By Elly de Bruijn, Stephen Billett, Jeroen Onstenk
This e-book discusses how the Dutch vocational schooling method has gone through major waves of reform pushed via international imperatives, nationwide matters and governmental coverage ambitions. Like in other places, the impetuses for those reforms are directed to producing a extra industry-responsive, locally-accountable and competence-based vocational schooling approach. each one wave of reforms, despite the fact that, has had specific emphases, and directed to accomplish specific coverage results. but, they're greater than mere models of what had or is happening in different places. they're formed through particular nationwide imperatives, sentiments and localised issues. hence, when this ebook complex what constitutes the modern provision of vocational schooling within the Netherlands additionally addresses a broader main issue of ways vocational schooling platforms develop into shaped, manifested inside of country states, after which are reworked via specific imperatives, institutional association and localised elements. So, the readers of this e-book when studying a lot in regards to the Dutch vocational schooling method also will come to spot and have interaction with a variety of contributions that tell elements that situate, form and remodel vocational schooling platforms. one of these concentration turns out very important given an period whilst there are issues to standardise and make uniform academic provisions, frequently for administrative or political imperatives. As such, this booklet can be of curiosity not just to people who are engaged within the box of vocational schooling, yet people with an curiosity in academic coverage, perform and comparative studies.
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Extra resources for Enhancing Teaching and Learning in the Dutch Vocational Education System: Reforms Enacted
For VWO students who fail their exams, continuing with MBO is mostly not an attractive option and most enter general education for adults or try again next year. The second cluster of transition moments that is relevant to understanding the Dutch education system in practice are those within MBO between the various program levels and the transitions from MBO to higher education (HBO). As explained in Sect. 2, MBO comprises educational programmes at four qualification levels. Programmes at Level 1 are entrance courses and do not prepare for qualified work.
Practical instructors) and supervisors at the workplace will provide the necessary specification of vocational knowledge, skill and practice. However, the debate on this issue is perennial and the actors involved take different positions, and these can change over time. At the local level, the discrepancy is less evident than at national level; schools experience the necessity of using both general teaching expertise and specific vocational know how. In the provision of teacher education, it is problematic that there are only a few qualifying teacher programmes for vocational subjects in MBO; most teacher education programmes are qualifying for general subjects for 1 Vocational Education in the Netherlands 21 secondary education and MBO with only some differentiation at the end of the programme.
The struggle between stakeholders on who is to decide was mingled with the debate on the distinction between what should be learned and how this is organised. Ultimately, as government has to decide about educational goals and provisions, but should constitutionally offer maximum freedom for schools in how to organise education, the educational logic can prevail in such circumstances. The limited influence from social partners at national level might be partly explained from this peculiarity of the Dutch education system.