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Key Figures 2009-2013E d u c a t i o n , C u l t u r e a n d S c i e n c e

Key Figures 2009-2013Education, Culture and Science

The Dutch education system

Age 4

Age 0

Age 12

Age 18

VVE

BAO

WOBachelor’sMaster’s

HBO

VWOHAVO

VO 1/2

VMBO

MBO-4MBO-3

MBO-2MBO-1

SBAO

/SO

Child

Car

eO

UAd

ult e

duca

tion

PRO

VSO

Com

puls

ory

educ

atio

n

BAO Mainstream primary education

BBL Block or day release in vocational education

BOL Full-time vocational programmes

HAVO General secondary education

HBO Professional higher education

MBO Vocational education

OU Open University

PRO Elementary vocational training

SBAO Special primary education

SO Special education

VMBO Pre-vocational secondary education

VO Secondary education

VSO Secondary special education

VVE Early childhood education

VWO Pre-university education

WO Academic higher education

Com

puls

ory

educ

atio

n

BAO Mainstream primary education

BBL Block or day release in vocational education

BOL Full-time vocational programmes

HAVO General secondary education

HBO Professional higher education

MBO Vocational education

OU Open University

PRO Elementary vocational training

SBAO Special primary education

SO Special education

VMBO Pre-vocational secondary education

VO Secondary education

VSO Secondary special education

VVE Early childhood education

VWO Pre-university education

WO Academic higher education

The Dutch education system

Age 4

Age 0

Age 12

Age 18

VVE

BAO

WOBachelor’sMaster’s

HBO

VWOHAVO

VO 1/2

VMBO

MBO-4MBO-3

MBO-2MBO-1

SBAO

/SO

Child

car

eAd

ult e

duca

tion

OU

PRO

VSO

Key Figures 2009-2013E d u c a t i o n , C u l t u r e a n d S c i e n c e

This publication has been compiled by the Information Department of the Ministry of Education, Culture and Science.

If you have any questions or comments, please contact: - Rozemarijn Missler (06 46849203; [email protected]) - Ria Groeneveld (06 46849211; [email protected])

Key Figures 2009-2013 | Education, Culture and Science

3

This is the eighteenth edition of Key Figures OCW, covering the period from 2009 to 2013. In this publication, the Dutch Ministry of Education, Culture and Science (OCW) presents the latest figures regarding its policy areas of education, culture and science, plus a brief analysis. This is the last edition of Key Figures in this format. In 2013, the Ministry of OCW, the implementation agency DUO and Statistics Netherlands (CBS) decided to develop a joint website that will enable them to produce and make available key information products and publications on education. The policy fields of culture and science will also be accommodated on this website. In addition to Key Figures published by the Ministry of OCW, the website will also replace the CBS annual report on education (Jaarboek Onderwijs). The new website will be launched in 2015. This last edition, Key Figures 2009-2013, is slightly thinner than the preceding publications. It does not contain any new theme analyses; these will be presented on the new website. As usual, the booklet comprises a number of standard chapters on education, student grants and loans, culture and the media, gender equality and the science sector. For each sector of education, information is provided regarding enrolment, institutions, staff, outcomes and expenditures. These provide a comprehensive picture of the structure, operation and performance of the systems. Additional chapters are devoted to priority policy themes such as early school-leaving and education that fits. Key Figures also contains data on the green education provided by the Ministry of Economic Affairs (EZ). Contributions by Statistics Netherlands (CBS) provide greater insight into matters such as non-subsidized education, and tertiary education in an international perspective. The chapter entitled Culture and the Media turns the spotlight onto a number of cultural expressions such as Dutch films, performing arts, the press and broadcasters, public libraries and cultural heritage. The chapter on Gender Equality contains information on issues such as liberation of women and gender differences in education. Finally, this edition of Key Figures provides a picture of the state of affairs in scientific research, with sections on staff and researchers, university research and women in science. Key Figures thus offers a broad perception in figures of the current organization and trends within the sectors of education, culture and science, which makes it an invaluable instrument for anyone involved in the policy areas of the Dutch Ministry of OCW.

The Minister of Education, Culture and Science

Dr Jet Bussemaker

Contents and structurePreface

The 2009-2013 edition of Key Figures sets out in figures the most important developments in education, culture and science.

The first chapter briefly lists several key figures for the various policy areas of the Ministry of OCW. The following chapter, Education General, provides a summary of the major developments in the Dutch education system, providing key figures regarding enrolment in education, main movements within the education system, expenditures and the level of education of the population. In addition, this chapter covers a number of standard priority policy themes, such as “early school-leavers” and “education that fits”.

The chapters that follow contain figures about the individual education sectors and about student grants and loans. The final chapters deal with the policy areas of culture and the media, science, gender equality and sexual diversity. The latter chapter includes data on the policy pursued with regard to the liberation of homosexuals, women and ethnic minority women in particular. The last chapter of Key Figures 2009-2013 contains information about green education.

The appendices contain a general, technical explanation of the figures. In addition to a harmonized table explaining the correspondence between the definitions used by OCW and Statistics Netherlands / OECD for expenditures, they also contain an explanation of the differences and analogies in the figures and classifications used by OCW and Statistics Netherlands with regard to tertiary education. Furthermore, the appendices include a list of the figures and tables and a list of abbreviations used.


4 Table of contents

1 Education, Culture and Science at a Glance 6

2 Education general 8Education in the Netherlands 8Pupils and students 14Institutions and staff 16Expenditure 22Education that fits 26Early school-leavers 28Personal background of dropouts 32

3 Primary education 40System and funding in primary education 40Primary schools: financial data 42Pupils in primary education 44Movements in primary education 46Primary schools 48Staff and the labour market 50

4 Secondary education 52System and funding in secondary education 52Secondary schools: financial data 54Students in secondary education 56Movements and success rates 58Institutions and staff 62Selection of subject clusters 64

5 Vocational and adult education 66System and funding in vocational and adult education 66Vocational and adult education: financial data 68Students in MBO 70Movements and success rates 72Institutions and staff 74 Labour market position of MBO graduates 76

6 Professional higher education 78System and funding in professional higher education 78UAS: financial data 80Enrolment in professional higher education 82Duration of study and success rates 84Institutions and staff 86

7 Academic higher education 88System and funding in academic higher education 88Research universities: financial data 90Enrolment in academic higher education 92Duration of study and success rates 94Institutions and staff 96

8 Student grants and loans 98Student grants and loans, system and funding 98Grants and loans for vocational and tertiary education 100Students entitled to grants and loans 102Supplementary earnings and loans 104Study Costs and School Fees Allowances Act 106School/course/tuition fees 108

9 Culture and the Media 110System and funding in the culture and media sector 110The Arts 112Film 114The Media 116Literature and libraries 118Cultural heritage 120

10 Science 122System and funding of the science sector 122Science institutes: financial data 124Staff and researchers in the science sector 126University research 128NWO and KNAW 130 Science in an international perspective 132


5

11 Gender equality and sexual diversity 134

12 Green education 140System and funding in green education 140 Institutions and staff 142

13 Appendices 144OCW expenditure in the national context 144National and international spending on education 146Figures and the structure of tertiary education 148

Notes and Definitions 150A. General 150B. Financial data 150C. Participants in education 155D. Institutions and Staff 159E. Gender equality and sexual diversity 161

List of figures 162

List of tables 166

Contributors 172


6 1 OCW

EducationThe number of education participants has risen sharply in recent years. In the 2013/14 school year, more than 3.75 million people were enrolled in government-funded education. The education provided by over 8,000 schools and institutions offers them the chance to discover, develop and use their own potential. The number of pupils and students who earned a diploma has risen in recent years to 455 thousand. The OCW expenditure on education in 2013 amounted to nearly 28 billion euros; the EZ expenditure on education totalled more than 0.8 billion euros. Expenditure on student grants and loans – 4.3 billion euros – is not included in these figures. Education funded by OCW accounts for 314 thousand full-time jobs.

Culture and the Media OCW promotes a wide range of culture and supports the aim of getting more people to take an interest in culture. The national government advocates a strong culture sector which is less dependent on subsidies. With effect from 2013, the Ministry of OCW has reduced its role as financier of the cultural sector, considering the budget cuts in that sector which will total 200 million euros, i.e., more than 20 per cent vis-à-vis previous years

In 2012, nearly 2.6 million people attended subsidized performing arts events in the Netherlands. The number of performances in the Netherlands totalled more than 9 thousand that year, i.e., a decrease of 3 per cent over the year before. It is quite normal for the number of performances and visits to institutions to fluctuate from year to year, depending on the programming. In 2013, OCW spent 175 million euros on the performing arts (including the Performing Arts Fund).

In 2012, the 30 subsidized museums recorded 7.9 million visitors. These museums received over 168 million euros via OCW in 2013. OCW expenditure on museums in 2013 amounted to 167.8 million euros. In addition, the Mondrian Foundation has a budget available for museums and cultural heritage. In 2013, public broadcasters had a good 35 per cent share of viewers (between 18.00 and 24.00 hours). OCW spent 747 million euros on national broadcasters in 2013.

Science OCW advocates a research climate in which researchers can perform to the best of their abilities, resulting in significant scientific achievements and a contribution to the knowledge society and social issues. Thus, in 2012, the universities published over 68.7 thousand scientific publications and 11.8 thousand specialized publications. 4.1 thousand PhDs were awarded.

A total of 32.5 thousand staff (FTEs) were employed in Research and Development (R&D) in the higher education sector in 2012. At research institutes the number of researchers totalled approximately 11 thousand. OCW expenditure on research and science amounted to 891 million euros in 2013. This figure does not include the financing of research via universities.

Gender equality and Childcare In 2011, the policy area of childcare was transferred back to the Ministry of Social Affairs and Employment (SZW). In 2006, this policy area was transferred from SZW to OCW. From 2007 to 2010 inclusive, the expenditures were accounted for in the OCW annual reports. The policy area of gender equality was also transferred to the Ministry of OCW in 2006. The figure below does not reflect spending on childcare, in order to avoid misperceptions. Table 1.3 does reflect childcare expenditure over time (up until 2010).

Figure 1.1 Net OCW expenditure by main task, including other expenditure (x € 1 billion)

0

5

10

15

20

25

30

35

40

Research (OWB,WO)Culture and the Media

Student �nanceEducation

20132012201120102009200820072006200520042003200220012000

Education, Culture and Science at a Glance


7

Table 1.1 Results

2009 2010 2011 2012 2013Education (numbers x 1,000)

Participants 3,761.0 3,779.6 3.770.0 3,743.7 3,757.3

VO, MBO, HBO and WO qualifications 434.1 442.3 449.3 458.4 454.4

Numbers leaving with VO, MBO, HBO or WO

qualifications189.8 201.7 213.3 228.0 211.8

Culture and the Media

Performing arts attendance (NLD) (numbers x 1,000) 2,298 2,449 2,605 2,583 --

Visits to subsidized museums (numbers x 1,000) 5,556 5,512 6,115 7,886 --

Public broadcasting as a percentage of viewing figures 36.8 37.6 34.4 37.7 35.1

Science (universities, numbers)

Publications 61,794 65,083 66,622 68,753 --

Doctoral theses 3,499 3,701 3,853 4,136 --

Specialist publications 13,819 12,732 12,527 11,800 --

Table 1.2 Institutions and staff

2009 2010 2011 2012 2013

Education (numbers)

Institutions 8,266 8,231 8,184 8,109 8,009

Staff (FTEs x 1,000) 332.3 331.6 323.9 317.6 313.7

Culture and the Media (numbers)

Subsidized museums 30 30 30 30 30

Groups 158 158 158 158 158

Science (FTEs x 1,000)

R&D staff in tertiary education 29.5 30.2 32.2 32.5 --

R&D staff at research institutes 11.4 11.4 11.2 10.9 --

Table 1.3 Expenditure (x € 1 million)

2009 2010 2011 2012 2013OCW expenditure 36,285.5 37,172.4 33,964.3 34,169.2 35,160.7

Expenditure (x € 1 million) 25,958.0 26,237.1 26,432.4 26,908.2 27,775.9

Student finance 3,786.8 3,917.4 4,248.8 3,920.1 4,263.3

Childcare 3,078.8 3,352.8 0.0 0.0 0.0

Culture and the Media 1,768.3 1,830.6 1,779.3 1,842.5 1,597.7

Science 1,163.9 1,231.7 906.8 934.1 891.1

Other expenditure 529.8 602.9 597.0 564.2 632.7

EZ spending on education 755.7 756.3 761.6 769.2 809.4

SourceVarious sources; see next chapters

Notes• Education: Including green

education.• MBO qualifications at all levels.• Figures for qualified leavers do not

include VAVO.• See appendix Notes and

Definitions, part C.• With effect from 2010, data on

outflow has been adjusted in accordance with the education matrices.

SourceVarious sources; see next chapters

Notes• Excluding green education.

SourceOCW annual reports

Notes• OCW expenditure: derived from

Table 13.1.• Other expenditure: Other

programme expenditure, General OCW expenditure and Other non-policy items.


2 Education general8

Education in the Netherlands

4

3

Primary education(including SBAO and SO)

VO course years 1+2

HAVO/VWOcourse years 3 to 6 VMBO course years 3+4

PRO

94

3

44 49

1 3

27

11

15

2

44

2516

3

VSO3

HBO4 6

Basic quali�cation

1

WO

MBO-2

Quali�ed out�ow

Direct and indirect transfersbetween school types

Unquali�ed out�ow

MBO-1

5

MBO-4MBO-3

3

115

4

12

(incl. associate degrees)

12

bachelor’s

master’s

The Dutch education systemFor children under the school entry age, the Dutch education system provides pre-school and early childhood education, focused on children aged 2.5 to 5 who are in risk of developing an educational disadvantage. Most Dutch children enter primary school in the year they turn 4. Primary education lasts eight years. Pupils who require specialized care and support are accommodated at special (primary) schools and secondary special schools. On average, children are 12 years of age when they enter secondary education. This sector offers three levels: pre-vocational secondary education (VMBO), general secondary education (HAVO) and pre-university education (VWO). In addition, pupils have the option of transferring to elementary vocational training (PRO) or secondary special education (VSO). After special (primary) education, the majority of pupils transfer to VMBO or PRO.

VMBO comprises four programmes: a basic vocational programme (BL), a middle management programme (KL), a combined programme (GL) and a theoretical programme (TL, comparable to the former MAVO). After VMBO, at an average age of 16, students may transfer to intermediate vocational education (MBO). Those who have completed the theoretical programme can also choose to transfer to HAVO. HAVO is intended as preparation for professional higher education (HBO). VWO is intended to prepare students for academic higher education (WO). In practice, however, some VWO graduates transfer to HBO.

Figure 2.1 Movements in Dutch education In percentages of a cohort of pupils leaving primary education, 2012

The school types differ in terms of the duration of their programmes: VMBO takes 4 years, HAVO 5 years and VWO 6 years. MBO comprises a vocational training programme (BOL) and a block or day-release programme (BBL). There are four qualification levels: assistant worker (level 1), basic vocational training (level 2), professional training (level 3) and middle-management / specialized training (level 4). The programmes last a maximum of four years. The four-year HBO programmes lead to the award of a Bachelor’s degree. In WO, a Bachelor’s degree can be earned in three years. An academic Master’s degree programme takes either one or two years.

Approximately 94 in every 100 12-year-olds enter mainstream secondary education; 44 transfer directly to HAVO/VWO and 49 to VMBO. Subsequently, these students transfer to MBO, HBO or WO, either directly or indirectly. Eventually, approximately 12 in every 100 children earn a WO diploma while 25 earn a HBO diploma; 22 in every 100 children earn a basic qualification in MBO, viz., an MBO diploma at level 2 or higher.

Focus on the systemAlongside indicators focused on the structure and funding of the system, several indicators are presented which provide insight into the quality and the performances of the education system. These include:• per capita expenditure on education in the international perspective;• supervision schemes (Education Inspectorate assessment);• transfer of graduates;• alignment between education and the labour market;• the situation on the labour market for teachers.

Figure 2.2 Spending on educational institutions Per participant, related to GDP per inhabitant, 2010

0

10

20

30

40

50

60

Tertiary education (excl. R&D)Secondary educationPrimary education

EU-21 OECD USAGBR FRA FIN DEU* DNK BEL NLD


9

Figure 2.3 Supervision arrangements in primary education, 2013 Percentage of primary schools, Inspectorate’s assessment

Figure 2.5 Unsatisfactory MBO programmes Number of government-funded MBO programmes with unsatisfactory assessment

Figure 2.7 Learning continuity pathways Differentiation of qualified leavers by destination, in percentages

Figure 2.4 Supervision in secondary education, 2013 Percentage of secondary schools, Inspectorate’s assessment

Figure 2.6 Alignment of education and labour market Percentage of graduates indicating that education provided sufficient basis

Figure 2.8 Unfilled vacancies Number of vacancies for teachers and management staff per completed

school year (in FTEs)

0.2 %Unsatisfactory schools

2.0% Weak schools

97.8% Basic supervision

80828486889092949698

100

Unsatisfactory schoolsWeak schoolsBasic supervision

VWOHAVOVMBO-GTVMBO-KLVMBO-BLElementary vocational training

0

10

20

30

2011 2012 2013

0

10

20

30

40

50

60

70

2012201120102009

HBOMBO (BOL)VO

0102030405060708090

100

Leaving educationWOHBOMBOVO

‘13‘11‘09‘13‘11‘09‘13‘11‘09‘13‘11‘09‘13‘11‘09‘13‘11‘09VMBO HAVO VWO MBO HBO WO 0

100200300400500600700800900

1,000

20132012201120102009

Secondary educationPrimary education


10 2 Education general

Pupils and students

Enrolment in education

In 2013, more than 3.75 million pupils and students were enrolled in education funded by the Ministries of OCW and EZ. The enrolment rates per age group rose significantly between 1990 and 2013, particularly among 20-year-olds. In 1990, almost 46 per cent of 20-year-olds were enrolled in education, versus over 71 per cent in 2013. Primary education (PO) accommodated nearly 1.6 million pupils in 2013, secondary education (VO) accommodated 974 thousand students. Enrolment in primary education has been falling in recent years as a result of a decline in the birth rate. Enrolment figures in secondary education have picked up in recent years. Enrolment in primary and secondary education is largely determined by demographic factors. In recent years, enrolment in MBO has been falling as well. MBO numbered more than 515 thousand students in 2009. By 2013, however, enrolment in MBO had fallen to 495 thousand: a decrease of nearly 5 per cent.

In professional higher education (HBO) and academic higher education (WO), enrolment figures show a sharp rise. In 2009, more than 402 thousand students were enrolled in HBO and nearly 232 thousand in WO. In 2013, the numbers rose to nearly 441 thousand and more than 248 thousand, respectively. Within HBO, the number of part-time students fell by 20 per cent in 2013, compared to 2009; enrolment in full-time programmes rose by nearly 15 per cent.

The Dutch as a nation continue to study after completing formal education. In addition to the education funded by the Ministries of OCW and EZ, study programmes are also offered by private institutions. This theme is elaborated in the section entitled Non-subsidized education, contributed by Statistics Netherlands, in this chapter.

Figure 2.9 Trends in enrolment levels Numbers in education (index 1995 = 100) per sector (incl. green education)

Special needs pupils

Options for pupils with special needs are special schools and secondary special schools (SO and VSO). Enrolment in special primary education (SBAO) fell from more than 43 thousand pupils in 2009 to 38 thousand pupils in 2013. Enrolment in special education (SO) fell from 34.2 to 31.8 thousand pupils over that same period of time. The number of students in secondary special education (VSO), on the other hand, rose considerably: from a good 33 thousand in 2009 to well over 39 thousand in 2013.

The pupil-specific funding system (the “rucksack” system) allows pupils requiring additional care and support to enrol in mainstream education or special primary education (SBAO). In (special) primary education, the number of pupils with pupil-specific funding fell from nearly 22 thousand in 2009 to a good 18 thousand in 2013.

The number of secondary school students receiving pupil-specific funding rose from 15.8 thousand in 2009 to nearly 20 thousand in 2013. Enrolment in elementary vocational training (PRO) and learning support programmes (LWOO) has risen. In 2009, PRO and LWOO (including green education) accommodated a total of more than 126 thousand students. In 2012, however, enrolment rose to more than 132 thousand students.

Figure 2.10 Dutch participation in education by age Enrolment in government-funded education as % of total population

708090

100110120130140150160170

WOHBOMBOVOPO

20132011200920072005200320011999199719950

102030405060708090

100

201320001990

35 30 25 20 15 Age


11

Table 2.1 Enrolment in education (numbers x 1,000)

2009 2010 2011 2012 2013Total 3,761.0 3,779.6 3,770.0 3,743.7 3,757.3

Primary education overall 1,659.2 1,647.0 1,629.8 1,608.6 1,586.2

Mainstream primary education 1,548.3 1,535.3 1,517.9 1,498.3 1,477.0

Special primary education 43.3 42.8 41.8 39.9 38.1

Special education 34.2 34.2 34.2 33.3 31.8

Secondary special education 33.4 34.6 35.9 37.1 39.3

Secondary education overall 935.0 939.9 949.4 961.6 974.4

Transition years 1 + 2 327.4 332.6 339.5 344.5 348.4

VMBO 149.4 146.7 147.9 151.6 154.9

HAVO 149.4 151.2 152.2 153.7 156.8

VWO 163.7 164.7 163.5 161.8 161.5

Special needs students (PRO and LWOO) 112.2 112.9 114.5 117.5 118.8

VMBO green 19.0 18.3 18.3 18.8 20.4

LWOO green 14.0 13.6 13.5 13.7 13.6

Adult general secondary education

overall17.1 16.5 14.7 12.1 13.4

Vocational education overall 515.5 519.5 508.9 500.3 495.2

BBL 155.4 153.4 142.7 132.7 116.5

BOL full-time 321.9 327.3 328.3 333.6 347.8

BOL part-time 8.8 8.7 7.5 5.0 2.9

BOL green 17.7 18.6 18.6 18.6 19.1

BBL green 11.7 11.5 11.7 10.3 9.0

Professional higher education overall 402.4 415.9 423.4 421.2 439.7

HBO full-time 338.6 351.8 363.0 368.1 388.9

HBO part-time 63.8 64.1 60.4 53.1 50.8

HBO green 8.5 8.9 9.1 9.3 10.0

Academic higher education overall 231.8 240.8 243.8 239.8 248.3

WO 226.1 234.3 236.8 232.4 240.1

WO green 5.7 6.4 7.0 7.4 8.2

Table 2.2 Numbers receiving pupil-specific funding (x 1,000)

2009 2010 2011 2012 2013In (special) primary education 21.8 21.1 20.1 19.2 18.4

In secondary education 15.8 15.7 19.2 19.6 19.8

SourceOCW (DUO)

Notes• Reference date: 1 October.• Numbers in mainstream primary

education include itinerant pupils; numbers in special education and secondary special education include unoccupied places.

• Numbers in professional higher education include all students enrolled (bachelor’s and master’s programmes); figures for full- time and part-time programmes include HBO green.

• Numbers in universities include external students and part-time students.

SourceOCW (DUO)

Notes• Pupils receiving supervision from

an Expertise Centre.



Pupils and students

Distribution of students in secondary year threeThe Dutch education system has two main paths for enrolling in vocational education or tertiary education after secondary school: the VMBO-MBO path and the HAVO/VWO-HBO/WO path. After the first two years of secondary school (VO), most students choose one of these two main routes. This choice largely determines the learning career of students and thus also the final educational level they achieve. Students in secondary year three are enrolled in either VMBO or HAVO/VWO, or fall into the special needs category. In the latter case, they are in secondary special education (VSO), elementary vocational training (PRO) or learning support programmes (LWOO) provided by a mainstream VMBO school. The proportion of special needs students almost doubled in recent years: from 9.3 per cent in 1990 to 18 per cent in 2013. In 1990, VMBO students (excluding LWOO) accounted for over 58 per cent of enrolment in the third year of secondary education. By 2013 their share had fallen to a good 38 per cent. In 1990, HAVO/VWO students represented over 32 per cent of the total number in secondary year three. In 2013, their share remained stable at 43.5 per cent.

The distribution of boys and girls differs per school type. In VSO, PRO and LWOO, the percentage of girls rose significantly between 1990 and 2008. In subsequent years, the distribution remained fairly constant. In 1990, the boy-girl ratio in VSO, PRO and LWOO was 64:36, versus 56:44 in 2013. Despite the increase in the share of girls, boys are still in the majority in this type of education. In the third year of VMBO (excluding LWOO), girls accounted for

Figure 2.11 Differentiation in secondary year 3 In percentages of total number of pupils (incl. green education)

47 per cent of total enrolment in 2013; this percentage has been more or less constant for years. Girls are in the majority in HAVO-3 and VWO-3 with a share of 51 per cent and 53 per cent, respectively, in 2013.

Student transfers in the education systemThis section describes transfers between two consecutive school years (direct transfers). In 2013, nearly 194 thousand students left secondary education (VO), either with or without a certificate. More than 50 per cent of these students transferred to intermediate vocational education (MBO), nearly 21 per cent to professional higher education (HBO) and 13 per cent to academic higher education (WO). The remaining students mainly left government-funded education and a small proportion was placed back into secondary special education (VSO).

In 2013, 82.3 per cent of VMBO certificate holders transferred to a vocational training programme (BOL) in MBO, while 6.8 per cent transferred to block or day-release programmes (BBL). Nearly 86 per cent of those with HAVO-VWO qualifications transferred directly to tertiary education.

Of the more than 192 thousand students that left MBO in 2013 (with or without a certificate), nearly 13 per cent transferred to HBO. The others did not enrol in government-funded education the next year. By comparison: in 2010, 12 per cent of MBO graduates transferred to HBO. Transfer rates from HBO to WO showed a slight decline. In 2010, 9.5 per cent of HBO graduates transferred to WO, versus 7.5 per cent in 2013. Across the board, MBO, HBO and WO are regarded as final education.

Figure 2.12 Transfers to subsequent education Percentages of qualified leavers from previous school type (incl. green education)

HAVO/VWOVMBO (excl. LWOO)VSO/ PRO/LWOO

0

10

20

30

40

50

60

70

2012201020082006200420022000199819961994199219900

20

40

60

80

100

201320122011201020092008

FromHBO

FromBOL

FromHAVO/VWO

FromVMBO

BOL BBL HE HBO WO


13

Table 2.3 Participation in secondary year 3 by gender (numbers x 1,000)

1990 2000 2009 2010 2011 2012 2013Total 203.1 203.8 205.8 203.6 206.9 209.8 215.5

VSO (age 15) Boys 1.2 2.2 4.2 4.3 4.6 4.7 5.2

Girls 0.6 1.0 1.8 1.8 1.7 1.9 2.0

PRO (age 15) Boys 1.4 2.4 3.3 3.1 3.1 3.0 3.3

Girls 0.8 1.4 2.3 2.2 2.1 2.2 2.4

LWOO Boys 9.5 11.8 12.9 12.8 12.7 13.0 13.4

Girls 5.4 7.5 11.6 11.5 11.8 11.9 12.4

VMBO (excl. LWOO) Boys 62.3 51.7 42.1 41.3 41.7 42.4 43.8

Girls 56.2 47.7 37.5 37.1 38.0 38.1 39.3

HAVO Boys 16.3 20.1 23.2 23.0 23.7 24.3 24.8

Girls 18.3 22.3 24.2 23.8 24.5 25.3 25.7

VWO Boys 15.1 16.1 19.9 20.0 20.3 20.1 20.5

Girls 16.1 19.6 22.8 22.7 22.8 22.9 22.7

Table 2.4 Direct movements between school types (numbers x 1,000)

From To PO VO MBO HBO WO Leaving educationPO 2010

201120122013

193.0198.2201.6202.9

2.12.22.22.1

10.49.79.89.2

VO 2010201120122013

3.33.73.83.9

97.696.495.297.9

37.637.738.040.4

22.923.323.025.4

31.431.732.426.1

MBO 2010201120122013

23.522.722.524.7

171.5180.8179.2167.6

HBO 2010201120122013

2.72.93.73.8

9.59.18.17.5

94.498.8

105.892.9

WO 2010201120122013

4.94.54.54.1

48.354.961.254.0

No form of education

2010201120122013

190.7190.0189.9189.2

5.75.74.95.5

79.372.368.860.5

53.552.749.652.8

28.127.928.531.7

SourceOCW (DUO)

Notes• Including green education and

excluding VAVO.• VSO and PRO: students aged 15.• PRO: up to 2001 inclusive: SVO

MLK (age 15).• LWOO: up to 1999 inclusive:

students in IVBO, prior to 2002 students in SVO LOM (age 15).

• HAVO/VWO transition year included in HAVO.

SourceOCW (DUO: Education Matrices)

Notes• Figures pertain to both qualified

and unqualified leavers.• Transfers between sectors: direct

transfers only.• Minor movements between

sectors, such as from MBO to VO, have not been taken into account.

• Including green education.• Transfers to and from

adult education have been included under “No form of education”/”Leaving education”.

• See Appendix Notes and Definitions, part C.



Pupils and students

Success rates and duration of studyThe expected success rate is the percentage of enrolled pupils/students ultimately expected to obtain a certificate in the education sector concerned. In secondary education (VO), the expected success rate was 85 per cent in 2013, 2 percentage points more compared to 2012. In recent years, this success rate has been fluctuating around 84 per cent. In intermediate vocational education (MBO), the expected success rate rose slightly to 73 per cent in 2013. The expected success rate in professional higher education (HBO) rose by 4 percentage points compared to 2012, viz. to 69 per cent in 2013. In academic higher education (WO) the expected success rate picked up even more; it rose by 7 percentage points to 76 per cent in 2013.

The expected duration of study, i.e., the average number of years someone is enrolled in some form of education, for holders of VMBO, HAVO and VWO certificates has remained fairly constant since 2009 (as it has in the years before). In VMBO, the average duration of study in 2013 was 4.2 years, in HAVO 5.3 years and in VWO 6.2 years. In all types of education, the expected duration of study is slightly longer than the official duration. The expected duration of study in HBO and WO rose compared to 2012. Over recent years, the expected duration of study for HBO students has remained fairly constant; in 2013 it averaged 5.1 years. In WO the average expected duration of study has been falling since 2010. In 2013, however, it rose again to an average of 5.3 years. This represents an increase of 0.4 years compared to 2012.

Figure 2.13 Trends in success rates Per sector of education, index 2000 = 100 (incl. green education)

Certificate holdersAll sectors showed an increase in the number of certificate holders in the period from 2000 to 2013. In 2013, 454 thousand young people obtained a certificate. This breaks down into 179 thousand in secondary education, 180 thousand in MBO and more than 95 thousand in tertiary education. HAVO/VWO and MBO level 2 certificates are regarded as a basic qualification. Young people who do not possess basic qualifications and who are no longer enrolled in education are regarded as early school-leavers. The theme section entitled Early school-leavers takes an in-depth look at this topic.

Figure 2.14 Qualified school-leavers by destination Differentiation by destination, numbers x 1,000 (incl. green education)

8090

100110120130140150160170180190200210220

WOHBOMBOVO

‘13‘12‘11‘10‘09‘08‘07‘06‘05‘04‘03‘02‘01‘00

0%

25%

50%

75%

100%

2009

20

11

2013

2009

20

11

2013

2009

20

11

2013

2009

20

11

2013

2009

20

11

2013

2009

20

11

2013

VMBO HAVO VWO MBO HBO WO

VO MBO HBO WO Leaving education


15

Table 2.5 Expected chances of success (in percentages)

2009 2010 2011 2012 2013VO 84 84 84 83 85

MBO 74 68 67 70 73

HBO 74 70 68 65 69

WO 70 70 70 69 76

Table 2.6 School expectancy for qualified leavers (in years)

2009 2010 2011 2012 2013VMBO 4.1 4.1 4.2 4.2 4.2

HAVO 5.3 5.3 5.3 5.3 5.3

VWO 6.1 6.2 6.2 6.2 6.2

HBO 4.7 4.7 4.8 4.7 5.1

WO 5.5 5.5 5.3 4.9 5.3

Table 2.7 Qualified leavers with and without basic qualification (numbers x 1,000)

2009 2010 2011 2012 2013Without basic qualification

VO (VMBO) 98.7 96.4 93.3 90.7 94.3

VMBO (BL+KL) 49.4 48.1 45.3 43.9 44.1

VMBO (GL+TL) 49.3 48.4 47.9 46.7 50.2

MBO (level 1) 13.1 15.6 16.1 16.5 16.8

BBL 6.1 7.8 8.2 7.4 6.9

BOL-ft 6.4 7.3 7.5 8.7 9.7

BOL-pt 0.6 0.5 0.4 0.3 0.1

With basic qualification

VO (HAVO/VWO) 82.0 81.5 83.8 84.0 84.7

HAVO 45.9 46.9 48.3 49.5 49.0

VWO 36.1 34.5 35.5 34.5 35.7

MBO (levels 2-4) 148.3 154.3 158.5 161.7 163.0

BBL 58.9 63.0 64.1 64.0 61.7

BOL-pt 86.1 87.6 90.7 94.6 98.9

BOL-ft 3.3 3.8 3.7 3.1 2.4

HBO 61.7 62.2 61.7 65.2 59.1

HBO-pt 52.1 52.7 52.3 55.3 51.0

HBO-ft 9.6 9.5 9.4 9.8 8.1

WO 30.2 32.3 36.0 40.5 36.5

SourceOCW (DUO)

Notes• The expected percentage of

enrolled pupils/students that ultimately earn a diploma in the relevant sector of education.


SourceOCW (DUO)

Notes• The average number of years

a participant is enrolled in education.


SourceOCW (DUO)

Notes• Qualifications obtained in the

school year ending in the year stated.

• Including green education and VAVO.

• Basic qualification: diploma earned at HAVO, VWO or MBO 2 level.




Institutions and staff

Number of institutionsThe number of primary schools has fallen slightly in recent years, whereas the number of secondary schools remains constant. In (secondary) special education ((V)SO), the number of sites has increased between 2002 and 2009. There are two reasons for this. First, the Juvenile Judicial Facilities (JJIs) have been counted as education institutions since 2002. Second, an amendment to the Expertise Centres Act (WEC) in August 2003 made it possible for (V)SO schools to establish subsidiary locations. In 2013, the number of (V)SO schools rose following another amend-ment of the Expertise Centres Act, involving a verification of the correspondence between a student’s age and the recognised education provided in accordance with the school’s BRIN registration. In the 2013 school year, schools accommoda-ting both mainstream students and special needs students (SO/VSO institutions) applied for subsidiary locations (mainly secondary special education sites). The number of institutions in the vocational and adult education (BVE) sector and in the professional higher education sector has been falling since 1999, but has remained stable over recent years. The drop in professional higher education (HBO) was the result of mergers. It should be noted in this regard that the figures only pertain to the number of institutions, not to the number of subsidiary locations. In academic higher education, the number of institutions has remained constant over recent years.

Average size of institutionsIn spite of the steady decline in the number of primary schools, average enrolment has remained fairly constant over the past few years: in 2013, primary schools accommodated an average of 218 pupils. The average size of secondary schools has gradually increased since 2009. In 2013, secondary schools accommodated an average of 1,458 students. In the vocational and adult education sector, the aver-age size of institutions has fallen slightly in recent years.

Figure 2.15 Number of establishments, incl. green education Index: 2000=100 (for (V)SO: number of locations)

Following a sharp rise, the average size of universities of applied sciences and research universities fell in 2012 as a result of decreasing enrolment. In 2013, enrolment picked up again.

StaffIn 2013, the number of full-time jobs in the education sector (PO, VO and BVE) totalled more than 242 thousand. This means that since 2009, employment opportunities have decreased by 23 thousand full-time jobs. In the primary and secondary education sectors, this downward trend set in during 2010; in the vocational and adult education sector, employment opportunities started to fall in 2011.

With regard to the professional and academic higher education sectors, staff data are available for the years up to and including 2012. In these sectors, employment opportunities have increased in recent years.

The average age of staff in the primary education sector, the secondary education sector and the vocational education and adult education has risen sharply over the past 10 years. The proportion of over-50s only continued to increase in the primary education sector and the vocational/adult education sector. In the secondary education sector, the proportion of over-50s remained the same in 2013. At 55 per cent, the proportion of staff over the age of 50 is still highest in the vocational/adult education sector.

Figure 2.16 Age distribution of staff Number of FTEs per age, 2003 and 2013

020406080

100120140160180

HBOBVEVO(V)SOPO

201320122011201020092008200720062005200420032002200120000

500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500

<= 20 25 30 35 40 45 50 55 60 >= 65

PO 2013 VO 2013 BVE 2013 PO 2003 VO 2003 BVE 2003


17

Table 2.8 Educational establishments, numbers and size2009 2010 2011 2012 2013

A) Number of institutionsPrimary schools 7,515 7,480 7,434 7,360 7,261Secondary schools 644 646 646 645 645Vocational/adult education 59 58 57 57 57Professional higher education 36 35 35 35 34Academic higher education 12 12 12 12 12B) Average size of educational establishmentsPrimary schools 221 220 219 219 218Secondary schools 1,401 1,406 1,421 1,440 1,458Vocational/adult education 8,239 8,438 8,396 8,269 8,195Professional higher education 10,942 11,629 11,835 11,769 12,639Academic higher education 18,842 19,528 19,736 19,369 20,010

Table 2.9 Staff

2009 2010 2011 2012 2013A) Number of staff (in FTEs x 1,000)Primary schools 138.8 136.8 130.9 125.7 123.6Secondary schools 87.9 86.7 85.0 83.6 83.2Vocational/adult education 39.4 39.6 38.2 37.5 35.8Professional higher education 29.4 30.0 31.1 31.4 --Academic higher education 39.1 39.8 39.7 39.7 --

Table 2.10 Age distribution of staff in primary and secondary education (FTEs x 1,000)2009 2010 2011 2012 2013

A) Primary education<25 6.0 5.0 3.7 2.9 2.225-34 30.2 30.2 29.2 28.1 26.935-44 18.3 18.2 18.0 18.2 19.045-54 29.6 27.5 25.0 22.9 21.2>55 21.3 22.7 23.1 23.4 24.3B) Secondary education<25 2.2 2.1 1.9 1.8 1.625-34 13.6 13.7 13.5 13.6 13.735-44 12.0 11.9 11.9 12.0 12.345-54 18.7 17.3 16.2 15.3 14.6>55 17.1 17.4 17.6 17.5 17.8

SourceOCW (DUO)

Notes• Excluding green education.• B) Number of participants

according to Table 2.1, divided by number of establishments.

SourceVarious sources; see next chapters.

Notes• Total staff, i.e., management,

teachers and support staff.• Excluding green education.• See Appendix Notes and

Definitions, part D.

SourceOCW (DUO)




Job vacanciesThe number of unfilled vacancies in the primary education sector continued to fall in the 2012/13 school year: from 370 in 2011/12 to 180 in 2012/13. This fall is mainly caused by a decrease in the number of unfilled management jobs. In the 2012/13 school year, primary schools had 50 unfilled management jobs, i.e., some 100 fewer than in the school year before. This downward trend can be observed throughout virtually the entire country. Noord-Brabant is the only province with a proportionally high number of unfilled job vacancies. In the secondary education sector, the number of unfilled job vacancies fell sharply as well. In 2012/13, only 130 positions remained unfilled, 100 of which pertained to teaching jobs. Regional differences also exist in the secondary education sector. Comparatively speaking, schools in Zuid-Holland and Drenthe have particular difficulty filling their teaching vacancies.

UnemploymentSince 2005, employers in the education sector have been responsible for the reintegration of their unemployed ex-employees. Unemployment in the government and education sectors is low. Compared with 2011, the number of people receiving an unemployment benefit in the education sectors in 2012 rose by nearly 26 per cent (1,953 people). From 2009 to 2010, it rose by only 3.8 per cent.

Figure 2.17 Vacancies in primary and secondary education As a percentage of job opportunities, 2012/13

Incapacity for workThe Dutch Work and Income according to Capacity to Work Act (WIA) was implemented at the end of December 2005. The number of on-going WIA benefit payments in education amounted to more than 5,650 at the end of 2012. It is expected that the pool of WIA claimants will grow further in the years ahead. The number of claimants under the old WAO (Occupational Disability Insurance Act), in contrast, will gradually decline, especially as those entitled to a benefit reach pension age. At the end of 2012, there were more than 10,100 fewer WAO benefit pay-outs than at the end of 2008. In the same period, the number of WIA benefit pay-outs increased by nearly 3,400.

Thus, on balance, the number of disability benefits (WAO and WIA) decreased sharply over the period from 2008 to 2012 (minus 23 per cent).

Absence due to illness Absences due to illness in the primary education sector have risen in recent years, from 6.0 per cent in 2009 to 6.4 per cent in 2012. In special education, the absence rate rose slightly as well, to 6.9 per cent in 2012. In secondary education, the absence rate has been fluctuating around 5.0 per cent in recent years. In intermediate vocational education, the absence rate fell to 5.5 per cent in 2012 (from 5.8 per cent in 2009). In professional higher education, the absence rate fell to 4.1 per cent. In academic higher education, at 3.0 per cent, absence rates remained constant. The research institutes showed a slight decrease from 3.2 per cent in 2009 to 2.8 per cent in 2012.

Figure 2.18 Intake in teacher-training programmes Numbers x 1,000

0

2

4

6

8

10

12

14

16

18

VO (including ULO)PO (PABO)

‘13‘12‘11‘10‘09‘08‘07‘06‘05‘04‘03‘02‘01‘00


19

Table 2.11 Average number of unfilled vacancies 2009 2010 2011 2012 2013

Primary education overall 1,010 540 400 370 180Management 210 160 150 150 50Teachers 670 320 200 170 100Support staff 130 60 50 50 30Secondary education overall 250 350 260 260 130Management 40 50 30 30 20Teachers 160 270 210 210 100Support staff 50 30 20 20 10PO and VO overall 1,260 890 660 630 310of which teachers 830 590 410 380 200

Table 2.12 Numbers on unemployment benefits in the education sectors

2008 2009 2010 2011 2012PO 2,519 2,619 2,682 3,226 4,294VO 1,298 1,253 1,402 1,720 2,059MBO 684 888 845 1,063 1,304HBO 439 496 512 623 686WO 579 838 899 957 1,171Research institutes 37 41 30 39 67Total 5,556 6,135 6,370 7,628 9,581

Table 2.13 Numbers on WAO or WIA benefits in the education sectors2008 2009 2010 2011 2012

Total 29,196 27,538 26,167 24,247 22,416WAO 26,914 24,379 22,044 19,283 16,765WIA 2,282 3,159 4,123 4,964 5,651Primary education 12,910 12,816 12,318 11,559 10,850Secondary education 7,355 6,298 5,833 5,269 4,754Vocational education 4,554 4,267 4,052 3,733 3,419Professional higher education 1,964 1,857 1,782 1,655 1,518Academic higher education 2,292 2,186 2,069 1,923 1,773Research institutes 121 114 113 108 102

Table 2.14 Absence due to illness in education, in percentages

2008 2009 2010 2011 2012Mainstream primary education 6.0 6.0* 6.1 6.5 6.4**Special education 6.7 6.7 6.5 6.8 6.9**Secondary education 5.1 5.1 4.9 5.2 5.0**Intermediate vocational education 5.8 5.8 5.9 5.7 5.5Professional higher education 4.7 4.3 4.2 4.2 4.1Academic higher education 3.1 3.0 3.0 3.0 2.9Research institutes 3.1 3.2 2.7 3.1 2.8

SourceECORYS / ResearchNed, Labour market barometers PO, VO and MBO

Notes• Last column pertains to school year

2012/13.

SourceUWV

Notes• Reference date: 31 December.

SourceUWV

Notes• WIA: Work and Income according

to Capacity to Work Act. • Reference date: 31 December.

SourceRegioplan, DUO, VO-raad, Arboservicepunt BVE, HBO-raad (Zestor), VSNU and WVOI

Notes• Percentage of total working hours

that employee was absent due to illness.

• See Appendix Notes and Definitions, part D.

* Figures based on CASA data, covering 75 % of primary schools and some 65 % of secondary schools.

** Figures based on data provided to DUO, covering 97.5 % of primary schools and 82.5 % of secondary schools. Figures are provisional.




Enrolment in teacher-training programmesIntake in primary school teacher-training programmes has fallen considerably over recent years. As a result, the corresponding number of graduates is falling as well. Intake in the secondary school teacher-training programmes, however, rose by more than 500 students in 2013, compared with 2012. The university training courses for secondary school teachers account for an increasing proportion of the students entering or leaving secondary school teacher-training programmes. Among these university training courses, the share of communication / social studies programmes rose from 13 per cent in 2007 to 27 per cent in 2013. The share of modern and classical languages programmes fell to 19 per cent, while that of geography / history programmes fell to 23 per cent.

Figure 2.19 Graduates of university teacher-training programmes In percentages, 2013

Labour market situation for new teacher-training college graduatesSeventy-nine per cent of the teachers who graduated from primary school teacher-training colleges in 2011 had found a job in education within six months after their graduation (jobs involving twelve hours or more).

