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Netherlands:Initial Education for Teachers and Trainers Working in Adult Education and Training

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Overview Netherlands

Contents

Netherlands:Political, Social and Economic Background and Trends

Netherlands:Historical Development

Netherlands:Main Executive and Legislative Bodies

Netherlands:Population: Demographic Situation, Languages and Religions

Netherlands:Political and Economic Situation

Netherlands:Organisation and Governance

Netherlands:Fundamental Principles and National Policies

Netherlands:Lifelong Learning Strategy

Netherlands:Organisation of the Education System and of its Structure

Netherlands:Organisation of Private Education

Netherlands:National Qualifications Framework

Netherlands:Administration and Governance at Central and/or Regional Level

Netherlands:Administration and Governance at Local and/or Institutional Level

Netherlands:Statistics on Organisation and Governance

Netherlands:Funding in Education

Netherlands:Early Childhood and School Education Funding

Netherlands:Higher Education Funding

Netherlands:Adult Education and Training Funding

Netherlands:Early Childhood Education and Care

Netherlands:Organisation of Early Childhood Education and Care

Netherlands:Teaching and Learning in Early Childhood Education and Care

Netherlands:Assessment in Early Childhood Education and Care

Netherlands:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Netherlands:Primary Education

Netherlands:Organisation of Primary Education

Netherlands:Teaching and Learning in Primary Education

Netherlands:Assessment in Primary Education

Netherlands:Organisational Variations and Alternative Structures in Primary Education

Netherlands:Secondary and Post-Secondary Non-Tertiary Education

Netherlands:Organisation of General Lower Secondary Education

Netherlands:Teaching and Learning in General Lower Secondary Education

Netherlands:Assessment in General Lower Secondary Education

Netherlands:Organisation of General Upper Secondary Education

Netherlands:Teaching and Learning in General Upper Secondary Education

Netherlands:Assessment in General Upper Secondary Education

Netherlands:Organisation of Vocational Secondary Education (MBO)

Netherlands:Teaching and Learning in Vocational Secondary Education (MBO)

Netherlands:Assessment in Vocational Secondary Education (MBO)

Netherlands:Post-Secondary Non-Tertiary Education

Netherlands:Higher Education

Netherlands:Types of Higher Education Institutions

Netherlands:First Cycle Programmes

Netherlands:Bachelor

Netherlands:Short-Cycle Higher Education

Netherlands:Second Cycle Programmes

Netherlands:Programmes outside the Bachelor and Master Structure

Netherlands:Third Cycle (PhD) Programmes

Netherlands:Adult Education and Training

Netherlands:Distribution of Responsibilities

Netherlands:Developments and Current Policy Priorities

Netherlands:Main Providers

Netherlands:Main Types of Provision

Netherlands:Validation of Non-formal and Informal Learning

Netherlands:Teachers and Education Staff

Netherlands:Initial Education for Teachers Working in Early Childhood and School Education

Netherlands:Conditions of Service for Teachers Working in Early Childhood and School Education

Netherlands:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Netherlands:Initial Education for Academic Staff in Higher Education

Netherlands:Conditions of Service for Academic Staff Working in Higher Education

Netherlands:Continuing Professional Development for Academic Staff Working in Higher Education

Netherlands:Initial Education for Teachers and Trainers Working in Adult Education and Training

Netherlands:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Netherlands:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Netherlands:Management and Other Education Staff

Netherlands:Management Staff for Early Childhood and School Education

Netherlands:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Netherlands:Education Staff Responsible for Guidance in Early Childhood and School Education

Netherlands:Other Education Staff or Staff Working with Schools

Netherlands:Management Staff for Higher Education

Netherlands:Other Education Staff or Staff Working in Higher Education

Netherlands:Management Staff Working in Adult Education and Training

Netherlands:Other Education Staff or Staff Working in Adult Education and Training

Netherlands:Quality Assurance

Netherlands:Quality Assurance in Early Childhood and School Education

Netherlands:Quality Assurance in Higher Education

Netherlands:Quality Assurance in Adult Education and Training

Netherlands:Educational Support and Guidance

Netherlands:Special Education Needs Provision within Mainstream Education

Netherlands:Separate Special Education Needs Provision in Early Childhood and School Education

