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Netherlands:Support Measures for Learners 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

Definition of the Target Group

Adult education

Illiteracy
About 1 in 9 Dutch people between 16 and 65 years old are illiterate. They have difficulties with reading, writing and communicating in Dutch. Of this group, nearly 70% is of Dutch origin. People who have difficulties in reading and writing, have more difficulty finding a job or to maintain a job. Half of this group is unemployed or inactive. Illiteracy often also causes a poor health. For example, people with low literacy skill cannot read the information/instructions for medications. In addition, children of people with low literacy skills are more at risk of a language deficiency. Parents who have difficulties with the language often cannot read to their children and can help their children less well with their homework.

The government has made extra funding available to tackle functional illiteracy through the 2012-2015 Functional Illiteracy Action Plan (only in Dutch available). One of its key measures is the emphasis on language and arithmetic classes for adults with a low level of education. This action plan resulted in the new action program ‘Tel mee met taal’ in 2016. The government invests annually from 2016 to 2018 € 18 million for the different projects from this program.

VAVO (Adult general secondary education)– special support

The Equal Treatment (Disabled and Chronically Ill People) Act
Approximately 30% of students live with one or more disabilities. One third of this group – 10% of the total number – experience this as an obstacle to attending education and training. The Equal Treatment (Disabled and Chronically Ill People) Act applies in such cases. Under its provisions, institutions must adapt their facilities effectively to accommodate disabled students, unless this incurs an unacceptable burden for the institution.

For more informative also see: chapter 12.3 Support Measures for Learners in Early Childhood and School Education.

Specific Support Measures

Adult education

Illiteracy
'Tel mee met taal’ 2016-2018 - only in Dutch available - (‘Count me in’) Is the title of the new action programme launched jointly by the Ministry of Education, Culture & Science, the Ministry of Health, Welfare & Sport, and the Ministry of Social Affairs & Employment. The purpose of the new programme is to prevent people with limited language skills from becoming marginalised. Every functionally illiterate person is one too many. To address this issue, the government is focusing extra attention on Dutch language skills over the next few years. The action programme is designed to create synergy by linking areas in which language plays a key role: schools, libraries, community centres, neighbourhood outreach teams, debt advice bureaus, school dropout monitoring, reintegration programmes, youth care services and social benefits offices.

With the action program at least 45,000 new participants start in a language course. For this, municipalities, UWV, social community teams, training centers and libraries work closely. In addition, at least 3,000 additional language volunteers must be trained in 2018. They coach people with low literacy skills as a language buddy or language coach. 3,000 volunteers have been trained already.
The government subsidizes various projects to improve the knowledge of the Dutch language.

For more information also see chapter 8.2.

Illiteracy Action Plan 2012-2015
With the Action Plan illiteracy the government has taken different measures to combat illiteracy between 2012 and 2015. The main measures are:

  • Tackling early school leaving and improving the literacy and numeracy skills of pupils. This prevents young people with insufficient reading and writing skills at the labor market.
  • Drawing up guidelines to improve the literacy and numeracy levels in adult education. These guidelines are based on existing reference levels of Dutch language and numarcy.
  • Supporting municipalities, language service providers and civil society organizations in reaching the target group and offering effective language training.

Special adapted state examination Dutch as a second language (NT2)

If someone has a physical disability, he / she can take an adapted State Examination Dutch as a second language (NT2). This person gets for example an exam in large print if he / she is visually impaired.
Someone can apply online for the state examination in Dutch as a 2nd language. DUO asks which additional services the person needs. The person must also send a statement from a medical specialist to the ‘NT2 administration’.

VAVO (Adult general secondary education)

On basis of the Equal Treatment (Disabled and Chronically Ill People) Act a student may not be refused by a school  (unless it is a disproportionate burden for the school, in that case there will be searched for another solution).

Dyslexia and dyscalculia
See chapter 12.1.2 for specific support measures in secondary education.