However, strong regional differences can be observed among the graduates from the primary school teacher-training programmes. New graduates in the western part of the country find a job in education quicker than their peers in the northern part of the Netherlands. In Flevoland (including Almere), 84 per cent of the graduates found a job in education within six months after graduating, versus only around 62 per cent of their peers in Friesland.

Of the teachers that graduated in 2011 from the teacher-training programmes for secondary education, 75 per cent had a job in education within six months after graduating. Among graduates of university training courses for secondary school teachers, 80 per cent found a teaching job within six months.

The regional differences among graduates from secondary school teacher-training programmes are slightly smaller than they are for graduates from programmes for primary education. In Arnhem, 60 per cent of the graduates had a job in education within six months after graduating; in the western part of the Netherlands, this was the case for some 80 per cent of the graduates.

Exact sciencesTU 5%

Economics 9%

Exact scienceselsewhere 9%

Geography and history 23%Communication 27%

Dutch language 8%

Modern and classical languages, 19%


21

Table 2.15 First-year students and graduates of teacher-training colleges

2009 2010 2011 2012 2013Intake, primary school teacher training 6,750 6,620 6,060 5,430 5,580

Full-time 5,920 5,710 5,400 4,890 5,070

Part-time 830 910 660 540 510

Graduates, primary school teacher training 5,880 5,320 5,080 5,010 4,530

Full-time 4,580 4,240 4,100 3,930 3,630

Part-time 1,300 1,080 980 1,080 900

Intake, secondary school teacher training(HBO: first-year students, ULO: numbers enrolled)

7,230 7,620 7,240 6,970 7,530

HBO-ft 4,520 4,570 4,340 4.240 4,610

HBO-pt 1,390 1,440 1,160 1,030 1,070

ULO 1,320 1,610 1,740 1,700 1,850

Graduates, secondary school teacher training 4,770 5,240 5,620 6,190 5,190

HBO-ft 2,570 2,780 2,890 3,030 2,480

HBO-pt 1,610 1,730 1,890 2,110 1,780

ULO 590 730 840 1,050 930

Table 2.16 Job mix in primary education (full-time jobs, in percentages)

2009 2010 2011 2012 2013A) Primary education

Salary scale LA 98.0 93.1 85.9 82.0 78.4

Salary scale LB 1.9 6.8 14.0 17.9 21.4

Salary scale LC 0.1 0.1 0.1 0.2 0.2

B) Special primary education

Salary scale LA 0.5 0.4 0.2 0.3 0.2

Salary scale LB 97.3 96.0 93.2 91.3 89.7

Salary scale LC 2.2 3.6 6.6 8.4 10.0

Table 2.17 Job mix in secondary education (full-time jobs, in percentages)

2009 2010 2011 2012 2013A) Secondary schools within Randstad areasSalary scale LB 57.7 48.3 36.6 36.5 35.3Salary scale LC 25.8 33.7 43.0 43.0 43.7Salary scale LD 16.2 17.7 20.2 20.3 20.8Salary scale LE 0.3 0.3 0.2 0.2 0.2B) Secondary schools outside Randstad areasSalary scale LB 63.1 61.4 57.1 55.8 54.6Salary scale LC 19.5 20.5 22.9 23.7 24.3Salary scale LD 17.2 17.7 19.8 20.3 20.8Salary scale LE 0.3 0.3 0.2 0.2 0.2

SourceOCW (DUO: 1 HE figure 2013)

Notes• ULO: university training courses for

secondary school teachers.• See Appendix Notes and


SourceOCW (DUO, institutions’ salary records)

Notes 2009 - 2013, reference date 1 October.

SourceOCW (DUO, institutions’ salary records)

Notes 2009 - 2013, reference date 1 October.



Expenditure

National spending on education The aggregate education expenditure comprises public and private spending on education establishments as well as public spending on families, companies and non-profit institutions. The figures only reflect spending on education establishments providing or supporting mainstream education. The expenditure on education is set out in these pages according to different definitions, namely, total government spending on education (CBS), national spending (both public and private) on education institutions (OECD), total national spending (both public and private) on education (CBS) and OCW spending on education.

CBS revision of education statisticsIn 2008, Statistics Netherlands (CBS) revised the statistics on education expenditures. The main amendments concerned the incorporation of spending by families and companies on education programmes provided by private institutions (in 2006: nearly 1.2 billion euros) and spending by companies on students in work-based learning programmes and on work placement (in 2006: nearly 1.7 billion euros). In addition, a critical examination of the existing statistics resulted in several improvements. Consequently, the aggregate education expenditure increased by 1.2 billion euros in 2006. In 2012 another revision was conducted over the entire time series, in which the total expenditures on education were revised. Missing expenditures were added and several existing components were adjusted in the revised figures. Missing expenditures concern the expenditures relating to education provided to 3-year-old children in playgroups and day care centres, spending by families on homework assistance and coaching, and European and other international expenditures for education in the Netherlands. The new figures provide a better and more complete picture of expenditures on education.

Figure 2.20 Government spending on education Expenditure according to CBS definition (x € 1 billion)

An explanation of the alignment of education spending by OCW with international OECD definitions and CBS definitions is included in the appendices.

Flows of fundsAlongside the direct government funding of institutions by the Ministry of OCW, education institutions have other sources of income: revenues via local governments (including grants for adult education and for the accommodation of primary and secondary schools) and contributions from the participants themselves. The latter involves course and tuition fees which are paid to regional training centres (ROCs) and universities.

OCW spending as a percentage of GDPIn 2013, OCW spending on education institutions totalled nearly 31.8 billion euros. This amount includes student grants and loans and research in the university sector. This figure for OCW spending deviates from the CBS figures that are based on the OECD definition. In 2013, OCW spending on education amounted to 5.3 per cent of GDP, i.e., a slight increase compared to 2012. OCW spending on education in 2013 amounted to 19.4 per cent of government spending, which is an increase of approximately 1.3 percentage points compared to 2012.

Figure 2.21 OCW expenditure as a percentage of GDP Net OCW expenditure, GDP according to CBS Statline

05

10152025303540

Local governments Other ministries OCW

20122011201020092008200720062005200420032002200120000.0

1.0

2.0

3.0

4.0

5.0

6.0

CultureResearchStudent �nanceEducation

201320122011201020092008200720062005200420032002


23

Table 2.18 Government spending on education according to CBS / OECD definition (x € 1 million)

2008 2009 2010 2011 2012A) Total government expenditure (CBS) 32,708 34,086 35,085 35,529 35,438

OCW according to CBS 28,232 29,412 30,006 30,583 30,707

Other Ministries (EZ and VWS) 1,956 2,064 2,483 2,397 2,234

Local governments 2,519 2,609 2,597 2,548 2,498

B) Spending on education according to CBS and OECD as a percentage of GDP

CBS (government spending on education) 5.5 5.9 6.0 5.9 5.9

OECD (national spending on educational institutions) 5.7 6.2 6.3 6.2 6.2

CBS (national spending on education) 6.4 6.9 6.9 6.9 6.9

Table 2.19 OCW spending on education, netted and including other expenditure (x € 1 million)

2009 2010 2011 2012 2013OCW overall 29,558.5 29,953.7 30,472.9 30,555.0 31,783.2

Primary education 9,687.2 9,593.7 9,702.7 9,859,2 10,314.0

Secondary education 6,866.1 7,058.3 7,059.6 7,248.6 7,553.0

Vocational and adult education 3,549.1 3,559.7 3,527.9 3,546.2 3,541.7

Professional higher education 2,346.6 2,530.0 2,551.2 2,577.6 2,652.5

Academic higher education 3,832.3 3,882.7 3,996.8 4,048.1 4,135.7

Student finance 3,277.3 3,329.3 3,634.6 3,275.3 3,586.2

Table 2.20 OCW spending on education in relation to GDP and central government spending

2009 2010 2011 2012 2013OCW spending on education (x € 1 million) 29,558.5 29,953.7 30,472.9 30,555.0 31,783.2

GDP (at market prices x € 1 billion) 573.2 586.8 599.0 599.3 603.7

Central government spending (x € 1 billion) 174.1 185.9 170.9 168.4 163.8

Total as a percentage of GDP 5.2 5.1 5.1 5.1 5.3

Sectors of education 4.6 4.5 4.5 4.6 4.7

Student finance 0.6 0.6 0.6 0.5 0.6

Total as a percentage of central government expenditure 17.0 16.1 17.8 18.1 19.4

Sectors of education 15.1 14.3 15.7 16.2 17.2

Student finance 1.9 1.8 2.1 1.9 2.2

Sourcehttp://statline.cbs.nl

Notes• Figures have been calculated on the

basis of the CBS data on education statistics, revised in 2008.

• The relation between “OCW spending on education” (Table 2.21) and “OCW expenditure according to CBS” is explained in Appendix Notes and Definitons, Table 13.3.

• The percentages have been calculated on the basis of the OECD definitions.


Notes• Amounts calculated on the basis

of Table 13.1; expenditure has been netted with certain revenues and apportioned other expenditure.

• See Appendix Notes and Definitions, part B.

SourceGDP: CBSGovernment expenditure: national financial annual reports

Notes• Netted expenditure including other

OCW expenditure, in accordance with Table 2.19.


24


2 Education general

Expenditure

Per capita expenditureEducating the young is the primary task of the education sector. With a consistent quality of education, the indicator of expenditures per participant gauges the effectiveness of the sector. The increase in expenditures per participant is determined to a significant degree by trends in wages and prices. The growth is further influenced by policy incentives in education.

Comparability of education sectorsComparisons over a period of time can be based on expenditures per participant. A comparison between the respective educational sectors, however, is difficult, as the composition of the OCW expenditures differs by sector. The following differences are relevant:

• In primary and secondary education, accommodations are financed by local governments;

• The figures for primary education include the costs of peripatetic supervision for all pupils and students on pupil-specific funding, excluding MBO and including mainstream secondary education (including PRO and LWOO);

• In vocational and adult education (BVE), professional higher education (HBO) and academic higher education (WO), the contributions for accommodations are included in the central government allowance;

• Tuition fees (in HBO and WO) go from participants directly to the institutions and are not a part of the central government grant.

Figure 2.22 OCW spending on education per participant By type of school, price level 2013 (in euros)

Per capita contributions to institutionsA comparison between the sectors can also be based on the budget that the institutions have for each participant. The institutional budget per participant reflects the per capita amounts available to the institutions in the various sectors. This budget encompasses funding from various sources, including the Ministry of OCW.

This institutional budget encompasses funding from the national government and funding from local governments, as well as tuition. The only items missing from this summation are private contributions other than course fees and tuition, such as voluntary parental contributions, sponsor funds and similar funding. Information on these sources is incomplete and therefore not included in the grants provided to institutions. Across the board, the per capita grants to institutions exceed the OCW expenditures per participant by between 390 (MBO) and 2,100 (WO) euros. Also, in all sectors the per capita grants to institutions have grown since 2008.

OCW expenditures per certificate holderIn primary education, the OCW expenditures per qualified leaver increased to 49,000 euros in 2013, following a decrease in the years before. In secondary education, the expenditures per qualified leaver increased to 41,000 euros. In the vocational education sector, expenditures remained stable at 21,000 euros per certificate holder. In the higher education sector, expenditures per graduate rose in 2013. For professional higher education, they now amount to 46,000 euros and for academic higher education they amount to 43,000 euros.

Figure 2.23 Institutional grants per participant By type of school, price level 2013 (in euros)

4,0004,5005,0005,5006,0006,5007,0007,5008,000

WOHBOMBOVOPO

2013201220112010200920082007200620052004200320025,0005,5006,0006,5007,0007,5008,0008,5009,0009,500

10,000

201320122011201020092008200720062005200420032002

WOHBOMBOVOPO


25

Table 2.21 OCW expenditure per participant (in current values x € 1) 2009 2010 2011 2012 2013

Primary education

Expenditure per pupil 5,740 5,720 5,840 6,030 6,380

Secondary education

Expenditure per student 7,410 7,550 7,460 7,570 7,790

Vocational and adult education

Expenditure per MBO participant 6,940 6,920 7,040 7,240 7,310

Professional higher education


Academic higher education


WSF/WTOS expenditure per participant in education

Secondary education 100 70 70 70 70

Vocational education 3,140 3,110 3,150 2,970 3,090

Professional higher education 4,500 4,460 4,340 4,370 4,540

Academic higher education 4,320 4,510 5,760 4,450 4,600

Table 2.22 Institutional grants per participant (in current values x € 1)

2009 2010 2011 2012 2013Primary education 6,800 6,700 6,800 7,000 7,400

Secondary education 8,200 8,300 8,200 8,300 8,500




Table 2.23 OCW expenditure per sector divided by numbers obtaining qualifications (current values x € 1)







Notes• Figures pertain to netted OCW

expenditure as indicated per sector of education, excluding other expendi-ture.

• OCW funding does not include figures for accommodation in pri-mary and secondary education; these expenditures are taken care of by the local governments.

• Figures for WSF/WTOS expenditure per participant pertain to gross expenditure divided by the number of participants in full-time education.

• Figures for primary education include the costs of pupil-specific funding in secondary education.

• See Appendix Notes and Definitions, Parts B and C. secondary education.

• See Appendix Notes and Definitions, Parts B and C.

SourceOCW annual reportsCBS national accounts

Notes• Including local government grants

and tuition fees in HBO and WO.


Notes• OCW expenditure per participant x

number of participants / numbers obtaining qualifications.

• Figures for primary education pertain to all pupils moving on to secondary education.



Education that fits

Special education The education system provides various services for pupils and students that need extra support. The primary education sector has consortiums of mainstream primary schools and special schools. In secondary education, similar consortiums exist. Extra care is provided in elementary vocational training (PRO) and in learning support (LWOO) programmes. Pupils and students with specific support requirements may enrol in special schools or special secondary schools, or attend classes at mainstream schools with personal funding awarded to children with special educational needs.

The structure of the additional support services will change as from 1 August 2014, when the Education That Fits scheme will go into effect.

Special education is grouped into four clusters:

Cluster 1: education for children with a visual limitation.

Cluster 2: education for deaf and hearing-impaired children, for children with serious speech/language difficulties and for children with a disorder in the autistic spectrum focused on communication.

Cluster 3: education for children with learning difficulties, children with physical and/or mental limitations, children who have long-term illnesses and children with epilepsy.

Cluster 4: education for severely maladjusted children, children with psychiatric disorders or serious behavioural problems, children who have long-term illnesses without a physical limitation.

Growth in special education and pupil-specific funding With the introduction of pupil-specific funding – a personal budget awarded to children with special educational needs – it was expected that the number of pupils with an indication for special (secondary) education would remain stable. However, both the number of children in special education and the number of children with a personal budget continued to grow.

This growth is particularly visible from the age of 12. In primary education, the number of pupils with special needs awarded a personal budget started to fall in 2008. In special education, school rolls have remained fairly stable over recent years. In 2013, however, enrolment fell.

The number of students on pupil-specific funding in secondary education and intermediate vocational education (MBO) is growing, as are school rolls in secondary special education. The growth rate is, however, slightly lower compared to the situation a few years ago.

Figure 2.24 School rolls in (secondary) special education Numbers x 1,000

0

10

20

30

40

50

Cluster 1 Cluster 2 Cluster 3 Cluster 4

2013201220112010200920132012201120102009

SO VSO


27

Table 2.24 Enrolment in special and secondary special education by cluster, x 1,000

2009 2010 2011 2012 2013Special education

Cluster 1 0.5 0.5 0.5 0.4 0.3

Cluster 2 6.9 6.9 6.9 6.9 6.7

Cluster 3 14.3 14.0 13.7 13.0 11.7

Cluster 4 12.7 12.8 13.2 13.0 13.1

Secondary special education

Cluster 1 0.3 0.3 0.2 0.3 0.4

Cluster 2 2.2 2.2 2.3 2.3 2.5

Cluster 3 12.9 12.9 13.3 13.5 14.8

Cluster 4 18.1 19.2 20.1 20.9 21.7

Total 67.8 68.9 70.2 70.4 71.1

SourceOCW (DUO: pupil surveys)

Notes• Reference date: 1 October.



Early school-leavers

ObjectivesThe education policy is aimed at offering high-quality education that enables young people to achieve their best potential and develop their talents. Earning a basic qualification (a diploma at the level of HAVO [senior general secondary education], VWO [pre-university education] or MBO 2 [intermediate vocational education]) is a priority in this policy. The Netherlands is primarily focused on reducing the number of early school-leavers. Fewer early school-leavers means more well-educated young people that find a place for themselves in society and on the labour market. This enables them to make an optimal contribution to society. The Rutte I Cabinet has sharpened the objective for combating early school-leaving. The number of new early school-leavers must be reduced to no more than 25,000 by 2016. In 2012/13, the number of new early school-leavers totalled 27,950 (provisional figures), i.e., a decrease of more than 8,500 vis-à-vis the year before. The national percentage of early school-leavers fell to 2.1 per cent. In secondary education, the dropout rate fell to 0.6 per cent, in intermediate vocational education it fell to 5.7 per cent.

New approach to early school-leaving 2012-2015A sharpened objective for early school-leaving calls for a new approach. The starting points here are result-orientation, administrative simplicity, continuity and guaranteeing the approach to early school-leaving after 2015. Starting in the 2012/13 school year, municipalities will be awarded performance-based grants based on the percentage norms that must be achieved for each school and education level. In this respect, the proportion of early school-leavers vis-à-vis total enrolment will be considered. The idea underpinning the standards is that if all standards are met in 2014/15, it will be possible to achieve the 25,000 target by 2016. In addition, the measuring system will be revised in 2012/13. Tightening up the measuring methods will result in an even sharper picture of the actual situation with regard to dropouts. This will allow schools and municipal authorities to adopt a more goal-oriented approach, while more than 4,000 young people that are now being incorrectly counted as dropouts can be removed from the figures for early school-leavers. These include, for example, young people awarded an exemption from the Compulsory Education Act, young people transferring from mainstream to recognised private study programmes and MBO-1 certificate holders who hold a job. The figures for this year reflect the effect of the revised measuring methods. More information on the new performance-based grants and the approach to early school-leaving can be found at www.aanvalopschooluitval.nl.

RMC RegionsThe Netherlands is divided into 39 RMC regions (RMC: Regional Registration and Coordination Centres). Covenants have been signed with these regions to reduce the number of new early school-leavers. The dropout rates in the regions range from 1.2 per cent in Zuid-West Friesland to 2.9 per cent in Rijnmond.

Four largest municipalities in the NetherlandsAmsterdam, Rotterdam, The Hague and Utrecht are the four largest municipalities in the Netherlands (G4). They are confronted by specific situations and problems in the area of early school-leavers. The dropout rates in the G4 cities are higher than the national average (3.6 per cent compared with the national average of 2.1 per cent). The dropout rates in the G4 cities range from 2.4 per cent in Amsterdam to 3.8 per cent in Rotterdam.

0

10

20

30

40

50

60

70

AchievementTarget

201520142013201220112010200920082007200620052004

Figure 2.25 National targets and achievement New dropouts in absolute numbers (x 1,000)


29

Table 2.25 Early school-leaving, national results, in numbers and percentages

2002 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13Achievement (x 1,000) 71.0 50.9 46.8 41.8 39.9 39.1 36.6 27.9

Dropout rates 5.5 3.9 3.6 3.2 3.0 3.0 2.8 2.1

Table 2.26 Top 10 of RMC regions with lowest dropout rates in 2012/13

Enrolment Dropouts Dropout rateRMC region

Zuid-West Friesland 13,492 164 1.2%

Friesland-Oost 21,550 338 1.6%

IJssel-Vecht 37,252 590 1.6%

Oosterschelde Regio 13,992 223 1.6%

Achterhoek 26,725 434 1.6%

Rivierenland 21,377 348 1.6%

Noord-Oost-Brabant 54,052 880 1.6%

Zuid-West Drenthe 11,078 183 1.7%

Twente 52,110 870 1.7%

Noord- en Midden Drenthe 16,427 277 1.7%

Gooi en Vechtstreek 19,428 337 1.7%

Table 2.27 The four largest municipalities, measured by enrolment in 2012/13

Enrolment Dropouts Dropout rateAmsterdam 45,226 1,542 3.4%

Utrecht 17,404 610 3.5%

The Hague 33,063 1,176 3.6%

Rotterdam 43,211 1,624 3.8%

SourceOCW (DUO)

Notes• Figures for 2012/13 are provisional.

SourceOCW (DUO)


SourceOCW (DUO)




Early school leavers

Educational background MBO accounts for nearly four-fifths of new dropouts. More than 18 per cent of new dropouts have left secondary school. Within MBO, an annual 5.7 per cent of students drop out, versus only 0.6 per cent in secondary education.

Early school-leaving in secondary educationWithin the secondary education sector, dropout rates range from 0.1 per cent (transition year 3, HAVO 3 and VWO 3) to 19.3 per cent (VMBO provided by VAVO institutions). At 1,855 early school-leavers, VMBO years 3 and 4 account for the largest number of dropouts (in absolute terms). Transition year 3 accounts for the smallest number of dropouts (9).

Early school-leaving in intermediate vocational trainingThe dropout rates in intermediate vocational training range from 0.3 per cent (BOL-4) to 45.2 per cent (MBO-1 final year). BOL-2, at 5,726 dropouts, accounts for the largest number of early school-leavers, the final year of MBO-1 accounts for the smallest number (119).

Figure 2.26 New dropouts by type of school in 2012/13

Qualifications61 per cent of the total group of new dropouts have earned a VMBO diploma and 11 per cent have earned qualifications at MBO-1 level. 28 per cent of new dropouts have not earned any diploma. 13.5 per cent of young people leaving MBO without basic qualifications do have an MBO-1 diploma.

VO 18.5%

MBO 79.1%

VAVO 2.4%


31

Table 2.28 New dropouts by level of education (VO) in 2012/13

Type of school Enrolment Dropouts Dropout rateLower years Transition years 1-2 343,453 634 0.2%

LWOO 1-2 54,908 311 0.6%

Transition year 3 6,297 9 0.1%

HAVO 3 42,606 44 0.1%

VWO 3 42,793 36 0.1%

Upper years VMBO LWOO 3-4 45,915 879 1.9%

VMBO 3-4 158,509 1,855 1.2%

VM2 3,144 101 3.2%

VMBO in VAVO 1,074 207 19.3%

Upper years HAVO/VWO HAVO 4-5 109,093 570 0.5%

VWO 4-6 117,139 297 0.3%

HAVO in VAVO 4,448 178 4.0%

VWO in VAVO 2,502 32 1.3%

Table 2.29 New dropouts by level of education (MBO) in 2012/13

Type of programme Enrolment Dropouts Dropout rateMBO level 1 BOL 1 9,648 2,729 28.3%

BBL 1 1,856 583 31.4%

Final year students 263 119 45.2%

MBO level 2 BOL 2 57,266 5,726 10.0%

BBL 2 29,329 3,158 10.8%

Final year students 1,714 302 17.6%

MBO levels 3+4 BOL 3 72,416 2,817 3.9%

BOL 4 180,765 5,352 3.0%

BBL 3 24,864 813 3.3%

BBL 4 7,715 274 3.6%

Final year students 3,303 236 7.1%

Table 2.30 New dropouts by level of education and diploma status in 2012/13

Enrolment

2012-2013

With VMBO

diploma

2012-2013

With MBO 1

diploma

2012-2013

Without

diploma

2012-2013

Number of

dropouts

2012-2013

Dropout

rate

2012-2013

Total 1,326,387 17,142 3,103 7,691 27,936 2.1%

Secondary education 931,881 2,237 101 2,815 5,153 0.6%

Intermediate vocational education 389,139 14,532 2,993 4,584 22,109 5.7%

Adult general secondary education 5,367 373 9 292 674 12.6%

SourceOCW (DUO)

Notes • Figures for 2012/13 are provisional.

SourceOCW (DUO)


SourceOCW (DUO)




Personal background of dropouts

Gender and age Young men constitute the majority of early school-leavers. Among young people under the age of 18, the dropout rate is significantly lower than the dropout rate for the age bracket of 18 to 23 (0.4 per cent and 5.6 per cent, respectively). As a rule, dropout rates keep pace with age.

Ethnic backgroundEthnic minorities account for 22 per cent of total enrolment, whereas 37 per cent of new dropouts come from immigrant families. Among non-Western ethnic minorities, dropout rates are significantly higher than among native Dutch, with 3.8 and 1.7 per cent respectively.

Figure 2.27 New dropouts by age in 2012/13

The European target and an international comparison

The Netherlands has reduced its proportion of early school-leavers in the 18 to 25 age bracket from 15.4 per cent in 2000 to 8.8 per cent in 2012 and aims to reduce the proportion of dropouts in this age group to 8 per cent or less by 2020. Boys outnumber girls when it comes to leaving school early. This is reflected both in the annual number of new dropouts and in the proportion of dropouts in the total age group (among girls, dropouts account for 7 per cent, among boys for more than 10 per cent). In 2012, the proportion of early school-leavers between the ages of 18 and 25 averaged 13.7 per cent in the EU-15. Across the 28 EU Member States, the proportion of dropouts averaged 12.7 per cent. (Source: Eurostat)

Figure 2.28 Trends in dropout rates across Europe

0%

1%

2%

3%

4%

5%

6%

7%

18+18-222120191817161514 =<13Total0%

5%

10%

15%

20%

25%

201220112000EU-15SWENLDDNKFINDEUFRABELGBR


33

Table 2.31 Number of dropouts and dropout rates by gender in 2012/13

Enrolment Dropouts Dropout rateMen 674,321 17,124 2.5%

Women 652,066 10,812 1.7%

Table 2.32 Number of dropouts and dropout rates by ethnic background in 2012/13

Enrolment Dropouts Dropout rateNative Dutch 1,030,524 17,052 1.7%

Western non-natives 79,226 2,197 2.8%

Non-Western non-natives 215,146 8,228 3.8%

Unknown 1,491 459 30.8%

SourceOCW (DUO)

Notes • Figures for 2012/13 are provisional.

SourceOCW (DUO)




Non-subsidized education

Delineation of non-subsidized education, ages 17 to 65Non-subsidized education is not funded by the Ministries of OCW and EZ. The expenses are fully covered by the enrolled citizens, the employer or benefits agencies. The main forms are part-time courses at private institutes, correspondence courses and company training courses. This sector comprises a wide variety of programmes. Examples include Word or Excel courses, leisure courses such as flower arrangement, language courses, HAVO or VWO programmes at commercial training institutes, accountancy or business administration programmes. Statistics Netherlands keeps track of enrolment in non-subsidized education by way of its Labour Force Survey (EBB) and the education registers (covering enrolment in government-funded education). The calculation method is explained below. The EBB monitors enrolment in all types of education by means of random samples. Linking the EBB to subsidized education registers makes it possible to determine enrolment in non-subsidized study programmes. In 2012, more than 1.2 million people between the ages of 17 and 65 were enrolled in non-subsidized education, i.e., 11.7 per cent of the population in that age bracket. Relative participation has remained fairly constant over the past few years: 11.7 per cent in 2009 and 2011, 11.5 per cent in 2010.

Types of study programmesNon-subsidized education can be typified by various characteristics. In 2012, for example, 83 per cent of participants were enrolled in a work-related programme; 34 per cent took part in company training programmes with a maximum duration of six months, 15 per cent in correspondence courses and 7 per cent in full-time study programmes. The average duration of non-subsidized programmes is more than six months but the diversity in duration is vast: from a week or less to three years or more.

Figure 2.29 Enrolment by level of the programme Non-subsidized programmes > 6 months (x 1,000), 2012

Characteristics of the participantsMost participants in non-subsidized education are between 25 and 55 years of age. The under-25s tend to prefer government-funded education. In 2012, women slightly outnumbered men in non-subsidized programmes. Men tended to favour work-related courses, particularly company training courses.

The majority of participants were enrolled in programmes at tertiary education level. Women outstripped men in VMBO level programmes. Among both men and women, programmes within the ISCED cluster of social sciences/business administration/law were favourite. In addition, women favoured healthcare/social services, whereas men tended to opt for science and engineering programmes.

Enrolment in non-subsidized programmes increases with the level of education attained. Among those aged 17 to 65 with no more than VMBO qualifications, 7.5 per cent enrolled in a non-subsidized programme in 2012, versus 16.5 per cent among tertiary education graduates. People with a job of at least 12 hours a week tend to participate in non-subsidized education comparatively more often than unemployed and “non-active” persons. The majority of the programmes chosen by the employed and unemployed workforce were work-related (88 and 82 per cent, respectively). Non-actives (without a job of at least 12 hours a week and not seeking one) tended to opt for full-time programmes. This category mainly comprises young people.

Figure 2.30 Enrolment by discipline (ISCED) Non-subsidized programmes > 6 months (x 1,000), 2012

0 10 20 30 40 50 60 70 80 90 100 110 120 130

Men Women

HBO/WO

HAVO/VWO

MBO 4

MBO 2-3

First stage VO/VMBO/MBO 1

0 10 20 30 40 50 60 70 80 90 100Pers. services/transport/environm.,safety

Health care/social servicesAgriculture/Vet. medicine

Engineering & technology/constructionMaths/natural sciences/IT

Social Sciences/business adm., lawLanguage sciences/history/art

TeachingGeneral programmes

Men Women


35

Table 2.33 Enrolment in non-subsidized education, 17-64 age bracket

Numbers (x 1,000) As a percentage of population category

2009 2010 2011 2012 2009 2010 2011 2012Total 1,239 1,218 1,244 1,236 11.7 11.5 11.7 11.7Men 615 584 614 599 11.5 11.0 11.6 11.3Women 624 634 630 637 11.8 12.0 11.9 12.1Aged 17-24 131 126 119 127 8.2 7.8 7.3 7.8Aged 25-34 315 309 316 310 15.9 15.7 16.0 15.5Aged 35-44 351 328 329 325 14.1 13.5 13.9 14.1Aged 45-54 289 298 313 305 11.9 12.1 12.6 12.2Aged 55-64 153 157 168 169 7.2 7.3 7.7 7.9Native Dutch 988 973 990 970 11.8 11.6 11.9 11.7Western non-natives 122 119 121 130 12.1 11.7 11.9 12.5Non-Western ethnic minorities 126 124 130 134 10.6 10.5 10.7 10.7Lower secondary years/VMBO/MBO 1 qualifications 196 194 225 223 6.3 6.4 7.3 7.5MBO 2-3 qualifications 158 146 140 141 10.3 10.0 10.1 9.6MBO 4 qualifications 247 241 230 216 13.2 12.7 12.5 11.9HAVO/VWO qualifications 117 120 144 137 11.2 11.1 12.2 11.9HBO/WO qualifications 513 510 499 512 17.2 16.6 16.4 16.5Employed labour force 1,032 1,016 1,047 1,035 13.9 13.8 14.2 14.1Unemployed labour force 41 44 39 50 11.2 10.7 9.6 10.1Non-labour force 165 158 158 150 5.9 5.6 5.6 5.5

Table 2.34 Enrolment in specific types of non-subsidized education, 2012

Total of which as a percentage of total enrolment

(x 1,000) Full-time Correspondence Company training Work-related

Total number of participants 1,236 7 15 34 83Men 599 7 15 38 85Women 637 6 15 30 82Aged 17-24 127 39 13 17 54Aged 25-34 310 7 17 30 85Aged 35-44 325 2 16 37 89Aged 45-54 305 1 14 41 89Aged 55-64 169 x 11 37 81Native Dutch 970 6 14 36 84Western non-natives 130 8 15 29 81Non-Western ethnic minorities 134 13 16 24 81Lower secondary years/VMBO/MBO 1 qualifications 223 12 15 26 77MBO 2-3 qualifications 141 4 17 44 88MBO 4 qualifications 216 3 15 44 89HAVO/VWO qualifications 137 18 17 18 72HBO/WO qualifications 512 4 14 34 86Employed labour force 1,035 4 14 40 88Unemployed labour force 50 8 24 - 82Non-labour force 150 26 15 - 53

SourceCBS

Notes• Only participants in programmes

with a duration of less than six months were asked to specify whether they were participating in a company training programme.

• Figures pertaining to 2012 are provisional.

SourceCBS

Notes• Figures pertaining to 2012 are

provisional.



Mobility – primary/secondary/vocational education

Internationalization in primary and secondary educationIn primary and secondary education, the mobility of teachers, pupils and students is mainly promoted within the national BIOS programme, which is funded by the Ministry of Education, Culture and Science. BIOS stands for Bevordering Internationale Oriëntatie en Samenwerking [Promotion of International Orientation and Cooperation]. An annual amount of some 3 million euros is available for this programme.

Within the European programmes with their larger budgets, the international school partnerships are a key focus with an important role set aside for IT, in addition to the physical mobility of pupils, students and teachers. In the period from 2007 up to and including 2013, the partnerships have been clustered within the European Lifelong Learning Programme (LLP). Erasmus+ is the follow-up to the European LLP programme.

Within primary education, outgoing mobility among pupils and teachers is decreasing. In secondary education, the number of mobile students has been rising slightly since 2007. In 2011, however, a downward trend set in. The number of schools providing early foreign language education rose to 1,073 in 2013. The number of secondary schools and students involved in bilingual education has picked up sharply over the past few years.

Figure 2.31 Bilingual secondary education Numbers enrolled x 100

Internationalization in vocational and adult educationThe vast majority of the registered mobility can be attributed to the Leonardo da Vinci programme, which will be incorporated into the Erasmus+ programme with effect from 2014. Until 2020, the budget available for the Erasmus+ programme will increase considerably. The budget will also cover the intermediate vocational training sector. In 2012, the number of students that visit a foreign country in this context grew sharply compared to 2011. For the students, the most popular destination by far was Spain. Other popular destination countries include the United Kingdom, Germany and Belgium. Teachers favour Germany, Malta, Turkey and the United Kingdom.

In the German-Dutch BAND project, the number of student exchanges decreased from 129 in 2011 to 104 in 2012. The number of teacher visits also fell: from 44 in 2011 to 31 in 2012. With a view to the introduction of the new Erasmus+ programme, Germany proposed that the BAND programme be discontinued with effect from 2014. The Dutch contribution was written off within the framework of the OCW subsidy arrangements.

Figure 2.32 Enrolment in Leonardo da Vinci programmes In vocational training sector

0

50

100

150

200

250

300

350

Number of studentsNumber of schools20132012201120102009

0

1,000

2,000

3,000

4,000

5,000

6,000

Young labour forceTeachersStudents

2012201120102009200820072006


37

Table 2.35 Numbers enrolled abroad



Teacher-training programmes, BIOS work placements 576 727 . 424 423

Total 24,720 25,518 24,583 24,163 21,202

Table 2.36 Number of teachers working abroad

2008 2009 2010 2011 2012Primary education 1,690 1,351 1,160 1,504 932


Teacher-training programmes, BIOS work placements 572 46 496 48 9

Total 7,558 8,413 7,300 5,690 3,904

Table 2.37 Schools and pupils/students participating in special language programmes

Primary schools Secondary schoolsYear Early foreign language

instructionElos Billingual teaching Focused language

instructionElos

Number of schools

Number of pupils

Number of schools

Number of schools

Number of students

Number of schools

Number of students

Number of schools

2009 308 30,500 . 133 23,500 73 7,300 33

2010 504 50,000 . 151 25,000 71 18,000 36

2011 645 64,500 11 152 25,000 79 32,000 36

2012 860 130,000 7 183 27,000 87 38,300 40

2013 1,073 160,000 19 189 29,000 99 43,274 40

Table 2.38 Participation in Leonardo da Vinci programmes (vocational training)

2008 2009 2010 2011 2012Students 2,644 2,761 3,144 3,240 5,392

Teachers 634 762 844 838 1,350

Young labour force 38 96 213 215 328

Total 3,316 3,619 4,201 4,293 7,070

Table 2.39 Student and teacher exchanges in BAND projects (vocational training)

2008 2009 2010 2011 2012Students 97 127 132 129 104

Teachers 19 29 60 44 31SourceCINOP, 2013

SourceCINOP, 2013

SourceEuropean Platform, 2013

Notes • Early foreign language instruction

is provided in English, French, German and Spanish, from primary year 1 onward. Enrolment figures are estimates.

• Elos - First Steps for primary schools was launched in 2011.

• Bilingual instruction is provided in Dutch and English in VWO, HAVO and VMBO schools. Two schools have opted for a Dutch-German programme.

• Focused language instruction is provided in English, French and German in VWO, HAVO and VMBO schools. Estimated enrolment figures for years up to and including 2009 were too low; enrolment continues to increase.

• ‘Elos cross-border education programmes’: schools with European / international scope providing focused language instruction.


Notes• BIOS: promotion of international

orientation and collaboration.




Mobility in tertiary education

Internationalization in tertiary education Internationalization contributes to the quality of our tertiary education, our research and our science. A high quality is the best way to strengthen our international reputation. After all, the competition for knowledge workers on the labour market is continuing to increase, the Dutch labour market is becoming increasingly international and the competition with foreign institutions is continuing to grow.

Student mobility is an important indicator for internationalization. A complete picture of global student mobility does not exist, but on some aspects it is possible to sketch a picture. Towards this end, we make a distinction between diploma mobility, aimed at the completion of a study abroad, and the mobility of credits, which aims to enrich studying in the Netherlands with foreign study or work placement experiences (usually in exchange for credits).

Outgoing diploma mobilityIn the year 2010/11, more than 20 thousand Dutch students went abroad (OECD related countries) to complete an entire study programme, an increase of no less than 31 per cent compared to 2008/09. Particularly popular destinations were the United Kingdom and Belgium. Other countries in the top destinations were the United States and Germany. With effect from the 2007/08 school year, student aid could be transferred worldwide. In 2012/13, more than 9 thousand students took advantage of this possibility.

Figure 2.33 Relative trends in foreign enrolment in HE in percentages in comparison with all students

Incoming diploma mobilityThe number of foreign students studying for a diploma in the Netherlands rose between 2008/09 and 2012/13 from nearly 43 thousand to more than 58 thousand. Over the years, academic higher education has outpaced professional higher education with regard to the increase in incoming diploma mobility (some 10 thousand versus 5 thousand). This upward trend in the influx of foreign students has been observed since the early 1990s. In 2012/13, foreign students accounted for 8.8 per cent of the overall student population in Dutch tertiary education, versus only 7.1 per cent in 2008/09. The proportion keeps rising. The share of foreign students is increasing in all EU countries, resulting in increased competition for students at the international level. The majority of the foreign students in the Netherlands come from Germany, followed by China, Belgium, Greece and Bulgaria.

Mobility of creditsIn regard to the mobility of course credits, most is known about outgoing mobility. Data is assembled by various agencies, including the Dutch Research Institute for Education and the Labour Market, among graduates 1.5 years after they have earned their degree. The percentage of graduates that say they gained experience abroad during their studies has been fluctuating between 22 and 23 per cent over recent years; currently, it is 22.2 per cent.

Figure 2.34 Relative increase/decrease in diploma mobility 2000-2011, from and to EU countries

0

2

4

6

8

10

12

14

Tertiary education overallWOHBO

20122011201020092008-50%

0%50%

100%150%200%250%300%350%400%450%500%

Incoming OutgoingEU-27SWEGBRFRAFINDEUBELNLD


39

Table 2.40 Dutch diploma students abroad

2008/09 2009/10 2010/11 2011/12 2012/13Total number of students 15,984 19,956 20,870 -- --

Number of students funded by the Netherlands 6,431 7,440 7,938 8,622 9,052

As a % of total enrolment in the Netherlands 1.07 1.17 1.21 1.29 1.37

Table 2.41 Foreign students in subsidized tertiary education

2008/09 2009/10 2010/11 2011/12 2012/13Total number of foreign students 42,663 47,944 52,523 56,674 58,453

Number of foreign students in HBO 23,711 25,952 27,680 29,031 29,233

Number of foreign students in WO 18,952 21,992 24,843 27,643 29,220

As a % of total enrolment in the Netherlands 7.1 7.6 8.0 8.5 8.8

As a % of enrolment in HBO in the Netherlands 6.2 6.4 6.7 6.9 6.9

As a % of enrolment in WO in the Netherlands 8.6 9.5 10.3 11.3 12.2

Table 2.42 Mobile students enrolled in Dutch tertiary education

2007/08 2008/09 2009/10 2010/11 2011/12Total number of students 30,052 23,674 27,964 34,379 52,565

As a % of total enrolment 5.0 3.7 4.3 5.2 7.8

Table 2.43 Mobility of HE students within Europe (incoming and outgoing numbers x 1,000)

NLD BEL DEU FIN FRA GBR SWE EU-27Intake from EU-27, EEA and EU candidates 7.8 22.5 101.0 2.2 38.0 113.4 14.2 371.0

2010 41.7 34.4 114.8 4.1 48.8 195.4 13.0 684.0

Outflow to EU-27 from EU, EEA and EU candidates 9.3 7.8 34.1 8.6 34.6 11.0 8.9 325.4

2011 16.9 11.4 100.4 8.8 52.4 15.3 14.5 612.9

Table 2.44 Percentage of outgoing credit mobility, HE, HBO and WO graduates

2006/07 2007/08 2008/09 2009/10 2010/11Percentage of HE graduates 23.1 23.2 22.0 21.6 22.2

Percentage of HBO graduates 20.2 21.5 19.9 20.5 21.4

Percentage of WO graduates 29.1 26.6 26.6 23.7 23.7

Table 2.45 Top 5 of incoming and outgoing diploma mobility (numbers of students)

Incoming mobility 2012/13 Outgoing mobility 2009/10Germany 24,620 United Kingdom 6,284

China 4,516 Belgium 5,694

Belgium 2,225 United States 1,798

Greece 1,895 Germany 1,549

Bulgaria 1,632

SourceNuffic

SourceCBS

Notes• Figures from 2011/12 also include

students whose qualifications are unknown.

SourceEurostat, 2011

Notes• Figures for BEL excluding German

speaking areas, for DEU excluding doctoral students, for 2005 excluding part-time students; in GBR trend interruption after 2005.

• Figures based on foreign students registered by the host country.

SourceNuffic: Internationalisering in beeld; outgoing mobility in 2013

SourceOECD, EAG 2013, Web Table C4.7Nuffic: Internationalisering in beeld; outgoing mobility in 2013

SourceNuffic: Internationalisering in beeld; outgoing mobility in 2013 OCW (DUO)


40 3 Primary education

SystemPrimary education covers mainstream primary education (BAO), special primary education (SBAO) and (secondary) special education ((V)SO).

Primary education is intended for all children from approximately age 4 up to and including age 12.

Special primary education is meant for children for whom tests have shown that a special remedial education approach is indicated – such that they should be placed in a special primary school, at least for some time.

Special (secondary) education comprises two school types: special education (SO) and secondary special education (VSO). Both school types are subdivided into various types of education, based on the handicaps or learning impediments of the pupils. More details are provided in the section on education that fits (Chapter 2).

FundingOn 1 August 2006, the block grant funding system was introduced in primary education. Under this system, schools’ competent authorities receive a single block grant budget for staff and non-staff costs; they are free to decide how they spend this budget.

In 2013, the government expenditure per primary school pupil amounted to some 6,400 euros.

A number of factors have contributed to a rise in the average government expenditure per primary school pupil in recent years. Extra resources have been made available for policy intensifications, the budget was adjusted to wage and price developments and the number of pupils with an indication for special needs has increased; as a result, the expenditures on pupil-specific funding and peripatetic supervision went up.

On top of that, the once-only additional funding provided under the National Education Agreement and the 2014 Budget Agreements further increased expenditures in 2013.

Figure 3.1 OCW expenditure per pupil Amounts x € 1,000, price level 2013

System and funding in primary education

0

1

2

3

4

5

6

7

20132012201120102009


41

Table 3.1 Financial key statistics for primary education

2009 2010 2011 2012 2013A) Expenditure and revenue (x € 1 million)

Total expenditure for primary education (PO) 9,562.3 9,466.2 9,549.5 9,746.7 10,166.8

Government grant 9,085.3 9,101.3 9,105.4 9,234.7 9,622.1

Subsidies 127.7 129.5 132.4 121.5 132.1

Contract work 10.0 15.0 15.0 16.7 9.2

Contribution to agencies 36.3 31.9 26.7 33.7 33.5

Contribution to ZBOs/RWTs 8.7 9.2 9.0 9.1 8.7

Contribution to other authorities 294.3 179.4 261.0 331.0 361.2

Contribution to budget funds / social funds 0.0 0.0 0.0 0.0 0.0

Total revenue in primary education 61.4 45.0 20.7 52.4 39.9

B) OCW expenditure per pupil (x € 1,000)

Primary education 5.7 5.7 5.8 6.0 6.4

Source

OCW annual reports

Notes• OCW expenditure, expressed per

pupil: total spending on primary education, excluding contributions to ZBOs/RWTs and agencies, divided by numbers enrolled on the reference date, 1 October.

• Figures for OCW expenditure, expressed per pupil, in 2013 are considerably higher than spending figures in the years before. This is the result of the once-only additional funds provided under the national Education Agreement and the 2014 Budget Agreements.

• See Appendix Notes and Definitions, Part B.



Primary schools: financial data

Financial positionThe financial data presented for the aggregate primary education sector are the summed totals of the annual accounts submitted by all the primary school boards, including special schools, the regional expertise centres and the consortiums. The indicators have been calculated on the basis of these summed totals.

