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The Impact of the Copenhagen Process on the Dutch Training Regime

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The Europeanisation of Vocational Education and Training

Part of the book series: Contributions to Political Science ((CPS))

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Abstract

The chapter presents the case study on the implementation of the Copenhagen process in the Netherlands. Firstly, the chapter provides an overview on the Dutch vocational education and training system. Core features of the Dutch collective skill formation system are derived. The second subsection lays out the implementation process in the Netherlands for each instrument. This process analysis is carried out on the basis of qualitative interviews and desk research. The conclusion summarises the findings and discusses them against the background of the core features of the system and the existing literature.

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Notes

  1. 1.

    There are certain obstacles: for example, the respective qualification might not be offered in the other pathway on the same level, the local ROC decided not to offer it, or curricula might differ (see Hövels and Roelofs (2007).

  2. 2.

    I took English translations for the level descriptions from Brandsma (2006) and details on the content from Hoppe (2005).

  3. 3.

    An interview partner from an employer organisation remarks that many of those participants that enter HBO after completing MBO on level 4 fail to complete the programme (interview NL_PRIV-1).

  4. 4.

    For a detailed analysis on school careers within the MBO track see MOCW (2012: 34–35).

  5. 5.

    Own calculation with rounded percentages on the basis of figures provided by the MOCW (2012: 119).

  6. 6.

    The MBO Raad (MBO Council) is the national association of VET colleges which represents all government-funded colleges for secondary VET and adult education. There is, moreover, an Agricultural Education Council which is the association of the institutions funded by the Department of Agriculture.

  7. 7.

    A training company has to meet the following requirements: A practice trainer (praktijkopleider) must be working at the firm who can prove that he is able to train the participant; facilities have to be adequate; the tasks of the participant have to be adequate for the respective VET programme; the firm has to establish a cooperation with a VET school and with the consultant of the kenniscentrum (IKEI 2012). There are around 300,000 trainers.

  8. 8.

    Anderson and Oude Nijhuis (2011: 103) define three key features: “The outstanding features of the Dutch VET system are the dominance and higher status of school-based education, strong state involvement in terms of regulation and financing, and the institutionalised participation of unions and employers.”

  9. 9.

    These included SLO (an independent, non-commercial research centre), MBO Raad, Colo, the Dutch-Flemish accreditation agency, and PAEPON/NRTO (Tweede Kamer der Staten-Generaal 2011a).

  10. 10.

    The advice of the Leijnse Commission is available for download in Dutch at http://www.nlqf.nl/images/downloads/NLQF/c_Het_advies_van_de_Commissie.pdf [last accessed 2 April 2013].

  11. 11.

    As pointed out in Sect. 4.1, neither VMBO qualifications nor MBO level 1 are considered to sufficiently equip individuals for finding sustainable work, with the “qualification duty” marking this threshold. The advantage of the framework is seen in offering an overview on available qualifications and showing in what way they might add to advance an individual’s position on the labour market (Van der Sanden et al. 2012).

  12. 12.

    Original: „Es ging hoch her.“

  13. 13.

    Unless in a procedure on the recognition of non-formal and informal learning, see Sect. 4.2.4.

  14. 14.

    Maja Bijsterveldt-Vliegenthart was State Secretary for Education, Culture and Science from 2007 to 2010 and Minister for Education, Culture and Science from 2010 to 2012.

  15. 15.

    Kenniscentra are also involved in assuring the quality of workplace-based training during mobility phases (interview NL_MIXED-1).

  16. 16.

    Municipalities pay for EVC procedures for the unemployed; funding has been cut recently (interview NL_MIXED-6).

  17. 17.

    Government and social partners decide together which branch qualifications are suitable as EVC standards (interview NL_MIXED-6).

  18. 18.

    The steps of the APL procedure are as described in Van der Sanden et al. (2012: 20), if not indicated otherwise.

  19. 19.

    The HBO Raad (HBO Council) is the association of government-funded universities of applied sciences.

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  1. Hertie School of Governance, Berlin, Germany

    Christine Ante

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Ante, C. (2016). The Impact of the Copenhagen Process on the Dutch Training Regime. In: The Europeanisation of Vocational Education and Training. Contributions to Political Science. Springer, Cham. https://doi.org/10.1007/978-3-319-41570-3_4

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