The Netherlands today is prosperous, but its future success is not assured. The Netherlands owes its success in no small part to actions it has taken in the past to develop a highly skilled population. Given the profound economic and social transformation that the Netherlands is currently undergoing, skills will be even more important for success in the future. The Dutch education system and the skills of the Dutch population are strong overall. Therefore many of the opportunities for further improving the skills outcomes of the Netherlands are to be found in areas of society where the government has more limited influence, such as the workplace and community. As a consequence, achieving the Netherlands’ skills ambitions will require a whole-of-society approach.
The OECD Skills Strategy Diagnostic Report: Netherlands identifies the following three skills priorities for the Netherlands - fostering more equitable skills outcomes, creating skills-intensive workplaces, and promoting a learning culture. These priorities were identified through the analysis of common themes that emerged from stakeholder perspectives on the most important skills challenges facing the Netherlands, and through the OECD’s analysis of the nine skills challenges identified and examined in the report.
The Dutch education system and the skills of the Dutch population are very strong overall. But there are concerns that too many people in the Netherlands are not developing the “right” skills to succeed or taking sufficient responsibility for maintaining and further developing their skills in adulthood.
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on the Netherlands looks at these and other questions.
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Not only have the Dutch achieved high levels of education, they also rank among the most skilled.
Les pouvoirs publics devraient investir davantage dans les établissements et les élèves défavorisés afin de promouvoir l’égalité des chances, selon un nouveau rapport de l’OCDE.
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This project is organized to make the most of the OECD’s strengths—to provide a framework through which governments can compare experiences, seek responses to tackle common problems, and identify and share good practices.
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Reviews of Higher Education in Regional and City Development are the OECD’s vehicle to mobilise higher education for economic, social and cultural development of cities and regions.
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Reviews of Higher Education in Regional and City Development are the OECD’s vehicle to mobilise higher education for economic, social and cultural development of cities and regions. They analyse how higher education systems impact local and regional development and assist in improving this impac
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Immigrants with low levels of education are at a severe disadvantage in the Dutch labour market compared to their native peers – and this gap is far more pronounced than in the OECD on average.