ResultFor the first time since 2008, the primary education sector recorded a positive overall result (operating result from ordinary operations) at a value of 30.5 million euros. The improvement that set in, as reflected in the figures over 2011, continued in 2012. The positive result of all primary school boards combined can partly be attributed to falling liabilities and partly to increasing assets. The financial income and expenditure balance rose in 2012.

Figure 3.2 Solvency of primary schools Spread in solvency (including provisions)

Solvency Solvency is a measurement of the degree to which an institution can meet its financial obligations over the long term. At 0.7, solvency remained on a par with the 2011 value. The solvency value has remained stable for a number of years and is well above the indication limit of 0.3 set by the Education Inspectorate.

LiquidityThe liquidity ratio indicates the degree to which an institution can access money in the short term to pay short-term debts. Following a downward trend over the past few years, liquidity went up in 2012: the 2012 value amounts to 2.10, versus 2.04 in 2011. Liquidity in the primary education sector is also above the indication limit of 1 set by the Education Inspectorate.

Profitability The profitability indicates the degree to which the income and expenditures of an institution remain in balance. The profitability, in percentages, is calculated by dividing the overall result by the total income (including interest received) and then multiplying the result by 100. Ideally, expenditures and income over a number of years balance one another out, so that profitability over a number of years averages zero. The positive result over 2012 means that profitability has improved; in 2012, it came down to a value of 0.3 per cent.

Figure 3.3 Liquidity of primary schools Spread in liquidity (current ratio)

050

100150200250300350400450

20122011

>=0.90.8-0.90.7-0.80.6-0.70.5-0.60.4-0.50.3-0.40.2-0.30.1-0.2 <=0.1

Num

ber o

f sch

ools

0

50

100

150

200

250

>=6.05.0-6.04.0-5.03.5-4.03.0-3.52.5-3.02.0-2.51.5-2.01.0-1.50.5-1.0 <=0.5

Num

ber o

f sch

ools

20122011


43

Table 3.2 Balance sheet and operating data of primary schools

2008 2009 2010 2011 2012A) Financial indicators

Solvency (including provisions) 0.7 0.7 0.7 0.7 0.7

Liquidity (current ratio) 2.5 2.2 2.1 2.0 2.1

Profitability (in percentages) 0.6 -0.2 -1.2 -1.1 0.3

B) Accumulated balance sheet (x € 1 million)

Total assets 4,723.4 4,813.8 4,739.9 4,575.7 4,620.1

Fixed assets 1,608.0 1,714.4 1,791.6 1,788.8 1,762.5

of which tangible fixed assets 1,073.1 1,201.4 1,284.6 1,327.7 1,376.1

Current assets 3,115.4 3,099.3 2,948.4 2,786.9 2,857.6

of which liquid assets 2,119.4 2,122.6 1,987.5 1,880.1 1,996.8

Total liabilities 4,723.4 4,813.8 4,739.9 4,575.7 4,620.1

Equity capital 2,703.9 2,680.1 2,798.3 2,695.5 2,712.9

Provisions 683.4 691.8 447.6 441.4 462.6

Long-term debts 64.6 63.4 73.0 69.4 86.9

Short-term debts 1,271.5 1,378.4 1,421.0 1,369.5 1,357.7

C) Accumulated operating accounts (x 1 million)

Revenues 9,416.2 9,926.6 9,985.8 9,975.6 10,028.3

OCW grants 8,518.3 9,028.3 9,069.7 9,065.2 9,131.0

Other government grants 316.6 321.1 322.2 304.7 317.7

School fees 0.8 0.5 0.5 0.4 0.0

Revenue from contract work 7.0 10.7 7.5 8.8 9.0

Other revenues 573.4 565.9 585.9 596.5 570.6

Expenses 9,424.6 10,041.6 10,162.2 10,128.2 10,057.9

Staff costs 7,699.9 8,208.3 8,302.3 8,246.6 8,177.3

Depreciations 177.8 195.1 206.4 214.8 222.9

Accommodation expenses 549.9 633.4 630.4 626.9 630.6

Other institutional costs 997.0 1,004.8 1,023.2 1,039.9 1,027.0

Revenues and expenses balance -8.4 -115.0 -176.4 -152.6 -29.6

Financial revenues and expenses balance 69.0 96.9 60.8 47.0 61.1

Result 60.6 -18.2 -115.6 -105.5 31.5

Taxes 0.0 0.0 0.0 0.0 0.0

Participations 0.0 0.0 0.0 -0.6 -0.1

Result after taxes 60.6 -18.2 -115.6 -106.1 31.4

Third-party share in result 0.0 0.0 0.0 0.0 0.0

Net result 60.6 -18.2 -115.6 -106.1 31.4

Extraordinary result 0.7 3.9 0.2 0.1 -0.9

Total result 61.3 -14.3 -115.4 -106.0 30.5

SourceOCW (DUO: Institutions’ annual accounts)

Notes• Annual accounts of all institutions

in the primary education sector, including SBO, WEC and SWV. Data provided to OCW (DUO) in electronic format.

• A) Solvency: equity capital (including provisions) / total capital.

• A) Liquidity (current ratio): current assets / short-term debts.

• A) Profitability of ordinary operations: result / total revenues + interest received.

• C) Figures for “Other government grants” include grants and subsidies from government bodies other than the Ministry of OCW.

• Operating result figures are based on the sum of “Revenues and expenses balance”, the “Financial revenues and expenses balance” and “Extraordinary result”, minus “Third party share”.




Pupils in primary education

NumbersIn 2013, 1,586,200 pupils were enrolled in primary education, which is 22,400 pupils down from 2012. Mainstream primary education (BAO) accommodated some 21,300 fewer pupils (minus 1.4 per cent) compared with 2012. The decrease in primary school rolls can largely be explained by the declining birth rate and immigration figures.

School rolls in special primary education (SBAO) and special education (SO) fell by 4.5 per cent (approx. 1,800 pupils in SBAO and approx. 1,500 in SO). Some 38,100 pupils are enrolled in special primary schools, some 31,800 are enrolled in special schools. Some 39,300 students are enrolled in secondary special education, a good 2,200 (6.1 per cent) more than in 2012. School rolls in secondary special education show an upward trend, as a result of an increase in the number of pupils enrolled in secondary education and an increasing share of special needs students in secondary schools.

Figure 3.4 Number of pupils in primary education Index 2002 = 100

Weightings Primary school pupils with a potential educational disadvantage are given a weighting, depending on their parents’ level of education. These weightings are taken into account in the funding schools receive.

Two weightings are used: 0.3 for pupils whose parents have no more than LBO (lower vocational training) / VBO (pre-vocational education) qualifications and 1.2 for pupils who have one parent with only a primary education and one parent with no more than LBO/VBO qualifications.

In 2013, the number of 0.3 pupils totalled approximately 87,400, the number of 1.2 pupils approximately 73,800. The number of pupils with a weighting is decreasing, not only in absolute terms (a decrease of some 8,500 pupils with a weighting of 0.3 and approx. 4,300 with a weighting of 1.2, compared to 2012), but also in a relative sense. In 2009, 13.1 per cent of all primary school pupils had a weighting. This percentage gradually fell to 10.9 per cent in 2013.

Figure 3.5 Weighting averages in primary education Per municipality, 2013

707580859095

100105110115120125130135140

(V)SOSBAOBAO

201320122011201020092008200720062005200420032002


45

Table 3.3 Key statistics for primary school pupils

2009 2010 2011 2012 2013A) Number of pupils (x 1,000)

Primary education overall 1,659.2 1,647.0 1,629.8 1,608.6 1,586,2

Total BAO + SBAO + (V)SO 1,658.7 1,646.6 1,629.4 1,608.2 1,585.8

BAO + SBAO + SO 1,625.3 1,611.9 1,593.4 1,571.1 1,546.5

Mainstream primary education 1,547.8 1,534.9 1,517.4 1,497.8 1,476.5



Secondary special education 33.4 34.6 35.9 37.1 39.3

Itinerants in mainstream primary education 0.5 0.4 0.4 0.4 0.4

B) Proportion in percentages

Mainstream primary education 95.2 95.2 95.2 95.3 95.5



C) Number of pupils in primary education by weighting (x 1,000)

Total 1,547.8 1,534.9 1,517.4 1,497.8 1,476.5

No weighting 1,344.3 1,338.5 1,330.8 1,323.9 1,315.4

0.3 117.2 111.7 104.2 95.9 87.4

1.2 86.3 84.7 82.3 78.1 73.8

D) Proportion of pupils in primary education by weighting (in percentages)

No weighting 86.9 87.2 87.7 88.4 89.1

0.3 7.6 7.3 6.9 6.4 5.9

1.2 5.6 5.5 5.4 5.2 5.0


Notes• Reference date: 1 October.• For the weighting arrangements in

primary education, see Appendix Notes and Definitions, Part C.

• Itinerants: barge dwellers’ children in primary years 1 and 2, children enrolled in mobile schools.


3 Primary education46

Movements in primary education

MovementsThe numbers of pupils moving into mainstream primary education have been falling over the years. In 2013, a good 190 thousand children entered mainstream primary schools, versus some 200 thousand in 2009, i.e., a decrease of some 5 per cent.

In 2013, 6,900 mainstream primary school pupils were referred to special primary schools, i.e., a decrease of 16 per cent from 2009. In addition, some 900 pupils without previous schooling entered special primary education, a slight decrease vis-à-vis the year before. Most referrals from mainstream to special primary schools take place in primary years three, four and five (pupils aged 6 to 9).

Most pupils entering special schools come either from mainstream primary education or have not had any schooling before. In 2013, 3,700 pupils were referred from a mainstream primary school to a special school, which is on a par with the intake over the period from 2009 to 2011. The group of pupils entering special education without previous schooling totalled 2,600 in 2012, which is also on a par with the year before.

Movements from (special) primary education and special education to special secondary education fell slightly in 2013. The majority of pupils came from special schools. In 2013, this group totalled 5,400 pupils, i.e., an increase of 26 per cent compared to 2012. In part, this increase can be attributed to the fact that special schools no longer enrol children over the age of 14.

The number of children being referred back from special (primary) schools to mainstream primary schools has remained fairly stable in recent years. In 2013, approximately 900 pupils were referred back to mainstream education.

A small number of special school pupils is referred back to special primary schools: 800 in 2013, i.e., a decrease of 3.6 per cent compared to 2012.

Figure 3.6 Referrals to special primary education By primary year, 2012

0

400

800

1,200

1,600

2,000

87654321Primary years


47

Table 3.4 Movements in primary education by type of school (numbers x 1,000)

2009 2010 2011 2012 2013Origin Destination

Special primary education (SBAO) BAO 0.3 0.2 0.2 0.2 0.2

Special education (SO) 0.7 0.7 0.7 0.7 0.8

No form of education 199.7 193.1 189.6 190.3 190.5

Mainstream primary education (BAO) SBAO 8.2 8.0 7.7 7.0 6.9



Mainstream primary education (BAO) SO 3.6 3.6 3.8 3.5 3.7

Special primary education (SBAO) 1.0 0.8 0.8 0.8 0.9

(Secondary) special education ((S)VO) 0.1 0.1 0.1 0.1 0.1


Mainstream primary education (BAO) VSO 0.7 0.7 0.8 0.8 0.8

Special primary education (SBAO) 0.5 0.5 0.6 0.6 0.5


(Secondary) special education ((S)VO) 3.1 3.6 3.9 4.0 4.1


Table 3.5 Pupils leaving primary education by type of school (numbers x 1,000)

2009 2010 2011 2012 2013Origin Destination

Mainstream primary education (BAO) Secondary education 174.7 180.5 186.7 190.1 191.5


Special primary education (SBAO) Secondary education 8.6 8.4 8.7 8.8 8.5


Special education (SO) Secondary education 1.4 1.1 1.1 1.2 1.2


Secondary special education (VSO) Secondary education 2.8 3.6 4.3 4.3 4.4



Notes• Reference date: 1 October.• From “no form of education” to

mainstream primary education: the number of 4-year olds enrolled on 1 October plus the estimated number of newly arrived immigrant school entrants.

• Movements involving less than 100 pupils have not been included.

• See Appendix Notes and Definitions, Part C.


Notes• Reference date: 1 October.• Figures only include movements out

of primary education.• Movements within primary

education can be derived from Table 3.4.

• Figures for VSO to VO include transfers from VSO to MBO.




Primary schools

SchoolsThe trend in the number of primary schools is the result of foundations, closures and mergers. This year, the number of primary schools fell by 1.3 per cent.

Between 2009 and 2013, the number of mainstream primary schools fell by more than 3 per cent, from 6,881 to 6,649. During that same period, the number of special primary schools fell by 6.4 per cent, from 311 to 291. The number of special (secondary) schools remained fairly constant at 321. In light of the growing enrolment in (secondary) special education, it is hardly surprising that the number of (secondary) special schools did not decrease.

The average school size in primary education decreased by 3 pupils between 2009 and 2013, from 225 to 222 pupils. The average school size in special primary education (SBAO) decreased from 139 to 131 pupils. Between 2009 and 2013, the average school size in special and secondary special education ((V)SO) rose from 209 to 222 pupils, due to increasing enrolment.

Figure 3.7 School boards by number of primary schools governed Number of boards

0

200

400

600

800

1,000

1,200

1,400

20 or more10 to 196 to 92 to 5120132012201120102009

School boardsScale expansion has reduced the number of school boards in the primary education sector even further. In 2013, the number of school boards totalled 1,138, which is a decrease of 98 boards or 8 per cent compared to 2009. The proportion of boards governing twenty or more schools has increased by some 5 per cent compared to 2009 (4 school boards). In that same period of time, the number of school boards governing ten to twenty schools fell by 9 per cent. The number of school boards with less than ten schools fell between 2009 and 2013, from 936 to 851, which amounts to a total decrease of 85 school boards (approx. 9 per cent). The reduction is most marked among school boards with one school (63 fewer) and among boards with two to five schools (18 fewer).

DenominationsThe division of schools and pupils over the four major denominations (public, Roman Catholic, Protestant and other privately-run schools) has remained virtually the same over the past few years.

Trends in class size in primary educationIn the primary education sector, the average class size rose from 22.8 pupils in 2012 to 23.3 pupils in 2013. This means that the average class size is one pupil up from the level of 22.2 pupils, which was achieved in 2003 following major investments in reducing class sizes as from 1997. In 2013, the average class size was one pupil down from the level it was before the class size reduction (24.3 pupils in 1994). When grouping the classes, the school takes local circumstances into consideration. Consequently, class sizes vary widely, both between schools and within schools. Approximately 6 per cent of all primary school classes accommodate more than 30 pupils, while approximately 26 per cent accommodate fewer than 26 pupils.

Figure 3.8 Class sizes in primary education in percentages, 2013

0%

2%

4%

6%

8%

10%

373533312927252321191715131197531

Class size

% o

f cla

sses

1%

3%

5%

7%

9%


49

Table 3.6 Primary schools

2009 2010 2011 2012 2013A) Number of institutions

Primary school sites (schools + ancillary sites) 7,910 7,865 7,812 7,734 7,671

Primary schools 7,515 7,480 7,434 7,360 7,261

Mainstream primary schools 6,881 6,848 6,806 6,742 6,649

Mainstream primary schools, ancillary sites 166 163 159 159 158

Special primary schools 311 308 304 296 291

Special primary schools, ancillary sites 32 25 22 18 18

(Secondary) special schools 323 324 324 322 321

(Secondary) special schools, ancillary sites 197 197 197 197 234

B) Average school size (number of pupils per school)

Mainstream primary education (BAO) 225 224 223 222 222

Special primary education (SBAO) 139 139 137 135 131

(Secondary) special education ((V)SO) 209 213 217 219 222

C) Number of school boards 1,236 1,212 1,191 1,131 1,138

D) Distribution of primary schools and pupils across the denominations, in percentages

a) Schools

Public schools 33 33 33 33 32

Protestant schools 30 30 30 30 30

Roman Catholic schools 30 30 30 30 30

Other private schools 7 7 7 8 8

b) Pupils

Public schools 31 31 31 31 31

Protestant schools 28 28 28 28 28

Roman Catholic schools 34 34 34 34 34

Other private schools 8 8 8 8 8

Table 3.7 Trend in average class size in primary education

1994 1997 2005 2006 2011 2012 2013Lower years 23.7 22.9 21.0 21.6 21.6 21.7 22.2

Upper years 25 25.1 23.4 23.4 23.9 24.1 24.5

Total 24.3 23.8 22.0 22.4 22.6 22.8 23.3

SourceOCW (DUO: BRIN registers, pupil surveys)

Notes• Reference date: 1 October.• See Appendix Notes and


Source• Figures for 1994-2006: Education

Inspectorate• Figures for 2011-2013: DUO/BRON



Staff and the labour market

EmploymentEmployment in primary education fell by 2 thousand full-time jobs last year: from 125.7 thousand full-time jobs in 2012 to 123.6 thousand in 2013. This corresponds to some 171 thousand employees.

Mainstream primary education (BAO) accounts for more than 97 thousand full-time jobs, special primary education (SBAO) for 6 thousand and (secondary) special education ((V)SO) for 20 thousand. In both mainstream and special primary education, employment opportunities fell in 2013; the decline set in during 2010. In special and secondary special education, employment opportunities grew slightly in 2013.

Age distribution of staffThe percentage of primary school teachers over 50 now remains fairly constant. In 2013, more than two-fifths of teachers were 50 or older (42 per cent). The percentage of teachers over 50 differs from region to region. In southern Limburg, the over 50s account for some 48 per cent of staff (teachers and management). Amsterdam has a high score too in this regard. In the cities of Utrecht and Almere the proportion of over 50s is considerably lower.

Figure 3.9 Age distribution of primary school teachers in FTEs

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

201320082003

>= 656055504540353025<= 20

Female staffThe percentage of female teachers remained stable over the past year at 78 per cent.

Although primary education employs a large proportion of women, they are still under-represented in management. Still, the proportion of women in management positions has risen sharply in recent years. The proportion of female school heads rose from 38 per cent in 2009 to nearly 45 per cent in 2013.

Figure 3.10 Primary school staff aged 50 and older Teachers and heads per district, in percentages, 2013


51

Table 3.8 Labour market figures for the primary education sector

2009 2010 2011 2012 2013A) Staff in numbers (x 1,000)Total staff in primary education in FTEs 138.8 136.8 130.9 125.7 123.6Total staff in primary education in numbers 187.4 185.8 179.9 173.7 170.6BAO staff in FTEs Total 110.1 108.2 103.6 99.6 97.1

Heads 9.6 9.4 8.9 8.5 8.2Teachers 88.4 86.7 83.0 80.1 78.1Ancillary staff 11.9 11.9 11.5 10.9 10.6Trainee teachers 0.2 0.2 0.1 0.1 0.1

BAO staff in numbers Total 149.7 148.0 143.7 138.8 135.2Heads 10.0 9.9 9.4 9.0 8.8Teachers 119.6 118.1 114.9 111.4 108.5Ancillary staff 19.7 19.8 19.3 18.2 17.6Trainee teachers 0.4 0.3 0.2 0.2 0.2

SBAO staff in FTEs Total 7.3 7.1 6.7 6.3 6.1Heads 0.5 0.5 0.4 0.4 0.4Teachers 5.0 4.8 4.5 4.3 4.1Ancillary staff 1.9 1.8 1.7 1.6 1.5Trainee teachers 0.0 0.0 0.0 0.0 0.0

SBAO staff in numbers Total 10.1 9.9 9.4 9.0 8.6Heads 0.5 0.5 0.5 0.5 0.5Teachers 6.5 6.4 6.1 5.8 5.5Ancillary staff 3.1 3.0 2.9 2.7 2.6Trainee teachers 0.0 0.0 0.0 0.0 0.0

(V)SO staff in FTEs Total 21.3 21.5 20.7 19.8 20.4Heads 0.9 0.9 0.9 0.9 0.9Teachers 12.0 12.0 11.5 11.1 11.3Ancillary staff 8.4 8.6 8.2 7.8 8.2Trainee teachers 0.0 0.0 0.0 0.0 0.0

(V)SO staff in numbers Total 27.5 27.9 26.8 25.9 26.8Heads 0.9 1.0 0.9 0.9 0.9Teachers 14.8 14.8 14.2 13.9 14.3Ancillary staff 11.9 12.2 11.6 11.1 11.6Trainee teachers 0.0 0.0 0.0 0.0 0.0

B) Percentage of women (in FTEs) Total 76.4 76.8 77.3 77.8 78.3Primary education Heads 38.2 40.2 41.9 43.4 44.6

Teachers 80.9 81.3 81.6 82.0 82.3Ancillary staff 73.9 74.0 73.9 74.5 75.4Trainee teachers 86.0 86.5 87.6 85.5 92.5

C) Percentage of over-50s (in FTEs) Total 39.0 39.9 40.8 41.4 42.2Primary education Heads 66.9 67.0 67.4 67.5 67.2

Teachers 36.8 37.6 38.1 38.3 39.0

Ancillary staff 35.8 38.0 40.7 43.2 45.6

Trainee teachers 0.8 0.5 1.7 0.9 1.8

SourceOCW (DUO: institutions’ salary records)

Notes• Reference date: 1 October

(available figures have been levelled up because of missing data for some institutions).

• The category “Ancillary staff” comprises support staff, organizational staff and administrative staff. These staff have been included in total staff numbers. As a result, the total may differ if the categories are added up separately.

• Totals in staff numbers: without double counts within (sub)sectors.

• 1 FTE (full-time equivalent) corresponds to 1 full-time position.

• See also Appendix Notes and Definitions, Part D.


4 Secondary education52

Structure of secondary educationSecondary education encompasses schools providing pre-university education (VWO), general secondary education (HAVO), pre-vocational secondary education (VMBO) and elementary vocational training (PRO).

HAVO and VWO schools prepare students for subsequent tertiary education programmes.

VMBO comprises four learning pathways: the basic vocational programme (BL), the middle-management vocational programme (KL), the combined programme (GL) and the theoretical programme (TL). These pathways are geared to subsequent MBO programmes. After completing a combined or theoretical programme, students may also transfer to HAVO. A VMBO student’s chance of success is largely determined by the subjects he or she chooses. A major innovation within the basic vocational programme is the introduction of work-based learning routes. This combination of learning and working appeals to many students that might otherwise have left school.

Positive results have also been achieved with projects involving the integration of VMBO and MBO-2 into a single programme.

Trends in expenditureStaffing and other costs are funded under the Secondary Education Act (WVO). Further provisions on staffing costs are contained in the Staff Establishment Decree of the Secondary Education Act and in the Funding Decree. Between 2009 and 2013, OCW expenditure for secondary education rose by approx. 648 million euros, i.e., an increase of more than 9.5 per cent. The main reasons for this increase are:

• the collective labour agreements in the education sector and the general wage and price adjustments;

• the expenditure for information and communication technology;• additional compensations for maintenance, equipment, replacing stock and

the internal renovation of school buildings, the practice-oriented learning environments in VMBO/PRO and measures to improve the energy efficiency and interior environment;

• miscellaneous expenditure for various innovation operations;• the costs of providing free school books;• the increasing numbers of students.

Per capita expenditureIn secondary education, the average per capita expenditure totalled some 7,900 euros in 2013. This amount varies according to the composition of the school. On average, schools offering elementary vocational training programmes, learning support and pre-vocational education tend to spend more. One of the reasons is that these schools receive additional compensation for LWOO and PRO students.

Figure 4.1 Flows of funds in secondary education Amounts for 2013 (x € 1 billion)

System and funding in secondary education

OCW Parents

Instructional materials

7.4Local authorities

Schools


53

Table 4.1 Financial key statistics for secondary education


Total expenditure 6,782.5 6,950.1 6,942.5 7,131.7 7,436.1


Subsidies 72.0 78.0 80.7 52.3 52.7

Contract work 0.4 0.4 0.4 0.6 1.4

Contribution to ZBOs/RWTs 61.5 65.2 65.7 69.3 65.0

Contributions to national and international organizations 0.7 0.3 0.5 0.9 0.4

Overhead costs 26.8 25.4 27.5 31.4 31.2

Contributions to agencies (DUO) 26.8 25.4 27.5 31.4 31.2

Total revenue 63.7 62.5 9.5 4.3 20.1

B) OCW expenditure per student (x € 1, 000)

Secondary education overall 7.4 7.6 7.5 7.6 7.8

Table 4.2 Per student expenditure (x € 1,000) by type of school, 2013

of which of whichTotal for staff non-staff costs

Average across all types of schools 7.9 6.6 1.2

VO-common (course years 1+2) 7.3 6.1 1.2

VMBO (course years 3 + 4) 7.6 6.2 1.5

HAVO/VWO (course year 3) 7.1 6.1 1.0

HAVO/VWO (course years 4 + 5 + 6) 7.1 6.1 1.0

LWOO/PRO 12.3 10.6 1.7

VAVO 5.2 4.3 0.9


Notes• OCW expenditure per student:

total netted OCW expenditures and revenues, excluding overhead, divided by the number of students on the reference date (1 October).

• From 2006, FES resources constitute the main part of the revenue. They are not netted as the other revenue. FES resources are no longer available with effect from 2011.

• With effect from 2012, overhead costs are calculated under one item rather than included in the policy items.


SourceAdapted OCW budget 2013

Notes• Total expenditures have been

netted with the revenue and include support services and other expenditure.




Secondary schools: financial data

Financial positionThe financial position of the secondary education sector was assessed on the basis of the annual accounts data over 2008-2012 for the DUO funded secondary school boards. The result improved considerably in 2012; at a value of 91.9 million euros, it is positive again. Total revenues grew twice as much as total expenses. In addition, the financial revenues and expenses balance also grew this year, to 18.8 million euros.

Solvency In 2012, the solvency value rose slightly. Equity capital including provisions rose by 100.4 million euros, while the debts grew by 24.8 million euros. As a result, the equity capital share in the total capital grew.

Figure 4.2 Solvency of secondary schools Spread in solvency (including provisions)

LiquidityThe liquidity value grew from 1.08 to 1.20. Liquidity reflects the ratio between current assets and short-term debts. Current assets rose by 157.8 million euros to 1,595.5 million euros. At the same time, the short-term debts rose by no more than 1.1 million euros. The increase in current assets is largely caused by an increase in liquid assets. The working capital (current assets minus short-term debts) once again shows an upward trend, at a value of 266.7 million euros.

ProfitabilityProfitability grew as well and, at a value of 1.2 per cent, is positive once again. Total assets rose by 257.7 million euros, while the expenses grew by 125.2 million euros. Government grants and staff costs account for the highest increase. The government grants rose twice as much as the staff costs. As a result, the revenue and expenses balance is positive. The period from 2009 to 2011 showed a continuously negative balance. With the positive, slightly higher financial revenues and expenses balance and the extraordinary result of minus 2.4 million euros, the result ultimately comes down to a value of 91.9 million euros.

Figure 4.3 Liquidity of secondary schools Spread in liquidity (current ratio)

0102030405060708090

100

201220092006

>= 0.90.8 - 0.90.7 - 0.80.6 - 0.70.5 - 0.60.4 - 0.50.3 - 0.40.2 - 0.30.1 - 0.2 <= 0.1

Num

ber o

f sch

ools

0

10

20

30

40

50

60

70

80

201220092006

>= 6.05.0 - 6.04.0 - 5.03.5 - 4.03.0 - 3.52.5 - 3.02.0 - 2.51.5 - 2.01.0 - 1.50.5 - 1.0 <= 0.5

Num

ber o

f sch

ools


55

Table 4.3 Balance sheet and operating data of secondary schools


Financial resilience 26.0 24.1 23.5 22.7 23.4


Liquidity (current ratio) 1.39 1.32 1.15 1.08 1.20

Profitability (in percentages) 1.0 0.3 -1.0 -0.9 1.2

B) Accumulated balance sheet for secondary schools (x € 1 million)

Total assets 3,892.3 3,996.7 3,889.6 3,803.4 3,928.5

Fixed assets 2,116.3 2,261.9 2,304.9 2,365.7 2,332.9


Current assets 1,776.1 1,734.9 1,584.6 1,437.7 1,595.5

of which liquid assets 1,253.2 1,239.7 1,182.1 1,058.1 1,217.7


Equity capital 1,696.9 1,704.5 1,704.2 1,650.5 1,771.0

Provisions 617.7 660.9 485.6 476.3 456.2

Long-term debts 296.7 314.5 319.0 348.8 372.5

Short-term debts 1,281.0 1,316.8 1,380.8 1,327.7 1,328.8

C) Accumulated operating accounts for secondary schools (x € 1 million)

Revenues 6,481.0 7,026.3 7,230.1 7,254.0 7,536.3

OCW grants 5,879.6 6,448.6 6,634.6 6,675.5 6,933.2


School fees 18.1 11.9 9.1 10.2 10.7


Other revenues 444.2 414.0 392.4 384.1 406.6

Expenses 6,456.5 7,050.5 7,326.1 7,335.9 7,461.1

Staff 5,077.7 5,460.7 5,677.8 5,744.3 5,854.6

Depreciations 218.1 230.4 244.9 238.8 269.4

Accommodation 438.7 505.4 521.2 486.5 472.4

Other institutional expenses 722.0 853.9 882.3 866.3 864.6

Revenues and expenses balance 24.5 -24.2 -96.0 -81.9 75.2

Financial revenues and expenses balance 38.3 48.4 23.3 15.9 18.8

Result 62.7 24.2 -72.8 -66.0 94.0

Taxes 0.0 0.0 -0.1 -0.1 -0.1

Participations 0.0 0.2 0.5 0.1 0.1

Result after taxes 62.7 24.4 -72.1 -65.9 94.3


Net result 62.7 24.4 -72.1 -65.9 94.3

Extraordinary result -1.0 6.0 -0.8 -0.2 -2.4

Total result 61.7 30.4 -73.0 -66.0 91.9


Notes• A) Solvency: equity capital

(including provisions) / total capital. Indicates an institution’s capability of meeting its long-term liabilities.

• A) Liquidity (current ratio): current assets / short-term debts. Indicates an institution’s capability of meeting its short-term liabilities.

• A) Profitability of ordinary operations: result / total revenues + interest received. Indicates what remains of the total assets/revenues after deduction of all liabilities/expenses.

• C) Item “Other government grants” includes grants and subsidies from government institutions other than OCW.




Students in secondary education

NumbersEnrolment in secondary education overall increased again in 2013/14, compared with the previous school year. The upward trend that set in during 2009/10 continued; in the 2013/14 school year, school rolls increased by 5 per cent. The number of students enrolled at schools funded by the Ministries of OCW and EZ increased by 10 thousand and in 2013/14 enrolment totalled 993 thousand.

Distribution across different types of educationIn the 2013/14 school year, more than 40 per cent of students with special needs were enrolled in the first two course years of secondary education, which is on a par with the proportion of students without special needs and represents a slight increase compared to the previous school year. Of the students without special needs, 19 per cent attended VMBO (course years 3 and 4) and 40 per cent attended HAVO or VWO (course years 3, 4, 5 and 6). Five years ago, these percentages were 19 per cent and 41 per cent respectively. Between 2008 and 2010, the share of students enrolled in HAVO or VWO continued to rise; in 2011/12, a decline set in which continued in 2013/14.

Within VMBO, the distribution of students over the third year programmes is virtually the same as in the previous school year. The picture over the past five years is stable

Figure 4.4 Enrolment in VMBO course year 3 (1) By programme and sector, including special needs and green education

(AOCs), 2009

Distribution across the sectorsIn 2007 and 2008, new intra-sectoral programmes were implemented in VMBO. Enrolment in these programmes is shown separately in figure 4.4, because these students cannot be placed in any specific sector. The options within the intra-sectoral programmes are: Personal/Social Services and Commerce; IT; Technology and Commerce; Technology and Services; Technology Orientation and Sports; Services and Safety.

A comparison between 2009 and 2013 shows a decrease of more than 2 thousand students in the technology sector. On the other hand, nearly 21 thousand students are enrolled in intra-sectoral programmes with a technology component.

Figure 4.5 Enrolment in VMBO course year 3 (2) By programme and sector, including special needs and green education

(AOCs), 2013

0

10,000

20,000

30,000

40,000

TheoreticalCombinedMiddle management

Basic vocational

MAVOInter-sectoral

AgricultureCare / Welfare

EconomicsTechnology

7,152

5,561

6,908

3,5401,685

6,993

7,591

7,752

3,1832,740

2,0613,0322,0921,765

6,437

35,576

TheoreticalCombinedMiddle management

Basic vocational0

10,000

20,000

30,000

40,000

MAVOInter-sectoral

AgricultureCare / Welfare

EconomicsTechnology

5,450

3,886

5,719

3,1904,053

6,491

6,072

7,772

3,138

6,596

1,8991,8941,4701,964

10,013

39,308


57

Table 4.4 Enrolment per type of school and course year (numbers x 1,000)

2009 2010 2011 2012 2013Students Repeaters Students Repeaters Students Repeaters Students Repeaters Students Repeaters

VO overall (OCW) 902.0 43.9 908.0 49.4 917.6 53.4 929.1 54.8 940.4 52.5Excl. special needs (OCW) 789.8 38.9 795.1 44.2 803.1 47.7 811.6 48.5 821.5 46.4VO 1 161.9 2.3 164.2 3.0 168.1 3.3 169.8 3.4 171.7 3.4VO 2 158.7 5.5 162.5 6.4 164.7 6.8 168.4 6.8 170.7 6.7VO 3 (undivided) 6.8 0.4 5.9 0.4 6.7 0.3 6.3 0.3 5.9 0.3VMBO/MBO2 learning routes 2.2 0.1 2.1 0.0 1.6 0.1 1.1 0.1 0.7 0.1VMBO BL 3 7.4 0.5 7.2 0.5 6.8 0.5 6.7 0.6 6.5 0.5VMBO BL 4 8.1 0.1 7.1 0.2 6.8 0.2 6.6 0.2 6.7 0.2VMBO KL 3 18.7 1.2 18.6 1.2 18.9 1.3 19.2 1.5 19.5 1.5VMBO KL 4 19.0 0.6 18.1 0.5 17.9 0.5 18.2 0.6 18.4 0.8VMBO GL 3 12.8 0.7 12.7 0.6 13.5 0.7 13.8 0.9 14.3 0.8VMBO GL 4 7.1 0.2 7.2 0.3 7.3 0.3 7.9 0.4 7.9 0.5VMBO TL 3 34.0 2.5 33.7 2.5 35.3 2.8 35.9 2.8 37.7 2.9VMBO TL 4 40.0 1.7 40.1 1.8 39.8 2.1 42.3 2.7 43.2 2.6HAVO 3 40.6 3.3 40.9 3.7 41.5 3.9 43.2 3.7 44.6 3.5HAVO 4 58.3 9.2 59.3 10.2 58.5 10.7 59.3 10.7 60.2 10.3HAVO 5 50.5 4.3 51.0 5.2 52.3 5.8 51.2 5.6 52.0 4.9VWO 3 42.8 1.0 42.8 1.1 43.1 1.1 43.0 1.1 43.2 1.2VWO 4 43.2 2.5 42.7 2.7 41.9 2.8 41.6 2.5 41.5 2.4VWO 5 41.6 2.5 41.6 2.7 40.9 2.8 40.5 2.8 40.2 2.6VWO 6 36.1 0.3 37.6 1.4 37.6 1.6 36.7 1.6 36.5 1.2Total VO special needs (OCW) 112.2 5.0 112.9 5.2 114.5 5.7 117.5 6.4 118.8 6.1LWOO 1 22.0 1.2 22.7 1.4 24.0 1.7 24.4 1.6 23.4 1.5LWOO 2 22.6 1.1 22.7 1.1 22.9 1.1 23.9 1.1 23.9 1.1LWOO VMBO/MBO2 learning routes -- -- 1.1 0.0 1.5 0.1 1.6 0.1 1.2 0.1LWOO BL 3 12.2 0.6 11.5 0.6 11.3 0.7 11.7 0.8 12.0 0.7LWOO BL 4 11.8 0.2 11.1 0.3 10.5 0.3 10.4 0.4 10.7 0.3LWOO KL 3 6.4 0.2 6.3 0.2 6.6 0.2 6.8 0.3 7.4 0.2LWOO KL 4 6.1 0.2 6.3 0.2 6.3 0.2 6.4 0.3 6.7 0.3LWOO GL 3 0.9 0.0 0.8 0.0 0.8 0.0 0.9 0.0 1.0 0.0LWOO GL 4 0.5 0.0 0.5 0.0 0.5 0.0 0.5 0.0 0.6 0.0LWOO TL 3 1.6 0.1 1.6 0.1 1.6 0.2 1.6 0.1 1.6 0.2LWOO TL 4 1.5 0.1 1.7 0.1 1.7 0.1 1.8 0.2 1.7 0.2PRO - first year of stay 5.4 0.5 5.4 0.4 5.9 0.6 6.2 0.7 6.3 0.7PRO - subsequent years 21.4 0.7 21.2 0.6 20.9 0.5 21.4 0.7 22.3 0.7VO overall (EZ) 33.0 0.7 31.9 0.8 31.8 0.9 32.5 1.0 34.0 0.9VMBO 1 4.2 0.0 4.2 0.0 4.5 0.0 5.0 0.1 5.7 0.1VMBO 2 4.6 0.1 4.3 0.1 4.4 0.1 4.6 0.1 5.3 0.1VMBO 3 4.8 0.2 4.8 0.2 4.5 0.3 4.6 0.3 4.9 0.2VMBO 4 5.1 0.1 4.5 0.2 4.6 0.2 4.4 0.2 4.4 0.2VMBO/MBO2 learning routes 0.4 0.0 0.4 0.0 0.3 0.0 0.2 0.0 0.1 0.0LWOO 1 3.4 0.0 3.4 0.0 3.5 0.1 3.6 0.1 3.5 0.1LWOO 2 3.5 0.0 3.5 0.1 3.4 0.1 3.5 0.1 3.6 0.1LWOO 3 3.5 0.1 3.1 0.1 3.1 0.1 3.2 0.1 3.3 0.1LWOO 4 3.6 0.1 3.3 0.1 3.0 0.1 3.1 0.1 3.0 0.1LWOO VMBO-MBO2 learning routes -- -- 0.3 0.0 0.4 0.0 0.3 0.0 0.2 0.0

SourceOCW (DUO: 1 VO Figure 2013 and Education Matrices), EZ Information Dept.

Notes• Reference date: 1 October.• VMBO T 3/4: including VMBO

T pupils at AOCs. • HAVO 3/4/5: including

International Baccalaureate middle years programme (formerly: English programme) 3/4/5.

• VWO 5/6: including International Baccalaureate diploma programme (formerly: International Baccalaureate) 5/6.

• Excluding VO students in VAVO.



Movements and success rates

TransfersThe figures presented pertain to both qualified transfers (students transferring to subsequent study programmes after completing secondary education) and unqualified transfers. Indirect transfers are students that, either with or without a diploma, move on to further education with a delay of one year, e.g., students who, following the HAVO examination, first take a year off before continuing their studies in HBO. Data on indirect transfers pertaining to 2013 graduates is, obviously, not yet available.

In 2010, more than 95 thousand secondary school students earned a VMBO diploma. In that year, 98 per cent of VMBO certificate holders transferred – directly or indirectly – to further education funded by the Ministry of OCW or the Ministry of EZ. In 2012, this rate fell to 97 per cent. This means that nearly all VMBO certificate holders continue their studies, thus increasing their chances of earning a basic qualification.

Until 2012, non-transfer rates decreased across all VMBO programmes. This year, a slight upward trend can be observed. Some of the students that do not transfer may continue their studies elsewhere, e.g., in study programmes for uniformed professions, private or company training schools or in programmes abroad. Data on these categories is not available. Transfer rates vary; at 5 per cent, the basic vocational programme has the highest proportion of non-transferring students compared to the other VMBO programmes (where an average of 3 per cent choose not to transfer to further education).

Figure 4.6 Qualified leavers by destination (1) As a percentage of total qualified outflow per type of school, 2009

HAVO and VWO have substantially higher indirect transfer rates to education funded by OCW or EZ. In 2012, 4 per cent of HAVO certificate holders and 3 per cent of VWO certificate holders did not enrol in a further study programme until a year later; this represents a decrease of several per cent compared to preceding years. This means that more and more students opt for a direct continuation of their studies. After one year, approximately 96 per cent of HAVO and VWO certificate holders are enrolled in subsequent study programmes funded by OCW or EZ. The VWO certificate holders are nearly all enrolled in a tertiary education programme. Among the HAVO certificate holders, 86 per cent were enrolled in tertiary education in 2013, over 3 per cent are enrolled in intermediate vocational education and 3 per cent are enrolled in secondary education. Thus, the choice to continue studying without delay is most manifest in the HAVO sector. In 2013, presumably, some of the certificate holders that have not yet enrolled will still return to the education system, as was the case in previous years.

Figure 4.7 Qualified leavers by destination (2) As a percentage of total qualified outflow per type of school, 2012

0

20

40

60

80

100

120

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

MBOVO

MBOVO

MBOVO

HBO

MBOVO W

OH

BOM

BOVO WO

HBO

MBO

VMBO BL VMBO KL VMBO GL VMBO TL HAVO VWO

Direct Indirect

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

n

Unk

now

n

Oth

er0

102030405060708090

100110

MBOVO

MBOVO

HBO

MBOVO W

OH

BOM

BOVO WO

HBO

MBO


Direct Indirect

MBOVO


59

Table 4.5 Qualified school-leavers by destination (numbers x 1,000)

2010 2011 2012 2013Origin Destination Direct Indirect Direct Indirect Direct Indirect Direct

VMBO BL VO 0.5 0.0 0.8 0.0 0.7 0.0 0.7

MBO 20.3 0.4 18.5 0.4 17.9 0.4 17.8

Other 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Unknown -- 0.8 -- 0.7 0.0 0.6 0.9

Total 22.1 20.3 19.6 19.5

VMBO KL VO 0.1 0.0 0.1 0.0 0.1 0.0 0.1

MBO 25.0 0.3 24.1 0.3 23.4 0.3 23.7

Other 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Unknown -- 0.5 -- 0.5 0.0 0.5 0.8

Total 26.0 25.0 24.3 24.6

VMBO GL VO 0.3 0.0 0.2 0.0 0.2 0.0 0.2

MBO 5.5 0.0 5.6 0.0 5.5 0.0 5.6

Other 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Unknown -- 0.1 -- 0.1 0.0 0.1 0.1

Total 5.9 6.0 5.8 5.9

VMBO TL VO 8.1 0.0 7.1 0.0 6.4 0.0 6.1

MBO 31.5 0.3 32.1 0.3 31.9 0.3 35.4

HBO -- 0.0 -- 0.0 0.0 0.0 --

Other 0.3 0.0 0.2 0.0 0.2 0.0 0.2

Unknown -- 0.8 -- 0.8 0.0 0.7 1.1

Total 41.1 40.5 39.6 42.8

HAVO VO 1.6 0.0 1.5 0.0 1.6 0.0 1.3

MBO 1.4 0.3 1.4 0.3 1.5 0.3 1.5

HBO 32.9 3.3 33.7 3.4 34.3 4.2 36.2

WO -- 0.0 -- 0.0 0.0 0.0 --

Other 0.3 0.0 0.2 0.0 0.2 0.1 0.2

Unknown -- 2.2 -- 2.0 0.0 1.8 4.5

Total 42.1 42.4 44.0 43.7

VWO MBO 0.0 0.0 0.0 0.0 0.0 0.0 0.0

HBO 3.9 0.7 4.0 0.9 3.7 0.9 4.2

WO 22.6 3.1 23.2 3.4 22.8 3.7 25.2

Unknown -- 1.2 -- 1.2 0.0 1.0 3.5

Total 31.6 32.6 32.1 32.8

Total numbers with VO qualifications 168.7 166.9 165.5 169.3

SourceOCW (DUO: Education Matrices; 1 VO Figure 2013; 1 MBO Figure 2013; 1 HE Figure 2013)

Notes• Including green education,

excluding VAVO; VMBO including LWOO.

• VO qualifications obtained in the calendar year stated.

• Indirect transfers: students transferring with a delay of at least one year.

• Data on indirect transfers from students obtaining qualifications in 2012 will not become available until early 2014.

• Total comprises direct + indirect transfers.





The annual number of unqualified students that choose a different study programme showed a relatively constant picture until 2012 but is now decreasing. Among HAVO students, numbers in this category fell by some 1,000, among VWO students by some 2,000.

The interim transfer to MBO (intermediate vocational education) is partly caused by the maximum duration of study in pre-vocational secondary education (VMBO) and the lower years of secondary education. For other students, the choice of a profession is the decisive factor. Other choices include adult general secondary education (VAVO), private education, as well as police and military training programmes.

