Dutch vocational education and training (MBO) in a nutshell

VET as the backbone of society
Middelbaar Beroeps Onderwijs (MBO) is Dutch for secondary Vocational Education and Training (VET). VET is the main supplier to the labour market and often regarded as the ‘foundation of the economy’ and the ‘backbone of society’.
Approximately 40% of the Dutch working population has completed a vocational course to at least a secondary vocational training level.

The Dutch educationsystem

There are two VET learning pathways (work-based or school-based), bothplaced within the same qualification framework.The school-based option with full-time education is called the BOL system and the work-based pathway, offering a combination of work and study, is called BBL.

Both learning pathways offer programs at four different levels, ranging from entry level to middle-management level with qualification profiles that are drawn up by industry sector committees representing employers and the world of education and training on equal terms.These committees are united in the ‘Foundation of Vocational Education and Labour Market’ (SBB), which advises directly to the Minister of Education, Cultureand Science.

Work Based Learning periods

In both the school-based and the work-based pathwaysand at every training level, all students have to spend part of their time on Work Based Learning in recognized learning companies (WBL) in order to obtain a diploma. In the school based system (BOL), the share of work placement as part of the entire curriculum varies from minimal 20% to a maximum of 60%, whilst this is around 80% in the work based system (BBL).

This ensures that all students acquire competences in a work-based environment.

The duration of courses varies from six months to four years, depending on the level and other requirements of the course.
The number of students on the work-based learning pathway as opposed to the school-based learning pathway slightly fluctuates according to the current economic situation.

Quality improvement:

An evaluation of the work based learning (WBL) parts in the VET-programs revealed a number of weaknesses in the system. As most important points were mentioned:

  1. A lack of uniformity in the shape and implementation of WBL
  2. Preparation and guidance
  3. Communication between the colleges and the companies

In order to improve WBL, the main actors around WBL agreed upon a Work Based Learning Protocol[1]

These actors are:

  1. The employers organizations MKB-Nederland and VNO-NCW
  2. MBO Raad; the association of VET Colleges
  3. The Foundation of Vocational Education and Labour Market’:SBB
  4. The Ministry of Education, Culture and Science

In the Work Based Learning Protocol, the roles and responsibilities of the different actors around work based learning are exactly defined regarding the following points:

  1. General stipulations
  2. Preparation and matching
  3. The WBL period
  4. The assessment
  5. The evaluation

Next to the general Work Based Learning Protocol, all sectors of Trade, Industry and Services are working with sector specific Workplacement Handbooks, providing clear instructions, tasks and agreements for all involved actors.

Remaining challenge:
Although the Work Based Learning Protocol and the Workplacement Handbooks have improved the quality of work based learning in a considerable way, the training of company tutors and school mentors (or supervisors) still need improvement.

Project:
The Leonardo da Vinci project VET-Enterprise Cooperation for Quality Assurance of VET placements and Apprenticeships (Q-placements),
project number: 2013-1-LV1-LEO05-05342

might deliver some interesting and valuable ideas to find appropriate solutions for these challenges.

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[1] Annexe 1; WorkBased Learning Protocol