Netherlands:Support Measures for Learners in Early Childhood and School Education

Netherlands:Guidance and Counselling in Early Childhood and School Education

Netherlands:Support Measures for Learners in Higher Education

Netherlands:Guidance and Counselling in Higher Education

Netherlands:Support Measures for Learners in Adult Education and Training

Netherlands:Guidance and Counselling in a Lifelong Learning Approach

Netherlands:Mobility and Internationalisation

Netherlands:Mobility in Early Childhood and School Education

Netherlands:Mobility in Higher Education

Netherlands:Mobility in Adult Education and Training

Netherlands:Other Dimensions of Internationalisation in Early Childhood and School Education

Netherlands:Other Dimensions of Internationalisation in Higher Education

Netherlands:Other Dimensions of Internationalisation in Adult Education and Training

Netherlands:Bilateral Agreements and Worldwide Cooperation

Netherlands:Ongoing Reforms and Policy Developments

Netherlands:National Reforms in Early Childhood Education and Care

Netherlands:National Reforms in School Education

Netherlands:National Reforms in Vocational Education and Training and Adult Learning

Netherlands:National Reforms in Higher Education

Netherlands:National Reforms related to Transversal Skills and Employability

Netherlands:European Perspective

Netherlands:Legislation

Netherlands:Institutions

Netherlands:Bibliography

Netherlands:Glossary

Conditions

To teach in secondary vocational education (MBO) and adult and vocational education (BVE) individuals must fulfil one of the following conditions:

  • they must have graduated from a teacher training institution and possess a grade two teaching qualification;
  • lateral-entry candidates must possess a certificate of professional competence. See also ‘Teaching in adult and vocational education without qualified teacher status’ (on this page).

The entry requirements for a course of training leading to a grade two teaching qualification are a certificate in pre-university education (VWO), senior general secondary education (HAVO) or level 4 of secondary vocational education (MBO). Candidates over 21 who do not hold any of these qualifications may take a special entrance examination for admission to the training course of their choice.

Postgraduate teacher training

University and HBO graduates can also attend a one-year, fast-track course (kopopleiding) of teacher training. In effect, this is a condensed HBO bachelor’s degree programme that equips the student to become a grade-two teacher of the subject area in which they already hold a bachelor’s or master’s degree. The fast-track course takes one year, since candidates are exempt from three of the four years that comprise the regular teacher-training programme. University graduates who have just completed a subject-based master’s degree are also eligible for a university-based, one-year teacher-training course.  

Teaching in adult and vocational education without qualified teacher status

It is possible to get a teaching job in adult and vocational education without having qualified teacher status. A school may employ a lateral-entry candidate who possesses:

  • an HBO or university degree;
  • an MBO certificate and at least three years’ practical experience in the occupational field covered by the course to be taught. In addition, the candidate must be able to demonstrate that their intellectual and professional skills are on a par with HBO or university graduates.

A lateral-entry candidate who does not meet these requirements must first undergo assessment. If the outcome is positive, the candidate is given a certificate of professional competence and may be appointed on a temporary basis. To obtain a permanent contract, they must attain a certain level of educational and didactic competence within two years.

The Dutch education system has full-time, part-time and dual teacher-training courses, including a compulsory teaching practice placement. In the final part of the course, a student may be appointed as a trainee teacher (LIO) for five months. Although not yet fully qualified, a LIO is allowed to teach without the supervision of a qualified teacher.

Temporary teachers from trade and industry

People working in trade and industry who do not want to give up their jobs but are interested in teaching on a temporary basis may be seconded by their employer to an education institution. For example, a car mechanic could give classes in vehicle maintenance in school time and then return to his job at a garage. A seconded employee who teaches more than four hours per week on average is subject to the same requirements as a lateral-entry teacher. Anyone teaching less than four hours on average counts as a guest teacher and must be supervised by a fully qualified member of staff. Seconded employees can also be appointed as an instructor or teaching assistant.