Figure 4.8 Unqualified leavers by destination (1) As a percentage of total unqualified outflow per type of school, 2009

Figure 4.9 Unqualified leavers by destination (2) As a percentage of total unqualified outflow per type of school, 2012

Unk

now

nO

ther

Unk

now

nO

ther

Unk

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ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

0

10

20

30

40

50

60

MBOVO

MBOVO

HBO

MBOVO W

OH

BOM

BOVO WO

HBO

MBO


MBOVO VO

Direct Indirect

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

Unk

now

nO

ther

0

10

20

30

40

50

60

MBOVO

MBOVO

MBOVO W

OH

BOM

BOVO WO

HBO

MBO


MBOVO VO

Direct Indirect


61

Table 4.6 Unqualified school-leavers by destination (numbers x 1,000)

2010 2011 2012 2013Origin Destination Direct Indirect Direct Indirect Direct Indirect Direct VMBO BL yrs 3-4

VO 1.6 0.0 1.6 0.0 1.3 0.0 1.1MBO 3.0 0.2 3.1 0.2 3.0 0.2 3.0Other 0.4 0.0 0.4 0.0 0.4 0.0 0.4Unknown -- 0.6 -- 0.7 0.0 0.7 0.9Total 5.8 6.1 5.6 5.4

VMBO KL yrs 3-4 VO 2.3 0.0 2.2 0.0 2.5 0.0 2.2MBO 1.5 0.1 1.4 0.1 1.5 0.1 1.5Other 0.2 0.0 0.2 0.0 0.3 0.0 0.2Unknown -- 0.3 -- 0.3 0.0 0.2 0.3Total 4.4 4.2 4.5 4.3

VMBO GL yrs 3-4 VO 0.6 0.0 0.7 0.0 0.8 0.0 0.7MBO 0.3 0.0 0.4 0.0 0.5 0.0 0.4Other 0.1 0.0 0.1 0.0 0.2 0.0 0.2Unknown -- 0.1 -- 0.1 0.0 0.0 0.1Total 1.2 1.3 1.4 1.4

VMBO TL yrs 3-4 VO 1.1 0.0 1.1 0.0 1.3 0.0 1.2MBO 1.4 0.1 1.5 0.1 1.7 0.1 1.4Other 0.7 0.0 0.8 0.0 0.8 0.0 0.9Unknown -- 0.3 -- 0.3 0.0 0.3 0.4Total 3.7 3.9 4.3 3.9

HAVO yrs 4-5 VO 0.1 0.0 0.1 0.0 0.2 0.0 0.2MBO 4.8 0.2 5.2 0.2 5.6 0.2 4.9HBO 0.1 0.2 0.1 0.2 0.1 0.4 0.1WO -- 0.0 -- 0.0 0.0 0.0 --Other 3.9 0.1 3.5 0.1 3.1 0.1 3.0Unknown -- 0.8 -- 0.8 0.0 0.8 1.0Total 10.3 10.3 10.5 9.2

VWO yrs 4-6 VO 4.9 0.1 5.4 0.1 5.8 0.1 5.0MBO 0.1 0.0 0.2 0.0 0.1 0.0 0.1HBO 0.4 0.1 0.4 0.2 0.5 0.2 0.4WO 0.1 0.2 0.1 0.2 0.0 0.4 0.0Other 3.0 0.1 2.8 0.1 3.0 0.0 2.2Unknown -- 0.6 -- 0.6 0.0 0.6 0.9Total 9.5 10.0 10.8 8.7

Total numbers without VO qualifications 34.9 35.8 37.2 32.8

SourceOCW (DUO: Education Matrices; 1 VO Figure 2013; 1 MBO Figure 2013; 1 HE Figure 2013)

Notes• Including green education,

excluding VAVO; VMBO including LWOO.

• Movements in calendar year stated.

• Outflow to VO: to higher or lower level within secondary education.

• Indirect transfers: students transferring with a delay of at least one year.

• Data on indirect transfers from students obtaining qualifications in 2012 will not become available until early 2014.

• Total comprises direct + indirect transfers.





SchoolsIn the 2013/14 school year, the secondary education sector comprised a total of 645 schools. Forty-five per cent of them are broad-based combined schools, offering VMBO, HAVO, VWO and – in 8 per cent – elementary vocational training. The broad-based combined schools accommodate 70 per cent of the students. The composition of secondary schools has remained stable over recent years.

Learning-plus arrangementsIn 2007, the learning-plus arrangement was introduced. Under the learning-plus arrangement, schools are provided with extra funding when they have a certain percentage of students living in poverty problem accumulation areas. In the 2013/14 school year, nearly one-quarter of schools received extra funding, to the benefit of nearly one-quarter of secondary school students. Not all the schools qualifying for learning-plus funding are located in one of the four large cities (G4); more than half of these schools are located in medium-sized or smaller municipalities.

Figure 4.10 Age distribution of secondary school teachers In FTEs, excluding green education

EmploymentEmployment in secondary education fell slightly: from 83.6 thousand full-time jobs in 2009 to 83.2 thousand in 2010. This corresponds to nearly 104 thousand employees.

Female staffThe share of female teachers rose to 47 per cent last year. The proportion of women in management positions has risen over recent years, from 24 per cent in 2009 to 28 per cent in 2013.

AgeThe percentage of teachers that are over 50 varies sharply from one region to the next. In many regions, between 42 and 47 per cent of staff (teachers and management) are older than 50. Northern Groningen has a significantly higher proportion of over-50s: 57 per cent. In Rotterdam, Utrecht and the Eemland and Noordwest-Veluwe districts, on the other hand, the over-50s accounted for some 40 per cent of staff in 2013.

Figure 4.11 Secondary school staff aged 50 and older Teachers and heads by district, in percentages, 2013

0

500

1,000

1,500

2,000

2,500

3,000

>= 656055504540353025<= 20

2003 2008 2013


63

Table 4.7 Schools and enrolment by type of school (in percentages)2009 2010 2011 2012 2013

Schools Stud. Schools Stud. Schools Stud. Schools Stud. Schools Stud.VO overall (students x 1,000) 644 904 646 909 646 919 645 930 645 941Elementary vocational training (PRO) 18 2 18 2 18 2 18 2 18 2VBO 1 0 1 0 1 0 1 0 1 0VBO/PRO 0 0 0 0 0 0 0 0 0 0AVO only 2 1 2 1 3 1 3 1 3 1VWO 6 3 6 3 6 3 6 3 7 4AVO combined school 21 19 21 19 21 19 21 19 21 19AVO/VBO (narrow-based) 6 3 6 3 6 3 6 3 6 3AVO/VBO with PRO (narrow-based) 0 0 0 0 0 0 0 0 0 0AVO/VBO (broad-based) 35 54 36 54 35 54 35 54 35 54AVO/VBO with PRO (broad-based) 8 17 8 16 8 16 8 16 8 16Vertical schools 2 1 2 1 2 1 2 1 2 1

Table 4.8 Schools with and without additional funding facilities, 2013 (in percentages)Schools Stud.

Secondary education overall (schools x 1; students x 1,000) 645 941With additional funding facilities 24 25 G4 11 9 G27 10 11 Other 3 5Without additional funding facilities 76 75 G4 4 3 G27 18 16 Other 54 56

Table 4.9 Staff in secondary education, key statistics2009 2010 2011 2012 2013

A) Staff in FTEs (x 1,000) 87.9 86.7 85.0 83.6 83.2School management 3.9 3.5 3.4 3.3 3.1Teachers 63.6 62.5 61.0 60.2 60.0Ancillary staff 19.7 20.4 20.2 19.9 19.8Trainee teachers 0.3 0.3 0.3 0.3 0.2Unknown 0.3 0.0 0.1 0.0 0.0B) Staff in numbers (x 1,000) 108.4 107.4 106.0 104.4 104.1School management 4.0 3.6 3.4 3.3 3.2Teachers 76.9 75.9 75.0 74.0 73.9Ancillary staff 26.6 27.2 26.9 26.3 26.3Trainee teachers 0.6 0.6 0.6 0.5 0.5Unknown 0.2 0.0 0.1 0.1 0.2C) Percentage of women (in FTEs) 43.7 44.7 45.4 46.3 47.1School management 23.8 23.3 24.8 25.9 27.8Teachers 43.1 44.1 44.8 45.8 46.7Ancillary staff 49.2 50.0 50.3 50.8 51.3Trainee teachers 59.9 60.7 64.3 54.4 60.3D) Percentage of staff aged 50 and older (in FTEs) 45.3 46.0 46.7 46.8 46.9School management 71.5 73.3 73.1 72.9 73.7Teachers 43.5 43.9 44.2 43.8 43.4Ancillary staff 46.6 48.7 50.7 52.1 53.8Trainee teachers 0.1 1.4 1.9 0.3 1.1

SourceOCW (DUO: 1 VO Figure 2013 and BRIN)

Notes• Reference date: 1 October.• All licensed schools, including

schools that do not have students enrolled.

• Figures include EZ students in course years 1+2 at combined schools.

• Excluding VO students in VAVO.

SourceOCW (DUO: 1 VO Figure 2013 and BRIN)

Notes• With additional funding facilities:

schools receiving extra funding in the year stated and all students in those schools (excluding AOCs).

• G4: Amsterdam, Rotterdam, The Hague, Utrecht.

• G27: Alkmaar, Almelo, Amersfoort, Arnhem, Breda, Deventer, Dordrecht, Eindhoven, Emmen, Enschede, Groningen, Haarlem, Heerlen, Helmond,Hengelo, ‘s-Hertogenbosch, Leeuwarden, Leiden, Lelystad, Maastricht, Nijmegen, Schiedam, Sittard-Geleen, Tilburg, Venlo, Zaanstad, Zwolle.

• See Appendix Notes and Definitions, Parts C and D.

SourceOCW (DUO: institutions’ salary re-cords)

Notes• Reference date: 1 October (avail-

able figures have been levelled up because of missing data for some institutions).

• Excluding staff funded by EZ; inclu-ding VO staff at BVE institutions.

• The category “Ancillary staff” com-prises support staff, organizational staff and administrative staff.

• Totals in numbers: without double counts within the (sub)sector.

• 1 FTE (full-time equivalent) corresponds to 1 full-time job.

• See also Appendix Notes and Definitions, Part D.



Selection of subject clusters

In the 1999/00 school year, set subject clusters were introduced for all the students in HAVO and VWO. In addition to the single subject clusters, it is also possible to combine subject clusters. The main combinations are Science and Technology / Science and Health and Economics and Society / Culture and Society. Other combinations are chosen by a total of less than one hundred students a year, which is why they are not included in Table 4.10.

The proportionally high percentage of students with double subject clusters in the fourth course year of VWO is partly caused by schools delaying the selection of subject clusters. These schools offer two routes (the science route and the social route). Between VWO-4 and VWO-5, the differences in cluster selection are less marked. Cluster selection in VWO-6 has remained stable over the past few years.

In VWO, more than one-fifth of fourth-year students opt for double clusters, in HAVO some 7 per cent. In the final course year, this proportion rises by a few per cent. In the final year, students probably seek greater safety in their double clusters.

Figure 4.12 VWO students in the subject clusters As a percentage of all VWO students in the subject clusters, course years 4, 5 and 6

In 2012, 60 per cent of VWO students opted for the exact subject clusters, as opposed to only 40 per cent of HAVO students. In the final course years, these percentages fall slightly: in VWO by 6 per cent, in HAVO by 7 per cent.

Differences in choices between boys and girlsThe difference in choices between boys and girls still turns out to be clearly noticeable. Girls tend to opt for Culture and Society considerably more often, whereas boys tend to favour Science and Technology. With regard to Culture and Society, however, the difference is decreasing, among both HAVO and VWO students. The differences with regard to Science and Technology are particularly large within VWO and not decreasing.

Figure 4.13 HAVO students in the subject clusters As a percentage of all HAVO students in the subject clusters, course years 4 and 5

0

10

20

30

40

131211109131211109131211109131211109131211109

GirlsBoysTotal

Science & Technology

Science & Health

Economics & Society

Culture & Society

Double clusters

Science & Technology

Science & Health

Economics & Society

Culture & Society

Double clusters

0

10

20

30

40

50

60

131211109131211109131211109131211109131211109

GirlsBoysTotal


65

Table 4.10 HAVO and VWO students in the subject clusters (numbers x 1,000)

2009 2010 2011 2012 2013Number % Number % Number % Number % Number %

HAVO 4 overall 58 100 59 100 58 100 59 100 60 100

Science & Technology (ST) 7 12 6 11 7 11 7 12 8 13

Science & Health (SH) 11 19 11 19 11 19 12 21 14 23

Economics & Society (ES) 26 44 26 44 27 46 27 45 26 43

Culture & Society (CS) 10 17 10 17 9 16 9 15 8 14

Combined cluster ST/SH 3 5 3 5 3 5 3 4 3 5

Combined cluster ES/CS 2 3 2 3 2 3 1 2 1 2

HAVO 5 overall 50 100 51 100 52 100 51 100 52 100







VWO 4 overall 43 100 43 100 42 100 41 100 41 100







VWO 5 overall 41 100 41 100 40 100 40 100 40 100







VWO 6 overall 36 100 37 100 37 100 36 100 36 100







SourceOCW (DUO: 1 VO Figure 2013)

Notes• Reference date: 1 October.• Other cluster combinations are

chosen by very few students, usually less than 1 per cent; they are not included in this table.


5 Vocational and adult education66

SystemThe Adult and Vocational Education Act (WEB), which came into force on 1 January 1996, covers two types of education: intermediate vocational education (MBO) and adult education.

MBO comprises vocational training (BOL) and block or day-release programmes (BBL). BOL can be taken either full-time (ft) or part-time (pt). Within BBL, the focus is on practical training, involving 60 per cent or more of the duration of the course. MBO courses can be taken at four different qualification levels: assistant worker (level 1), basic vocational training (level 2), professional training (level 3) and middle-management or specialist training (level 4). MBO courses are offered in four sectors: “Personal/social services and health care”, “Technology”, “Economics” and “Agriculture and the natural environment (or green education)”. The latter sector is funded by the Ministry of Economic Affairs (EZ).

Adult education comprises adult general secondary education (VAVO) and adult basic education. VAVO is regarded as “second chance education” (VMBO theoretical programme, HAVO and VWO). Adult basic education comprises broad social functioning, life skills and Dutch as a second language (NT2 or DSL). Adult basic education is a first step towards further training and development.

The figures presented do not include green education (EZ), unless stated otherwise.

Figure 5.1 Types of vocational and adult education courses 2012

Funding In 2013, the Ministry of OCW provided the vocational/adult education sector with nearly 3.5 billion euros. This sum is distributed across the institutions on the basis of the number of students, the number of certificates awarded, and the volume of educational preparation and support activities. In addition, institutions can be contracted to perform specific educational activities for third parties, the so-called “contract activities”.

In 2013, the Ministry of OCW allocated a total of 54 million euros to the local governments for the provision of adult education, which was apportioned on the basis of the size of the adult population, the number of adults of ethnic origin and the number of adults with educational disadvantages. The local governments have contracted Regional Training Centres (ROCs) to provide these courses.

The Vocational Education and Industry Knowledge Centres (KBBs) are funded by the Ministry of OCW on the basis of the number of qualifications they have developed and maintain, the number of companies certified as offering training places and the number of training places in apprenticeship companies (BPV places) actually occupied by students. In 2013, the KBBs received nearly 108 million euros.

Students pay school or course fees and qualify for student financial support if they are 18 or over and take BOL full-time training courses. For BOL students under the age of 18, the parents can apply for a study costs allowance.

Figure 5.2 Flows of funds in vocational and adult education Amounts for 2013 (x € 1 million)

as BOL-�

as full-time

Assistant worker programme Basic vocational programme

Professional training

Middle-management / specialist training

levels 3 / 4

levels 1 - 4

VMBO TLHAVOVWO

levels 1 - 4

levels 1 - 4

BVE

MBO Adult educationWith / without DSL

BOL

Full-time

BBL

VAVO

SR

PRO

PRG

ERPart-time

ROCs

OCWLocal governments

Knowledge centres

Adult Education MBO

Instructional materials Cost of living

Apprenticeshipcompanies

54 108

3,27354 206 1,139

56

Participants

System and funding in vocational and adult education


67

Table 5.1 Financial key statistics for vocational and adult education




Subsidies 77.0 67.9 51.5 34.6 26.0

Contract work 6.4 6.4 6.4 6.4 3.0

Contributions to ZBOs/RWTs 7.6 7.6 7.6 8.7 8.0

Contribution to other authorities 0.0 0.0 12.8 6.2 5.8

Contribution to budget funds / social funds 202.4 150.4 115.9 111.6 53.4

Technocentres 10.2 10.0 0.0 0.0 0.0

Overhead costs 13.3 17.2 19.5 18.6 18.9

Attributed to DUO 13.3 17.2 19.5 18.6 18.9

Total revenue (incl. Technocentres) 33.9 24.8 11.3 14.9 18.9

B) Associated expenditure and revenue (x € 1 million)

Course fees received 187.2 202.6 207.1 221.7 205.7

C) OCW expenditure per participant (x € 1,000)

MBO 6.9 6.9 7.0 7.2 7.3

BBL 5.1 5.1 5.2 5.3 5.2

BOL-ft 7.9 7.9 7.9 8.1 8.0

BOL-pt 3.6 3.5 3.6 3.6 3.6

Adult education

Spending on government-funded adult education per adult citizen (18-64) 0.00 0.00 0.00 0.00 0.00

Table 5.2 Vocational and adult education institutions, key statistics

2009 2010 2011 2012 2013Total number of educational establishments 59 58 57 57 57

ROCs 43 44 43 43 43

Specialist trade colleges 12 12 12 12 12

Other WEB institutions 4 2 2 2 2

Knowledge centres 16 16 16 16 16

SourceOCW CBS: population forecast

Notes• OCW expenditure per participant:

total netted OCW expenditure and revenue, excluding overhead, divided by total number of participants on the reference date (1 October).

• FES resources included in the revenue are not netted. FES resources are no longer available with effect from 2011.


• Per capita expenditure for BBL, BOL-ft and BOL-pt has been calculated on the basis of weightings per school type.


SourceOCW (DUO)

Notes• Figures pertain to institutions

which actually have students enrolled.

• Excluding AOCs.• See Appendix Notes and

Definitions, Part C.



Vocational and adult education: financial data

Financial position The figures presented are the summed totals of the annual accounts submitted by all the ROC boards and specialist training colleges, pertaining to 2008 up to and including 2012.

The overall result grew in 2012: from minus 28.9 million euros to a positive 21.5 million euros. The financial revenues decreased again by some 1.5 million euros to minus 46.8 million euros. This had a negative impact on the overall result, which nonetheless turned out positive at a value of 21.5 million euros. The solvency, liquidity and profitability indicators all increased in 2012.

SolvencySolvency is assessed on the basis of the equity capital share in the total capital. In 2012, solvency (including provisions) rose from 0.49 to 0.53. Equity capital fell slightly, despite the addition of the positive result. The provisions grew slightly. Overall, they fell by 54.2 million euros, but the solvency value grew as a result of the 323.9 million euros decrease in long-term and short-term debts.

figure 5.3 Solvency of vocational / adult education institutions Spread in solvency (including provisions)

LiquidityLiquidity reflects the ratio between current assets and short-term debts. Last year’s upward trend continued in 2012. The value rose from 0.90 in 2011 to 0.99 in 2012. Current assets fell compared with the year before. However, as the short-term debts fell even more, the liquidity value still rose. As a result, the working capital (current assets minus short-term debts) rose from minus 99.1 million euros to minus 5.7 million euros.

ProfitabilityProfitability reflects the ratio between the result and the total assets, including interest received. In 2012 the profitability value turned positive again, on account of the positive result, following a negative value in 2011. The expenses fell by some 50 million euros more than the revenues. Falling staff costs account for the largest decrease in expenses. The decrease in revenues is largely spread across the items of government grants, income from contract work and other revenues. Total revenues fell by 3.1 per cent, total expenses by 4.4 per cent.

figure 5.4 Liquidity of vocational / adult education institutions Spread in liquidity (current ratio)

0

2

4

6

8

10

12

14

16

18

201220092006

>= 0.90.8 - 0.90.7 - 0.80.6 - 0.70.5 - 0.60.4 - 0.50.3 - 0.40.2 - 0.30.1 - 0.2<= 0.1

Num

ber o

f ins

titut

ions

0

5

10

15

20

25

>= 6.05.0 - 6.04.0 - 5.03.5 - 4.03.0 - 3.52.5 - 3.02.0 - 2.51.5 - 2.01.0 - 1.50.5 - 1.0 <= 0.5

Num

ber o

f ins

titut

ions

201220092006


69

Table 5.3 Balance sheet and operating data of vocational and adult education institutions



Liquidity 0.87 0.86 0.86 0.90 0.99

Profitability (in percentages) -0.9 0.7 0.7 -0.7 0.5


Total assets 4,048.8 4,154.6 4,267.7 4,315.9 3,937.8

Fixed assets 3,231.3 3,340.3 3,345.9 3,375.5 3,121.0


Current assets 817.5 814.3 921.7 940.3 816.9

of which liquid assets 489.8 476.3 560.4 592.2 552.5


Equity capital 1,519.9 1,568.2 1,924.9 1,892.2 1,833.7

Provisions 570.1 544.3 222.2 230.4 234.7

Long-term debts 1,016.9 1,091.6 1,050.1 1,153.8 1,046.7

Short-term debts 941.9 950.5 1,070.6 1,039.4 822.6

C) Accumulated operating accounts (x € 1 million)

Revenues 3,946.5 4,158.8 4,245.3 4,176.2 4,045.0

OCW grants 3,174.8 3,346.6 3,447.6 3,480.7 3,450.6


Examination fees 44.2 49.6 57.3 57.0 58.1

Revenues from contract work 209.9 227.3 239.0 210.5 159.3

Other revenues 252.6 236.4 241.9 230.6 204.0

Expenses 3,960.6 4,096.8 4,178.9 4,162.0 3,978.8

Staff costs 2,865.3 2,972.9 3,019.8 3,000.1 2,882.2

Depreciations 237.2 249.2 260.6 293.2 276.5

Accommodation 288.2 314.3 311.0 313.6 287.5

Other institutional expenses 569.9 560.3 587.5 555.1 532.6

Revenues and expenses balance -14.1 62.0 66.4 14.2 66.1

Actual revaluation 0.0 2.7 2.9 3.2 0.8

Financial revenues and expenses balance -21.5 -36.4 -41.2 -45.3 -46.8

Result -35.6 28.4 28.0 -28.0 20.1

Taxes 0.0 1.8 0.7 -0.1 0.3


Result after taxes -34.7 27.4 27.6 -27.3 21.2

Third-party share in result 0.0 0.0 0.1 0.1 -0.3

Net result -34.7 27.4 27.5 -27.3 21.5

Extraordinary result 1.7 7.0 -0.1 -1.5 0.0

Total result -33.0 34.4 27.3 -28.9 21.5


Notes• Data on ROCs and specialist trade

colleges is included in the figures.• A) Solvency: equity capital

(including provisions) / total capital.• A) Liquidity (current ratio): current

assets / short-term debts.• A) Profitability of ordinary

operations: result / (total revenues + interest received).



Students in MBO

In 2013, enrolment in MBO fell by 4,200 students once more in comparison with the year before, to 467 thousand (based on the preliminary surveys for 2013). Full-time vocational training (BOL-ft) grew by more than 14 thousand students to a total of 347 thousand students, a growth of more than 4 per cent. BOL-ft programmes account for 74 per cent of total enrolment. The majority of the students in BOL-ft take courses at levels 3 or 4 (79 per cent). Enrolment in block or day-release programmes (BBL; 117 thousand) fell sharply compared with 2012 (by 12 per cent). Numbers in part-time vocational training (BOL-pt) fell by 43 per cent to 2.9 thousand.

At 52.2 per cent, men are slightly over-represented in MBO. Block/day-release programmes have a particularly large share of men (62.3 per cent). Both full-time and part-time vocational training, on the other hand, have a larger share of women (51.2 and 60.6 per cent, respectively).

In 2013, the average age of MBO students was 18.7 in BOL-ft, 27.2 in BBL and 31.9 in BOL-pt. The proportion of students aged 18 or older in MBO amounted to 71 per cent.

Of all the students in MBO, 35 per cent took courses in the sector of economics in 2013, 28 per cent were enrolled in the sector of technology and 34 per cent in the sector of personal and social services/healthcare (DGO).

Figure 5.5 Enrolment in vocational education (MBO) Numbers (x 1,000), by programme and level (incl. green education)

In the technology sector, 37 per cent of students were enrolled in BBL courses, which was significantly more than in the DGO sector (22 per cent) or the economics sector (19 per cent). The overwhelming majority of students in the DGO sector opt for levels 3 or 4 (84 per cent); this concentration is less marked in the technology sector (70 per cent) and the economics sector (74 per cent).

Enrolment in adult general secondary education Enrolment in adult general secondary education (VAVO; 13.4 thousand) grew by 10 per cent compared to 2012. The majority of the students (61 per cent) attend general secondary education courses (HAVO).

Figure 5.6 Enrolment in adult education Number of participants (x 1,000)

0

50

100

150

200

250

300

20132012201120102009

BOL-ptBOL-ptBOL-ftBOL-ftBBLBBL

1/2 3/4 1/2 3/4 1/2 3/4

0

2

4

6

8

10

12

VWOHAVOVMBO TL

20132012201120102009


71

Table 5.4 Enrolment in vocational and adult education (numbers x 1,000)2009 2010 2011 2012 2013

Vocational education (MBO) overall (OCW) 486.1 489.4 478.6 471.3 467.1BBL 155.4 153.4 142.7 132.7 116.5BOL-ft 321.9 327.3 328.3 333.6 347.8BOL-pt 8.8 8.7 7.5 5.0 2.9MBO green overall 29.4 30.1 30.3 29.0 28.1BBL-green 11.7 11.5 11.7 10.3 9.0BOL-green 17.7 18.6 18.6 18.6 19.1VAVO overall 17.1 16.5 14.7 12.1 13.4Adult education (ages 16-17) 3.4 3.4 3.3 3.0 2.7VAVO (other) 13.7 13.1 11.5 9.1 10.7

Table 5.5 Students in vocational and adult education by level (numbers x 1,000)2009 2010 2011 2012 2013

Vocational education (MBO) overall (OCW) 486.1 489.4 478.6 471.3 467.1BBL 155.4 153.4 142.7 132.7 116.5Level 1 9.9 10.7 8.5 7.6 5.4Level 2 59.2 57.3 51.2 45.6 36.6Level 3 54.9 54.4 52.0 50.1 47.5Level 4 31.4 30.9 30.9 29.4 27.0BOL-ft 321.9 327.3 328.3 333.6 347.8Level 1 9.5 9.4 9.9 10.8 10.8Level 2 60.5 60.8 58.6 59.4 63.5Level 3 74.7 76.9 78.4 78.0 78.8Level 4 177.3 180.3 181.4 185.4 194.6BOL-pt 8.8 8.7 7.5 5.0 2.9Level 1 0.9 0.7 0.5 0.3 0.2Level 2 1.5 1.7 1.6 1.1 0.5Level 3 2.5 2.5 2.1 1.3 0.6Level 4 3.8 3.9 3.4 2.4 1.6Adult education overall 17.1 16.5 14.7 12.1 13.4VMBO TL 2.6 2.4 2.2 1.7 2.3HAVO 10.0 10.1 9.2 7.2 8.2VWO 4.6 4.0 3.4 3.2 3.0

Table 5.6 Students in vocational and adult education by age bracket, 2011 (numbers x 1,000)

<24 years 24-30 years >30 years TotalBBL 64,124 20,061 32,281 116,466BOL-pt 817 758 1,319 2,894BOL-ft 332,951 13,411 1,408 347,770Total 397,892 34,230 35,008 467,130

SourceOCW (DUO)EZ: information department

Notes• Reference date: 1 October.• See Appendix Notes and


SourceOCW (DUO)

Notes• Excluding green education.• See Appendix Notes and


SourceOCW (DUO)




IntakeIn 2013, 155 thousand students entered MBO, i.e., some 33 per cent of the total enrolment. Entrants from outside the education system (indirect entrants) totalled more than 69 thousand.

Of the students entering full-time vocational training programmes (BOL-ft) in 2013, 64 per cent were VMBO certificate holders, 10 per cent had left VMBO without earning a diploma, 25 per cent did not come directly from any form of education and another 1 per cent transferred from elsewhere. Of those entering part-time vocational training programmes (BOL-pt), 95 per cent did not come directly from other types of education. In block/day-release programmes (BBL), 82 per cent of students came from outside the education system, 14 per cent were VMBO certificate holders and 4 per cent came from other backgrounds (secondary special education, elementary vocational training, unqualified secondary school-leavers, HAVO certificate holders and adult education).

Figure 5.7 Transfers within the vocational sector As a percentage of outflow (qualified/unqualified, incl. green), 2012

Transfer rates and number of school-leavers The number of students leaving MBO (in relation to total enrolment) amounted to 37 per cent in 2013 (174 thousand students), which is more or less on a par with the years before. Of this group, 86 per cent left the education system altogether. Therefore, MBO is largely regarded as final education. The proportion moving on to HBO amounted to 14 per cent in 2013 (60 thousand students), a slight rise vis-à-vis 2012. Virtually all this flow was composed of students who had completed a full-time BOL programme at level 4. Nearly half of these graduates (40 per cent) transferred directly to a professional higher education programme. The other 60 per cent left the education system.

Figure 5.8 Internal transfers within MBO Percentage of MBO graduates transferring to a higher MBO level (incl. green)

VMBO HBOMBO

33+4

Levels1+2

Unqualied

Qualied(BOL-� level 4)

57

64

26

83

4932

Levels

Qualied

HAVO

Unqualied

Qualied 0

10

20

30

40

50

60

70

201220102008

BBL 3BBL 2BBL 1BOL 3BOL 2BOL 1


73

Table 5.7 Numbers entering and leaving MBO by background and destination

2009 2010 2011 2012 2013New entrants as a percentage of total enrolment 35 35 34 34 33Educational backgrounds in percentagesVMBO (unqualified) 3 4 4 4 4VMBO (qualified) 47 45 46 46 50HAVO (qualified) 1 1 1 1 1No form of education / other 49 50 49 49 45Transfers of qualified MBO leavers to higher level as a percentage of originFrom BOL 1 to MBO 2 or higher 64 59 58 62 62From BOL 2 to MBO 3 or higher 58 55 51 50 50From BOL 3 to MBO 4 46 45 43 43 43

From BBL 1 to MBO 2 or higher 31 24 21 17 17From BBL 2 to MBO 3 or higher 35 35 31 26 26From BBL 3 to MBO 4 16 15 15 13 13Outflow as a percentage of total enrolment 34 37 38 38 37Destination of school-leavers in percentagesHBO 14 12 11 11 13Other 1 1 1 1 1Leaving education 85 87 88 88 86

Table 5.8 Success rates in MBO and adult education (numbers x 1,000)

2009 2010 2011 2012 2013MBO overall (OCW) 152.4 159.6 163.9 167.3 168.8of which external students 19.1 21.0 25.0 25.7 24.2BBL 60.7 65.3 66.8 66.1 63.3Level 1 4.6 5.8 6.0 5.1 4.8Level 2 26.5 26.4 28.3 28.1 26.2Level 3 19.3 20.9 21.2 20.8 20.0Level 4 10.3 12.3 11.3 12.2 12.3BOL ft 87.8 90.0 93.0 97.8 103.0Level 1 6.2 7.0 7.3 8.4 9.4Level 2 20.8 21.2 22.6 23.5 24.8Level 3 18.2 19.3 19.5 21.4 22.5Level 4 42.6 42.5 43.6 44.5 46.2BOL pt 3.9 4.3 4.1 3.4 2.6Level 1 0.6 0.5 0.4 0.3 0.1Level 2 0.9 1.4 1.2 0.9 0.7Level 3 0.9 0.9 0.8 0.8 0.7Level 4 1.5 1.4 1.6 1.3 1.0Adult education overall 8.5 9.2 10.2 9.2 9.6VMBO TL 1.4 1.4 1.4 1.3 1.5HAVO 5.2 4.9 5.9 5.5 5.3VWO 2.0 3.0 2.8 2.4 2.8

SourceOCW (DUO: Education Matrices)

Notes• Including green education.• See Appendix Notes and

Definitions, Part C.• Figures from 2010 have been

adjusted according to the most recent education matrices.

SourceOCW (DUO)

Notes• Qualifications obtained in school

year prior to reference date, 1 October.

• Excluding green education.• See Appendix Notes and





Institutions In 2013, the vocational and adult education (BVE) sector comprised 43 Regional Training Centres (ROCs; not including green education), 12 specialist trade colleges and one “other” institution (this category comprises institutions for the deaf and institutions with a denominational character). The number of institutions and the differentiation in size (enrolment) have remained fairly stable.

The sector comprises 16 sector-oriented Knowledge Centres (not including agriculture) divided over three domains (personal/social services and healthcare, economics and technology). Their statutory tasks are: developing qualifications for intermediate vocational education, monitoring the examinations administered by education institutes, recruiting new companies offering training places (for practical training) and monitoring the quality of the companies offering training places.

Employment in vocational and adult educationOver the past year, employment opportunities in the BVE sector (excluding agricultural programmes) fell by some 1,700 full-time jobs. In 2013, nearly 45 thousand people filled 35.8 thousand full-time jobs in this sector.

Figure 5.9 Vocational/adult education institutions by size By number of participants (excluding AOCs)

Age Staff in the BVE sector has aged considerably over recent years. The proportion of staff over 50 among teachers rose from 51 per cent in 2009 to 55 per cent in 2013.

Female staff In recent years, the proportion of female teachers in the vocational and adult education sector has risen slightly. Women account for 51 per cent of staff in this sector. The proportion of women in management positions is growing: from 37 per cent in 2009 to 46 per cent in 2013.

Figure 5.10 Age distribution of teachers in the BVE sector In FTEs (excluding green education)

0

200

400

600

800

1,000

1,200

1,400

>= 656055504540353025<= 20

2003 2008 2013

10

12

14

16

18

20

22

24

Large(> 10 thousand)

Medium-sized(5 - 10 thousand)

Small (< 5 thousand)

201320112009


75Table 5.9 Sectors of education, knowledge centres, branches of industry and participants (x 1,000)Sector Knowledge centre Branch of industry 2008 2009 2010 2011 2012Total 480 486 489 479 473DGO KOC Nederland Beauty care, hairdressing 14 14 14 13 13

Calibris Health care, services, welfare, sports 143 146 150 150 150Kenwerk Catering, tourism, food 2 1 1 0 0

Economics Ecabo Economics, office work 83 84 83 80 77KC Handel Distribution, wholesale 40 40 40 39 42Kenwerk Catering, tourism 38 39 39 39 39SVO Catering, tourism 2 3 3 3 3Combined sector of industry 1 2 2 2 1

Technology KC Handel Distribution, wholesale 3 3 3 3 3Fundeon Construction, development, civil engineering 23 22 20 19 16GOC Graphics industry 12 15 15 16 18Innovam Groep Motor vehicles, bicycles, car trade 14 14 14 14 13Kenteq Metal, electrical engineering, fitting 44 42 39 38 37Savantis Decorators, advertising 9 9 10 10 9SH&M Wood and furniture 4 4 4 4 4SVGB Health technology 2 3 3 3 3PMLF Process industry 13 15 14 12 13VOC Body works, car repairs 2 2 2 1 1VTenL Transport, logistics 12 13 18 15 14Combined sector of industry 7 6 5 5 4

Combination Knowledge centre Combined sector 12 11 12 13 13

Table 5.10 Staff in vocational and adult education, key statistics (excluding green education)2009 2010 2011 2012 2013

A) Staff in FTEs (x 1,000) 39.4 39.6 38.2 37.5 35.8Management 0.4 0.4 0.4 0.6 0.9Teachers 21.7 22.0 21.3 21.4 20.4Ancillary staff 15.5 17.1 16.3 15.2 14.3Trainee teachers 0.0 0.1 0.1 0.2 0.2Unknown 1.8 0.0 0.1 0.1 0.1B) Staff in numbers (x 1,000) 49.4 49.4 47.8 47.4 45.0Management 0.4 0.4 0.4 0.7 0.9Teachers 27.4 27.6 26.8 27.2 25.6Ancillary staff 19.3 21.2 20.2 19.1 17.9Trainee teachers 0.1 0.1 0.2 0.2 0.3Unknown 2.2 0.0 0.2 0.2 0.2C) Percentage of women (in FTEs) 49.1 49.5 49.8 50.3 50.7Management 37.0 36.0 33.8 39.5 45.7Teachers 44.9 45.2 45.6 46.0 46.4Ancillary staff 55.1 55.3 55.8 56.6 57.1Trainee teachers 63.8 60.8 63.3 64.7 61.5D) Percentage of staff aged 50 and older (in FTEs) 50.8 51.4 50.4 53.8 55.0Management 65.1 67.8 70.2 63.8 65.1Teachers 55.9 57.2 55.4 58.0 59.3Ancillary staff 42.8 43.7 43.7 48.1 49.3Trainee teachers 3.0 4.4 1.4 4.6 4.0

Sourcewww.colo.nlOCW (DUO: funding surveys)

Notes• Reference date: 1 October.• Excluding Aequor (Agriculture).• DGO: Personal/social services and

health care.


Notes• Reference date: 1 October (the

available figures have been levelled up because of missing data on some institutions).

• Excluding green education; excluding VO staff in BVE institutions.

• The category “Ancillary staff” comprises support staff, organizational staff and administrative staff.

• Totals in numbers: without duplications within the (sub)sector. 1 FTE corresponds to 1 full-time job.

• See Appendix Notes and Definitions, Part D.



Labour market position of MBO graduates

The annual school-leavers study, conducted by the Research Centre for Education and the Labour Market (ROA), provides a picture of the destinations of the students that have completed MBO programmes. This data is gauged one and a half years after the students leave school. More than half of BOL graduates (56 per cent) continue studying, versus only 23 per cent of BBL graduates.

Employment and unemploymentWith respect to job opportunities, there is a clear difference between BBL and BOL. Among those leaving BBL, the unemployment rate is quite low (3 per cent), even in times of economic crisis. There is a marked difference between training levels 1 and 2 on the one hand (5 per cent and 4 per cent, respectively) and training levels 3 and 4 (unemployment rate of 2 per cent). Unemployment rates are highest among graduates of the Economics sector (level 2: 11 per cent, level 3: 7 per cent and level 4: 5 per cent).

The statistics for BOL graduates clearly demonstrate that job opportunities increase with the level of programmes. The level 1 study programmes hold out relatively little promise with respect to job opportunities. Unemployment rates among this group of young people went up further during the economic crisis; in 2012, 30 per cent were unemployed in this group. Unemployment rates are relatively high for level 2 programmes too: 19 per cent. At 21 per cent, unemployment rates are above average among those leaving level 2 of Agriculture and Health Care sectors and, at 17 per cent, lowest among those leaving the Technology sector. With regard to the level 3 and level 4 programmes (average unemployment rates of 15 and 11 per cent, respectively), the Health Care sector (levels 3 and 4) and the Technology sector (level 4) seem to offer students a relatively good start.

The average time school-leavers need to find a job (initial unemployment) amounted to just over one month for BOL programmes and some two working weeks for BBL programmes. With more than three months, entering the labour market appeared to be most difficult for those leaving BOL level 1.

Another indication of the position of starters on the job market is the income position. The gross hourly wages at BOL level 3 were 9.20 euros, versus 10.05 euros for level 4. Those with BOL qualifications earn lower wages than those with BBL qualifications: the gross hourly wages for those who have completed a BBL level 3 programme were 12.10 euros and for level 4 even 13.40 euros. Across the board, students who complete a BBL programme are older than those who complete a BOL programme; they also tend to have more work experience.

Early school-leaversIn 2012, the Research Centre for Education and the Labour Market (ROA) once again conducted a national sample survey among early school-leavers who dropped out of education in the 2010/11 school year. The study showed that the years of economic crisis offer hardly any chance of finding work, particularly for early school-leavers who have left an MBO level 1 or 2 programme without a diploma. More than 28 per cent of them are unemployed. Some 17 per cent of the group who have left an MBO level 3 or 4 programme without a diploma are also still unable to find employment.

The sample survey shows that the reasons for leaving school early have remained consistent over time: the wrong choice of studies, (mental) health and the attraction of the job market are the three main reasons given by students for leaving school early. The economic crisis has had little influence on these reasons. Although the crisis has led to a slight fall in the proportion of students that have dropped out of school primarily to enter the job market, from other perspectives the crisis has had little effect on the reasons given.

The study also shows that between 45 per cent (MBO levels 1 and 2) and 51 per cent (MBO levels 3 and 4) of dropouts indicate that no-one attempted to prevent them from leaving school early. This means that, according to these students, neither the school nor any other agency made any attempt to help them on their way to still earning a diploma or transfer to another study programme.

Finally, the study shows that in hindsight, only some 12 per cent of MBO dropouts regret their decision to quit the programme they were enrolled in. In addition, some 30 per cent indicate that they regret their decision but at the time did not have any other option considering the circumstances, which implies that if the situation arises, they would (have to) make the same choice once again.

Figure 5.11 Opinion on alignment of education and employment Percentage judging alignment as good or sufficient, 2012

0 20 40 60 80 100BOL 4, Behav. & Soc.

BOL 4, Health careBOL 4, Economics

BOL 4, TechnologyBOL 4, Agriculture

BOL 3, Behav. & Soc.BOL 3, Health careBOL 3, Economics


BOL 2, Health careBOL 2, Economics


BOL 1

Su�cientGood


77

Table 5.11 Initial unemployment (in months)

2008 2009 2010 2011 2012BOL level 1 1.9 1.7 0.8 1.9 3.2BOL level 2 0.8 0.4 0.9 1.3 1.6BOL level 3 0.3 0.6 0.5 0.9 1.2BOL level 4 0.2 0.4 0.6 0.7 0.9

BBL level 1 0.5 0.1 0.0 0.3 1.5BBL level 2 0.1 0.1 0.3 0.4 0.4BBL level 3 0.1 0.2 0.3 0.2 0.6BBL level 4 0.1 0.0 0.1 0.4 0.2

Table 5.12 Labour market position after BOL/BBL, 1.5 years after obtaining qualifications, 2012

BOL 1 BOL 2 BOL 3 BOL 4 BBL 1 BBL 2 BBL 3 BBL 4Initial unemployment (in months) 3.2 1.6 1.2 0.9 1.5 0.4 0.6 0.2Unemployment (in percentages) 30 19 15 11 5 4 2 2Flexible employment (in percentages) 79 65 58 59 17 33 31 18Subsequent study programme (in percentages) 74 59 45 58 20 29 18 19Same/related discipline (in percentages) 67 62 73 74 46 73 85 90Would select same study programme again (%) 80 77 76 77 83 85 84 86Correspondence of skills acquired to current job (in percentages)Good 35 29 35 30 40 41 45 36Sufficient 43 45 42 44 40 43 39 48Moderate/poor 22 25 24 26 21 16 17 16

Table 5.13 Labour market position of MBO certificate holders after BOL/BBL (2009/10)Total Total outflow with

MBO qualificationsLevel 1 Level 2 Level 3 Level 4

Labour market positions overall 83,900 6,590 22,520 23,980 30,810Employed, total 72,800 5,180 18,850 21,660 27,110On social security, total 5,810 1,710 2,180 1,020 910Paid work (only) 69,940 4,140 17,860 21,220 26,720Social security (only) 2,940 660 1,190 580 520Both work and social security 2,870 1,040 990 440 390No work, no social security 8,150 750 2,490 1,740 3,180Labour market positions overall, men 41,180 4,230 13,420 10,730 12,810Employed, total 35,680 3,380 11,400 9,770 11,140On social security, total 2,970 990 1,210 430 340Paid work (only) 34,150 2,730 10,830 9,590 10,990Social security (only) 1,440 350 640 260 200Both work and social security 1,530 640 570 170 150No work, no social security 4,060 500 1,380 710 1,470Labour market positions overall, women 42,710 2,370 9,110 13,250 18,000Employed, total 37,120 1,810 7,450 11,900 15,970On social security, total 2,840 720 970 580 570Paid work (only) 35,790 1,410 7,020 11,630 15,730Social security (only) 1,500 310 550 320 320Both work and social security 1,340 400 420 270 250No work, no social security 4,090 250 1,110 1,030 1,700

SourceROA: School-leavers between education and the labour market

Notes• Initial unemployment: average of

total number of months school-leavers stated “unemployed” as social status since leaving school.

SourceROA: School-leavers between education and the labour market 2011

SourceCBS

Notes• Figures have been rounded off to

nearest ten.• Figures are provisional.


6 Professional higher education 78

SystemThe Higher Education and Research Act (Wet op het hoger onderwijs en wetenschappelijk onderzoek, WHW) governs a wide range of matters, including the planning, funding, administration and organization of the universities of applied sciences. Universities of applied sciences provide professional higher education. They perform design and development activities or research focused on professional practice. They offer Bachelor’s programmes with a professional orientation and, in some cases, Master’s programmes. They pass on knowledge for the benefit of society and contribute to the development of the professions on which the programmes are focused. The universities of applied sciences focus attention on personal development and promote an awareness of social responsibility. The national government funds 37 universities of applied sciences. The Ministry of Economic Affairs (EZ) funds professional higher education in the fields of agriculture and the natural environment, provided at three of these universities.

