0%
20%
’16
’15
’14
’13
’12
Secondary flexible Primary flexible wo flexible
hbo flexible
mbo flexible Primaryttemporary
mbottemporary
Secondaryttemporary 12,4
2,1 9,9
5,4 6,1 10,6
15,8
13,9
5,5 9,1
8,9 8,4
3,2
2,2 3,4
7,4
Sttrong segregattion by parenttal educattionin primary educattion Segregattion along socio-economic linesisincreasingin primary educattion.Ittis sttrongestt by parenttal educattion, duetto a combinattion of segregattedliving and choice of schoolin allttowns and citties. Dissimilarittyindexfor segregattionin primary educattion, 2016, divided by effectts of communitty segregattion and choice of school.
School prospectts vary by parenttal qualificattions
Pupils witth well-educatted parentts are morelikelytto obttain a school- leaving qualificattion att or higher tthantthelevel recommended when tthey enttered secondary educattion. Those witthless well-educatted parentts morefrequenttlyleave school witth a qualificattion att alevellower tthantthatt originally recommended. Level of qualificattion obttained witthin tthe nominalttimeframe by pupils recommendedfortthe vmbo-g/ttttrack (combined/ttheorettical vocattional secondary educattion), by parenttal educattion.(Posittionin 2017 of 2011 inttake.)
Oppor ttun i tt ies
and segrega tt ion
We see inequa l i tty and segrega tt ion in educa tt ion . There are rays o f hope in tterms o f equa l i tty o f oppo rttun i tty , bu tt segrega tt ion o f schoo ls by paren tta l educa tt ion and income is increas ing . A lso , pup i l backgrounds vary w ide ly by ttype o f schoo l ing and tthere are cons iderab le d ifferences in tthe educa tt iona l cho ices made by boys and g ir ls .
Qua l i tty , au ttonomy and governance
Qua l i tty does no tt imp rove o f i tts own acco rd . Po lar iza tt ion in educa tt ion is increas ing .
Arb i ttrary governmen tt in tterven tt ion and l im i tted amb i tt ion underm ine tthe au ttonomy o f educa tt iona l ins tt i ttu tt ions , and tthey lack frames o f re ference due tto “ sof” inpu tt con ttro l .
The S tta tte
o f Educa tt ion
Parentts witth maximumlevel 2 vocattionalfurtther educattion(mbo-2)
Parentts witth academic bachelor’s/mastter’s degree(wo) or vocattional mastter’s degree(hbo)
Higherlevel
Recommended level
Lowerlevel
Delayed and otther 3
27
31
39
11
40
13
36
Accounttabilitty and dialogue Qualitty
cultture Qualitty
assurance
81
12 4
92 19
81
7 4
Girls
Boys
Economics Technology Care and Welfare Agricultture
’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16 ’03 ’16
42
58
41
59
10
90 5
95
85
15 88
12
44
36
3
17
12
60
9
18 26
46
4
8
60
9
24 23
17
44
5
34
6
55
7
32 11
41
7
41
3
48
8
41 8
32
8
52
2
37
9
52 5
21
12
62
1
22
12
65 Non-Westtern
migrantt background, firstt generattion
No migrantt background Westtern migrantt
background Non-Westtern migrantt background,
second generattion
Qualitty assurance Improvementt
of qualitty Evaluattion
of qualitty Improvementt
of resultts
How do we s tta r tt imp rov ing
pe r fo rman ce and s ttanda rd s
aga in?
I s seg rega tt ion go ing tto in c rea se
inequa l i tty?
52
48 39
61
Practtical educattion(pro) Basic vocattional secondary
educattion(vmbo-b) Advanced vocattional
secondary educattion(vmbo-k)Combined/ttheorettical vocattional
secondary educattion(vmbo-g/tt) Senior general secondary
educattion(havo) Pre-universitty educattion(vwo)
I s eve ryone p lay ing tthe i r pa r tt in imp rov ing qua l i tty?
7 13 10
40
77 79
59
2
85
8 10 11
Spain Ittaly Croattia France Porttugal Finland Sweden Slovakia Belgium Luxembourg Lattvia Ireland Poland Litthuania Slovenia Bulgaria Maltta Denmark Austtria
The Nettherlands Germany Czech Republic
25 22 22 20 17 17 16 15 14 14 14 13 13 12 10 10 9 8 7 5
37 32
Employmentt plus benefitts
Employmentt plus benefitts
Employmentt plus benefitts Employmentt
Furttherlearning
Furttherlearning
Furttherlearning Employmentt
Employmentt No work, no benefitts
No work, no benefitts
No work, no benefitts Benefitts
Benefitts
Benefitts School-tto-work
profile
Leaving educattion
Leaving educattion
Leaving educattion Furttherlearning
profile
Supervised acttivitty profile
35 22 23 4 16
6
4 2
73
17
4 1 5 16
72
Pup i ls are per fo rm ing we l l a tt schoo l , bu tt average ach ievemen tt is dec l in ing year on year . Atta inmen tt leve ls in l i tteracy and numeracy are no tt imp rov ing , and tthere is a lso a s l igh tt wo rsen ing in o tther
sub jec tts . In c i tt izensh ip educa tt ion , tthe Ne tther lands is no tt do ing as we l l as comparab le coun ttr ies . Du ttch educa tt ion is ex ttreme ly we l l -adap tted tto tthe na tt ion ’ s labour marke tt , however , and we have very few unemp loyed young peop le .
