VET: Enrollment for everyone Qualifying for: the labour market, further education and good citizenship Main supplier of employees to the labour market.

Students can choose between two ‘learning routes’ in which students combine work and study: a school-based route and a work-based route. There are four training levels of different duration (six months to four years) Levels are equal to EQF framework

Education System Coordinated by the Dutch Ministry of Education, Culture and Science on national level and on regional level by municipalities. The Ministry of education sets standards, these prescribe: subjects to be studied expected learning outcomes, content of national examinations number of teaching days/hours per year required teacher qualifications and planning and reporting obligations. they also give parents and students a voice in school matters. Education is compulsory from the ages 5 to 16 From the age 16 – 18 exists a ‘qualification duty’ Schools = Public-funded and non-public-funded From the age of 16 until 18 students are obligated to attain a starting qualification that is sufficient for entrance at the labor market.

Vocational and educational training (VET) Legislative framework education laws provide a broad framework outlining core elements. Funding: Public VET providers are funded by the ministry of education, culture and science. Funding is provided as a lump sum. Additional funds based on quality agreements between provider and ministry. CVET: vocational courses and training for adults distinction between general adult education and vocationally oriented continuing training (for unemployed and people in the job market) The VET system in the Netherlands is developed without a distinct difference between IVET and CVET. Both consists of public funded and private schools. The quality assurance system in place applies to the VET sector as a whole. Core elements legislative framework: general aims and objectives of VET, access and accessibility, procedures for programme design and for developing qualifications, curricula and examinations, quality assurance, provisions for the administration of publicly financed VET providers, procedures for recognising private commercial VET providers, and financing. The ROC’s deliver sectoral VET which has been designed by VET Expertise Centers Since 2015 VET additional funds. To be able to receive these additional funds providers had to submit a plan in how they are going to raise the quality of education. Special attentions in these plans goes to issues like, training of teachers, language and mathematics education, work based learning

Process of quality assurance VET VET providers: Obliged to set up a quality assurance system have to ensure that a regular assessment of education is undertaken including measures and instruments to safeguard that teaching staff maintains their competences. VET providers work according their quality assurance system (conducting self-assessment) External supervision by the education inspectorate Supervision is proportional in nature: stricter where deficiencies are found inspectorate follows up by monitoring whether required improvements have been put in place.

Involvement of students and graduates Legally required student board at VET provider level National investigation on student satisfaction (JOB monitor executed every second year VET providers involve students and graduates to improve Q of provision and choose their own way of doing this Future succes (as part of rate of return) is one of the indicators of the inspection framework VET providers (supported bij board of VET providers) have started pilot investigation among graduates