To keep the quality of education and research up to a high standard, a system of quality assurance is in place. All Bachelor’s and Master’s programmes are regularly assessed by the Accreditation Organisation of the Netherlands & Flanders (NVAO).

Figure 6.1 Flows of funds in professional higher education Amounts for 2013 (x € 1 million)

FundingThe national funds earmarked for professional higher education comprise an education component, a design and development component, and performance funding. 80 per cent of the budget is divided among the institutions in proportion to the number of students enrolled within the official length of a programme and the number of degrees earned, 10 per cent on the basis of percentages per institution. The rest of the education component is allocated to the institutions for specific policy objectives, such as for quality, vulnerable programmes and special facilities. In addition, the universities of applied sciences receive funding earmarked for design and development, and performance funding corresponding to the performance agreements.

The grants given by the national government to the institutions are paid as a lump sum. In other words, an institution may spend its government grant at its own discretion for the performance of its statutory tasks. In addition to the government grant, a university of applied sciences also receives tuition fees and revenue from work performed for third parties, primarily contract teaching.

Figure 6.2 OCW expenditure per university student Price level 2013, based on actual wage and price adjustments (x € 1,000)

System and funding in professional higher education

0

1

2

3

4

5

6

7

Academic higher education (WO)Professional higher education (HBO)

20132012201120102009

Universities of Applied Sciences

Otherincome

OCW Students

Instructional materials

Cost of living

390

2,508

Tuition fees708

1,602

Student support


79

Table 6.1 Financial key statistics for professional higher education



Central government grant 2,220.3 2,379.1 2,466.6 2,491.9 2,568.8

Subsidies 82.6 92.0 28.2 30.4 23.7

Contract work 0.2 0.7 0.6 0.4 0.1

Overhead costs 14.6 17.4 14.0 20.4 18.3

Attributed to DUO 14.6 17.4 14.0 20.4 18.3

OCW overheads

Total revenue 11.4 3.5 3.9 8.6 6.4

B) Expenditure per student (x € 1,000)

OCW expenditure per student 6.0 6.2 6.1 6.2 6.4

Tuition fees per student 1.5 1.6 1.6 1.7 1.7

Grants to institutions per student 7.6 7.8 7.8 7.9 8.1

C) Turnover of UAS per student (x € 1,000) 8.5 8.7 8.7 8.7 --

SourceA) and B) OCW annual reportsC) Turnover according to institutions’ annual accounts

Notes• OCW expenditure per student:

total netted OCW expenditure and revenue, excluding overheads, divided by calculated total number of students per calendar year. Annual grants have been calculated on the basis of price level for the year concerned.

• Tuition fees per student: revenue from tuition fees divided by calculated number of students per calendar year.

• Turnover of institutions per student: total running costs divided by calculated number of students per calendar year.

• FES resources received are not netted. With effect from 2011, FES resources are no longer available.





HBO institutions: financial data

Financial positionThe annual accounts submitted by the universities of applied sciences for 2012 show that the financial position of this sector as a whole (excluding the “green” programmes) can be regarded as good. Compared to 2011, solvency (including provisions) grew, while liquidity fell slightly. Profitability fell from 2.7 per cent in 2011 to 1.7 per cent in 2012. The operating result after taxes for 2012 amounted to 60.9 million euros, versus 96.0 million in 2011.

Solvency and liquidityThe positive operating result has generated an increase in the equity capital of the professional higher education sector vis-à-vis the overall liabilities.

The liquidity of the sector fell slightly compared with 2011, from 1.04 to 1.02. In 2012, the long-term debts once again accounted for a lower share in the loan capital than the short-term debts.

Figure 6.3 Solvency of universities of applied sciences Spread in solvency (including provisions)

Profitability

In 2012, profitability from ordinary operations fell from 2.7 per cent to 1.7 per cent. This considerable fall is caused by a decrease in the results after taxes, from 96.6 million in 2011 to 61.0 million in 2012.

Figure 6.4 Liquidity of universities of applied sciences Spread in liquidity (current ratio)

02468

1012141618

>= 6

.0

5.0

- 6.

0

4.0

- 5.

0

3.5

- 4.

0

3.0

- 3.

5

2.5

- 3.

0

2.0

- 2.

5

1.5

- 2.

0

1.0

- 1.

5

0.5

- 1.

0

<=

0.5

Num

er o

f uni

vers

ities

201220092006

0

2

4

6

8

10

12

201220092006

>=

0.9

0.8

- 0.

9

0.7

- 0.

8

0.6

- 0.

7

0.5

- 0.

6

0.4

- 0.

5

0.3

- 0.

4

0.2

- 0.

3

0.1 -

0.2

<=

.1

Num

er o

f uni

vers

ities


81

Table 6.2 Balance sheet and operating data of Universities of Applied Sciences (HBO)



Liquidity 0.70 0.76 0.96 1.04 1.02

Profitability (in percentages) 0.8 1.3 3.9 2.7 1.7


Total assets 2,859.0 3,077.4 3,342.8 3,449.8 3,413.6

Fixed assets 2,168.6 2,291.1 2,301.8 2,307.5 2,318.1


Current assets 690.4 786.4 1,041.0 1,142.3 1,095.5

of which liquid assets 371.0 451.1 721.5 830.2 785.3


Equity capital 1,044.1 1,093.2 1,238.1 1,335.1 1,396.2

Provisions 171.7 161.3 149.0 170.4 163.2

Long-term debts 655.8 789.9 873.4 847.0 777.2

Short-term debts 987.4 1,033.0 1,082.3 1,097.4 1,077.0

C) Accumulated operating accounts (x 1 million)

Revenues 3,068.1 3,227.6 3,451.2 3,574.6 3,605.2

OCW grants 2,088.6 2,226.3 2,386.5 2,477.5 2,507.8


Tuition fees 546.4 582.4 636.9 674.8 707.7


Other revenues 187.7 182.7 180.0 175.7 169.1

Expenses 3,030.3 3,163.1 3,288.3 3,445.4 3,518.2

Staff costs 2,178.8 2,296.9 2,395.2 2,545.0 2,631.4

Depreciations 180.3 186.5 206.3 197.7 211.2

Accommodation expenses 214.3 210.6 216.4 216.4 219.6

Other institutional costs 456.9 469.1 470.3 486.4 456.1

Revenues and expenses balance 37.8 64.5 162.9 129.2 87.0

Actual revaluation 0.0 0.0 1.1 0.0 0.0

Financial revenues and expenses balance -14.2 -23.6 -30.5 -32.5 -25.0

Result 23.6 41.0 133.5 96.6 62.0

Taxes 0.7 0.6 0.4 0.7 0.5

Participations 0.0 7.2 0.2 0.1 -0.6

Result after taxes 22.9 47.6 133.3 96.0 60.9


Net result 22.7 47.5 133.2 96.0 60.9

Extraordinary result 0.0 0.0 0.0 0.0 0.0

Total result 22.7 47.5 133.2 96.0 60.9


Notes• Excluding green education. • A) Solvency: equity capital







Enrolment in professional higher education

Student numbers Following a decline in 2012, enrolment in professional higher education picked up considerably in 2013. On 1 October 2013, the number of students totalled nearly 430 thousand (excluding green programmes). The increase can entirely be attributed to a sharp rise in full-time programmes. With regard to part-time programmes and work-based learning programmes, the downward trend in enrolment figures still continues.

IntakeUntil 2000, the number of first-year students rose to approximately 81 thousand. After a decrease in 2001 and 2002, intake figures went up each subsequent year until 2010. The slight decline that set in during 2010 continued in 2011 and 2012. In 2013, however, intake figures rose sharply again. In 2013, the number of new enrollees totalled 99.6 thousand, i.e., 5.5 thousand more than in 2012.

Intake figures are increasing in nearly all sectors, with the exception of the Language & Culture sector and cross-sector programmes, in which intake remained stable. The increase can be attributed entirely to the full-time programmes. According to the new measurement, intake in part-time programmes continued to fall; in 2013, the number of new enrollees in part-time programmes totalled some 6.1 thousand.

Figure 6.5 Enrolment in professional higher education Number of students enrolled x 1,000, including green education

Work-based programmesDual education or work-based learning covers courses in which the student is employed by a company, on the basis of an educational labour contract, in a position which is relevant to the programme he is enrolled in. In 2013 the number of entrants in this mode of study fell compared to 2012; it now totals some 1,600 .

GraduatesOver recent years, the number of graduates has gradually increased. In 2013, however, the number of graduates fell to 57.8 thousand. This decline can be observed in all sectors.

Since 1995, students have been graduating in dual education. In 2012, some 1,900 students completed a work-based programme; in 2013, the number of graduates totalled some 1,500.

Figure 6.6 HBO bachelor’s degrees by sector In percentages of total (full-time + dual + part-time), 2013

Agriculture 2%

Engineering & Technology 17%

Health 11%

Language & Culture 5%

Education 15% Economics

Behaviour & Society

33%

17%

050

100150200250300350400450500

Work-based learningPart-timeFull-time

20132012201120102009


83Table 6.3 First-year students in professional higher education (numbers x 1,000)2009 2010 2011 2012 2013

Overall excluding green education 96.6 96.4 95.7 93.7 99.2 Education 12.6 12.6 11.6 10.7 11.3 Engineering & Technology 16.9 17.0 17.0 17.6 18.8 Health 9.4 10.0 10.2 10.4 11.8 Economics 38.3 37.4 37.9 36.2 37.8 Behaviour & Society 15.5 15.7 15.3 15.2 15.9 Language & Culture 3.9 3.8 3.7 3.5 3.5 Cross-sector programmes 0.0 0.0 0.0 0.1 0.1HBO-green overall 2.3 2.4 2.3 2.3 2.6Per type of programme (including HBO-green) Full-time 86.5 86.8 87.3 87.2 94.1 Part-time 10.0 9.7 8.4 6.9 6.1 Work-based learning programmes 2.4 2.4 2.2 2.0 1.6

Table 6.4 Enrolment in professional higher education (numbers x 1,000)2009 2010 2011 2012 2013

Overall excluding green education 393.9 407.0 414.2 411.9 429.7 Education 66.7 67.7 64.7 60.5 61.7 Engineering & Technology 63.8 65.7 67.9 69.6 73.9 Health 35.7 37.7 39.3 41.0 44.4 Economics 148.1 153.1 157.6 156.4 162.5 Behaviour & Society 61.9 65.3 67.2 67.5 70.3 Language & Culture 17.8 17.7 17.4 16.9 16.8 Cross-sector programmes 0.0 0.0 0.1 0.1 0.2HBO-green overall 8.5 8.9 9.1 9.3 10.0Per type of programme (including HBO-green) Full-time 326.3 339.1 350.6 356.6 378.1 Part-time 63.8 64.1 60.4 53.1 50.8 Work-based learning programmes 12.4 12.8 12.3 11.6 10.8

Table 6.5 Professional higher education graduates (numbers x 1,000)2009 2010 2011 2012 2013

BachelorsOverall excluding green education 60.2 60.6 60.3 63.7 57.8 Education 10.1 9.8 9.8 10.1 8.8 Engineering & Technology 10.2 10.2 9.9 10.6 9.7 Health 6.5 6.6 6.7 6.8 6.7 Economics 21.2 21.2 20.7 22.4 19.7 Behaviour & Society 9.4 9.9 10.2 10.8 10.0 Language & Culture 2.7 2.9 3.0 3.0 2.9 Cross-sector programmes 0.0HBO-green overall 1.5 1.5 1.4 1.4 1.3Per type of programme (including HBO-green) Full-time 50.0 50.6 50.4 53.4 49.4 Part-time 9.6 9.5 9.4 9.8 8.1 Work-based learning programmes 2.0 2.1 1.9 1.9 1.5MastersOverall excluding green education 4.0 4.0 4.8 4.6 3.4

SourceOCW (DUO: 1 HE Figure 2013)

Notes• Reference date: 1 October.• First enrolments HBO Netherlands:

students enrolled for the first time in an HBO bachelor’s programme on the reference date, 1 October.

• Excluding intake in master’s programmes.

• Disciplines in accordance with HOOP categories.



Notes• Reference date: 1 October.• HBO enrolment: students enrolled

in HBO bachelor’s or master’s programmes on the reference date, 1 October.




Notes• HBO graduates: students

graduating in the Netherlands between 1 October of the year stated and 1 October of the year before.


• Figures for masters pertain to graduates in HOOP sectors Education, Health, Behaviour & Society, Language & Culture.




Duration of study and success rates

Expected duration of study The overall average duration of study in professional higher education, as anticipated for the students enrolled, increased in 2012 compared with the years before. On average, students graduate after approximately 5.1 years. The duration of study is longest in the Economics courses (close to 5.1 years) and shortest in the Healthcare, Language & Culture, and Agriculture & the Natural Environment courses (4.3 years).

Figure 6.7 Expected duration of study for graduates In years, by HOOP category

Success ratesThe expected success rates present a somewhat fluctuating picture. After peaking to 75 per cent in 2003, success rates have shown a gradually declining trend over the years that followed. The average expectation for 2013 rose by 4 per cent compared to 2012 and now amounts to 69 per cent.

The overall success rates exceed the sum total for the various sectors; this is due to the fact that some students switch disciplines (and sectors), which affects the figures. Average scores are now highest for Language & Culture, followed by Health and Engineering & Technology.

Figure 6.8 Expected success rates In percentages of cohort entering, by HOOP category

HBO overallAgricultureL & CB & SEconomicsHealthE&TEducation45

50

55

60

65

70

75

201320112009

3.0

3.5

4.0

4.5

5.0

5.5

201320112009

HBO overallAgricultureL & CB & SEconomicsHealthE&TEducation


85

Table 6.6 Expected duration of study and success rates in professional higher education

2009 2010 2011 2012 2013A) Expected duration of study for graduates by sector, in years

Education 4.3 4.3 4.3 4.2 4.6

Engineering & Technology 4.5 4.6 4.6 4.6 4.8

Health 4.0 4.1 4.1 4.2 4.3

Economics 4.7 4.8 4.8 4.8 5.1

Behaviour & Society 4.3 4.3 4.4 4.3 4.6

Language & Culture 4.4 4.3 4.3 4.3 4.3

Agriculture & the Natural Environment 4.1 4.1 4.2 4.3 4.3

B) Expected duration of study for HBO graduates (in years) 4.7 4.7 4.8 4.7 5.1

C) Expected success rates by sector, in percentages

Education 59 56 54 52 55

Engineering & Technology 65 60 60 58 59

Health 66 66 63 62 64

Economics 63 60 57 55 56

Behaviour & Society 64 62 58 56 57

Language & Culture 66 63 66 65 68

Agriculture & the Natural Environment 66 63 58 55 48

D) Expected success rates for HBO programmes 74 70 68 65 69


Notes• Disciplines in accordance with

HOOP categories.• C) and D): in percentages of cohort

entering.• The success rates for HBO overall

are higher than the success rates in each of the sectors, as some students graduate in a sector other than the one they started in. For the same reason, the overall duration of study is longer than the average of the durations per sector.





InstitutionsBy now, the process of scale expansion that began in the mid 1980s has stabilized. In 2013, only 34 government-funded institutions (boards of governors) were left. Note: each board may govern a number of institutions, operating with varying forms of independence.

Because of administrative mergers, the average size of the institutions is increasing: from 5,430 students in 2000 to nearly 13 thousand students in 2013. This is not the result of scale expansion (mergers) alone, but is also due to the continuing growth in student numbers at the universities of applied sciences.

Staff During the period from 2009 to 2012, the total number of staff (expressed in FTEs) increased. In addition to the increase in teaching staff numbers, the figures show that support staff numbers have been on the rise as well since 2009. From 2009 to 2012, the total number of teaching staff rose from 16,900 to 18,400 FTEs. Support staff numbers grew from 12,500 FTEs in 2009 to 12,900 FTEs in 2012 (42 per cent of the total number of staff). The overall number of staff rose to 31,400 FTEs in 2012.

The student-staff ratio (number of students per teacher) fell to 22.3 in 2012, a slight decrease from 2011.

Figure 6.9 Universities of applied sciences by size Number of universities by size (number of students)

Over recent years, the proportion of women in the total number of staff has gradually increased to 51.3 per cent in 2012. In 2012, women accounted for nearly 59 per cent of the support staff (2011: 58 per cent). Among teaching staff, the proportion of women rose slightly to 46 per cent (2011: 45.5 per cent).

Slightly more than 7 per cent of staff at the universities of applied sciences hold posts above salary scale 13, which is a minor increase vis-à-vis 2011. Women account for slightly more than 37 per cent of this category of staff, i.e., another slight increase vis-à-vis 2011 (36.4 per cent).

The average age of staff has stabilized at 46 over the past year. The number of staff aged 50 and older fell slightly; in 2012, the over-50s accounted for 42.5 per cent of total staff numbers. Among teachers, the number of staff aged 50 and older is higher than among support staff and among male staff, the proportion of over-50s is higher than among female staff.

Figure 6.10 Student-staff ratio in HBO Number of students per member of the teaching staff

21

22

23

24

25

26

201220112010200920082007200620052004200320022001200019990

5

10

15

20

25

30

35

40

Large(> 10,000 students)

Medium to large (5,000-10,000 students)

Medium-sized (1,000-5,000 students)

Small (0-1,000 students)

20132012201120102009


87

Table 6.7 Institutions and staff in professional higher education, key statistics

2009 2010 2011 2012 2013A) Number of institutions 36 35 35 35 34

Small institutions (0-1,000 students) 7 8 9 9 8

Medium-sized institutions (1,000-5,000 students) 13 11 10 10 10

Medium to large institutions (5,000-10,000 students) 3 2 2 2 2

Large institutions (over 10,000 students) 13 14 14 14 14

B) Number of staff in FTEs (x 1,000)

Total 29.4 30.0 31.1 31.4

Teaching staff 16.9 17.3 18.1 18.4

Support staff 12.5 12.7 13.0 12.9

C) Percentage of women (in FTEs)

Total 49.2 50.0 50.7 51.3

Teaching staff 42.7 43.7 45.5 46.0

Support staff 58.0 58.6 57.8 58.9

D) Percentage of staff aged 50 and older

Total 42.0 42.6 42.6 42.5

Teaching staff 47.3 47.6 46.9 46.2

Support staff 34.8 35.8 36.7 37.1

Men 51.9 52.4 50.5 50.3

Women 31.7 32.8 35.0 35.0

E) Average age in years 45.7 45.9 45.9 45.9

F) Percentage in salary scales 13 and higher (in FTEs)

Total 6.8 7.1 7.2 7.3

Men 9.4 9.6 9.3 9.5

Women 4.2 4.6 5.1 5.3

G) Staff in salary scales 13 and higher (in FTEs)

Total (number x 1,000) 2.0 2.1 2.2 2.2

Percentage of women 28.6 32.4 36.4 37.1

H) Ratios

Student - staff 13.4 13.6 13.3 13.1

Student - teaching staff 23.3 23.5 22.9 22.3

Support staff as a percentage of total staff 42.5 42.3 41.9 41.2

SourceOCW (DUO: CRIHO, situation as of December)RAHO (excl. EZ)

Notes• C) to F) inclusive: based on number

of FTEs.• Staff: numbers per school year,

excluding green education.• See Appendix Notes and

Definitions, Part D.


7 Academic higher education 88

SystemThe Higher Education and Research Act (WHW) governs a wide range of matters, including the planning, funding, administration and organization of the research universities. Research universities provide university-level education and conduct scientific/academic research. They educate students to become scientific/academic researchers or technological designers and they pass on knowledge for the benefit of society. The research universities focus attention on personal development and promote awareness of social responsibility.

The national government funds 18 research universities. These include the Open University for distance learning, four religious and/or philosophical institutions of learning, three technical universities and Wageningen University. The latter is funded by the Ministry of Economic Affairs.

To keep the quality of education and research at a high standard, a system of quality assurance is in place. All Bachelor’s and Master’s programmes are regularly assessed by the Accreditation Organisation of the Netherlands & Flanders (NVAO).

FundingThe national budget for the research universities is divided into a teaching component, a research component, performance funding and a component for medical education and research. The research universities involved channel this last component of the budget in its entirety to the teaching hospitals. 65 per cent of the education component is divided among the research universities in proportion to the number of students enrolled within the official length of a study programme and the number of degrees earned; 30 per cent is divided on the basis of percentages per institution. The remainder (5 per cent) is allocated to the institutions for specific policy objectives, such as for quality, vulnerable programmes and special facilities.

36 per cent of the part of the budget earmarked for research is allotted in proportion to the number of PhDs and degrees earned. The remainder is dispensed in the form of fixed amounts for each institution and an amount that is distributed on the basis of percentages per university.

In addition, the universities receive funds earmarked for medical programmes and research, and performance funding corresponding to the performance agreements. The grants given by the national government to the institutions are paid as a lump sum. In other words, an institution may spend its government grant at its own discretion for the performance of its statutory duties. In

addition to the government grant, a research university also receives tuition fees and separate resources for research.

ResearchUniversity research is financed via three different flows of funds. The first flow of funds is the portion of the central government grant outlined above, which is earmarked for research (direct government funding). The second flow of funds is comprised of subsidies allocated by the Netherlands Organization for Scientific Research (NWO) to specific research projects (indirect government funding). The third flow of funds is generated by research commissioned by international and national government bodies and non-profit institutions. The private sector’s share in the third flow of funds amounts to approximately 10 per cent.

Figure 7.1 Flows of funds in academic higher education Amounts for 2012 (x € 1 million)

System and funding in academic higher education

OCW

First �ow of funds3.3

1.1

Students

SF

Tuition fees0.5

Universities

Teaching 2.0Research 3.4

NWO

Second �owof funds0.45

Third �ow of funds1.2

Teaching hospitals

Government grants to teaching hospitals0.6

Cost of livingEuropean UnionNational governmentNon-pro�t institutionsPrivate sectorSta�Students


89

Table 7.1 Financial key statistics for academic higher education




Subsidies 37.5 38.9 39.7 26.2 22.7

Contract work 1.5 1.4 1.6 1.6 1.6

Contributions to ZBOs/RWTs 4.1 3.9 3.3 4.0 3.9

Contributions to national and international organizations 19.5 20.7 22.0 22.3 22.5

Total revenue 13.9 13.9 25.1 0.1 1.0

B) Amounts converted into student years (x € 1,000)

OCW expenditure per student 5.9 5.9 6.1 6.2 6.6

Tuition fees per student 1.8 1.9 1.9 2.1 2.1

Institutional grant per student 7.7 7.8 8.0 8.2 8.6

C) Actual costs according to annual accounts (x € 1 million)

Research 3,242.2 3,316.7 3,406.5 3,425.3 --

Teaching 1,870.4 1,913.4 1,965.1 1,976.0 --

Medical care 246.5 252.1 259.0 260.4 --

D) Educational resources per student according to annual

accounts (x € 1,000)

8.1 7.9 7.9 7.9 --

Table 7.2 Key statistics for teaching hospitals

2008 2009 2010 2011 2012A) Financial data (x € 1 million)

Total operating costs 5,841.2 6,264.4 6,638.0 6,870.5 7,194.5

B) Data on medical degrees

(Gross) number of medical students enrolled 18,395 18,711 18,894 18,753 18,714

Admissions quota (medical degrees) 2,850 2,850 2,790 2,780 2,780

Postgraduate degrees awarded (qualified trainee

doctor)2,022 2,075 2,276 2,429 2,459

SourceA), B): OCW annual reportsC), D): university annual reports

Notes• OCW expenditure per student: OCW

grants for teaching divided by the number of students per calendar year. Annual grants: calculated on the basis of price level of the year concerned. Per capita expenditure does not include overheads and non-education related expenditure for students enrolled at the universities.

• Tuition fees per student: tuition fees received divided by calculated number of students per calendar year.

• FES resources received are not netted. With effect from 2011, FES resources are no longer available.

• Figures under C) include effects of indirect funding and contract income (second and third flows of funds); figures under A) and B) do not.


• Figures presented have been adjusted to the new budget structure for 2013.

SourceA) Annual reports from teaching hospitalsB) http://statline.cbs.nl

Notes• B) Data on medical degrees: figures

pertain to students graduating between 1 October of the year stated and 1 October of the year before.



Research universities: financial data

Financial positionThe annual accounts pertaining to 2012 submitted by the research universities show that the financial position of the sector as a whole is good (indicators excluding Wageningen University and Open University). Solvency (including provisions) has been good for a number of years now. In 2011, the slightly negative trend in liquidity that has been manifest since 2007 changed into an increase. Profitability increased as well. The operating result after taxes amounted to 114.6 million euros in 2012, versus 86.8 million euros in 2011.

Figure 7.2 Research universities, balance sheet data Summed total for all the universities (excluding WU and OU), x € 1 million

Solvency and liquidityThe solvency of the academic higher education sector as a whole fell slightly compared with 2011. Solvency (including provisions) stands at 0.55.

The liquidity of the academic higher education sector grew from 0.96 to 1.02. This means that the upward trend from 2011 on continued.

ProfitabilityProfitability from ordinary operations went up compared to 2011. The value increased from 1.5 per cent to 1.9 per cent. Profitability is calculated on the basis of the result, including the result from financial revenues and expenses.

Figure 7.3 Research universities, operating data Summed total for all the universities (excluding WU and OU), x € 1 million

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Sta� costsRevenue from contract workGovernment grants

201220112010200920080

500

1,000

1,500

2,000

2,500

3,000

3,500

Equity capitalShort-term debtsCurrent assets

20122011201020092008


91

Table 7.3 Balance sheet and operating data of the research universities



Liquidity 0.94 0.92 0.91 0.96 1.02

Profitability (in percentages) 2.8 0.5 0.8 1.5 1.9


Total assets 4,928.8 5,328.7 5,551.6 5,773.1 6,169.3

Fixed assets 3,451.4 3,720.0 3,865.7 3,895.8 3,965.7


Current assets 1,477.4 1,608.6 1,685.9 1,877.3 2,203.6

of which liquid assets 610.7 670.9 788.4 1,000.4 1,369.5


Equity capital 2,705.7 2,739.5 2,796.1 2,869.6 2,965.0

Provisions 352.1 365.8 357.9 407.6 398.2

Long-term debts 293.1 478.6 538.2 547.4 648.2

Short-term debts 1,577.9 1,744.7 1,859.5 1,948.6 2,157.8

C) Accumulated operating accounts (x € 1 million)

Revenues 5,146.5 5,382.3 5,535.7 5,724.3 5,796.8

OCW central government grants 3,008.0 3,141.8 3,153.2 3,238.3 3,259.6


Tuition fees 333.8 395.0 435.0 457.7 486.2

Revenues from contract work 1,214.1 1,339,6 1,426.9 1,497.6 1,537.3

Other revenues 583.3 497.5 511.3 521.4 504.5

Expenses 5,015.4 5,359.1 5,482.2 5,630.6 5,661.7

Staff costs 3,106.3 3,428.8 3,602.9 3,648.2 3,692.4

Depreciations 311.4 294.2 314.2 375.2 361.6

Accommodation costs 396.6 418.5 407.9 443.6 426.0

Other institutional expenses 1,201.1 1,217.6 1,157.2 1,163.7 1,181.8

Revenues and expenses balance 131.1 23.2 53.5 93.6 135.1

Financial revenues and expenses balance 16.3 3.9 -7.0 -10.2 -22.2

Result 147.4 27.1 46.5 83.5 112.9

Taxes 0.3 -0.1 0.0 0.0 0.4


Result after taxes 148.8 28.7 48.4 86.8 114.6


Net result 125.7 17.4 37.5 73.7 100.1

Extraordinary result 0.0 1.2 2.5 0.4 -0.8

Total result 125.7 18.6 39.9 74.1 99.3


Notes• Excluding Wageningen University

and Open University.• A) Solvency: equity capital






Enrolment in academic higher education

GeneralApplicants to research universities must have successfully completed pre-university education (VWO), the propaedeutic part of professional higher education (HBO), an HBO Bachelor’s programme, certain training courses abroad or a viva voce entrance examination. Students are free to apply for any university or programme, although many programmes require a specific combination of examination subjects. Some disciplines (such as dentistry and medicine) have an admissions quota: they admit a limited number of first-year students.

In 2002, the Bachelor’s – Master’s degree structure was introduced in Dutch tertiary education. The research university Bachelor’s degree, which can be earned in three years, can also be considered a final diploma. The minimum course duration for a Master’s degree is four years. The technical disciplines and dentistry take five years; (veterinary) medicine and pharmacy take six years.

The Open University has been providing distance learning courses for tertiary education since 1984.

First-year studentsThe number of first-year students rose again in 2013. The number of entrants grew by some 3,100 compared to the academic year before. The increase is most manifest in the Science sector, the Engineering & Technology sector and the Health sector. The Economics sector is the only one showing a slight decrease in intake figures.

Figure 7.4 First-year WO students by discipline First enrolments in percentages of total, 2013

Numbers enrolledThe total number of students is affected by trends in intake levels and the average duration of study. In recent years, the average duration of study has gradually decreased, partly as a result of government policy aimed at reducing course durations. Since 1999, the effect of the decline in intake up to 1996 and the reduction of the average duration of study has been balanced out by the growth in intake. Factors contributing to the rise in enrolment numbers are the increasing number of five-year courses, changes in the student grants and loans system and the possibility of leaving university with a Bachelor’s degree. For 2013, the average expected duration of study is approximately 5.3 years. Enrolment figures rose by 7,700 in 2013 compared to the year before.

GraduatesThe number of graduates is strongly related to the intake in previous years and the average duration of study. Since 2002, the number of Bachelors has been increasing, due to the conversion of existing study programmes and as a result of new arrangements within the Bachelor’s-Master’s degree structure. The numbers in Table 7.4C are summed totals of graduates under the old (terminating) degree system and new Masters. Table 7.7 shows that the number of Bachelors, at 32,300 in 2013, is still lower than the total number of graduates under the old degree system and new Masters (35,200). The figures in Table 7.4C reflect the final degrees awarded, with retroactive effect from 2011, in the Pharmacy, Medicine, Dentistry and Veterinary Medicine programmes, rather than the interim Master’s degrees.

Figure 7.5 Number of first-year WO students Including green education, numbers x 1,000

0

10

20

30

40

50

60

201020052000199519901985198019751970

Cross-sectoral 4%

Agriculture 4%

Engineering & Technology 13%

Science 10%

Health 10%

Language & Culture 11% Law 10%

Economics 19%

Behaviour & Society 20%


93

Table 7.4 Academic higher education: intake, enrolment and graduates2009 2010 2011 2012 2013

A) First enrolments, including external students (x 1,000)Total excluding Agriculture 50.2 49.7 50.3 49.4 52.5Cross-sector programmes 0.9 1.0 1.1 1.6 2.0Science 4.2 4.3 4.6 4.8 5.4Engineering & Technology 6.5 6.1 6.3 6.5 7.1Health 4.7 5.0 5.0 4.9 5.4Economics 10.1 9.9 10.3 10.4 10.3Law 5.6 5.3 5.5 5.2 5.3Behaviour & Society 11.4 11.5 11.2 10.5 11.1Language & Culture 6.8 6.7 6.2 5.6 6.0University teacher-training courses (0.0) (0.1) (0.1) (0.1) (0.1)WO-green overall 1.6 1.8 1.8 1.9 2.2Educational background in percentagesVWO-d direct 49.7 48.1 48.2 47.8 50.0VWO-d indirect 8.1 8.3 8.1 8.7 8.8HBO-d direct 11.5 10.6 9.2 8.3 5.9HBO-d indirect 5.4 5.4 4.2 3.7 3.8HBO propaedeutic course 5.7 6.0 6.4 5.8 6.3Other 19.6 21.6 23.8 25.8 25.1B) Enrolled university students, including external students (x 1,000)WO-green overall 226.1 234.3 236.8 232.4 240.1Cross-sector programmes 2.4 2.8 3.2 4.1 5.2Science 18.1 19.0 20.1 20.8 22.8Engineering & Technology 29.2 29.9 30.7 31.2 33.4Health 30.2 31.2 31.6 31.7 32.5Economics 36.8 38.9 39.4 39.1 39.6Law 28.2 28.4 28.0 26.8 26.7Behaviour & Society 47.3 49.4 49.6 47.4 48.1Language & Culture 32.5 33.2 32.3 29.7 30.0University teacher-training courses 1.3 1.6 1.7 1.7 1.8WO-green overall 5.7 6.4 7.0 7.4 8.2C) Master’s degrees awarded (x 1,000)Total excluding Agriculture 29.2 31.3 35.0 39.1 35.2Cross-sector programmes 0.0Science 1.9 2.1 2.2 2.5 2.5Engineering & Technology 3.3 3.4 3.6 3.9 3.7Health 3.8 4.1 4.4 4.5 4.6Economics 5.2 5.5 6.9 8.1 7.3Law 3.8 4.2 4.4 5.0 3.9Behaviour & Society 7.1 7.5 8.2 9.1 8.3Language & Culture 3.6 3.9 4.4 4.9 3.9University teacher-training courses 0.6 0.7 0.8 1.1 0.9WO-green overall 1.0 1.0 1.0 1.4 1.3

Table 7.5 Open University, enrolment and degrees awarded (numbers x 1,000) 2008 2009 2010 2011 2012

Total number of active students (x 1,000) 13.7 13.1 13.3 13.5 13.3First-year students 5.1 5.0 5.0 5.1 5.1University degrees 485 562 597 585 560


Notes• A) First enrolments: students

enrolled for the first time at a research university in the Netherlands on the reference date, 1 October.

• A) The university teacher-training courses are follow-up courses; therefore, the students enrolling in these courses have not been included in the total number of first-year students.

• A) The percentages indicate the differentiation by educational background rather than the transfer rates (background vis à vis total, including green).

• B) Enrolments: students enrolled at a research university in the Netherlands on the reference date, 1 October.

• C) Graduates: students earning a master’s degree between 1 October of the year stated and 1 October of the year before.


SourceCBS StatlineOpen University, annual report 2012

Notes• See Appendix Notes and




Duration of study and success rates

General In September 2002, the Bachelor’s - Master’s structure was broadly introduced in the Dutch academic higher education sector. New three-year Bachelor’s programmes were launched and current study programmes were converted to the new structure. Some continued on to completion under the old structure. In the phase during which these two structures run parallel to each other and interweave, the value of result figures is highly relative. However, the first results of the Bachelor’s programmes are now available.

Expected duration of study and success ratesIn recent years, the average expected duration of study has gradually decreased to approximately 5.3 years. It must be noted in this regard that Engineering & Technology programmes and several Science programmes are five years in length, which increases the average. The majority of the programmes, however, are four years in length. The calculated success rate as a measure for the overall performance amounts to 76 per cent. This average total success rate is attained after approx. eight years. This year, average total success rates rose in all sectors, compared to the years before, with the exception of the Agriculture & the Natural Environment sector.

Figure 7.6 Expected duration of study for graduates In years, by HOOP category

The success rates differ widely from one discipline to another. To some extent, this is due to the differences in the nominal durations of study. In 2013, the Health sector had the highest success rate – the measure of overall performance – viz. 81 per cent. Expected success rates are lowest in the Language & Culture discipline: 50 per cent.

Success rates: Bachelor’s programmesSince 2006, four years after the introduction of the Bachelor’s – Master’s structure, the number of Bachelor’s degrees awarded has clearly picked up. The Behaviour & Society sector produced by far the highest number of graduates. This corresponds to the comparatively high intake in this sector over recent years.

Figure 7.7 Expected success rates In percentages of cohort entering, by HOOP category

40

50

60

70

80

90

201320112009

WO Overall

GreenL & CB & SLawEcono-mics

HealthE&T Science3.0

3.5

4.0

4.5

5.0

5.5

6.0

6.5

201320112009

WO Overall

GreenL & CB & SLawEcono-mics

HealthE&TScience


95

Table 7.6 Expected duration of study and expected success rates at the research universities

2009 2010 2011 2012 2013A) Expected duration of study for graduates per sector (in years) Science 5.2 5.2 5.2 4.9 5.3Engineering & Technology 6.1 6.0 6.0 5.6 6.1Health 6.2 6.1 6.1 6.0 6.1Economics 4.6 4.6 4.2 3.9 4.1Law 5.4 5.3 5.0 4.8 5.2Behaviour & Society 4.6 4.5 4.4 4.1 4.3Language & Culture 5.2 5.2 4.9 4.3 4.9Agriculture & the Natural Environment 4.1 4.2 4.5 4.1 4.3B) Expected duration of study for WO graduates (in years) 5.5 5.5 5.3 4.9 5.3C) Expected success rates by sector, in percentagesScience 52 51 52 48 57

Engineering & Technology 59 57 56 59 66

Health 74 73 74 72 81Economics 60 61 62 64 67Law 58 61 58 62 63Behaviour & Society 59 60 60 58 66Language & Culture 43 43 43 42 50Agriculture & the Natural Environment 81 78 77 79 78C) Expected success rates by sector, in percentages 70 70 70 69 76

Table 7.7 Bachelor’s degrees awarded at the research universities (numbers x 1,000)

2009 2010 2011 2012 2013Total excluding Agriculture 25.7 26.8 30.0 34.5 32.3Cross-sector programmes 0.5 0.6 0.6 0.8 0.9Science 2.0 2.0 2.4 2.6 2.4Engineering & Technology 2.5 2.6 3.4 4.1 3.6Health 2.6 3.2 3.6 4.4 4.5Economics 3.9 4.1 4.7 5.1 5.1Law 3.8 3.6 3.8 4.2 3.7Behaviour & Society 6.3 6.6 7.0 8.0 7.7Language & Culture 4.2 4.2 4.6 5.2 4.4WO-green overall 0.5 0.6 0.6 0.9 0.8


Notes• Sectors in accordance with HOOP

categories.• The success rates for WO overall

are higher than the success rates in each of the sectors, as some students graduate in a sector other than the one they started in. For the same reason, the overall duration of study is longer than the average of the durations per sector.

• C) and D): in percentages of cohort entering.



Notes• WO bachelors: bachelor’s degrees

awarded between 1 October of the year stated and 1 October of the year before.




InstitutionsIn addition to the ordinary research universities and the Open University, the Netherlands also has a number of approved private institutions and institutes for international education. The former category includes Nijenrode University. The quantitative data on these institutions is too diverse to provide any meaningful statistical survey. Many of them are very small and sometimes have highly specific characteristics. Generalized figures would not reflect their specific individual natures.

Trends in staffingThe universities bear primary responsibility for the staff policy to be pursued and developed. For example, the universities are free to deploy staff in either teaching or research.

After a slight growth in staff numbers over recent years, staff establishment totalled 39,700 FTEs in 2012, which is on a par with 2011. Academic staff numbers have grown since 2007, while support staff numbers continued to fall in 2012. After a period of slight increase since 2008, numbers in the trainee research assistants category (doctoral candidates) fell to 7,900 in 2012.

Figure 7.8 Female academic staff In percentages of total, as of 31 December 2012 (including WU and OU)

Female staffExpressed in FTEs, women represent 43.8 per cent of university staff. A break-down shows that women accounted for 37.7 per cent of academic staff in 2012. Among support and administrative staff, the share of women came to 52 per cent in 2012.

Women are still strongly under-represented among professors and (senior) university lecturers. The proportion of female staff is, however, rising gradually across the board, also among professors, but at 15.8 per cent, women are still far from equally represented.

Figure 7.9 Composition of university staff In percentages of total, as of 31 December 2012

Professors 6.3%

Senior universitylecturers 5.0%

Universitylecturers 10.8%

Trainee researchassistants 19.9%

Other academic sta� 15.6%

Support sta� 42.3%

0

10

20

30

40

50

60

70

80

Aged 50 and olderAged 40 - 49Aged 30 - 39Under 30

Doctoral candidates

Other ASLecturersSeniorlecturers

Professors


97

Table 7.8 Key statistics for institutions and staff in academic higher education

2008 2009 2010 2011 2012A) Number of institutions 12 12 12 12 12

B) Number of staff (FTEs (x 1,000)

Total 37.7 39.1 39.8 39.7 39.7

Support staff 16.5 17.1 17.2 16.9 16.8

Academic staff 21.2 22.0 22.6 22.8 22.9

Professors 2.3 2.4 2.5 2.5 2.5

Senior university lecturers 2.0 2.0 2.0 2.0 2.0

University lecturers 4.0 4.1 4.3 4.3 4.3

Other academic staff 5.8 6.1 6.2 6.0 6.2

Trainee research assistants 7.2 7.4 7.6 8.0 7.9

C) Percentage of female staff

Total 41.0 42.0 43.0 43.2 43.8

Academic staff 34.0 35.0 36.0 37.3 37.7

Senior university lecturers 18.0 19.0 21.0 21.8 22.5

Professors 12.0 12.0 13.0 14.9 15.8

D) Age structure

Percentage <= 29 23.0 23.0 22.0 21.2 22.6

Percentage 30-39 26.0 26.0 26.0 26.7 26.8

Percentage 40-49 22.0 22.0 22.0 22.4 20.9

Percentage 50-59 22.0 22.0 22.0 21.7 21.5

Percentage >= 60 7.0 7.0 8.0 8.0 8.2

E) Ratios

Students - academic staff 10.1 10.3 10.4 10.4 10.1

Students - total staff 5.7 5.8 5.9 6.0 5.9

SourceA) OCW (DUO: BRIN registers) B), C), D), E) VSNU: WOPI

Notes• Reference date for staff: 31

December.• Excluding Open University,

Wageningen University and 4 universities set up on a religious/ideological basis.

• Staff: excluding a significant proportion of university staff working at medical departments.Most universities have transferred these staff entirely or partially to the University Medical Centres.

• With effect from 2005, WOPI statistics no longer include student assistants.

• Staff: total funded staff (both central government grant and third flow of funds).

• B) Trainee research assistants include trainee design engineers and trainee research assistants with two-year contracts.

• B) Other academic staff: including student assistants, figures from 2005 excluding student assistants.

• C) to E) inclusive: based on FTEs.


8 Student grants and loans 98

GeneralStudent finance (SF) encompasses three policy areas: Student finance, Study costs and school fees allowances, and Course fees. These policy areas are laid down in three Acts: the Student Finance Act (WSF 2000), the Study Costs and School Fees Allowances Act (WTOS) and the School and Course Fees Act (LCW). The implementation and the expenditure and revenue under these Acts are in the hands of a government agency, Dienst Uitvoering Onderwijs (DUO), in Groningen. This section discusses each of these SF policy areas in turn.

Student grants and loansThe Student Finance Act (WSF 2000) specifies that student finance applies to full-time students in tertiary education and to full-time participants over the age of 18 in vocational training programmes (BOL) within vocational education (MBO). The WSF 2000 offers students flexibility in taking up what grants they are entitled to. Student finance comes as a mixed funding: it is partly a non-repayable grant, partly a loan and for some students, depending on parental income, partly a supplementary grant. In addition to the study allowance, student finance also encompasses travel allowances. With regard to students in tertiary education and BOL levels 3 and 4, the grants and travel allowances are awarded as a loan. When the student in question graduates within ten years, this loan is converted into a non-repayable grant. More information on loans to students under the WSF 2000 is provided in the section on Supplementary earnings and loans.

School fees and study costs allowanceUnder the Study Costs and School Fees Allowances Act (WTOS), allowances are provided for school fees (insofar as these are due) and study costs for secondary school students aged 18 and over, BOL participants under 18 and students in adult education or the university teacher-training programmes. Allowances are dependent on the income of the parents or the student’s own income. Secondary school students 18 and over also receive a basic allowance, irrespective of parental income.

School and course feesThe School and Course Fees Act (LCW) specifies when school and course fees have to be paid. The manner in which the amount of the school fees due is determined, is also laid down in this Act (see Revenue from school fees).

WSF expenditure and revenue Some components of the student finance expenditure and revenue are irrelevant to the financial framework of the budget (EMU balance), which is why they are discussed separately. Irrelevant expenditure includes the interest-bearing loans granted under the WSF 2000. The student loans are not included in the EMU balance, as they are balanced out by interest-bearing claims. Consequently, revenue resulting from repayment of these loans is irrelevant as well. Irrelevant expenditure also includes expenditure for performance-related grants, as long as these have not been converted into a definite non-repayable grant. Once the performance-related grants have been converted into non-repayable grants, this expenditure counts as relevant to the EMU balance.

The sharp growth in revenue over the period from 2009 to 2013 keeps pace with the increase in the number of students taking out a loan and the increase in the expenditure on – repayable – interest-bearing loans (cf. Table 8.6). The fluctuations in the expenditure for travel allowances in the period from 2009 to 2013 is primarily due to advance payments to the joint public transport companies in those years.