S ttandards and per formance
Examinattion profile choices by gender Boys and girls vary widelyinttheir choice of a partticular secttor or profile att secondary school. Genderrattioin vmbo-k(vocattional secondary educattion, advancedttrack), 2003-2016.
Pupil populattions vary widely bettweenlevelsin secondary educattion
Intthefourlargestt Duttch citties, more tthantthree-quartters of pupilsin practtical educattion(pro) andtthe basicttrack of vocattional secondary educattion(vmbo-b) have a migrantt background. The highertthelevel, tthe greattertthe proporttion of pupils witthoutt a migrantt background. In pre-universitty educattion(vwo), only a quartter of pupils have a non-Westtern migrantt background. Pupil populattionsin differenttlevelsin secondary educattionin Amstterdam, Rotterdam, The Hague and Uttrechtt, 2003-2016.
65%
28%
96%
Verylow youtth unemploymentt The percenttage of unemployed under-25sis muchlowertthanin mostt otther European nattions. Onlyintthe Czech Republic and Germanyisitt evenlower. Youtth unemploymentt(under-25s), December 2017.
Limittedjob prospectts afer special educattion By no means all pupilsleaving special secondary educattion (vso) find workimmediattely or conttinuettheir sttudies. A year on, ttheir posittionis nott much better. This groupisfailingtto benefittfrom tthe buoyantt Duttchlabour markett. Postt-school outtcomes of VSO pupils by schooling profile, 2015/2016. Major attainmentt discrepancies
bettween schools
Primary schools vary widelyin percenttages of pupils achieving litteracy attainmenttttargetts, even wheretthey have comparable populattions. Att some where almostt all pupils have a migrantt background, barely 20% reachtthe ttargett. Att ottherstthatt figure exceeds 60% – a higher ratte eventthan att certtain schools witth hardly any pupilsfrom a migrantt background. Percenttages of pupils achieving litteracy attainmenttttargetts att comparable schools
Inspecttors’ opinions on qualitty assurance
Qualitty assuranceis sattisfacttoryin tthe greatt majoritty of departtmentts and on mostt courses, butt onlyin a small proporttion of casesisitt good –tthattis, nott onlyis qualitty properly accounttedfor butt acttive effortts are madettoimproveitt. Some schools and courses remain unsattisfacttoryintthis area. Qualitty assurancein secondary and furtther educattion, 2016-2017 school year.
Unsattisfacttory Sattisfacttory Good
Increasedttemporary and flexible sttaffing
In primary, secondary andfurtther educattion alike,tthe percenttage of ttemporary and non-conttractted sttaff hasincreasedintthe pasttfour years. In higher educattion,tthe proporttion of flexible personnelisfalling. Percenttages ofttemporary and flexible tteaching sttaff by secttor, 2012-2016.
Evaluattion of resultts
6
70 24
Secondary educattion Vocattional furtther educattion
Att tthe bottom 20 per centt of schools witth 10 per centt of pupils from a migrantt background, 51 per centt of all pupils achieve tthelitteracy attainmentt ttargetts.
Att tthe bottom 20 per centt of schools witth 10 per centt of pupils from a migrantt background, 51 per centt of all pupils achieve tthelitteracy attainmentt ttargetts.
Att tthe ttop 20 per centt of schools witth 90 per centt of pupilsfrom a migrantt background, 61 per centt of all pupils achieve tthelitteracy attainmentt ttargetts.
Att tthe ttop 20 per centt of schools witth 90 per centt of pupilsfrom a migrantt background, 61 per centt of all pupils achieve tthelitteracy attainmentt ttargetts.
Bottom quinttile Lower quinttile Middle quinttile Higher quinttile Top quinttile
100%
18
23 34
23 26
35 37
48 46 48 51
47 62
69 75
86
63 70
77 86
62 69
76 86
61 68
75 86
5962 73
80
51 61
70 81
48 56
63 80
42 50
60 71
37 44
52 65
40 47
61
34 44
56 69
Percenttage of pupils witth a migrantt background.
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
DuttchInspecttoratte of Educattion, April 2018 Sources: DuttchInspecttoratte of Educattion, 2017, 2018; Eurosttatt, 2018; CBS, 2017.
Design: Boudewijn van Diepen, Vincentt Meerttens
Segregattionif all pupils were tto attend closestt school tto home. Segregattion due tto choice of non-local school. Amstterdam Den Haag Uttrechtt Eindhoven Tilburg Groningen Almere Breda Nijmegen Apeldoorn Haarlem Enschede Arnhem Amersfoortt Zaansttad ’s-Herttogen-
bosch Haarlemmer
-meer Zwolle Zoettermeer Dordrechtt Ede Rotterdam
50 61
51
38 46 40
23
49 51
35
58
31
50
37 32
46
23 30 31 35 34
17
12
11
13
13 20
13
15 17
15
7
26
16
14
9
11
8
17 5
25 18
31
47
36
60
52
52 15
67 67 73
62
51
59 60
36
64 68
50
65
57
66
51
41
57
