualification who are no longer attending education has dropped significantly over the past decade.
Nearly 94 percent of 25 to 35-year-old higher educated no longer attending any form of education were employed in 2009. With 89 percent, the employment rate was also high among higher educated with a non-western background and has risen considerably since 2003.
Annually, 96 thousand 18 to 21-year-olds move to another municipality, often to embark on a study in higher vocational education or university. They often settle in one of the major cities or university towns.
In the Netherlands, students can obtain a bachelor’s degree in higher vocational education (hbo) and university (wo). Hbo students have one year extra to obtain their bachelor’s degree than university students.
One third of pupils in preparatory secondary vocational education (vmbo) choose a different discipline when they move on to senior secondary vocational education (mbo). For vmbo pupils in agricultural disciplines this proportion if twice as large.
Educational institutions had less money left in 2008 than in 2007. Schools for secondary vocational education (mbo) recorded a negative result for the first time in ten years.
In recent years more graduated vmbo pupils move up to havo level (higher general secondary education). At the same time, the number of havo pupils advancing to vwo level (pre-university education) declined last school year.
In 2008/’09, nearly 45 thousand foreign students were enrolled at Dutch vocational colleges and universities, a 28 percent growth compared to 2005/’06. The majority of them are German (42 percent).
Vwo (pre-university education) pupils who were admitted in hospital once or more run a greater risk to leave secondary education without a regular diploma than vwo pupils who were never admitted in hospital.Other types of (secondary) education appear not to be affected by hospital admissions.
In the school year 2004/’05, more than185 thousand new pupils were registered in secondary education. Three years later, nearly 26 thousand of them attended the middle management vocational track (vmbo-k) of preparatory secondary vocational education (vmbo).
The higher the grades students received for their final exams in secondary education, the faster they will graduate from higher education. These graduation grades play a larger role for men than for women.
In 2008 spending on education totalled 37.6 billion euro. This is 2.4 billion euro more than in 2007.
Students with a non-western background in general secondary vocational education (mbo) more often than native Dutch students prefer the more theoretically-oriented learning track (bol) to the apprenticeship-based learning track (bbl).
The longer an educational programme takes to complete, the more a diploma will cost. However, the price of a diploma correlates a lot more with the previous education routes of students than the total duration of the programme.
International education in the Netherlands is much more expensive than regular education and is largely funded with parental contributions.
Students in Dutch higher education earned an average 5,250 euro in 2008, either through a job or through their own company.
Government spending on education in the Netherlands accounted for about 5.5 percent of the gross domestic product (GDP) in 2005. This is slightly higher than the average in the European Union.
The number of children enrolled in primary schools in the south of the Netherlands, especially in the province of Limburg, fell substantially between 2000/’01 and 2008/’09. This was partly the result of the decrease in the number of 4 to 12 year-olds in this part of the country.
In 2007, schools in the sector subsidised education spent 800 million euro on temps, a quarter more than one year previously. In the preceding years, costs of temporary staff have risen more rapidly in all sectors of education than other personnel costs.
In secondary vocational education (mbo), women more often than men opt for training programmes at a higher level. Programmes with an emphasis on socio-pedagogical subjects are particularly popular.
From a financial point of view, 2007 was a poor year for vocational and adult education in the Netherlands. The financial position of regional training centres (Regionale Opleidingscentra, or ROCs), in particular, deteriorated.
With 4.7 percent, the province of North Holland had the highest proportion of premature school leavers in the school year 2006/’07.
More and more students are staying in or returning to full-time education even when they are no longer obliged to. This is mainly the result of the popularity of higher education.
Dutch education spending rose in 2007, but by less than in previous years.
After revision, the costs of education in the Netherlands amounted to 34 billion euro in 2006, an increase by 4 billion euro relative to the amount prior to the revision.
Currently, more than 1 million people in the Netherlands hold a university degree. Nearly 70 thousand obtained a doctorate in the period 2004-2007.
The average age of people employed in education was over 43 years in 2007. This makes education the ‘greyest’ sector of employment in the Netherlands.
People with a non-western background fairly frequently indicate that Dutch is a difficult language for them. Turks find it harder than Moroccans to speak, read and write Dutch.
Nearly 1.1 billion euro was spent on private education in the Netherlands in 2006. Spending on private education grew more rapidly than spending on subsidised education.
In 2007/’08, far fewer havo-4 girls (38 percent) opted for the Culture and society profile than in the preceding school years (more than 50 percent). The Economics and society profile is now favourite among havo-4 girls.
In 2006, the public sector spent 1.7 billion euro (5 percent of total spending on education and 0.3 percent of the GDP) on apprenticeship training programmes and other combinations of education and learning on the job.
In the school year 2007/’08, 65 thousand pupils attended schools for children with handicaps and/or disorders. The number has almost doubled relative to the school year 1995/’96. The majority of pupils attending special needs education are boys.
The Dutch standard classification of education was introduced by Statistics Netherlands in 1978. This classification covers all types of programmes by level and field of study and is used for survey coding, statistics or registration. Each programme is assigned an identity code, which facilitates ordering of programmes according to other classifications, such as the ISCED 1997.
In 2006 an average 1.1 million people aged between 17 and 65 years participated in some form of non-funded education.
The number of underprivileged pupils in primary education has been reduced by half since the school year 1995/’96. In 2007/’08, nearly 280 thousand underprivileged pupils attended Dutch primary schools, corresponding to 18 percent of all pupils in primary education (excluding special primary education), as against 581 thousand (over 39 percent) in 195/’96.
In 2007, Dutch students altogether borrowed 2.7 billion euro – an increase by 19 percent relative to the previous year – from the institution responsible for the issue of study loans and grants (IBG). Students in higher education accounted for the largest amount: over 2.2 billion euro.
Nearly 13 percent of pupils who took the final primary education test (Cito test) in 2005 continue their education at a higher level in the so-called brugklas (which aims to bridge the gap between primary and secondary education) than the result of the Cito test allows.
In recent years, the number of people obtaining a doctorate has increased in the Netherlands, particularly among women.
Although schools in secondary and tertiary education often have an operating surplus at the end of the year, they do not always save it up. Most schools use the money to invest in buildings or equipment.
Between 2001 and 2007, the proportion of higher educated people in the Netherlands has grown across all age categories. Last year, there were about as many higher as lower educated individuals in the Netherlands for the first time.
One quarter of primary and special needs schools invested a total of nearly 0.5 billion euro in 2006. Most of this capital was invested in bonds.
Eleven percent of pupils in the first year of one of the vocational tracks of preparatory secondary vocational education (vmbo) who did not repeat a year had advanced to a higher type of education four years later
Nearly 30 percent of students in senior secondary vocational education (mbo) combine learning and working in the apprenticeship-based learning track (bbl).