Figure 8.1 Total student finance expenditure Amounts x € 1 billion

Student grants and loans, system and funding

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

WTOS Travel allowances WSF irrelevant WSF relevant

20132012201120102009


99

Table 8.1 Financial key statistics for student finance / WTOS

2009 2010 2011 2012 2013A) Expenditure and revenue (x € 1 million)Total expenditure 3,786.8 3,917.4 4,248.8 3,920.1 4,263.3WSF and travel allowances overall 3,541.2 3,698.4 4,043.4 3,693.8 4,023.3 of which irrelevant 1,863.5 1,838.3 1,806.8 1,886.7 1,939.9 travel allowances 440.6 450.8 803.2 292.9 450.3WTOS 145.5 100.4 97.0 93.3 88.2Overhead costs 100.1 118.7 108.4 133.0 151.7Attributed to DUO (including cost of collecting school fees) 100.1 118.7 108.4 133.0 151.7OCW overheads . . . . .Revenue (repayments + interest) 557.4 643.2 679.3 699.6 742.1B) Expenditure per sector (x € 1 million)WSF / WTOS expenditure overall 3,686.7 3,798.8 4,140.4 3,787.1 4,111.6Secondary education 95.5 68.9 68.6 67.6 67.2Vocational and adult education (BOL) 1,065.9 1,075.8 1,092.0 1,044.7 1,134.7Professional higher education 1,523.9 1,568.5 1,575.6 1,607.3 1,766.9Academic higher education 1,001.4 1,085.6 1,404.2 1,067.5 1,142.7C) Per capita expenditure WSF/WTOS (x € 1)Secondary education 100 70 70 70 70Vocational and adult education (BOL) 3,140 3,110 3,150 2,970 3,090Professional higher education 4,500 4,460 4,340 4,370 4,540Academic higher education 4,320 4,510 5,760 4,450 4,600

Table 8.2 Financial key statistics for WSF (x € 1 million, unless stated otherwise)

2009 2010 2011 2012 2013A) WSF expenditure overall (incl. travel allowances), by sector 3,541,2 3,698,4 4,043.4 3,693.8 4,023.3Vocational and adult education (BOL) 1,025.7 1,051.8 1,068.9 1,023.8 1,118.3Professional higher education 1,514.2 1,561.0 1,570.3 1,602.4 1,762.3Academic higher education 1,001.4 1,085.6 1,404.2 1,067.5 1,142.7B) WSF expenditure overall (incl. travel allowances), by typeBasic grants (relevant) 707.0 808.1 873.1 915.9 1,001.2Supplementary grants (relevant) 473.5 523.7 489.8 499.9 528.1Travel expenses (relevant) 440.6 450.8 803.2 292.9 450.3Other 56.6 77.4 70.5 98.5 103.7Interest-bearing loans 1,863.5 1,838.3 1,806.8 1,886.7 1,939.9 Regular loans 1,187.9 1,207.5 1,252.6 1,300.7 1,434.5 Performance-related grants 608.5 544.3 452.4 463.2 363.3 Tuition fees credit 67.2 86.6 101.9 122.7 142.2C) WSF & travel allowances expenditure per WSF claimant per year (x € 1)Vocational training (BOL) 4,870 4,800 4,850 4,590 4,870Professional higher education 6,070 5,990 5,880 5,910 6,360Academic higher education 8,300 8,560 10,670 7,910 8,260

SourceOCW annual reports, DUO records

Notes• Expenditure for travel allowances

includes postponed and advanced payments.

• Vocational and adult education: full-time vocational training programmes (BOL-ft) only.

• Professional higher education (HBO) and Academic higher education (WO): full-time courses only.

• Figures under C have been rounded off to the nearest € 10.

• Substantially higher per capita expenditure for WSF claimants is due to an advance payment for public transport arrangements.


Notes• Total expenditure for WSF and

travel allowances (per claimant) includes extra allowances for students supporting a family and arrears of previous entitlements.

• Regular loans include progress-related grants and performance-related grants converted into loans.

• C) Figures rounded off to the nearest € 10.

• Substantially higher per capita expenditure for WSF claimants is due to an advance payment for public transport arrangements.

• C) BOL: full-time participants 18 and over only.



Grants and loans for vocational and tertiary education

Performance-related grants in tertiary educationThe government provides students in tertiary education with a basic grant (2013: 98 euros for students living at home, 272 euros for those living away from home) and a travel allowance. Some of the students, depending on parental income, receive an additional grant. The maximum supplementary grants are reflected in Table 8.3.

The 1996/97 academic year saw the introduction of performance-related grants for new students in tertiary education. For the nominal duration of the programme, students are entitled to a grant in the form of a provisional loan. Subsequently, they are entitled to take out a full interest-bearing loan for a period of three years. The provisional loan is converted into a non-repayable grant if the student meets the performance requirements, i.e., graduating within a period of ten years (the “degree term” under the WSF 2000). From 2000/01 onwards, the supplementary grant for the first year was always provided directly as a non-repayable grant. As from the academic year 2010/11, the supplementary grant for tertiary education students is covered by the performance-related grants scheme after the first five months. Travel allowances are also covered by the performance-related grants system.

Grants in vocational education (BOL)Full-time students aged 18 and older in vocational training programmes (BOL) within intermediate vocational education (MBO) also qualify for grants. In 2005/06, the performance-related grant system was introduced for new participants in BOL levels 3 and 4. For BOL participants in levels 1 and 2, grants are non-repayable. Students are, however, required to attend school: if a student is absent for a longer period of time, his grant is converted into an interest-bearing loan.

Trend in the average supplementary grantUntil 2010, across all types of education, the average supplementary grant generally showed an upward trend, mainly as a result of the rise in the standard supplementary grant by way of compensation for inflation (indexation). In 2010, the measures taken to counter the economic crisis comprised an amendment aimed at limiting the WSF expenditure; consequently, the standard amounts were not indexed in 2011 and 2012.

Figure 8.2 Students receiving grants Basic grants (numbers x 1,000)

0

50

100

150

200

250

300

WOHBOBOL

20132012201120102009


101

Table 8.3 Standard WSF amounts per month (in euros)

2009 2010 2011 2012 2013A) Basic grant

Living away from home Vocational training 240 246 246 246 252

Tertiary education 260 266 266 266 272

Living at home Vocational training 74 75 75 75 77


B) Maximum supplementary grant





C) Maximum interest-bearing loan





Table 8.4 Average supplementary grant per month (in euros)

2009 2010 2011 2012 2013Vocational training (BOL) 283 292 283 291 286

Professional higher education (HBO) 182 193 185 193 191

Academic higher education (WO) 180 189 182 196 190

SourceOCW budgets

Notes• In 2011 and 2012, the standard

basic grants were not indexed to price movements. The standard supplementary grants and maximum interest-bearing loans were adjusted to accommodate the increase in school and tuition fees.

• All amounts have been rounded off to the nearest euro.

SourceOCW annual surveys (DUO)



Students entitled to grants and loans

Number of WSF claimantsThe number of students entitled to a basic grant has been on the increase since 2003. Over the years, the number of claimants in vocational training (BOL) programmes has fallen, while the number of BOL performance-related grants increased. This is related to the introduction of performance-related grants in BOL levels 3 and 4 as from 1 August 2005. Over the period from 2009 to 2013, approximately one-third of students with a basic grant qualified for a supplementary grant.

In all three sectors of education, the percentage of students living away from home has been fairly stable during this period. More than 70 per cent of research university students with a basic grant live away from home, versus only about 30 per cent of students in vocational training.

Claimants ratesTo qualify for student finance, students must satisfy a number of general conditions with regard to nationality, age, type of education and duration of study. Not all students are therefore entitled to financial assistance. The number of students qualifying for and actually awarded financial aid is expressed in the so-called claimants rate. This percentage is calculated in relation to the relevant age bracket. For the tertiary education sector this is the 17 to 30 age group, for vocational training the 18 to 30 age bracket. In vocational training, 92 per cent of students were entitled to a grant in 2013; in professional higher education 76 per cent and in academic higher education 61 per cent.

Figure 8.3 Students with a travel pass/travel allowances By type of education (numbers x 1,000)

Travel costs allowancesUp until 2012, the number of students qualifying for travel costs allowances showed an upward trend. In 2013, their number started to fall slightly. The number of students qualifying for travel allowances exceeds the number of students entitled to a basic grant. This is caused by the fact that a group of students no longer qualify for a basic grant, as they have used up the maximum duration, while they are still entitled to travel costs allowances. Students studying abroad receive a grant to cover travel costs.

0

100

200

300

400

500

600

700

800

WOHBOBOL

20132012201120102009


103

Table 8.5 WSF claimants (numbers x 1,000 and percentages)

2009 2010 2011 2012 2013A) Basic grant: numbers by type of education

Total 580.8 606.4 618.7 629.2 645.1

Vocational training (BOL) 61.8 59.9 57.4 55.3 55.5

Vocational training: performance-related grant 148.9 159.2 162.9 167.8 174.0

Professional higher education (HBO): performance-related grant 249.4 260.4 266.9 271.0 277.3

Academic higher education (WO): performance-related grant 120.7 126.8 131.6 135.0 138.3

B) Supplementary grant: numbers by type of education

Total 204.5 211.6 209.3 211.4 216.4


Professional higher education (HBO) 79.3 82.1 81.3 81.8 82.9

Academic higher education (WO) 24.7 26.0 25.8 26.1 26.8

In percentages as compared to numbers receiving basic grants 35 35 34 34 34

C) Portable grants

Total 7.5 8.0 8.4 9.2 10.8

D) Tuition fees credit

Total 38.4 48.5 56.0 64.6 74.0



E) Students receiving financial aid, by type of education (percentages)

Total 80 80 78 76 76

Vocational training (BOL) 97 97 91 93 92



F) Basic grant: percentage of students living away from home, by type of education

Total 47 46 45 44 43




G) Students entitled to travel allowances (numbers)

Total 607.1 618.3 644.7 675.5 660.3





Notes• C) 2013: of which more than 10,100

in higher education and more than 600 in vocational training.

• E) Percentage of WSF claimants in relation to age bracket: for BOL 17-30, for HE 18-30.



Supplementary earnings and loans

Supplementary earnings and loansThe maximum level of student aid (basic grant, supplementary grant and loan options), excluding the value of the travel costs allowances, is legally established: this is the standard budget. The amount of the standard budget is based on the study costs and the costs of living. On top of their basic grant and supplementary grant, all students may borrow additional money up to the maximum of the standard budget. From the start of the 2007/08 academic year, students can also borrow the tuition they owe up to a ceiling of five times the statutory tuition. After a student has used up his basic grant rights (i.e., after the official length of a course), he is still entitled to a loan for three years. After they graduate, students must repay the loans they have taken out under the WSF 2000. Generally, repayment must take place within 15 years; this term commences two years after graduation. The debtor’s financial resources are taken into account. At the end of the term, the debtor will be released from paying the remaining debt. In 2009, the conditions for repayment of student loans were simplified and eased, which will improve their payability.

Students may supplement their income up to a certain limit without jeopardizing their grant. In 2013, this limit was set at some 13,500 euros.

Figure 8.4 Students with a loan Numbers x 1,000

Number of students with an interest-bearing loanThe number of loans taken up and the associated expenditure has been increasing sharply for years. The increase in the expenditure for interest-bearing loans can be attributed to the increasing sums borrowed by individual students and an increase in the tuition credit taken out.

In recent years, particularly during the nominal phase, students are more hesitant in taking out basic and supplementary loans in addition to a performance-related grant. This might be related to the introduction of the tuition credit. Especially first-year students seem to be willing to use the tuition credit to borrow money in order to invest in their further education, yet they are not willing to borrow money to cover their living expenses. For them, “borrowing to buy food” is not the same as “funding your educational costs”.

The information policy aimed at alerting students to the ramifications of borrowing money may also play a role. Since the end of 2008, students have been told that they should not borrow more than is strictly necessary.

0

20

40

60

80

100

120

WOHBOBOL

2013200920132009Nominal phase Loan phase


105

Table 8.6 Key statistics for loans taken out

2009 2010 2011 2012 2013A) Number of students with a loan (x 1,000)Total 188.0 193.8 199.1 206.3 221.4Vocational training (BOL) 29.4 32.4 34.3 36.9 41.1 of whom without basic grant 1.0 1.0 1.2 3.4 4.1Professional higher education (HBO) 85.7 87.9 90.5 94.2 102.5 of whom without basic grant 24.0 25.8 27.5 29.1 31.9Academic higher education (WO) 72.9 73.5 74.2 75.2 77.7 of whom without basic grant 32.1 32.8 33.0 32.7 32.7B) Expenditure for interest-bearing loans (x € 1 million) Total 1,255.0 1,294.1 1,354.4 1,423.4 1,576.7Vocational training (BOL) 157.9 172.1 234.2 153.2 174.4Professional higher education (HBO) 586.2 593.3 623.5 694.3 782.0Academic higher education (WO) 510.9 528.6 496.7 575.9 620.3


Notes• B) Expenditure including

spending on tuition fees credit and performance-related grants converted into interest-bearing loans.



Study Costs and School Fees Allowances Act

Study costs and school fees allowancesThe Study Costs and School Fees Allowances Act (WTOS) came into force on 1 August 2001. It provides for study costs allowances to be paid to: • young people under 18 who are in full-time secondary education (VO) or

attending full-time vocational training courses (BOL); abbreviated to TS17-. Students under the age of 18 who fall under the WSF as of 1 October rather than 1 September qualify for TS17- until that date;

• students aged 18 and over in (part-time) secondary general adult education (VAVO) or teacher-training courses in tertiary education; abbreviated to WTOS18+;

• full-time students aged 18 and over in secondary education; abbreviated to VO18+.

Number of WTOS claimantsThe TS17- category has been stable for several years, until 2006. In recent years, numbers in this category have fallen. This decline can be attributed to both the decreasing school rolls and a decrease in the number of actual claims. The introduction of free school books in 2008 also contributed to the decrease in claimants. The number of claimants has fallen even further with effect from January 2010, when the WTOS for secondary school students under 18 was fully integrated into the personal budgets. Numbers in the WTOS18+ category have been decreasing in the period from 2009 to 2013. The number of VO18+ claimants has stabilized more or less over the period from 2011 to 2013.

Standard amountsThe WTOS distinguishes various standard amounts for the various categories, depending on age and study programme. The standard amounts are indexed annually.

The TS17- allowance is composed of:• a contribution towards teaching materials / direct study costs;• a component to cover course fees (school fees), if still applicable.

The WTOS18+ allowance is composed of:• a component to cover course, tuition or school fees;• a contribution towards direct study costs.

The VO18+ allowance, finally, comprises:• a basic allowance, including an extra amount for students living away from

home;• help with school and tuition fees (if still applicable);• help with other study costs.

The allowances are dependent on the income level of the parents (TS17- and VO18+), or, as the case may be, the income earned by the students themselves (WTOS18+). In addition, the VO18+ category comprises a basic allowance irrespective of parental income.

Expenditure under the WTOSUntil 2007 inclusive, expenditure for TS17-, WTOS18+ and VO18+ tended to keep pace with the trends in the numbers of claimants.

From 2008, WTOS expenditures for students have fallen considerably. Main reasons for this decrease are the fact that schools have started to provide textbooks to their students free of charge and the integration of WTOS grants into the personal budgets.

Figure 8.5 WTOS expenditure by category Expenditure (x € 1 million)

0

50

100

150

200

250

VO18+WTOS18+TS17-

20132012201120102009


107

Table 8.7 Key statistics for WTOS by type of education

2009 2010 2011 2012 2013A) WTOS expenditure (x € 1 million)Total 145.5 100.4 97.0 93.3 88.2Expenditure TS17- 71.0 24.7 23.1 20.9 16.5 Secondary education 30.7 0.6 0.0 0.0 0.0 Vocational training + tertiary education 40.3 24.0 23.1 20.9 16.5Expenditure WTOS18+ 11.0 9.1 6.8 6.2 6.1 Secondary education 1.4 1.6 1.4 1.4 1.5 Tertiary education 9.6 7.5 5.3 4.8 4.6Expenditure VO18+ 63.4 66.6 67.1 66.2 65.7B) Number of WTOS claimaints (x 1,000)TS17- 235.9 148.1 42.3 36.0 27.7 Secondary education 182.7 102.2 0.1 0.0 0.0 Vocational training + tertiary education 53.2 45.9 42.2 36.0 27.7WTOS18+ 10.3 8.5 6.6 6.3 6.0 Secondary education 2.6 2.6 2.4 2.5 2.6 Tertiary education 7.7 5.8 4.2 3.8 3.4VO18+ 33.7 34.3 35.9 35.8 35.6C) Expenditure per WTOS claimant per year (x € 1) TS17- 301 167 547 579 594 Secondary education 168 6 0 0 0 Vocational training + tertiary education 758 523 549 579 594WTOS18+ 1,071 1,081 1,025 987 1,004 Secondary education 546 613 593 555 562 Tertiary education 1,245 1,293 1,277 1,278 1,350VO18+ 1,885 1,939 1,868 1,852 1,846

Table 8.8 Standard WTOS amounts (in euros)

2009 2010 2011 2012 2013TS17- per yearSchool costs in lower secondary education 287 0 0 0 0School costs in upper secondary education 369 0 0 0 0School costs in vocational training 1,012 659 659 659 674School fees in secondary education and vocational

training1,013 1,031 1,043 1,065 1,090

WTOS18+ per yearMaximum total allowance in secondary education 593 610 614 624 641Total allowance in tertiary education 1,225 1,241 1,241 1,241 1,257VO18+ per monthBasic allowance for students living away from home 236 242 242 242 248Basic allowance for students living at home 101 104 104 104 106School fees in VO and BOL 84 86 87 89 91School costs 31 80 80 80 82

Source OCW annual reports

Notes• WTOS18+: including VAVO. • As from 1 January 2010,

expenditures went down sharply due to the integration of WTOS in the personal budgets.

Source OCW national budgets

Notes• Total WTOS 18+ allowance

comprises study costs and school/course/tuition fees.

• In 2011 and 2012, the standard amounts were not indexed to price movements.

• All amounts have been rounded off to the nearest euro.



School/course/tuition fees

School and course feesThe School and Course Fees Act (LCW) states for whom, when and how the level of school fees is to be decided. This Act also contains further stipulations with regard to the course fees. School fees are collected by DUO in Groningen; course fees are collected by the institution providing the course; tuition fees are collected by the tertiary education institutions.

Revenue from school feesAt the start of the 2005/06 school year, school fees were abolished for all 16 and 17-year-old students in BOL and adult general secondary education (VAVO), and for all students in full-time secondary education (VMBO, HAVO, VWO), special education (SO) and secondary special education (VSO). Starting in the 2005/06 school year, only BOL and VAVO participants who are 18 or older on 1 August of the school year are required to pay a fee when enrolled in education.

The amount of school fees received depends on the numbers required to pay school fees and the level of the school fees. School fees are indexed annually on the basis of inflation. In the period from 2009 to 2013, school fee revenues have more or less kept pace with the numbers required to pay school fees. School fee revenues fell in 2013, whereas the numbers required to pay school fees rose that year. This ensues from the option of paying in instalments: with effect from the 2004/05 school year, school fees may be paid in a maximum of six instalments. In 2013, some 120 thousand people took advantage of this option, versus some 100 thousand in 2012. For comparison, tuition fees due are also presented in Table 8.9 opposite.

Figure 8.6 Standard school and tuition fees Expenditure (x € 1)

0

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Tuition feesSchool fees

2013201220112010200920082007200620052004200320022001


109

Table 8.9 School fees and tuition fees

2009 2010 2011 2012 2013A) Revenue (school fees) (x € 1 million)

Total 187.2 202.6 207.1 221.7 205.7

Secondary education, (secondary) special education 0.0 0.0 0.0 0.0 0.0


B) Numbers obliged to pay school fees, per school year (x 1,000)

Total 197 205 209 215 225

Secondary education, (secondary) special education 0 0 0 0 0


C) Standard school fees and tuition fees per school year (x € 1)

School fees 1,013 1,031 1,043 1,065 1,090

Tuition fees 1,620 1,672 1,713 1,771 1,835

SourceOCW national budgets, OCW annual reports

Notes• Figures pertain to situation at the

end of the year.


9 Culture and the Media 110

Culture The Ministry of Education, Culture and Science is responsible for the creation of preconditions for the maintenance, management, development, social and geographical distribution or other dissemination of cultural expressions. Traditionally, leading factors are considerations regarding quality and diversity. In order to be able to realize this general objective, the government bears (joint) responsibility for the maintenance of a number of systems: the arts, museums, historic monuments and buildings, archaeology, archives and libraries. The government aims to promote quality and diversity in the programmes on offer by, for example, supporting the so-called basic cultural infrastructure (BIS) and funds in the following areas: the Arts (performing arts, visual arts, architecture and design, new media and film, amateur arts and cultural education), Cultural Heritage (historic buildings and sites, museums, archives, archaeology), and Literature and Libraries. Advice on policy and subsidies is sought from the Council for Culture. In addition to subsidies for infrastructure and funds, the policy takes shape in a range of specific measures aimed at promoting, for example, cultural entrepreneurship and cultural education. In this edition of Key Figures, key data are presented over the period up to 2013 inclusive. For data derived from the annual reports submitted by subsidized institutions, the most recent year is 2012 (annual figures pertaining to 2013 will become available in the course of 2014). The new four-year subsidy planning period started in 2013 and will run up to and including 2016.

Figure 9.1 Flows of funds in the culture and media sector Amounts for 2013 (x € 1 million)

The MediaThe Minister of Education, Culture and Science is responsible for the national, regional and local public broadcasting systems and for legislation governing this domain. In addition, the Minister bears responsibility for the funding of national public broadcasting and several other institutions associated with broadcasting. The 2008 Media Act covers the responsibilities and tasks of the government with regard to public broadcasting, commercial broadcasting and the press.

Funding in the culture sectorFunding is governed by the Cultural Policy Special-Purpose Funding Act (WSC), the 1988 Historic Buildings and Monuments Act and the 1995 Archives Act. The WSC and the regulations it underpins distinguish three different types of funding, viz.: insti-tutional subsidies, project subsidies and special-purpose grants. The institutional subsidies are divided into single-year and multi-year grants. The current multi-year grants (the main flow of funds) have been allocated for the period from 2013 to 2016 on the basis of a balanced consideration of subsidy applications and the budgets submitted by the funds. Subsidies are provided in the form of a block grant, so that institutions can reserve any operating surplus, within the subsidy term, to use later for extra activities or to cover operating deficits. For the 2013-2016 subsidy planning period, the Minister of Education, Culture and Science maintains direct subsidy relations with institutions that are active in the Basic Cultural Infrastructure (BIS). In addition to (multi-year) institutional grants, the culture funds provide project subsi-dies and working grants. In 2011 and 2012, several cutbacks were implemented with regard to culture policy: institutional subsidies were subjected to a generic reduction and some incidental flows of funds were discontinued, including the matching scheme and the innovation scheme. In Amsterdam, Rotterdam, The Hague, Utrecht and some other larger cities, institutions are subsidized jointly by central and local government. The relevant administrative agreements are recorded in covenants. In 2009, the flows of funds to the local and provincial authorities within the framework of the Regional Dynamism programme (Cultural Outreach Action Plan and Funding of Visual Arts and Design) were decentralized to the municipal funds.

Funding in the media sectorThe media sector is funded on the basis of the Media Act 2008. The responsibility for funding the regional broadcasting companies now lies with the provinces; un-der the Rutte II coalition agreement, it will be transferred to the Ministry of OCW as from 1 January 2014. The local authorities are responsible for funding the local broadcasting companies.

For the national broadcasting stations, 2013 was the third full year of the new licence period, which runs until 1 January 2016. The broadcasting companies receive their budget via the sliding scale system and they work together in new relationships. The new performance agreement, which is linked to the licensing plan, consists of quantitative and qualitative objectives for the media supply and audience reach.

System and funding in the culture and media sector

OCW

Cultural establishmentsindividual artists

Artists’ own revenue

Media

893

194

76 27

Funds157

Culture subsidies 491

Regional / local authorities

Ministry and government agencies


111

Table 9.1 Financial key statistics with regard to culture and the media (x € 1 million)

2009 2010 2011 2012 2013Expenditure and revenue in the culture and media sectorA) Total expenditure for culture and the media 1,768.3 1,830.6 1,779.3 1,842.5 1,597.7A1) Total expenditure for the arts 438.8 449.3 445.5 484.7 339.5> Total expenditure for the arts, excl. Funds 271.0 275.6 270.3 312.2 192.9Visual arts, architecture and design 33.8 37.9 37.3 39.7 15.0Film 13.4 14.2 13.6 11.7 11.2Performing arts 184.9 179.3 180.5 233.7 121.8Amateur arts and art education (incl. Culture and School project) 25.7 17.6 18.0 16.1 17.7Other subsidies (until 2008, incl. Cultural Outreach Action Plan) 13.2 26.7 20.9 11.1 27.2> Total Funds expenditure for the arts 167.9 173.7 175.2 172.4 146.6Visual Arts Funds (incl. Mondriaan, Heritage) 45.0 44.9 45.9 41.0 32.8Architecture Fund 8.8 9.1 9.1 13.3 14.8Performing Arts Fund 64.3 64.2 64.6 63.4 53.5Film Fund 37.1 37.1 37.4 36.8 30.7Participation Fund 12.6 18.4 18.2 17.9 14.8A2) Total expenditure for literature and libraries 87.0 111.6 65.6 74.0 59.8Libraries 37.7 36.7 37.0 37.5 33.2Literature 12.9 15.7 13.5 13.9 12.4Images for the Future 24.6 46.9 0.0 8.2 0.0Dutch Language Union 1.4 1.4 1.4 1.3 1.3Literature and Libraries Fund 10.4 10.9 10.9 10.7 10.5Creative industry (CRISP) 2.8 2.4 2.4A3) Total expenditure for the media 902.1 901.8 912.4 951.5 892.9Dutch World Service 46.8 46.5 46.3 46.3 0.0Other expenditure 128.1 99.8 119.1 160.1 146.1National broadcasting services 727.2 755.5 747.0 745.1 746.8Broadcasting corporations and NPS 306.6 305.0 311.5 311.0 307.6 NOS RTV 103.7 112.8 101.2 105.2 102.5 NOS services 89.5 101.3 100.5 94.7 100.0 Other broadcasting services 46.3 48.8 48.6 47.8 48.8Incentive funds to boost programmes 143.1 187.6 185.2 186.4 187.9Development of new services 38.0 . . .A4) Total expenditure for culture management 314.3 342.2 331.7 302.1 273.9Museums 196.0 200.5 189.8 184.4 167.8Historic buildings and sites 90.4 110.7 111.5 94.2 82.4Archaeology 0.7 1.1 0.5 0.3 0.1Public records 27.2 29.9 29.9 23.2 23.6A5) Other expenditure 3.3 3.5 2.6 1.4 2.0A6) Overhead costs 22.7 22.2 21.5 28.9 29.5National Archives 22.7 22.2 21.5 28.9 29.5B) Total revenue in the culture and media sector 283.4 264.4 225.9 232.6 203.2B1) Culture management revenue 9.1 11.1 30.2 16.3 4.6B2) Media revenue: origin of broadcasting funds 247.6 228.2 191.0 215.5 193.5Revenue from radio/TV advertisements 209.0 197.0 190.0 215.0 193.0Revenue from interest 2.0 2.0 0.5 0.5 0.5Other revenue 6.8 -0.3 0.0 0.0 0.0Revenue from distribution of radio frequencies 29.8 29.5 0.5 0.0 0.0B3) Other revenue 26.7 25.1 4.8 0.8 5.0

SourceOCW Annual reports

Notes• The 6.8 million euros of the

Mondrian Foundation Heritage Fund have been included under the Arts Funds.

• A3) In the figures pertaining to 2010, the sum earmarked for the development of new services has been incorporated under the incentive funds to boost programmes.

• B2) Revenue from interest and radio/TV advertising is based on media budgets and estimates adjusted in September of the year concerned. The final figures are presented in the annual accounts of the Broadcasting Commission and the Radio and Television Advertising Authority.



The Arts

SectorThe arts domain comprises the visual arts, architecture, design, film, new media, the performing arts, amateur arts and education in the arts. To a large extent, policy in these sectors is implemented via institutional subsidies, awarded under the Culture Agenda and its concrete details outlined in the subsidy plan. Funding is governed by the Cultural Policy Special-Purpose Funding Act (WSC), the Specific Cultural Policy Decree (BSC) and the Specific Cultural Policy Arrangements (RSC).

FundsA part of government policy in the area of culture is carried out by the culture funds: the Netherlands Performing Arts Fund, the Netherlands Film Fund, the Mondrian Foundation, the Creative Industries Fund NL, the Cultural Participation Fund and the Netherlands Literature Fund. Under the “more for fewer” policy, some of the institutions that are not covered by the basic infrastructure receive multi-year institutional subsidies from the Performing Arts Fund or the Cultural Participation Fund. In addition, institutions or individual artists can apply to the funds to garner support for productions, projects or (work) grants.

PolicyThe policy for the arts sector (and the broader cultural policy) is periodically set out in general outline. In 2013, Minister Jet Bussemaker presented her future cultural policy agenda in the Memorandum entitled Culture in Motion; the Meaning of Culture in a Changing Society. The memorandum features the following spearheads: cultural education, bolstering talent, the creative industries, digitalization, the social dialogue on culture and internationalization. In addition, the Minister is making a case for entrepreneurship in the culture sector.

The basic infrastructure scheme runs from 2013 to 2016. During the current scheme (2013-2016), the number of subsidized institutions was further reduced to 84. In the Culture System 2017-2020 memorandum, the Minister presented proposals for the continued improvement of quality in the cultural institutions system. The goal is to boost the quality of the system through increased collaboration between the authorities. In addition, the Minister intends to keep a sharper eye on performances when assessing the cultural institutions.

In 2013, the Johannes Vermeer Award, a state prize to honour and enhance outstanding artistic talents, was awarded to architect Rem Koolhaas.

Performances and visits Table 9.2 shows the trends in performances and attendance for the subsidized performing arts in the period running from 2009 to 2012. The number of

performing arts institutions in the basic infrastructure scheme was reduced as of the new subsidy period that started in 2013 and funding is now based on standard amounts. For example, as of 2013, youth ballet and music are subsidized by the Performing Arts Fund rather than under the basic infrastructure scheme. In all disciplines, with the exception of orchestras, the number of domestic performances fell in 2012 compared with 2011. This might be explained by the generic subsidy cutback of 2.2 per cent for 2012 and the preparations for the subsidy cutback with respect to the 2013-2016 period. The number of domestic performances totalled 9,159 in 2012, as compared with 9,448 in 2011. In relative terms, overall domestic attendance figures decreased less than did the number of performances. In 2012, domestic attendance totalled 2,538,000; as compared with 2,605,000 in 2011. It is also not uncommon for the number of performances and visits to institutions to fluctuate from one year to the next, depending on their programming. The number of visits has risen since the previous subsidy planning period. The performance figures of Dutch performing arts abroad show the same trend. Remarkable in this respect is the continued increase in the number of performances and attendance figures for youth theatre abroad.

Figure 9.2 Flows of funds in the arts sector Amounts for 2013 (x € 1 million)

Regional / local authorities

Art establishments

Culture funds OCW

Individual artists

Artists’ own revenue

147

193

27Regional/local authorities


113

Table 9.2 Performances and ticket sales by OCW-subsidized performing arts companies

2009 2010 2011 2012A) Number of performances

Total In the Netherlands 8,102 8,846 9,448 9,159

Ballet and dance

Children’s ballet and dance

Children’s theatre

Music

Opera

Orchestras

Theatre

1,014 1,029 1,146 1,112

293 268 231 199

751 1,049 952 743

859 942 1,059 1,056

256 234 218 212

689 707 718 733

4,240 4,617 5,124 5,104

Total Abroad 1,227 1,216 1,654 1,467

Ballet and dance



Music

Opera

Orchestras

Theatre

194 195 216 239

39 74 79 60

85 81 107 153

14 38 16 11

5 3 24 2

77 69 78 49

813 756 1,134 953

B) Number of tickets sold (x 1,000)

Total In the Netherlands 2,298 2,449 2,605 2,583

Ballet and dance



Music

Opera

Orchestras

Theatre

342 302 377 363

29 31 25 28

93 138 111 86

266 186 166 216

214 202 180 190

686 708 718 711

668 882 1,028 989

Total Abroad 365 405 433 369

Ballet and dance



Music

Opera

Orchestras

Theatre

80 102 126 109

5 8 10 10

10 11 17 30

13 10 1 1

4 2 3 1

140 116 131 77

113 156 145 142

SourceOCW policy database

Notes• Figures for performances

and tickets sold pertain to BIS establishments only; FPK subsidized establishments are not included.

• Figures for performances do not include specific performances such as school events and accompanying performances.

• For orchestras this means that ballet accompaniments are not included, nor are performances by broadcasting orchestras.

• Theatre: including mime and puppet shows.



Film

Film is a medium that clearly appeals to all sections of the Dutch population. The commercial significance of the Dutch feature film has risen sharply. In 1994 it had a market share of only 0.8 per cent; this market share rose to 16.3 per cent by 2012 (following the record year 2011 with 22.4 per cent, which can primarily be attributed to the box office success of the feature film “Gooische Vrouwen”). Over the past few years, overall cinema attendance figures have continued to rise (30.7 million tickets sold in 2012). The Netherlands thus shows a positive picture compared to the downward trend in overall cinema attendance across Europe. The number of long feature films produced in the Netherlands continued to rise in 2012, to 43 titles.

Figure 9.3 Cinema attendance Number of tickets sold (x 1 million)

Figure 9.4 Receipts per film distributed Amounts (x € 1,000)

0

200

400

600

800

1,000

1,200

Per Dutch �lmPer �lm

2012201120102009200820072006200520042003200220010

5

10

15

20

25

30

35

201220112010200920082007200620052004200320022001


115

Table 9.3 Grants from (semi-) government funds to funding of film productions

2008 2009 2010 2011 2012Number of feature films 28 42 34 27 43

Number of films supported by Film Fund 21 33 28 23 36

Number of co-productions with public broadcasting services 17 7 22 22 --

Number of films without subsidy from (semi-) public funds 4 3 6 4 7

Number of documentaries 17 11 16 19 22

Number of documentaries supported by Film Fund 15 7 13 17 19

Total subsidy from Film Fund (x € 1,000) 1,665 763 1,863 1,822 2,484

Number of animated films 5 7 14 10 8

Total subsidy from Film Fund (x € 1,000) 260 406 1,078 804 929

Number of experimental films 18 24 10 26 24

Total subsidy from Film Fund (x € 1,000) 432 672 250 1,002 468

Table 9.4 Proportion of Dutch feature films in the cinema

2008 2009 2010 2011 2012Number of tickets sold (x 1 million) 23.5 27.2 28.2 30.4 30.6

of which to all Dutch films in circulation (%) 17.6 17.4 15.8 22.3 16.3

Number of films released 296 334 325 343 364

of which Dutch feature films 30 37 32 48 63

Gross receipts (x € 1 million) 164.6 200.4 219.3 239.9 244.6

of which from all Dutch films in circulation 25.8 34.3 32.5 52.5 37.3

Gross receipts per film distributed (x € 1,000) 556 600 675 699 672

Gross receipts per Dutch film (x € 1,000) 859 1, 009 1,014 1,117 591

SourceFilm Facts and Figures of the Nether-lands (Netherlands Film Fund)www.filmfonds.nl

Notes• Film Fund = Netherlands Film Fund.• Feature films: all feature films

released in the relevant year, inclu-ding popular films created under CV scheme, with or without subsidy from the Film Fund.

• (Semi-)public funds: Film Fund, Cobo, Stifo and public broadcasting services, Fine BV, excluding local funds and grants from regional or local governments.

• Data on film production in a year (films that have been produced) does not equal data on distribution in that year (films shown in the cinema).

SourceAnnual reports by the Dutch Association of Cinema Owners (www.nvbinfocentrum.nl)www.nvbinfocentrum.nl

Notes• Gross receipts per film distributed:

figures are obtained by dividing the total gross receipts by the number of new releases in the year concerned.



The Media

The public broadcasting systemThe public broadcasting system is composed of domestic national, regional and local services and the Dutch world service. The year 2013 was largely marked by the austerity cuts and the revision of the public broadcasting system ensuing from the coalition agreement of the Government Cabinet Rutte I. The merger of six broadcasting corporations to form three new broadcasting organizations is an important condition for realising the planned cutbacks in the budget of the public broadcasting system. The NPO and the broadcasting corporations energetically set to work on this objective last year. The so-called 2.42 broadcasters have also joined a broadcasting organization. As a result, in the coming years the number of broadcasting organizations will be reduced from 21 to 8.

With the amendment of the Media Act 2008 dated 28 June 2012, the transfer of the Dutch World Service to the Ministry of Foreign Affairs was orchestrated as of 1 January 2013. In addition to these broadcasters, there are also a few institutions that are entrusted with specific public duties related to the public broadcasters (Netherlands Institute for Sound and Vision, NOB and SOM). The regional broad-casting companies are funded via the Provincial Fund. In the Rutte II Coalition Agreement it has been decided to transfer the funding of regional broadcasters to the Ministry of Education, Culture and Science (OCW) as of 1 January 2014.

FundingThe broadcasting resources available in the media budget are composed of the national TV and radio licence fees, the advertising income from the STER (radio and television advertising authority), and the interest on the general broadcasting reser-ves. In accordance with the Media Act, the statutory basic level of the national TV and radio licence fee is indexed annually on the basis of the CBS consumer price index forecast and the CBS index for the growth in the number of households in the Nether-lands. The STER income can fluctuate annually, depending on the market situation.

Figure 9.5 Flows of funds in the media sector Amounts for 2013 (x € 1 million)

Performance indicatorsThe key indicators for the media are outlined in the policy agenda and the OCW report Trends in Beeld (Trends in Focus). Other important indicators for public broadcasting include the share of viewing time. The arrival of new competitors on the broadcasting market put pressure on the share of viewing time; for the three public stations it fell to 33 per cent in 2007. In 2008, the public broadcasters’ share of viewing time started to pick up. The situation stabilized after a recovery in 2008; in the even years (event years), the public broadcasters’ share of viewing time is higher than during the odd years.

The pressThe Media Act comprises support measures for press organizations. The implementation of these measures is the responsibility of the Netherlands Press Fund. Since 2001, the Press Fund has implemented two temporary support schemes – one for minority newspapers and one for journalistic information products on the Internet. The policy of the national government is aimed at preserving the plurality of the broadsheet press as much as possible. The circulation of subscription newspapers has shown a steady decline in recent years. This decrease is attributed to increasing competition from television, radio and the Internet; a decreasing willingness among consumers to pay for information; a decreasing interest, among young people in particular, in (subscription) newspapers.

Flows of funds from

OCW

to theMedia

Advertising

Interest and other

National Service

Other

193

1

747

146


117

Table 9.5 Circulation figures for national and regional daily papers (x 1,000)

2008 2009 2010 2011 2012Number % Number % Number % Number % Number %

Total circulation 5,381 100 4,630 100 4,537 100 4,364 100 3,919 100

National daily papers overall 1,881 35 1,821 39 1,798 40 1,750 40 1,700 43

Regional daily papers 1,696 32 1,578 34 1,545 34 1,484 34 1,402 36

Specialist papers 96 2 91 2 82 2 60 1 54 1

Free daily papers 1,708 32 1,140 25 1,112 25 1,070 25 763 19

National daily papers overall 1,881 100 1,821 100 1,798 100 1,750 100 1,700 100

De Telegraaf 667 35 644 35 626 35 598 34 565 33

Algemeen Dagblad 458 24 441 24 440 24 427 24 419 25

De Volkskrant 261 14 256 14 260 14 258 15 259 15

NRC Handelsblad 216 11 205 11 199 11 200 11 198 12

Trouw 108 6 107 6 106 6 103 6 104 6

Reformatorisch Dagblad 56 3 55 3 54 3 53 3 50 3

Nederlands Dagblad 32 2 30 2 30 2 28 2 26 2

NRC next 83 4 83 5 83 5 83 5 79 5

Table 9.6 Viewing figures per television channel (in percentages)

2009 2010 2011 2012 2013Ned1 21.9 23.3 20.8 23.5 20.8

Ned2 6.9 7.3 6.7 7.3 7.1

Ned3 8.0 7.0 6.9 6.9 7.2

RTL4 15.1 16.2 17.6 17.3 17.8

RTL5 5.5 5.0 5.2 4.1 4.2

RTL7 4.6 4.9 5.1 5.0 5.2

RTL8 2.2 2.2 2.3 2.0 2.2

Net5 4.7 4.0 3.9 3.6 4.1

SBS6 12.6 11.3 10.6 9.1 8.7

Veronica 4.3 4.4 4.8 4.3 4.3

Other (foreign/regional/video channels) 14.2 14.4 16.1 16.9 18.4

SourceMediaMonitor 2012, based on information derived from HOI-online

Notes• Figures relate to domestic

circulation.

SourceAnnual reports Rating Foundation

Notes• From 18.00 to 24.00 hrs, among

Dutch population aged 6 and older.



Literature and libraries

The public library system The responsibilities and funding of public libraries rest on three levels: local, regional and national. The national government spends an amount equal to 1 per cent of its total budget on the implementation of its system responsibility.

A new Public Library ActThe new Public Library Act, which was presented to the House of Representatives on 17 January 2014, aims to anchor the public library system in the Netherlands in law, for now and in the future. The Dutch language is spoken in a relatively small geographic area (by approximately 25 million people in the Netherlands and Flanders). Along with publishers, booksellers and writers, public libraries ensure there is a vital reading culture in the Netherlands. For this reason, it is necessary to keep the public library sector strong and up to date.

What does the new Public Library Act regulate?The Public Library Act establishes again what important social service is provided by public libraries and what the duties of a public library are. The public library provides the public access to knowledge and information. The public library operates according to the public values of accessibility, independence and reliability.

The tasks of the public library are to provide the opportunity for “reading, teaching and informing”. The public library thus contributes to the education of society as a whole, which is enormously important in a knowledge-based economy. The public library is also a place where people can meet and debate. It also provides people with opportu-nities to become familiar with art and culture.

Figure 9.6 OCW spending on literature and libraries Amounts (x € 1 million)

The public library has a total of five key functions:a. making knowledge and information available;b. providing opportunities for development and education;c. promoting reading and providing people with an opportunity to become

familiar with literature;d. organizing meetings and debates between people;e. enabling people to become familiar with art and culture.

The public library works using both physical and digital formatsBased on the Act, the public library can perform its tasks using both physical and digital formats. Public libraries have long had digital activities, but much of it was fragmented. All digital activities are now being brought together at the Royal Library (KB). The KB is going to organize the digital library. For users of the public library system, there will be one central access point for the physical and digital collections. The digital library will thus be given a clear structure and obtain certainty with regard to the budgets for infrastructure and content. The KB is an important national library with a large physical collection and large digital collection. The Act links the KB with the public library sector. In this way, members of the public library will gain access to the collections of the KB.

Public libraries working together in a networkThere are 162 local, regional and provincial library organizations in the Netherlands. The Act organizes the public library system as a network of cooperating facilities. The Act expects libraries to do a number of things in collaboration with one another and in the same manner. This is necessary to establish a robust, interconnected network. This effort is focused on the following subjects and activities:• a single shared catalogue.• inter-library lending;• a single digital infrastructure;• libraries arrange among themselves who will purchase what; a collection plan. Figure 9.7 Public libraries Membership, collections and check-outs; 2000=100

0

20

40

60

80

100

120

Images of the futureLiteratureLibraries20132012201120102009

50556065707580859095

100

Check-outsCollections Membership

2012201120102009200820072006200520042003200220012000


119

Table 9.7 Key statistics for public libraries

2008 2009 2010 2011 2012A) Organization

Number of institutions 194 171 166 163 162

B) Collections (x 1,000)

Total collections 31,047 29,299 28,532 27,922 26,487

Total numbers of books for adults 18,382 16,782 16,194 15,552 14,775

Fiction 9,524 8,999 8,791 8,677 8,205

Non-fiction 8,858 7,783 7,403 6,875 6,570

Total numbers of children’s books 12,665 12,517 12,338 12,370 11,712

Fiction 9,052 8,954 8,982 9,082 8,663

Non-fiction 3,613 3,563 3,356 3,288 3,049

C) Memberships (x 1,000)

Total number (including mobile libraries) 3,969 4,027 3,996 4,009 3,970

Children under 18 2,052 2,079 2,113 2,189 2,230

Adults 18 and older 1,917 1,948 1,883 1,820 1,740

D) Check-outs (x 1,000)

Total number (including mobile libraries) 106,789 98,342 93,398 93,028 85,193

Total numbers of books for adults 57,731 52,251 49,961 48,832 44,397

Fiction 42,554 39,737 38,258 37,391 34,014

Non-fiction 15,177 12,514 11,703 11,441 10,383

Total numbers of children’s books 49,058 46,091 43,437 44,196 40,796

Fiction 40,676 38,344 36,269 37,064 34,535

Non-fiction 8,382 7,747 7,168 7,132 6,261

E) Financial data (x € 1 million)

Total revenues 544.5 568.6 574.2 576.3 570.6

Revenue from users 71.1 72.3 71.8 71.4 69.8

Total subsidies 445.8 463.6 473.5 471.3 464.6

Municipal subsidies 422.9 445.7 457.8 456.8 452.1

Regional subsidies 15.7 14.2 13.0 10.9 9.0

Other subsidies 7.2 3.7 2.7 3.6 3.5

Other revenues 27.6 32.7 28.9 33.6 36.2

SourceCBS-Statline

Notes- Total revenues: excluding reserves

and provisions.



Cultural heritage

Sectors The Cultural Heritage policy area encompasses four sectors: museums, historic buildings and sites, archaeology and public records.

In the museum sector, the main (ministerial) responsibility relates to the preserva-tion, management and accessibility of the national collections. These tasks have been delegated to the semi-privatized national museums. The Cultural Heritage Inspectorate is responsible for monitoring the management of collections. The National Cultural Heritage Service (RCE) provides services and information to the entire museum world. In addition, the Minister of OCW aims to improve the accessibility of the Dutch cultural heritage through education and culture funds schemes to bolster collection mobility. The museum system will be reviewed on the basis of the recommendations provided by the Council for Culture.

The work of the historic buildings and sites sector centres on the duty to preserve historic buildings and sites. Responsibility for implementing national policy in this area is delegated to the National Cultural Heritage Service (RCE). Key instruments are the subsidies for the maintenance of historic buildings. Under the Monuments and Historic Buildings Act of 1988, a structural budget is made available, not only for the maintenance but also for the restoration of monuments and historic buil-dings, with effect from 2010. The permits that are required to modify national his-toric buildings are granted by the municipal authorities. The Heritage Inspectorate monitors compliance with statutory regulations pertaining to historic buildings and sites. At the end of 2009, the Dutch House of Representatives approved the reform of the organization responsible for the preservation of historic buildings and sites. The relevant amendments took effect on 1 January 2012. Their primary aim is to adapt the preservation and development of heritage to the innovative approach society requires: from object-oriented to environment-oriented, from preserving to developing. The position of cultural history in spatial planning plays an important role in this regard. The Act stipulates that local authorities are to take cultural-historical values into account when drawing up zoning plans. Rules and regulations will be simplified; owners will have more say regarding historic buil-dings. A key issue is new uses for historic buildings; the national government aims to encourage and facilitate new uses by additional regulations.

In the archaeology sector, the main (ministerial) responsibility is primarily to preser-ve and protect the archaeological treasures in the soil, incorporate them into physi-cal planning and grant excavation permits. These principles are established in the Archaeological and Historical Sites Preservation Act that took effect on 1 September 2007. With the adoption of this Act, the principles of the Valletta Treaty were imple-mented within Dutch law. An evaluation of the Act in 2012 demonstrated its effec-tiveness. The RCE bears responsibility for the implementation of the Archaeological

and Historical Sites Preservation Act. The Heritage Inspectorate monitors complian-ce with legal requirements and regulations governing excavation permits.

In the public records sector, the principal responsibility of the Ministry of OCW is to manage and preserve the records of central government and to ensure public access. This task is undertaken by the National Archives (NA) and eleven regional historic centres (RHCs), located in the provincial capitals. The NA and the RHCs preserve the national archives of the province in question, the provincial archives and those of specific municipalities, water authorities and other cultural-historical institutions. The spearheads of the public records sector policy are digitalization of the archives and improving public access via virtual services. For the years 2013, 2014 and 2015, funds have been made available for a number of efforts to intensify the implementation of the national government’s digital tasks. These funds are earmarked for the further development of the national digital infrastructure and the digitalization of those public records consulted most frequently. In June 2011, the Ministry of OCW submitted its Archiefvisie [Memorandum on Archives] to the House of Representatives. In its wake, OCW, IPO, VNG and UvW signed the 2012-2016 public records covenant at the end of 2012, thus joining forces to promote a sustainable archives system in the digital future. The National Archives will supervise the implementation of the covenant via the Archief 2020 programme. The Heritage Inspectorate / Public Records sector supervises the quality of public records management. The statutory basis is the Public Records Act of 1995.

FundingMost Cultural Heritage funding goes to the RCE government services (with effect from 2011, including ICN), the national archives and the subsidized institutions. The largest flows of funds go to the museums and to historic buildings and sites. In addition, subsidies are granted to institutions concerned with public records and archaeology. Payments relating to the preservation of historic buildings and sites are made by the National Restorations Fund (NRF).

Figure 9.8 Flows of funds in the cultural heritage sector Amounts for 2013 (x € 1 million)

OCWCulture Fund

Ownrevenue

Supportinstitutions

Museums

Public recordinstitutions

NA

RCE & ICN

Historic building owners

NRF

29.5

46.1

23.6

0.1

5.4

Archaeologicalinstitutions

167.8

82.4


121

Table 9.8 Visits to subsidized museums (x 1,000)

2008 2009 2010 2011 2012Total Location 5,522 5,556 5,512 6,115 7,886Afrika Museum Berg en Dal 67 71 67 69 66Nederlands Filmmuseum / EYE (1) Amsterdam 86 84 58 51 515Nederlands Fotomuseum Rotterdam 52 51 53 65 65Geld- en Bankmuseum Utrecht 48 55 60 59 66Gevangenpoort (2) The Hague 45 4 22 54 51Hollandsche Schouwburg Amsterdam 36 38 46 41 43Huis Doorn Doorn 25 25 24 26 28Jewish Historical Museum Amsterdam 115 177 184 187 232Keramiekmuseum Het Princessehof Leeuwarden 24 39 30 28 47Kröller-Müller Museum Otterlo 252 258 281 302 311Nederlands Letterkundig Museum (3) The Hague 9 7 22 45 62Mauritshuis (4) The Hague 232 206 239 278 1,396Museum Meermanno The Hague 16 12 14 19 25Museum Boerhaave Leiden 42 42 47 55 61Museum Catharijneconvent (5) Utrecht 81 83 49 90 93Museum Slot Loevestein Poederoijen 101 122 116 116 114Natuurhistorisch Museum Naturalis Leiden 245 267 263 267 255Nederlands Openluchtmuseum Arnhem 451 462 436 456 524Nederlands Scheepvaartmuseum (6) Amsterdam 115 101 119 176 419Paleis Het Loo Nationaal Museum Apeldoorn 316 355 323 325 249Persmuseum (7) Amsterdam 11 8 16 26 58Rijksbureau voor Kunsthist. Doc. The Hague 5 5 5 5 6Rijksmuseum (8) Amsterdam 976 876 896 994 894Rijksmuseum Muiderslot Muiden 131 119 110 109 113Rijksmuseum Twenthe Enschede 41 46 42 44 47Rijksmuseum van Oudheden Leiden 120 134 131 153 143Rijksmuseum voor Volkenkunde Leiden 76 95 104 118 131Teylers Museum Haarlem 90 119 101 128 147Van Gogh Museum Amsterdam 1,475 1,451 1,433 1,600 1,499Zuiderzeemuseum Enkhuizen 239 244 221 229 226

Table 9.9 Historic buildings and state archives

2008 2009 2010 2011 2012A) Listed historic buildings (x 1,000) 61.1 61.1 61.3 61.5 61.6

B) Number of visits to state archives via the Internet (x 1,000)

Genlias visits 4,232 21,946 25,617 27,241 1,226

Visits to Regional Historical Centres (excluding GenLias) 7,827 8,729 10,547 14,482 14,168

Visits to National Archives (excluding GenLias) 704 1,215 1,184 1,264 1,688

SourceA) RACM / RCE annual reportsB) NA annual reports

Notes• Currently, the total number of listed

historic buildings is the sum of the number of independent objects / historic buildings and the number of objects / historic buildings that are part of a complex. In the past, the number of independent objects / historic buildings and the number of complexes were added up.

• Genlias was a national genealogy database. The services were discontinued as from 1 January 2013.

SourceVarious annual reports by the museums concerned

Notes• (1) EYE Film Museum opened in

April 2012.• (2) Closed for repairs from early

2009 until September 2010.• (3) Reopened in March 2010

following repairs.• (4) Closed for repairs; part of the

collection on display at other locations for two years with effect from 1 April 2012.

• (5) Closed for part of 2010 because of renovation of climate installation.

• (6) Reopened in October 2011 after repairs.

• (7) Closed for repairs from early 2009 until the autumn of 2010.

• (8) Closed for repairs; part of the collection is on display at other locations.


10 Science122

Research in the Netherlands overallThe aggregate research and development work performed in the Netherlands in 2012 involved a sum of 12.9 billion euros. Spending on research went up by 0.7 billion euros between 2011 and 2012 (i.e., 5.6 per cent). The increase is most marked in the private sector (395 million euros or 5.7 per cent) and the higher education sector (228 million euros or 5.7 per cent). Spending in the research institutes sector rose by 68 million euros, i.e., 5.2 per cent. In real terms, the growth between 2011 and 2012 equals 4.9 per cent. In 2012, R&D accounted for 2.16 per cent of GDP, which represents an increase of 0.12 per cent of GDP vis-à-vis 2011.

The financiers of researchResearch in the Netherlands is funded from three major sources: companies, the go-vernment and abroad (both foreign companies and the EU). In 2011 (Statistics Nether-lands only publishes data on funding sources in the odd years), government funding accounted for a share of 34 per cent, companies were responsible for 51 per cent and 11 per cent of funding came from sources abroad. The remaining 4 per cent were funded from research organizations’ own resources and other national sources. In addition to direct funding, R&D is increasingly funded indirectly, on the basis of fiscal instruments such as the WBSO (Promotion of Research and Development Work Act) and the RDA (Research and Development deductions). This indirect funding totalled 1,073 million euros in 2013.

Within the government, the Ministry of OCW remains the leading financier, with a share of 70 per cent in 2013. Key components are the funding of research universities, the university medical centres and the universities of applied sciences under items 6 and 7 of the OCW budget. Within item 16, the proportion of fixed grants to institutes is gradually declining in favour of the funding earmarked for specific policy items such as the Innovational Research Incentives Scheme and Large-scale Infrastructure: from 92 per cent in 2003 to 66 per cent in 2013. At 54 per cent, NWO tops the list in 2013 when it comes to utilizing fixed grants (in 2010, NWO accounted for no more than 41 per cent). This increase can be attributed to the transfer of the TNO budget to the Ministry of Economic Affairs (EZ). The budget for specific policy items (Economic Structural Reinforcement (FES) funds and programmes focusing on bolstering talents) went up significantly in recent years: from 52 million in 2003 to 440 million in 2010. In 2012, however, this budget fell to 293 million euros.

Other major budget items are the subsidies awarded to the Royal Netherlands Aca-demy of Arts and Sciences (KNAW), the science libraries and international research organizations such as CERN, ESA and EMBL.

Intermediary organizationsPart of the OCW budget for research is allocated by the intermediary organization NWO. The bulk of this money goes to the research universities, the NWO institutes and a limited number of other institutes. Other ministries also have intermediary organiza-tions, such as the Netherlands Enterprise Agency (formerly: NL Agency) for the Ministry of Economic Affairs.

Implementing (research) institutesIn 2012, the research universities, university medical centres and universities of applied sciences were responsible for 33 per cent of research conducted in the Netherlands, on a par with 2011. The group of (semi) public research institutes conducted 11 per cent of Dutch research in 2012. In addition to the NWO and KNAW institutes, which focus on fundamental research, this diverse group comprises institutes that primarily conduct applied research such as TNO, the large technological institutes (GTIs), the institutes active in the area of agricultural research (DLO) and a number of institutes associated with a particular Ministry, such as RIVM and KNMI.

Companies are responsible for conducting the bulk of research in the Netherlands: 57 per cent in 2012. Most of the research is carried out within industry, by a number of large companies such as Philips, ASML, Shell and DSM, followed by the service sector and finally the “Miscellaneous” category.

Figure 10.1 Flows of funds to R&D Amounts for 2012 (x € 1 billion)

System and funding of the science sector

1.4

GovernmentCompaniesOther sources NLDAbroad

GovernmentCompaniesOther sources NLD Abroad

GovernmentCompaniesOther sources NLDAbroad

Tertiary education / UMCs

Research institutes Companies

3.2 0.4 0.3 0.3

1.0 0.2 0.1 0.2

0.3 6.0 0.0 1.0

4.2 7.3


123

Table 10.1 Financial key statistics for research and science (x € 1 million)2009 2010 2011 2012 2013

Expenditure and revenue (x € 1 million)Total expenditure 1,163.9 1,231.7 906.8 934.1 891.1National and international coordination 12.8 10.3 12.5 10.8 8.5Research institutes 797.3 781.4 591.6 611.8 589.3a) KNAW 94.1 90.8 91.1 94.3 93.4b) NWO 325.6 317.5 323.4 327.0 320.9c) TNO 199.8 192.8 0.0 0.0 0.0d) BPRC (Primates Centre) / Foundation AAP 9.6 9.6 9.7 10.4 9.9e) Nationaal Herbarium 1.1 1.1 1.1 1.1 1.1f) GTIs 4.0 4.7 0.0 0.0 0.0g) Academic libraries 56.6 56.5 56.6 61.3 54.3h) Other institutions 19.0 19.1 19.2 20.6 20.5i) International institutions 81.5 82.5 84.4 91.3 84.3j) Advisory councils (COS and STT) 0.2 0.2 0.2 0.2 0.2k) Public information 3.8 3.8 3.9 4.1 4.1l) Measures relating to statutory benefits 2.0 2.8 2.0 1.4 0.4Specific policy issues 353.2 439.7 302.4 311.3 293.1Attributed to DUO 0.5 0.3 0.3 0.3 0.3Total revenue 186.9 174.6 1.5 0.0 4.3

Table 10.2 Dutch R&D by source of funding and sector of implementation (x € 1 billion)

2008 2009 2010 2011 2012A) Source of fundingTotal 10.0 9.9 10.2 12.2 12.9Government (in % of total) -- 36.7 -- 34.1 --Companies’ own funds (in % of total) -- 47.3 -- 51.0 --Research organizations’ own funds (in % of total) -- 4.6 -- 3.6 --Abroad (in % of total) -- 11.4 -- 11.3 --B) Sector of implementationTotal 10.0 9.9 10.2 12.2 12.9Companies 5.3 4.9 5.2 6.9 7.3Research institutes 1.3 1.3 1.3 1.3 1.4 Research institutes 1.1 1.1 1.0 1.1 1.4 Government institutions 0.1 0.1 0.1 0.1 -- Care and welfare institutions 0.1 0.1 0.1 0.1 -- Other institutions 0.0 0.0 0.0 0.0 --Tertiary education establishments and UMCs 3.5 3.7 3.7 4.0 4.2

Table 10.3 R&D expenditure in the Netherlands as a percentage of GDP, by sector

2008 2009 2010 2011 2012Total 1.68 1.73 1.74 2.03 2.16Private sector (companies) 0.89 0.85 0.89 1.16 1.22Public sector (universities and research institutes) 0.80 0.88 0.85 0.89 0.94


Notes• Up to and including 2010, the OCW

budget amount for TNO includes grants from all other Ministries.

• Specific policy themes: FES, Genomics, Vernieuwingsimpuls, Aspasia, EET.

SourceCBS

Notes• Figures do not include spending

outside the Netherlands.• Government funds do not include

WBSO.• From 2011, figures include

companies with fewer than 10 employees.

• 2011 percentages by source of funding: excluding companies with fewer than 10 employees.

SourceCBS

Notes • From 2011, figures include



10 Science124

Science institutes: financial data

Although the operating result from ordinary operations of the three largest science institutes (NWO, KNAW and KB; following the transfer of the responsibility for TNO to the Ministry of EZ, TNO is no longer included in the financial figures of the Ministry of OCW) was negative in 2012, it had still improved vis-à-vis 2011 (from minus 47.8 million to minus 16.7 million). After a negative result in 2006, the years from 2007 to 2009 saw positive results. The joint negative result in 2012 can mainly be attributed to the nega-tive result of NWO (minus 17.7 million). KB realised a positive result of 1.5 million, while KNAW showed a negative result (minus 0.4 million). Following a decrease in 2011, the capital base of the institutes picked up again in 2012, to 631 million euros. Since 2010, the revenues of the institutions have exceeded the expenses.

Solvency, liquidity and profitabilityThe solvency of the joint institutes (both excluding and including provisions) can be classified as “sufficient”. Solvency including provisions has been on the rise since 2006 but fell from 1.74 in 2011 to 0.97 in 2012. Profitability, albeit still negative, rose from minus 5.2 per cent in 2011 to minus 1.8 per cent in 2012.

Figure 10.2 Applied research institutes, turnover and sources of funding In percentages of total and millions of euros, 2012

Operating data for each instituteThe financial position of NWO deteriorated in 2012. Solvency and liquidity fell. Profitability rose because of a lower negative result in 2012, but is still negative (minus 2.5 per cent). The operating result decreased from minus 10.5 million in 2010 to minus 48.0 million in 2011 and minus 17.7 million in 2012. The improved negative result is caused by an increase in total revenue, combined with a slight increase in total expenditure.

The financial position of KNAW is still “good”. Solvency rose slightly. The downward trend in liquidity since 2007 has stopped. Profitability continued to fall in 2012, from minus 0.1 per cent to minus 0.3 per cent, as a result of the decrease in revenue which outweighs the decrease in expenses. The operating result fell to minus 0.4 million euros in 2012.

The financial position of KB remained stable in 2012. Solvency, liquidity and profitability increased. The capital base grew following the addition of the positive result (1.4 million euros). Total revenue and expenses fell.

Trends in turnover and external funding at institutionsThe positive trend in the first few years of the decade, for both TNO and the joint GTIs, took a turn for the worse towards the end, especially with TNO. Consolidated turnover at TNO fell in 2009 and 2010, but picked up again in 2011 and 2012. Aggregate turnover at the GTIs increased slightly between 2011 and 2012; Deltares is the only institute showing a minor decrease.

TNO and the GTIs are largely dependent on income from market parties for their funding. In 2012, income from orders accounted for 60 per cent of the TNO budget; among GTIs, it ranged from 59 to 88 per cent in 2012 (average: 71 per cent).

Figure 10.3 NWO, KNAW and KB: aggregate revenues and expenses In absolute values (x € 1 million), 2000-2012

0100200300400500600700800900

1,000

Other revenueOCW grant

2012201120102009200820072006200520042003200220012000

Total expenses (right-hand axis)

0

100

200

300

400

500

600

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

TNO ECN MARIN Deltares NLR DLO

Total (right-hand axis)OtherPrivate commissions

Public commissionsCommissions overallProgramme funding


125Table 10.4 Balance sheet and operating data of the science institutes (x € 1 million) 2008 2009 2010 2011 2012

A) Accumulated balance sheetTotal assets 846.0 944.0 945.4 895.2 1,978.6Fixed assets 191.0 232.2 259.2 274.4 1.174.8 of which tangible fixed assets 149.0 184.2 206.5 222.7 226.0Current assets 655.0 711.8 686.2 620.8 803.8 of which liquid assets 486.5 546.7 515.8 458.2 444.2Total liabilities 846.0 944.0 945.4 895.2 1,978.6Equity capital 490.2 566.6 564.8 515.6 630.6Provisions 24.9 22.1 29.1 23.4 16.7Long-term debts 16.4 0.0 0.0 0.0 504.9Short-term debts 314.6 355.3 351.4 356.2 826.5B) Accumulated operating accounts (x € 1 million)Revenues 794.4 906.8 929.4 912.1 936.0OCW grants 642.0 753.1 764.9 727.3 755.9Other revenues 152.4 153.8 164.6 184.8 180.0Expenses 700.2 847.8 940.8 966.8 958.5Staff costs 214.5 276.8 235.4 242.3 269.8Depreciations 10.1 9.0 9.5 10.3 22.6Accommodation costs 28.9 30.1 31.1 32.1 40.5Other institutional expenses 446.8 531.9 664.9 682.3 625.6Revenues and expenses balance 94.2 59.0 -11.4 -54.8 -22.5Financial revenues and expenses balance 18.5 11.6 4.0 7.0 5.4Result 112.7 70.6 -7.4 -47.8 -17.1Taxes 0.0 0.0 0.0 0.0 0.0Participations 0.0 0.0 0.0 0.0 -0.3Result after taxes 112.7 70.6 -7.4 -47.8 -17.3Third-party share in result 0.0 0.0 0.0 -0.7Net result 112.7 70.6 -7.4 -47.8 -16.7Extraordinary result -0.3 0.0 0.0 0.0 0.0Total result 112.5 70.6 -7.4 -47.8 -16.7

Table 10.5 Balance sheet and operating data per institute, 2012 (x € 1 million)NWO KNAW KB Total

Balance sheet total 1,622.3 307.1 49.3 1,978.6Total revenues 734.0 148.9 53.1 936.0Result from ordinary operations -18.1 -0.4 1.5 -17.1Result from extraordinary operations 0.0 0.0 0.0 0.0

Table 10.6 Trends in solvency and liquidity of science institutes2008 2009 2010 2011 2012

Solvency (including provisions)NWO 0.67 0.70 0.70 0.67 0.29KNAW 0.54 0.53 0.55 0.55 0.56KB 0.22 0.18 0.18 0.19 0.20LiquidityNWO 2.70 2.64 2.60 2.25 0.90KNAW 1.62 1.49 1.39 1.29 1.30KB 1.00 1.04 1.06 1.10 1.14

SourceOCW (DUO: institutions’ annual accounts)



Notes• Solvency: equity capital (including

provisions) / total capital.• Liquidity (current ratio): current

assets / short-term debts.


10 Science126

Staff and researchers in the science sector

Science is people workResearch cannot be conducted without academic staff. Staff costs are a signi-ficant part of the expenditures on R&D. The academic staff group is composed of qualified researchers, personnel who perform direct support activities for the research and personnel that support the research indirectly. In the Netherlands, the proportion of total academic staff in relation to the professional population is lower than in many of the surrounding nations (with the exception of the UK), but slightly higher than the EU-15 average. With regard to the group of qualified researchers among the total number of personnel involved in R&D activities, the Netherlands is bringing up the rear compared with other countries. Swit-zerland and China are the only countries with a lower proportion of researchers among the professional population.

R&D staff by sector Following a sharp increase in 2011, total staff numbers fell slightly in 2012, both within the private sector and among research institutes. Between 2000 and 2010, the proportion of researchers within the total group of R&D staff rose within the higher education sector and at the research institutes. The increase continued in the education sector; among the institutes, a slight decline can be observed. In the private sector, the proportion of researchers rose gradually until 2006; a slight fall in the period from 2007 to 2009 was followed by a sharp drop between 2010 and 2011. Women occupy a modest position in academic research, though their numbers are growing. The proportion of women at pu-blic institutions is higher than it is at private institutions. This is related, among other things, to the strong focus on the exact sciences in the research conducted by companies, whereas the public institutions conduct relatively more research in the arts and humanities, as well as in the social sciences.

Figure 10.4 R&D staff in the Netherlands As a permillage of the labour force, 2012

Within the public institutions, the share of female researchers is the largest at the universities. In international terms, however, the Netherlands is lagging be-hind when it comes to the proportion of female researchers in the various sectors.

Researchers in the various organizationsUntil 2009, due to a partial transfer of NWO staff to the universities, the number of staff formally employed by NWO gradually decreased. By 2012, staff numbers had risen to 2,397 FTEs again. The increase in staff numbers between 2011 and 2012 can be attributed to the transfer of the Centre for Estuarine and Marine Ecology (CEME) to NWO/NIOZ as from January 2012, as well as an increase at FOM and the NWO office.

Changes in the institute portfolio (including the transfer of CEME to NWO) reduced KNAW staff numbers between 2011 and 2012. The life sciences institutes employ 52 per cent of staff; 39 per cent work at the humanities and social sciences institutes and 9 per cent work at the KNAW office. TNO staff numbers have been declining for several years and continued to fall in 2012. Among the GTIs, MARIN is the only organisation in which staff numbers are rising. Deltares showed a slight fall and staff numbers at NLR remained virtually stable.

University staff show a strong variation in a number of key figures. The proportion of academic staff fluctuates between 55 and 64 per cent, the percentage of female academic staff ranges from 23 to 48 per cent, the percentage of female professors ranges from 7 to 22 per cent, the proportion of non-Dutch academic staff varies from 24 to 51 per cent, and the percentage of non-Dutch doctoral students varies from 31 to 64 per cent.

Figure 10.5 Proportion of female researchers in the Netherlands By sector, in percentages of total staff in each sector

0

5

10

15

20

25

30

35

40

45

201120092007200520032001

HE sectorResearch institutesCompanies0

5

10

15

20

25

Other R&D-sta�Researchers

CHNEU-27

GBRBELNLDCHEDEUFRAAUTNORSWEDNKFIN


127

Table 10.7 R&D staff in the Netherlands (in 1,000 FTEs and percentages)2008 2009 2010 2011 2012

Total R&D staff (in FTEs) 89.3 83.3 95.7 117.4 119.5R&D staff at universities and UMCs (in FTEs) 29.1 29.5 30.2 32.2 32.5R&D staff at research institutes (in FTEs) 12.2 11.4 11.4 11.2 11.7 Research institutes (in percentages) 80.7 80.5 80.2 78.4 77.0 Government services (in percentages) 8.0 9.0 8.5 8.3 4.9 Care and welfare institutions (in percentages) 9.4 8.8 9.8 11.9 15.9 Other (in percentages) 1.9 1.7 1.4 1.5 2.1R&D staff at companies (in FTEs) 48.0 42.3 54.1 74.0 75.3 Industry (in percentages) 66.1 67.5 58.2 52.3 46.8 Services (in percentages) 29.9 28.9 37.9 42.6 74.5 Other (in percentages) 3.9 3.6 3.9 5.0 5.7Percentage of researchers per sectorAll sectors 54.3 53.4 53.4 45.3 53.4Tertiary education 56.6 57.6 57.7 65.1 64.6Research institutes 57.4 59.7 60.9 58.7 63.9Companies 51.9 48.4 49.1 40.8 52.2

Table 10.8 Staffing at research institutes2007 2008 2009 2010 2011 2012

NWO (FTEs) 2,228 1,957 2,080 2,228 2,258 2,397KNAW (FTEs) 1,289 1,223 1,291 1,289 1,327 1,177TNO (numbers) 4,634 4,572 4,363 4,189 3,932 3,892ECN (FTEs) 603 622 628 603 475 --MARIN (numbers) 302 298 305 302 307 329GeoDelft (FTEs) 231 -- -- -- -- --WL (FTEs) 330 -- -- -- -- --Deltares (numbers) -- 709 722 862 831 821NLR (numbers) 679 684 693 679 655 658

Tablel 10.9 University staff indicators per university, 2012AS staff overaLl % AS % fem. AS %fem.Prof. %non-Dutch %non-Dutch AS

Total 42,300 57.8 38.1 15.6 33.2 44.8Leiden University 3,219 55.9 39.1 19.7 32.2 39.8Utrecht University 4,911 55.8 44.5 18.9 23.7 32.8University of Groningen 3,634 56.7 38.6 19.4 34.2 45.1Erasmus University Rotterdam 1,997 58.7 40.7 9.6 31.6 43.2Maastricht University 3,227 56.9 47.8 17.4 39.6 45.2University of Amsterdam 4,255 58.4 42.7 17.9 28.8 39.3VU University Amsterdam 3,655 59.3 42.1 16.2 24.0 35.4Radboud University Nijmegen 3,238 54.9 41.5 21.8 25.6 31.1Tilburg University 1,602 57.9 39.3 11.2 32.8 41.6Delft University of Technology 4,348 57.3 23.2 10.3 45.8 63.9Eindhoven Technical University 2,766 64.0 24.4 6.6 50.9 58.0University of Twente 2,812 59.8 28.1 11.5 36.7 49.1Wageningen University 2,635 60.6 42.9 7.6 31.8 46.5

SourceCBS

Notes• From 2011, figures include


• Percentages pertaining to companies in 2011 do not include companies with fewer than 10 employees.

SourceData provided by institutions, NWO and KNAW annual reports

Notes• NWO: excluding staff funded by

NWO but employed by the univer-sity.

• KNAW: excluding associated institutions.

• Deltares: amalgamation of GeoDelft, WL and some departments of TNO and DG Public Works / Water Management.

• TNO: organization including group companies.

SourceVSNU / WOPI

Notes• AS = academic staff.• Reference date: December 2012• Figures only cover part of the

“Health” discipline.


10 Science128

University research

University inputThe research conducted by the universities is funded from different sources: a block grant from the government (first flow of funds), project and programme funding via NWO (the second flow of funds) and contract research for a diversity of contract partners (the third flow of funds). Between 1990 and 2012, the first flow of funds fluctuated around the same level; in 2010-2012, it was slightly higher than in 1990. It reached its lowest level in 2007 (7 per cent lower vis-à-vis 1990). After some fluctuations, the second and third flows of funds are now showing an upward trend and seemed to stabilize in 2001-2012. The aggregate funding flow also seems to stabilize. These trends in funding flows have resulted in a considerable shift in interrelationships over the years: the share of the first flow has fallen from 58 per cent in 1990 to 43 per cent in 2012. This primarily benefited the second flow of funds, which grew from 15 per cent in 1990 to 25 per cent in 2012. The share of the third flow of funds rose from 27 per cent in 1990 to 33 per cent in 2012.

Universities differ in size and areas of focus, which has repercussions for various aspects of their performance. For example, universities vary widely with respect to the proportion of staff funded from first-flow resources (ranging from 31 to 68 per cent), the proportion funded from second-flow resources (ranging from 14 to 37 per cent) and the proportion funded from third-flow resources (ranging from 11 to 54 per cent). It goes without saying that the number of academic publications and theses is related to the size of the university. Obviously, differences can be observed. The universities of Rotterdam, the two universities in Amsterdam and Tilburg University stand out positively when it comes to the number of academic publications per FTE of academic staff.

Figure 10.6 Academic publications and doctoral theses, 1990 = 100 Academic staff by flow of funds, 1990 = 100

Trends in outputThe output also shows a diverse growth: between 1990 and 2012, the number of academic publications rose by 63 per cent (on average: 2.9 per cent annually). The number of doctoral theses even rose by 147 per cent (on average: 6.7 per cent annually). The distribution of doctoral theses across the disciplines is quite stable. Some three-quarters of doctorates are earned in science and technology disciplines, nearly 20 per cent in social sciences and a little less than 10 per cent in arts subjects. In the academic publications the proportion of social sciences is slightly higher; that of the liberal arts and the science and technology disciplines is slightly lower.

Room for talented researchersIn 2000, NWO launched a major, extensive programme aimed at making a contribution to modernizing research at Dutch universities and para-university institutions and improving the career prospects for young researchers: the Vernieuwingsimpuls [Innovational Research Incentives Scheme]. With effect from 2002, this individual subsidy system focuses on three target groups: new PhDs (VENI), post-graduates (VIDI) and experienced researchers (VICI). From 2000 through 2013, 2,907 grants were already awarded. 2,598 of these grants were awarded to universities. The universities of Leiden, Utrecht and Amsterdam top the list in this respect, the universities of Tilburg, Twente and Wageningen are last on the list. A comparison of all categories with the distribution per subsidy category shows that Maastricht University scores relatively high among VENIs, the universities of Groningen and Twente score relatively high among VIDIs and those of Tilburg, Eindhoven and Twente among VICIs.

Figure 10.7 Trends in university output Academic publications and doctoral theses, 1990 = 100

80

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160

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260

Academic publicationsDoctoral theses

20122010200820062004200220001998199619941992199080

100

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AS overallAS 3AS 2AS 1

201220102008200620042002200019981996199419921990


129

Table 10.10 Research capacities in tertiary education (in FTEs) 2008 2009 2010 2011 2012

Total 16,730 17,318 18,920 19,696 19,584First flow of funds (in percentages) 47.0 46.2 44.8 43.0 42.5Second flow of funds (in percentages) 23.5 22.9 23.4 24.7 24.9Third flow of funds (in percentages) 29.5 30.9 31.8 32.3 32.6

Table 10.11 Output of the universities2008 2009 2010 2011 2012

Academic publications excl. doctoral theses 62,822 61,794 65,083 66,622 68,753Doctoral theses 3,254 3,499 3,701 3,853 4,136Specialist publications 13,294 13,819 12,732 12,527 11,800

Table 10.12 University indicators per university (national), 2012 (total and in percentages)AS overall AS 1 AS 2 AS 3 Theses Ac. publ.

(in FTEs) (% of total) (% of total) (% of total) (x 1) (x 1)Total 19,584 42.5 24.9 32.6 4,136 68,753Leiden University 2,166 34.5 36.7 28.8 383 5,345Leiden University 2,463 43.5 27.0 29.5 518 8,074Utrecht University 1,836 48.3 19.9 31.8 436 5,884University of Groningen 1,311 61.5 27.7 10.9 339 5,588Erasmus University Rotterdam 1,431 48.3 14.2 37.5 245 4,214Maastricht University 1,336 50.5 29.9 19.5 449 9,167VU University Amsterdam 1,758 39.8 25.6 34.6 312 6,920Radboud University Nijmegen 2,072 36.6 30.4 33.0 330 6,358Tilburg University 453 67.6 20.2 12.2 133 1,901Delft University of Technology 1,462 31.3 15.0 53.7 303 5,301Eindhoven Technical University 1,083 34.1 21.7 44.2 245 3,088University of Twente 1,125 38.2 22.5 39.3 196 3,018Wageningen University 983 34.4 20.0 45.6 229 3,225Open University 106 80.5 16.0 3.5 18 670

Table 10.13 Results of Innovational Research Incentives Scheme across the universities 2000-2012Grants Total

2000/2001 VENI VIDI VICI Total %Total 96 1,467 812 319 2,694 100Leiden University (LEI) 11 158 99 35 303 11Utrecht University (UU) 14 250 132 53 449 17University of Groningen (RUG) 6 119 81 31 237 9Erasmus University Rotterdam (EUR) 4 100 62 18 184 7Maastricht University (UM) 4 84 31 11 130 5University of Amsterdam (UvA) 15 198 104 39 356 13VU University Amsterdam (VU) 11 137 64 32 244 9Radboud University Nijmegen (RU) 10 149 77 25 261 10Tilburg University (UvT) 6 40 19 10 75 3Delft University of Technology (TUD) 3 98 56 18 175 6Eindhoven Technical University (TU/e) 4 43 34 26 107 4University of Twente (UT) 5 38 29 14 86 3Wageningen University (WU) 3 53 24 7 87 3

SourceVSNU (KUOZ database)

Notes• The figures do not present a full

national picture.• No data available on capacity in

Health sector in Leiden (until 2010) and Amsterdam (UvA) from 2008.

SourceVSNU (KUOZ database)

SourceVSNU: KUOZ (data on AS and output)NWO: figures on second flow of funds

Notes• AS = academic staff.• The figures do not present a full

national picture.• Total including Open University.

SourceNWO data

Notes• VENI focuses on researchers who

have recently obtained a PhD.• VIDI focuses on PhD holders with

several years of experience.• VICI focuses on senior researchers.• Excluding 282 grants to non-

university institutions.


10 Science130

NWO and KNAW

The Netherlands Organisation for Scientific Research (NWO) and the Royal Nether-lands Academy of Arts and Sciences (KNAW) are two important organisations for fundamental research within the Dutch arts and sciences: NWO primarily as a funder of research conducted at universities and its own institutes, KNAW as a funder of research conducted within its own institutes. KNAW also serves as an important forum for scientists/academics and fulfils an advisory role to the government.

NWO revenue and expendituresThe revenue of NWO has risen sharply over the years, from 433 million euros in 2001 to 734 million euros in 2012, an average annual rise of 6.3 per cent. The income from the Ministry of Education, Culture and Science (both the government grant and a number of specific subsidies) is the most important source of income: 84 per cent of the total in 2012 (80 per cent in 2011). Research at universities is the largest expenditure of NWO’s resources, amounting to 60 per cent of the total in 2011. Its own institutes receive 22 per cent. A small share of the budget, some 6 per cent, goes to administration (such as developing and putting out calls, organizing the assessment process).

NWO acceptance ratesThe work method of NWO is, to a significant degree, based on the assessment and funding of research proposals. A total of 5,875 preliminary and fully detailed applications were submitted and assessed in 2012. 24 per cent were accepted, versus 22 per cent in 2011. The acceptance rates differ between the various spear-heads in the NWO strategy. The “talent and independent research” category (accounting for 70 per cent of applications), had an acceptance rate of 17 per cent; the other spearheads – thematic research, internationalization and research infrastructure – have an acceptance rate of 28 per cent, 46 per cent and 60 per cent, respectively.

Figure 10.8 NWO sources of funding, 2002-2012 In absolute values (x € 1 million) and percentages of total

Output of NWOThe output of the research funded by NWO is diverse, but can be divided into two main categories: scientific publications in journals that have a system of peer review in place and the category of “other professional products and publications”. The latter has grown particularly sharply over the years. This category comprises publications for professionals, the general public, as well as membership of the editorial staff of a scientific journal, inaugural speeches, designs and prototypes and media events.

Revenue and expenditures of KNAWThe (operating) budget of the KNAW has increased considerably in the period from 2001 to 2011. In 2012, however, it remained on a par with 2011. The share contributed by the Ministry of Education, Culture and Science accounted for 62 per cent of the income in 2012 (versus 77 per cent in 2001). The largest share of the income, 87.5 per cent, goes to the KNAW’s own institutes in the field of the humanities, social sciences and the life sciences. In addition to conducting scientific research, the KNAW institutes also have a task to fulfil in the area of supplementing, managing and making available to the public scientific/academic collections. A limited share of the KNAW budget is earmarked for administrative and management tasks: 3.1 per cent in 2012.

Output of KNAWThe majority of the output of the research funded by the KNAW finds its way to scientific/academic journals and is subject to peer review. This category has grown over the years, whereas several other categories (contributions to books and monographs) have fallen. In addition, the KNAW institutes have a non-scientific output, such as publications for the general public.

Figure 10.9 KNAW sources of funding, 2002-2012 In absolute values (x € 1 million) and percentages of total

0 20 40 60 80 100 120 140 160 180

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

OCW government grant Revenues from contract work

Other revenues Total revenues (right-hand axis)

0100200300

400

500600

700800

Other revenuesRevenues from contract work

OCW special-purpose subsidiesOCW government grant

201220112010200920082007200620052004200320020%

10%20%30%40%50%60%70%80%90%

100%

Total revenues(right-hand axis)


131

Table 10.14 NWO spending by destination (in millions of euros and percentages)2008 2009 2010 2011 2012

Total (in millions of euros) 520.7 652.3 741.3 748.6 756.5• Universities (in percentages) 54.9 57.7 57.7 59.7 57.5• NWO institutes (in percentages) 25.8 21.6 22.3 22.0 22.9• Other (in percentages) 13.2 15.5 14.7 12.6 14.0• Management costs (in percentages) 6.2 5.2 5.3 5.7 5.6

Table 10.15 Net NWO acceptance rates by action line, 2012Applications Grants % accepted Acceptance rate, women

(x1) (x1) total Applications GrantsTotal 5,875 1,393 24 29 25Talent programmes and Independent research 4,119 700 17 33 30Theme-based research.and knowledge utilization programmes

965 270 28 18 17

Internationalization 387 179 46 27 27Research infrastructure 404 244 60 16 16

Table 10.16 Academic output of research funded by NWO2008 2009 2010 2011 2012

Publications in peer-reviewed journals 10,674 9,525 8,943 9,528 9,861Publications in other academic journals 1,766 1,228 714 488 402Contributions to books 1,218 1,334 1,237 1,017 772Studies 336 385 327 293 244Doctoral theses 794 832 774 698 739Other professional products and publications 5,476 5,906 6,949 6,796 8,834Patents 57 53 42 56 34

Table 10.17 KNAW spending by destination (in millions of euros and percentages))2008 2009 2010 2011 2012

Total 134.2 143.6 139.5 149.3 141.7Institutes / research (percentage) 86.6 87.0 87.1 87.3 87.5Internationalization (percentage) 3.6 3.5 3.7 3.5 3.5Forum function (percentage) 1.6 1.7 1.8 1.7 1.6Quality (percentage) 4.0 3.6 3.1 3.3 3.5Consultation (percentage) 1.0 0.9 0.8 0.7 0.8Administration / management (percentage) 3.3 3.3 3.5 3.3 3.1

Table 10.18 Academic output of research funded by KNAW2008 2009 2010 2011 2012

Publications in peer-reviewed journals 1,316 1,231 1,173 1,315 1,458Publications in other academic journals 100 73 47 62 48Contributions to books 443 355 459 357 341Studies 109 138 89 58 50Doctoral theses 46 60 42 56 54Other professional products and publications 347 382 322 382 324

SourceNWO annual accounts

SourceNWO annual account 2012

Notes• Figures pertain to proportion

of fully detailed applications submitted and accepted.

SourceNWO annual reports

SourceKNAW office

SourceKNAW annual reports, KNAW office


10 Science132

Science in an international perspective

R&D expenditure as a percentage of GDP In 2012, the Netherlands spent 2.16 per cent of its GDP on R&D, i.e., 0.12 percentage points more than in 2011. Taken over a longer period, Dutch R&D expenditures have fluctuated around 2 per cent of GDP. In the period from 2000 to 2010, the percentage fluctuated around 1.8 to 1.9 per cent. Internationally, the Netherlands occupies a position that is lower than most of its surrounding countries (except for the UK) and the Scandinavian countries (except for Norway). Most of the countries show an increase in comparison with 2005. The EU average is lower than the average in the Netherlands, while the OECD average has for years been above that of the Netherlands. Interesting is the trend in the GDP percentage of China, which has risen since 1995 from 0.57 to 1.98 in 2012.

Despite the increase in 2011 and 2012, the comparatively low R&D spending by the private sector largely determines the overall position of the Netherlands. Norway and the UK are the only countries with a lower private R&D spending rate. In the public sector (higher education and research institutes, including the private non-profit sector), R&D spending accounted for 0.93 per cent of GDP in 2012, which is higher than the EU-15 average (0.77) and the OECD average (0.78). Among the EU countries, Germany, Sweden, Finland and Denmark spend more on R&D than the Netherlands in this respect.

R&D fundingIn most countries by far, companies were the leading sponsors of R&D in 2011. The EU-15 average is 55 per cent, the OECD average even 60 per cent. Govern-ment funding averages 33 per cent for the EU and 30 per cent for the OECD. In the Netherlands, too, companies are the largest financiers, although the respec-tive funding levels of government (34 per cent) and companies (51 per cent) are much closer than in most other countries.

Figure 10.10 Citation impact of academic publications By type of publication, 2008-2011

Scientific output and qualityIn 2012, Dutch researchers (or more accurately: researchers at an institution with an address in the Netherlands) published some 36 thousand scientific articles, some 2.5 per cent of the world total of scientific publications. The largest producer by far is the United States. China has now ascended to second position. Clear differences in the pace of growth can be seen with respect to these scientific publications during the 2004-2012 period, ranging from 1 to 86 per cent (the Netherlands: 59 per cent). 53 per cent of the Dutch scientific output is reported in a publication in which a Dutch researcher co-publishes with a researcher from another country. Many countries have such a share of so-called international co-publications.

Within the Netherlands, the research universities and university medical centres (UMCs) account for the largest share of the output. A measure of the quality of scientific research is the number of citations that a publication receives. To make meaningful comparisons possible, the citations are standardized at the international average, which is equated with the value 1. In the period from 2008 to 2011, Dutch research scored 47 per cent above the world average. This means that the Netherlands occupies third position internationally, behind Switzerland and Denmark. A distinction between all publications and international co-publications shows that in all countries the latter group of publications score higher with respect to citations than all publications together. The Netherlands then scores 70 per cent above the world average and thus shares second position behind Switzerland.

Figure 10.11 Citation impact by sector in the Netherlands, 2004-2007 and 2008-2011

0.0 0.5 1.0 1.5 2.0

2008/11 2004/07

MuseumsInternational organisations

UASHospitals

CompaniesResearch univ. (incl. UMCs)

Government agenciesResearch institutes

0.00 0.20 0.40 0.60 0.80 1.00 1.20 1.40 1.60 1.80 2.00

CHE DNK NLD USA GBR SWE BEL NOR CAN IRL FIN AUS AUT DEU FRA CHN KOR JPN

All publications International co-publications


133Table 10.19 R&D expenditure as a percentage of GDP, overall and by financier (2012)

2011 2012Total Total Companies Higher Education Institutes Other

Belgium 2.21 2.24 1.52 0.52 0.18 0.02Denmark 2.98 2.98 1.96 0.95 0.07 0.00Finland 3.80 3.55 2.44 0.77 0.32 0.02France 2.25 2.26 1.45 0.47 0.31 0.03Germany 2.89 2.92 1.95 0.53 0.43 0.00The Netherlands 2.04 2.16 1.22 0.70 0.23 0.00Norway 1.65 1.65 0.87 0.52 0.27 0.00United Kingdom 1.78 1.72 1.09 0.46 0.14 0.03United States 2.76 2.79 1.95 0.39 0.34 0.11Sweden 3.39 3.41 2.31 0.92 0.16 0.02Switzerland 2.87 3.12 2.17 0.88 0.02 0.05OECD 2.37 2.40 1.62 0.44 0.28 0.06EU-15 2.11 2.11 1.34 0.50 0.26 0.01

Table 10.20 R&D expenditure as a percentage of GDP, overall and by financier (2011)2009 2011Total Total Government Companies Other nat’l Abroad

Belgium 2.03 2.21 0.52 1.33 0.08 0.29Denmark 3.16 2.98 0.86 1.80 0.11 0.22Finland 3.94 3.80 0.95 2.55 0.05 0.25France 2.27 2.25 0.80 1.24 0.04 0.17Germany 2.82 2.89 0.86 1.90 0.01 0.12The Netherlands 1.82 2.03 0.72 1.01 0.07 0.22Norway 1.76 1.65 0.77 0.73 0.02 0.13United Kingdom 1.82 1.78 0.54 0.82 0.11 0.32United States 2.82 2.76 0.86 1.62 0.18 0.10Sweden 3.62 3.39 0.94 1.94 0.13 0.38Switzerland -- 2.87 0.66 1.96 0.09 0.17OECD 2.38 2.37 0.71 1.42 0.12 0.12EU-15 2.07 2.11 0.70 1.17 0.05 0.19

Table 10.21 Indicators relating to academic publicationsAll publications Co-publications Top 10% Number in 2012 Growth rate Share in Growth rate Publications

(x 1,000) 2004-2012 total 2004-2012 2006-2009Belgium 19 55 % 60 86 % +34%Denmark 15 65 % 58 99 % +55%Germany 98 34 % 49 70 % +22%Finland 11 1 % 52 73 % +18%France 68 30 % 50 66 % +15%The Netherlands 36 59 % 53 101 % +54%Norway 11 86 % 55 111 % +30%United Kingdom 104 34 % 48 81 % +41%United States 368 26 % 30 79 % +50%Sweden 23 37 % 57 75 % +31%Switzerland 25,8 57 % 65 0,92 % +67%

SourceOECD / MSTI

Notes• Switzerland 2011 = 2008• Switzerland 2012: total estimated

on the basis of 3 sectors.

SourceOECD / MSTI

NotesSwitzerland 2011 = 2008

SourceWTI2

Notes• Based on Thomson Reuters/CWTS

Web of Science. Adaptation: CWTS/NIFU.

• Top 10% pertains to proportion of citations vis-à-vis statistically expected number.


11 Gender equality and sexual diversity134

On 10 May 2013, the Minister of Education, Culture and Sciences (and for Gender Equality / Sexual Diversity) submitted the outline paper on emancipation policy for 2013-2016 to the House of Representatives. The principles of the emancipation policy are: equal rights for women and LGBT people (lesbian women, gay men, bisexuals and transgender people) are human rights.– emancipation pertains not only to the autonomy, self-preservation and equality of individuals, but also to society as a whole. Emancipation policy provides tools for solving social problems, both nationally and internationally. For women’s emancipation, security and participation (education and the labour market) are the recurring themes. For LGBT emancipation, recurring themes are security and social acceptance.

New themes for women’s emancipation are women and health, women in the media, and boys and girls in education. New theme for the LGBT policy is giving greater attention to people with intersex conditions. These themes are being explored.In the autumn of 2014, a mid-term review of the current policy will be conducted and more data on the new themes will become available.

LGBT emancipationIt is estimated that our country has at least 900,000 gay men and women and bisexual men and women and 48,000 transgender people1 . Three per cent of Dutch men are romantically/sexually attracted to other men and 1.4 per cent of Dutch women are romantically/sexually attracted to other women. In addition, 6 per cent of men and 15 per cent of women are somewhat attracted romantically/sexually their own sex as well as to the opposite sex or are equally attracted to both sexes (i.e. bisexual). It is estimated that 0.5 per cent of the population are transgender. (SCP, 2012).

In 2013 two amendments to the law were adopted by parliament that are relevant for LGBT emancipation: a law that gives lesbian parents the same rights as heterosexual families and a law that makes it easier for transgender people to bring their legally recognized sex into correspondence with their gender identity. This makes the Netherlands one of the leaders in Europe and globally in terms of LGBT emancipation.

LGBT emancipation: social acceptance A European public opinion poll (ESS, 2002-2010) revealed that the vast majority of people in the Netherlands have a neutral to positive response to the idea that gay and bisexual people should be able to lead their lives as they want to. In the countries surrounding us, there is a comparable degree of acceptance (above 80

1 People whose gender identity (the feeling of being a man or woman) does not or does

not entirely correspond with their biological sex. This is separate from the issue of their

sexual orientation.

per cent). In the rest of Europe – particularly Russia, Eastern European countries and Turkey – the populations are less positive on the subject of homosexuality. Social acceptance of homosexuality among the Dutch population as a whole has risen to 94 per cent. At the same time, 28 per cent of the Dutch population find sex between two gay men repulsive and 12 per cent find sex between two gay women repulsive. Also, 41 per cent of Dutch people find it offensive if two men kiss each other in public2. Young people, older people and (orthodox) religious people on average have greater difficulty accepting homosexuality than do others. There are also differences in acceptance between different population groups. Among native Dutch people, 2 per cent have a negative view of homosexuality. Among Surinamese and Antillean Dutch citizens, 7 and 15 per cent, respectively, have a negative view, and among citizens of Moroccan and Turkish descent, 26 and 32 per cent, respectively, have a negative view of homosexuality (SCP, 2012).

LGBT emancipation: securityIt is not yet always safe for gay men and women, bisexual men and women and transgender people to simply be themselves. They are, on average, 1.5 times more often a victim of crime and disrespectful behaviour than are heterosexuals (CBS, 2012). 28 per cent of gay men and 14 per cent of gay women have recently experienced negative reactions from people at school, work, in sports, public spaces or in their own neigHBOurhood. 40 per cent of transgender people have experienced the same (SCP, 2012). The figures kept by police, the public prosecutor and anti-discrimination organizations confirm this picture, taking into account the fact that many incidents are not reported. The number of incidents involving discrimination against LGBT people is on the rise. This is in part due to the fact that more of these incidents are being reported when they occur (a positive development). In 2012, 1,143 incidents were reported, 36 per cent of the total number of incidents reported involving discrimination. (POLDIS, 2012).

The lack of social acceptance and security has repercussions for the well-being of LGBT people. For example, 12 per cent of gay young people have attempted suicide (9 per cent among the boys and 16 per cent among the girls).

Among heterosexual young people, this happens much less often – the different studies vary from 3 to 7 per cent. Half of students (both homosexual and heterosexual) think that it is better not to reveal your homosexuality at school. At the same time, young people are increasingly coming out as gay at a younger age. This is true particularly for boys, who in 2011 came out as gay on average at the age of 16.6 years. Six years previous to this, this average coming-out age was 17.8 years (SCP, 2010).

2 As a comparison: 28% find two women kissing in public to be offensive, while 13% find

a man and a woman kissing in public offensive.

Gender equality and sexual diversity


135

Table 11.1 Attitude of the population towards homosexuality (in percentages)

Entirely negative

Negative Neutral PositiveEntirely positive

Cultural Changes 2006 3 12 33 40 12

SCP Living Situations Index 2008 2 7 27 46 19

SCP Living Situations Index 2010 2 8 31 43 17

Table 11.2 Reports to police of discrimination against homosexuals

2008 2009 2010 2011 2012Number 380 428 659 623 1,143

Percentage in relation to total number of reports 17 19 26 27 36

SourceSCP (CV 06); SCP (SLI 08 and 10)

Notes• Figures for 2008 and 2010 pertain

to citizens aged 18 and older.• Analyses of data on 2006 relating

to that age group only yield the same results as the data in the table.

SourcePolice (Poldis)



Women’s emancipation: safety and defencesMany girls and women feel unsafe or have to deal with actual violence. It is estimated that annually more than 200,000 people in the Netherlands are victims of obvious, systematic domestic violence. Approximately one million victims experience incidental cases of domestic violence. More than two-thirds of domestic violence is committed by partners or ex-partners. Women are almost always the victim in these cases.

Girls and women have always been victims of sexual violence on a large scale. The Population Study on Sexual Health in the Netherlands 2011 showed that 34.3 per cent of (all) women and 7.7 per cent of men have experienced one or another form of sexual violence in the course of their lives. According to the most recent version of “Sex Under 25”, a study into the sexual health of young people, 17 per cent of girls and 5 per cent of boys have at some time been forced to engage in sexual acts against their will.

Women’s emancipation: labour participation of womenIn recent decades, it has become commonplace for women to work. Over the past twelve years, the proportion of working mothers from the younger generation has risen from 55 per cent to 78 per cent. Among fathers, 92 per cent work and among young fathers 94 per cent work. Among women with children, the level of education makes a large difference in this respect. Highly-educated women work nearly as often as men. Women with a lower level of education (up to and including a basic qualification) are relatively frequently financially dependent on a breadwinner. Nearly one million women with low levels of education between the ages of 15 and 65 are currently not a part of the working population.

Figure 11.1 Attitude of the population towards homosexuality, in percentages Proportion believing homosexuals should be able to live the life they choose, 2010

Employment from a European perspectiveIn the context of the new European 2020 Strategy, a participation objective of 75 per cent was agreed for the sum total of the European population, both men and women, by 2020. This pertains to a net labour participation by people between the ages of 20 and 64 in a job of at least 1 hour a week. The Netherlands has already realised this objective (women 70 per cent, men 80 per cent). The Dutch Cabinet translated the 2020 strategy into an objective of 80 per cent gross labour participation by people between the ages of 20 and 64 in a job of at least 12 hours a week. In 2012, our country had a labour participation of 76 per cent according to this definition – based on the total supply of labour rather than actual employment. The gross labour participation among men is 10 percentage points higher than it is among women: 84 per cent versus 74 per cent, respectively.

Economic independenceEconomic independence means that the income from work is enough to support oneself. In 2000, 39 per cent of women between the ages of 15 and 64 were economically independent. By 2012 this figure had grown to 48 per cent of women. 67 per cent of Dutch women between the ages of 25 and 35 are economically independent. Part-time employment and the lower (average) hourly wages earned by women explain why the percentage of economically independent women is lower than the percentage of women that have a paid job. The average workweek for working women in 2012 was 25.4 hours a week, versus 36.5 hours a week for men.

Figure 11.2 Economic independence By age and gender (in percentages)

0

10

20

30

40

50

60

70

80

90

Women aged 25-34 Women aged 15-64

Men aged 25-34 Men aged 15-64

20122011201020001995

0 20 40 60 80 100NLDSWEBEL

GBRDEUESPFINPRTPOLRUS


137

Table 11.3 Average working hours per week, employed labour force aged 15 to 642005 2007 2009 2010 2011 2012

Women 24.5 25.1 25.3 25.4 25.4 25.4Men 37.4 37.3 37.0 36.9 36.7 36.5

Table 11.4 Net labour market participation by couples with children, by level of education, 2012

PO VBO/MAVOHAVO/ VWO/

MBOHBO WO Total

Women overall 47.0 63.5 81.0 88.2 87.2 78.1Youngest child aged 0-5 38.6 57.8 80.5 88.5 87.7 79.3Youngest child aged 6-11 47.7 62.0 81.9 87.9 87.6 79.0Youngest child aged 12-17 52.9 70.0 82.4 90.6 86.5 79.9Men overall 76.3 88.8 93.3 95.3 96.6 92.3Youngest child aged 0-5 79.6 89.1 94.3 96.7 97.8 93.9Youngest child aged 6-11 79.0 91.7 94.9 96.8 97.1 94.2Youngest child aged 12-17 77.7 87.7 93.2 95.2 95.3 91.8

Table 11.5 Net labour market participation

2009 2010 2011 2012 2013Women 70 69 70 70 70

Table 11.6 Gross labour market participation among women and men (80% by 2020)

2009 2010 2011 2012 2013Total 77 77 76 78 79

Women 67 68 68 73 74

Men 87 86 84 84 84

Table 11.7 Economic independence by gender and age (in percentages)

2008 2009 2010 2011 2012Women (age group 15-64) 47.3 47.6 47.5 48.1 48.6

Women (age group 25-34) 69.1 68.8 67.7 67.1 66.6

Men (age group 15-64) 70.4 69.1 67.9 68.1 67.1

Men (age group 25-34) 84.7 82.0 80.6 80.1 78.9

Table 11.8 Economic independence among women (ages 15-64), by background (in percentages)

2008 2009 2010 2011 2012Overall 47.3 47.6 47.5 48.1 48.5Native Dutch 49.4 49.9 50.0 50.8 51.2Turkey 23.3 23.7 23.4 23.4 24.2Morocco 24.9 24.6 25.0 24.4 24.0Surinam 52.4 52.0 51.9 51.4 51.8Antilles/Aruba 39.2 40.5 38.7 38.1 36.2

Source CBS (Labour Force Survey, 2001-2011)

Notes• Average working hours of people

working 1 hour or more per week.

Source CBS (Labour Force Survey, 2001-2011)

Notes• Labour market participation in

percentages by age of youngest child living at home.

• Net labour market participation: employed labour force in percentages of the population.

SourceCBS (Labour Force Survey, 2001-2011)

Notes• Among age group 15-64.• At least 1 hour a week.

SourceCBS (income statistics)

Notes• Employment participation target for

age bracket 20-64: 80 per cent in 2020.• Gross labour market participation:

total labour force in percentages of population.

• At least 12 hours a week.

Source CBS (income statistics)

Notes• Someone is considered economically

independent when he/she earns 70% of the net minimum wages.

• Figures for 2012 are provisional.• In percentages of the total group.• See appendix Notes and Definitions,

part G.



Pay gapIn 2010, the average hourly wage paid to men was 22.44 euros and the average hourly wage paid to women was 18.22 euros. In government jobs, the hourly wage of women (22.51 euros) is 13 per cent lower than that of men (25.83 euros). In trade and industry, men earn 21.96 euros and women 17.48 euros an hour; the uncorrected difference is 20 per cent. After a correction for background characteristics (age, education level, part-time work), this pay difference in government jobs and in private sector jobs decreases to 8 per cent. This percentage, which has been stable over the years, is the inexplicable pay gap between men and women.

Promotion of talentAt the top of Dutch trade and industry there is a clear distinction between men and women. The proportion of women in top positions at companies almost never corresponds with the proportion of women in the sector in question. The Female Board Index 2012, which includes data from 96 large listed public companies, shows that, out of 711 board members, 74 are women, i.e., 10.4 per cent of total. The proportion of women sitting on the boards of directors at these companies is 4.6 per cent. The proportion of women sitting on the boards of commissioners is 13.3 per cent. Fortunately, the long term has seen an upward trend: the Female Board Index 2007 showed that 44 of the 748 board members were women, 5.9 per cent, and the proportion of women sitting on the boards of directors was 2.7 per cent.

In academia, too, there has been an increasing tendency to promote women to top positions. At the end of 2012, the proportion of women among Dutch university professors was 13.5 per cent, some one and a half percentage points higher than the previous year.

Differences in the level of educationIn initial education, the achievements of boys and girls are comparable. CITO scores and the final examination results show them at equal levels of performance. The human capital of women and men at the start of their careers is approximately equal. Girls and women, however, tend to graduate more often and sooner than boys and men. A clear disadvantage is visible when it comes to the first generation of female immigrants from non-Western backgrounds. Ethnic minority women have significantly lower levels of education than native Dutch women of the same age, and they also have lower levels of education than the men from their own cultural group. Among women older than 40, 80 per cent of Turkish women and 90 per cent of Moroccan women have completed no more than primary school. A large proportion of these women have never learnt to read and write. Surinamese and Antillean women older than 40 are significantly better educated than Turkish and Moroccan women, but they do not rise to the level of education of native Dutch women. The ethnic minority women born and raised

here perform considerably better and are rapidly catching up in education. In 2012, nearly 50 per cent of Surinamese and Antillean women between the ages of 18 and 23 were enrolled in tertiary education (universities of applied sciences and research universities). This is significantly higher than the figure for native Dutch women, for which the proportion is approximately 42 per cent. The proportion of Turkish and Moroccan women enrolled at a university of applied sciences or a research university is also increasing and now lies at around 30 per cent.

Girls and women in the exact sciences and technologyIn education there are remarkable differences between men and women with respect to their choice of certain subjects and disciplines. Girls choose care and education relatively often; they are under-represented in the technology/engineering sectors.

In HAVO (senior general secondary education) and VWO (pre-university education), the percentage of girls that choose a science subject cluster (combination of examination subjects with mathematics A or B, chemistry and biology or physics) has increased in recent years. In the 2011/12 school year, 32 per cent of the girls in HAVO 4 had a science subject cluster, versus 53 per cent of VWO girls. In the 2006/07 school year, these percentages were significantly lower: 20 and 41 per cent, respectively.

In the upper years of VMBO (pre-vocational secondary education), the percentage of girls that choose a technology programme has been 5 per cent for years. As a result, girls make up only 10 per cent of the 25 thousand students in VMBO technology. As a comparison: in VMBO care girls account for 88 per cent. In MBO (intermediate vocational education) proportionally more girls have enrolled in the technology sector in recent years; here the proportion has increased from 9 per cent in the 2006/07 school year to 10 per cent in 2010.

In exact sciences/technology UAS programmes (professional higher education) there are large differences with respect to the proportion of female students. (Interface) programmes that combine the exact sciences, technology or IT with one or more other disciplines often attract relatively more girls. The proportion of women entering exact sciences/technology programmes at UAS level is showing an upward trend: from 13.9 per cent in 2004 to 20.6 per cent in 2013.

Just as in the UAS sector, there are also large differences with respect to the proportion of female students enrolled in exact sciences/technology programmes at the academic level, but the differences are less large. The percentage of women that are enrolled in academic engineering and technology programmes has risen from 17 per cent in 2005/06 to 20.6 per cent in 2010/11. Academic science programmes showed a visible rise from 32 per cent in 2005/06 to 39.3 per cent in 2013.


139

Table 11.9 Female administrators and board members (in percentages)2009 2010 2011 2012

Women on Boards of Directors 2.4 3.6 4.4 4.6Women on Boards of Commissioners 9.5 11.1 11.8 13.3

Table 11.10 Companies with female board members, 2009 - 2012 (in percentages)2009 2010 2011 2012

At least one woman on Board of Directors 8.2 9.3 11.3 11.5At least one woman on Board of Commissioners 38.1 38.1 41.2 43.8At least one woman on either Board 41.2 41.2 45.4 47.9No women 58.8 58.8 54.6 52.1

Table 11.11 Educational level among women (age bracket 25-35), 2012 (in %)

PO VMBO/ MBO 1 HAVO/VWO/MBO 2-4 HBO/WO bachelor WO Unknown

Total 41 117 442 315 174 15

Native Dutch 19 69 318 248 125 8Turkey 4 10 20 7 2 0Morocco 4 9 18 7 2 0Surinam 2 5 14 7 4 0Antilles/Aruba 1 2 6 4 2 0

Table 11.12 Pay gap M-F, government and business sector, by specific characteristics, 2010Government Business sector

Gross hourly wages Difference in % Gross hourly wages Difference

in %Women Men crude Women Men crude

Government 22.51 25.83 -13 17.48 21.96 -20Age15 to 23 11.44 11.10 3 8.72 8.81 -123 to 35 19.47 19.33 1 16.39 17.42 -635 to 45 23.57 25.03 -6 19.82 23.80 -1745 to 55 24.31 28.17 -14 19.07 25.99 -2755 to 65 25.02 29.93 -16 18.75 25.47 -26Background / generationNative Dutch 22.64 26.02 -13 17.67 22.43 -21First-generation immigrants 21.86 23.02 -5 16.51 18.87 -13Second-generation immigrants 21.97 26.32 -17 17.01 21.19 -20Level of educationPrimary school 16.16 15.95 1 11.96 14.75 -19VMBO, MBO1, AVO lower years 16.46 17.47 -6 12.71 16.20 -22HAVO, VWO, MBO2-4 18.55 21.18 -12 16.36 19.85 -18HBO, WO bachelor’s degree 22.92 27.29 -16 21.13 27.98 -24WO master’s degree, PhD 29.03 34.78 -17 27.78 36.99 -25Academic disciplineTeachers 22.90 27.60 -17 18.82 23.62 -20Humanities, social sciences, commun. arts 25.95 30.22 -14 21.32 23.13 -8Economics, commerc. management, office work 21.05 27.54 -24 18.62 26.56 -30Maths, physics, computer science 24.50 28.80 -15 20.72 26.07 -21Men (age group 25-34) 23.68 22.96 3 17.56 21.27 -17Health care, social services, care 22.31 30.70 -27 17.98 26.51 -32

SourceFemale Board Index (Lückerath-Rovers 2012)

Notes • Figures for 2012 pertain to

96 largest quoted companies (Euronext).

SourceFemale Board Index (Lückerath-Rovers 2012)

Notes • Figures for 2012 pertain to

96 largest quoted companies (Euronext).

SourceCBS (Labour Force Survey 2012)

Source

CBS


12 Green education140

SystemResponsibility for green education in the Netherlands lies with the Ministry of Economic Affairs (EZ). The provision of green education conforms to the general education policies, as established in the general education legislature. Green education encompasses pre-vocational secondary education (VMBO), intermediate vocational education (MBO), professional higher education (HBO) and academic higher education (WO). Green VMBO and MBO are provided at agricultural training centres (AOCs). In addition, several combined secondary schools have a green VMBO department.

FundingThe institutions which provide green education are directly funded by the Ministry of EZ, under the general legislation and regulations for education. The same rules apply with regard to school fees, course fees, tuition fees and student finance.

Integrated sector policyGreen education is entirely in line with the integrated sector policy pursued by the Ministry of EZ. It is carefully embedded in the knowledge system of the food and green issues sector and contributes to the dissemination of knowledge pertaining to the various policy themes to relevant target groups.

Figure 12.1 EZ spending on green education Actual expenditure per type of education (x € 1 million), 2013

EZ policyThe Ministry of EZ primarily uses its education budget to promote the dissemination of knowledge among target groups (trade and industry, regions and citizens). This budget, the so-called Green Plus Resources, will be available up to and including 2015.

In 2012, a discussion was begun with the institutions about a different set-up for the subsidy system based on this education budget. The aim, among other things, is to reduce the “administrative load” and to improve the connection to the Human Capital Agenda of the top sectors of Agro & Food and Horticulture & Cultivation Material. As of 2013, the institutions have been given access to an “investment budget” consisting of subsidy funds previously separated. This investment budget should enable them to optimise their collaboration with and services for the region and (top) sectors and to continue these efforts after 2015 (without Green Plus resources). In 2013, all institutions submitted a Multi-year Investment Programme (MIP). A National Agenda – agreed to between institutions, the business community and government, and adopted by the State Secretary of Economic Affairs – determined the possible campaigns from which each institution could choose. After being approved by the State Secretary, this MIP determines the spending of the institution for the years 2014 and 2015.

Via Groen Kennisnet (Green Knowledge Network), relevant knowledge tailored to the various target groups is made available, focusing on knowledge (co)funded by EZ.

Figure 12.2 Enrolment in green education Index 2000 = 100

80

100

120

140

160

180

200

220

WO-greenHBO-greenBBL-green

BOL-greenLWOO-greenVMBO-green

20132012201120102009200820072006200520042003200220012000

WO-green 172

HBO-green 87 VMBO/LWOO+BOL/BBL-green 551

System and funding in green education


141

Table 12.1 EZ financial key statistics with regard to green education2009 2010 2011 2012 2013

A) Expenditure and revenue (x € 1 million)Total actual expenditure 755.7 756.3 761.6 769.2 809.4VMBO/LWOO-green, BOL-green, BBL-green 511.6 515.8 515.8 515.0 551.1HBO-green 76.0 79.8 79.8 86.0 86.7WO-green 168.1 160.7 166.0 168.2 171.6Total revenue 1.1 0.2 1.1 5.2 3.9B) Per capita expenditure for education by type of school (x € 1,000)LWOO-green 10.6 10.6 10.6 10.7 10.7VMBO-green 6.9 7.0 7.0 7.1 7.1BOL-green 7.1 7.3 6.9 6.2 6.3BBL-green 4.1 4.2 4.0 3.6 3.6HBO-green 8.2 8.1 7.4 7.6 7.5WO-green 8.1 8.7 8.3 7.8 7.6

Table 12.2 Expenditure and revenue, 2013 (x € 1 million) Total Normative General Subject-related

Total actual expenditure 809.4 723.5 24.2 61.7VMBO/LWOO-green, BOL-green, BBL-green 551.1 485.7 24.2 41.2HBO-green 86.8 71.1 0.0 15.7WO-green 171.5 166.7 0.0 4.8Total revenue 3.9 0.0 3.9 0.0

Table 12.3 Key statistics on staffing at AOCs2009 2010 2011 2012 2013

A) Staff size (FTEs x 1,000)Total 5.6 5.7 5.5 5.5 5.3Management 0.1 0.1 0.2 0.2 0.1Teachers 3.9 3.9 3.6 3.6 3.5Ancillary staff 1.6 1.7 1.6 1.6 1.6Trainee teachers 0.0 0.0 0.0 0.0 0.0B) Numbers (x 1,000)Total 6.8 6.9 6.7 6.8 6.5Management 0.1 0.2 0.2 0.2 0.2Teachers 4.7 4.6 4.4 4.4 4.3Ancillary staff 2.1 2.1 2.0 2.0 2.0Trainee teachers 0.0 0.0 0.0 0.0 0.0C) Percentage of women (in FTEs)Total 41.3 42.2 43.1 44.5 44.6Management 23.2 27.8 26.3 27.8 28.4Teachers 38.6 40.0 41.4 42.5 42.8Ancillary staff 48.5 48.7 49.0 50.7 49.9Trainee teachers 64.0 61.2 50.0 64.5 59.6D) Percentage aged 50 and older (in FTEs)Total 42.2 43.6 44.4 44.7 45.7Management 71.8 60.7 58.7 62.7 68.2Teachers 42.4 43.8 44.2 43.8 44.4Ancillary staff 40.2 41.7 43.7 45.5 47.0

SourceEZ annual reports

Notes• Total actual expenditure: including

redundancy payments.

SourceEZ (DAK)


Notes• Reference date: 1 October.• Figures for AOC staff include

staffing for green VMBO and MBO programmes.

• The category “Ancillary staff” comprises support staff, organizational staff and administrative staff. These staff are included in the total number; therefore, the total may differ from the sum of all individual categories.

• Totals in numbers: without duplications within the (sub)sector.

• 1 FTE (full-time equivalent) corresponds to 1 full-time position.

• See Appendix Notes and Definitions, Part D.


12 Green education142


EnrolmentThe trend in enrolment in green education differs between levels of education. Enrolment in green VMBO (pre-vocational secondary education), HBO (professional higher education) and WO (academic higher education) has risen in recent years. Enrolment in green MBO (intermediate vocational education) is falling, especially in block/day release programmes.

The highest number of female students in green education can be found in vocational training (MBO). The number of women in professional higher education and academic higher education has risen significantly over recent years.

IntakeIntake in VMBO-green, HBO-green and WO-green rose in the period from 2009 to 2013. Intake in full-time vocational training programmes in MBO-green remained stable; in block/day release programmes it fell.

Figure 12.3 Female participants in green education Per sector (numbers x 1,000)

InstitutionsGreen education is provided at a relatively large number of locations. The Ministry of EZ attaches great importance to local provision, particularly with respect to secondary education in rural areas.

In 2013 the green education sector comprised twelve agricultural training centres (AOCs) providing VMBO and MBO, 32 combined secondary schools with a green department, one regional training centre (ROC) with MBO-green, 3 agricultural universities of applied sciences (HBO-green) and one university of applied sciences with a green department.

The Netherlands has one green research university: Wageningen University.

Figure 12.4 Students in VMBO / LWOO green at AOCs By programme (numbers x 1,000)

0 2 4 6 8 10 12

2013 2011 2009

Combined

Middle management

Basic vocational

Years 1 + 2

Combined

Middle management

Basic vocational

Years 1 + 2

LWO

OVM

BO

0

2

4

6

8

10

12

20132012201120102009

WO-greenHBO-greenBBL-greenBOL-greenLWOO-green yrs 3+4

VMBO-greenyrs 3+4


143

Table 12.4 Enrolment, intake and qualifications obtained in green education, by level2009 2010 2011 2012 2013

A) Participants (numbers x 1,000)Total 76.6 77.3 78.2 78.2 80.3VMBO-green 18.6 17.9 18.0 18.6 20.3LWOO-green 14.0 13.3 13.0 13.3 13.4VMBO-MBO2 route 0.4 0.4 0.3 0.2 0.1VMBO(LWOO)-MBO2 route -- 0.3 0.4 0.3 0.2BOL-green 17.7 18.6 18.6 18.6 19.1BBL-green 11.7 11.5 11.7 10.3 9.0HBO-green 8.5 8.9 9.1 9.3 10.0WO-green 5.7 6.4 7.0 7.4 8.2B) Intake (number of first-year students x 1,000)Total 24.8 24.9 25.5 24.9 25.7VMBO-green 5.1 5.2 5.4 6.1 6.8LWOO-green 3.3 3.2 3.3 3.4 3.3BOL-green 6.3 6.6 6.4 6.4 6.6BBL-green 6.1 5.6 6.3 4.8 4.2HBO-green 2.3 2.4 2.3 2.3 2.6WO-green 1.6 1.8 1.8 1.9 2.2C) Numbers obtaining qualifications (x 1,000)Total (excluding WO bachelor’s degrees) 19.6 20.7 20.3 20.7 20.3VMBO-green 4.6 4.5 4.1 4.1 3.9LWOO-green 3.4 3.3 3.0 2.8 2.9BOL-green 4.7 4.9 5.2 5.5 5.7BBL-green 4.3 5.4 5.5 5.4 5.3HBO-green 1.5 1.5 1.4 1.4 1.3WO-green old degrees and master’s degrees 1.0 1.0 1.0 1.4 1.3 bachelor’s degrees 0.5 0.6 0.6 0.9 0.8

Table 12.5 Enrolment in green education as a percentage of total enrolment per school type 2009 2010 2011 2012 2013

VMBO-green / VMBO overall(incl. LWOO) 8.0 7.8 7.6 7.6 7.8MBO-green / MBO overall 5.7 5.8 6.0 5.8 5.7HBO-green / HBO overall 2.1 2.1 2.2 2.2 2.3WO-green / WO overall 2.5 2.7 2.9 3.1 3.3

Table 12.6 Number of green educational establishments by type of education2009 2010 2011 2012 2013

Total 56 56 53 54 50VO combined schools (VMBO-green, LWOO-green) 36 34 32 35 32VO combined schools (VMBO-green) 1 3 2 0 0ROCs (green department) (BOL-green) 1 1 1 1 1AOCs (VMBO / LWOO / BOL / BBL-green) 12 12 12 12 12Agricultural university of applied sciences (HBO-green) 4 4 4 4 3University of applied sciences (green dept.) (HBO-green) 1 1 1 1 1Agricultural research university (WO-green) 1 1 1 1 1

SourceEZ (DAK), OCW (DUO)

Notes• Student numbers in VBO/LWOO-

green, BOL-green, BBL-green based on actual enrolment.

• Figures for VMBO/LWOO-green do not include students at MAVOs merged with AOCs.

• Student numbers in HBO/WO based on actual enrolment.

SourceOCW

Notes• VMBO overall: VMBO-green,

LWOO, VMBO 3-4 (VO) and a proportion of VO 1-2).

SourceEZ (DAK), OCW (DUO))

Notes• VO combined schools: green

departments only.• Institutions which actually

have students enrolled in green programmes.


144 13 Appendices144

OCW expenditure and revenue since 2000The expenditure of the Ministry of OCW has risen considerably in recent years: from approximately 21.3 billion euros in 2000 to some 35.2 billion in 2013. Spending on Student Grants and Loans peaked in 2008 and 2011. These fluctuations are primarily related to the advance payments for public transport passes. The trans-fer of Childcare expenditure (some 2 billion euros) in 2006 resulted in an additio-nal increase in the OCW budget for 2007. In 2011 and 2012, several cutbacks were implemented in the culture budget. In 2011, Childcare was transferred back to the Ministry of Social Affairs and Employment; as a result, overall OCW expenditures fell again by more than 3 billion euros.

“Other programme expenditure” fell slightly this year, after peaking in 2010. “Other expenditure” includes expenditure on policy items relating to International Education policy, Labour Market and Staff policy, as well as spending on Gender Equality. The category of “Other non-policy items” pertains to the advisory coun-cils and inspectorates. The overheads item went up substantially, as the overhead expenses are no longer itemized but grouped together under one item with effect from 2009. The overhead expenses also include the other non-policy items.

The significant fluctuation in the flow of income is related to policy measures and shifting responsibilities between the Ministries. For example, the decrease in income in 2005 was due to the abolition of school fees in the secondary education sector.

Figure 13.1 Net expenditure per policy area Indexed to total expenditure, 2000 = 100

The rise in 2006 was due to the transfer of FES resources; the rise in 2007 can be attributed to the incorporation of Childcare (employers’ contributions). In 2011, revenues fell again, in part as a result of the transfer of Childcare back to the Ministry of Social Affairs and Employment.

Netted expenditureThe actual OCW expenditure is the amount spent after the deduction of the income received in repayments or settlements for earlier years. Netted expenditure is also used in the education statistics provided by Statistics Netherlands and to calculate the per capita expenses in education. OCW revenues that contribute to an increase in the level of expenditure, including specific subsidies awarded by other Ministries, are not netted; neither are the contributions of education participants (school fees), advertising funds and FES funds (up to and including 2010). The netted childcare expenditures are not reflected in Figure 13.1.

OCW expenditure, GDP and Government expenditureSince 2000, the relative rise in OCW expenditure has often exceeded the growth in the Gross Domestic Product (GDP). The picture over the past few years is reversed. Dutch spending on education institutions as a percentage of GDP has shown an upward trend since 2009 (5.1 per cent in 2000 versus 6.2 per cent in 2012). In part, this is due to the lower GDP figures over 2009.In 2013, OCW expenditure remained fairly constant vis-à-vis 2012; in 2011, however, expenditure fell sharply compared to 2010 due to the transfer of childcare to the Ministry of Social Affairs and Employment. Central government expenditure fell by 2.7 per cent in 2013.

Figure 13.2 Annual growth in GDP and OCW expenditure In percentages over the years

OCW expenditure in the national context

-6

-4

-2

0

2

4

6

8

10

Growth in GDPGrowth in OCW expenditures2013201220112010200920082007200620052004200320022001

0

50

100

150

200

Other expendituresResearch and science policyCulture

Student �nanceAcademic higher educationProfessional higher education

Vocational educationSecondary educationPrimary education

20132012201120102009200820072006200520042003200220012000


145145

Table 13.1 OCW expenditure and revenue according to Annual Report of the Ministry (x € 1 million)

2006 2007 2008 2009 2010 2011 2012 2013Total OCW expenditure 29,341.3 31,920.4 34,732.9 36,285.5 37,172.4 33,964.3 34,169.2 35,160.7

Total OCW revenue 1,422.4 1,984.5 2,122.9 2,216.0 2,549.5 1,191.0 1,244.7 1,256.0

Primary education Expenditure 8,315.0 8,599.8 8,981.0 9,562.3 9,466,2 9,549.5 9,746.7 10,166.8

Revenue 115.9 101.8 71.4 61.4 45.0 20.7 52.4 39.9

Secondary education Expenditure 5,735.3 5,999.0 6,484.9 6,782.5 6,950.1 6,942.5 7,131.7 7,436.1

Revenue 99.7 123.0 67.7 63.7 62.5 9.5 4.3 20.1

Vocational/adult education. Expenditure 3,147.2 3,204.4 3,345,2 3,513.7 3,508.7 3,476.1 3,501.8 3,496.3

ontvangsten 106.8 99.4 88.5 33.9 24.8 11.3 14.9 18.9

Professional higher education Expenditure 1,881.8 2,030.9 2,158.9 2,317,7 2,489.2 2,509.4 2,543.1 2,610.9

Revenue 46,8 7,0 9,6 11,4 3,5 3,9 8,6 6,4

Academic higher education Expenditure 3,396.6 3,511.5 3,676.7 3,781.9 3,823.0 3,954.9 3,984.9 4,065.7

Revenue 1.5 11.5 11.6 13.9 13.9 25.1 0.1 1.0

Student grants and loans Expenditure 3,864.6 3,550.2 4,060.1 3,786.8 3,917.4 4,248.8 3,920.1 4,263.3

Revenue 533.5 601.4 670.8 744.6 845.8 886.4 921.4 947.8

Childcare Expenditure (931.0) 2,064.2 2,838.1 3,078.8 3,352.8 0.0 0.0 0.0

Revenue (71.0) 517.4 736.0 802.3 1,106.1 0.0 0.0 0.0

Culture and the Media Expenditure 1,691.3 1,657.6 1,834.9 1,768.3 1,830.6 1,779.3 1,842.5 1,597.7

Revenue 265.0 276.0 287.2 283.4 264.4 225.9 232.6 203.2

Research and science Expenditure 926.2 971.9 1,018.3 1,163.9 1,231.7 906.8 934.1 891.1

ontvangsten 204.0 189.4 178.1 186.9 174.6 1.5 0.0 4.3

Other programme expenditure Expenditure 212.5 161.4 140.0 209.5 299.0 301.6 288.7 372.6

Revenue 48.8 56.3 1.8 8.0 6.7 5.3 7.4 9.4

Overheads Expenditure 116.0 112.7 127.4 320.4 303.9 295.5 275.5 260.1

Revenue 0.3 0.1 0.2 6.4 2.2 1.4 3.0 5.1

Other non-policy items Expenditure 54.8 56.8 67.1 0.0 0.0 0.0 0.0 0.0

Revenue 0.1 1.2 0.0 0.0 0.0 0.0 0.0 0.0

Table 13.2 The Netherlands: socio-economic data

2006 2007 2008 2009 2010 2011 2012 2013Total population on 1 January (x 1,000) 16,334 16,358 16,405 16,486 16,575 16,656 16,730 16,780

Of which aged 0 to 64 14,004 13,990 13,991 14,014 14,037 14,061 14,014 13,955

Adult inhabitants (aged 18-64) 10,422 10,425 10,444 10,486 10,522 10,559 10,527 10,492

Total labour force (x 1,000) 7,507 7,653 7,801 7,846 7,817 7,811 7,894 7,939

Unemployed labour force (x 1,000) 410 344 300 377 426 419 507 656

Registered unemployment (x 1,000) 271 191 153 201 231 213 252 335

Price index figure (pGDP) (index 2000 = 100) 117.1 119.2 121.8 121.9 122.9 124.3 126.0 128.2

GDP (at market prices x € 1 billion) 540.2 571.8 594.5 573.2 586.8 599.0 599.3 603.7

Government expenditure (x € 1 billion) 136.5 145.8 169.0 174.1 185.9 170.9 168.4 163.8


Notes• With effect from 2012, overhead

expenses are grouped together under the overheads item rather than included in the policy items.

• With effect from 2013, the other non-policy items have been included in the OCW overheads; these now comprise the total OCW overheads, including Councils and Inspectorates).


Notes• Central government spending

corresponds to total expenditure according to the National Annual Reports less the expenditure for the National Debt.

• In 2008, central government spending went up sharply because of the credit crisis.



National and international spending on education

Comparability of data The education systems in other countries are set up differently and the methods of funding may differ too. To nonetheless be able to make comparisons, definitions and indicators have been agreed at the international level. These generate information that is as unequivocal as possible. Statistics Netherlands (CBS) provides the data on Dutch education to the OECD, UNESCO and Eurostat.

OECD and Eurostat publish several indicators, including Expenditure on educational institutions and Public spending on education. In Table 13.3, these indicators have been combined to calculate the total spending on education.

Statistics Netherlands publishes the StatLine table Spending on education and CBS/OECD indicators. The total education expenditure in this table also covers education spending by families and companies other than on education institutions. Student loans are not taken into consideration in the calculations, because loans are not actual expenditures: they are repaid after a period of time. The StatLine table also reflects government spending on education (C) and spending on educational institutions (D) according to the OECD definition.

International harmonization of OCW expenditure Together with Statistics Netherlands, an overview has been drawn up that illustrates the link between spending on education by OCW and OECD data. The figures for OCW expenditure are based on the expenditure accounted for in the annual reports to parliament. The harmonized table therefore begins with the data relating to OCW. The adjustments to OCW expenditure, required to conform to international definitions, are subsequently presented.

Figure 13.3 Flows of funds in Dutch education Expenditure for government-funded education, 2012 (x € 1 billion)

Public education expenditureThe bulk of OCW education expenditure goes directly to educational institutions (in 2012, 26.2 billion euros). The remainder goes to local authorities and families (in 2012, 0.6 and 3.9 billion euros respectively). Other ministries also contribute to the total amount spent on education. For example, they fund agricultural or health care programmes (EZ and VWS), or grant subsidies and tax benefits to companies that provide work placement opportunities or training places. Lower authorities (municipalities in particular) spend more on education than they receive from OCW (2.5 billion euros more in 2012). In 2012, public expenditure on education totalled 35.4 billion euros.

Total expenditure for educationThe total expenditure of the Netherlands on education presented in Table 13.3 comprises public expenditure and private expenditure on educational institutions plus public spending on families (predominantly student grants and loans) and companies (subsidies and tax benefits).

Private expenditure on education establishments comprises spending by the business community for the supervision of students in work-based learning programmes and contract research at universities. It also covers payments by families for course or tuition fees and spending by foreign organizations on contract research commissioned to Dutch higher education institutions. The bulk of spending goes to work-based training programmes. The figures in Table 13.3 do not cover private education spending other than on educational institutions.

Companies

Educational establishmentsTotal expenditure 36.9

Lowergovernments

a3. 3.9(a4. 0.2)

d2. 1.5e2. 0.1d1. 2.7

a1. 26.2

a2. 0.6b2. 0.1

c2. 0.2f1. 0.3

b3. 0.5e1. 3.8

b1. 1.7

c1. 2.9

Abroad Other Ministries

OCW Parents /Participants

f2 0.0


147147

Table 13.3 National spending on education (x € 1 million); harmonized table OECD / OCW

2007 2008 2009 2010 2011 2012 2013A) OCW expenditure Total expenditure 31,920 34,733 36,285 37,172 33,964 34,169 35,161 Total revenue 1,985 2,123 2,216 2,549 1,191 1,245 1,256Net expenditure 31,317 34,090 35,502 36,276 33,203 33,377 34,312Spending on Childcare (other expenditure apportioned) -2,037.2 -2,788.4 -3,003,9 -3,235.5 . . .Spending on Culture (other expenditure apportioned) -1,628.7 -1,824,6 -1,758,5 -1,834.1 -1,806.5 -1,872.5 -1,621.5Spending on Science (other expenditure apportioned) -982.1 -1,028,4 -1,181,1 -1,252.4 -923.4 -950.0 -907.5OCW education expenditure 26,669 28,449 29,559 29,954 30,473 30,555 31,783B) Central government spending on educationAdjustment of OCW expenditure to OECD definition -459 -217 -146 52 110 153OCW education expenditure according to OECD 26,211 28,232 29,413 30,006 30,583 30,707Spending on education by other Ministries 1,830 1,956 2,064 2,483 2,397 2,234Central government spending on education 28,041 30,188 31,477 32,489 32,980 32,941C) Public spending on educationEducation expenditure lower governments (net) 2,400 2,519 2,609 2,597 2,548 2,498Government spending on education 30,441 32,708 34,086 35,085 35,529 35,438D) Total education expenditureBy families (parents / education participants) 2,309 2,426 2,479 2,563 2,624 2,701By companies / non-profit organizations 2,840 3,155 3,394 3,447 3,636 3,764Education expenditure abroad 154 242 244 277 292 304Consolidation -390 -582 -666 -789 -929 -707Total education expenditure 35,354 37,949 39,536 40,583 41,153 41,501of which to educational institutions 31,823 33,628 35,769 36,681 36,875 36,899

Figure 13.4 Key to Figure 13.3

SourceOCWCBS http://statline.cbs.nl Onderwijs – Onderwijs financieelCBS has provided detailed data.

Notes• B) Education expenditure by other

Ministries: spending by the Ministries of EZ and VWS, FES resources pro-vided to OCW (up to and including 2010), tax benefits and subsidies for companies providing training places, central government spending for contract research by universities.

• B) School fees for BVE are included in the private spending by families on educational institutions, item D.

• C) Education expenditures of lower governments: spending by local governments, joint schemes and regional governments.

• D) Spending by families: school fees, course fees, tuition fees and (volun-tary) parental contributions paid to subsidized and private education institutions.

• D) Education spending by compa-nies/non-profit agencies: spending on non-subsidized education, con-tract research in the university sector and the supervision of trainees and students in work-based learning programmes.

• D) Education spending abroad: EU subsidies to education institutions and spending on contract research conducted by Dutch universities.

• D) Total education expenditure com-prises public and private spending on formal educational establishments and public education expenditure on families and companies according to the OECD definition.

• D) The consolidation item precludes double counts of certain flows of funds in the aggregate education expenditure.

Flow Key to expenditure a1. From OCW directly to educational institutionsa2. From OCW to lower governments (municipalities)a3. Student grants and loans (gross OCW expenditure)a4. Student support component (subsidy for school/tuition fees)b1. From other Ministries to educational institutions (Including government spending on contract research conducted by

higher education institutions)b2. From other Ministries to lower governmentsb3. Tax benefits and subsidies for companies offering training placesc1. From local and regional governments to educational institutions c2. Spending by local governments on companies (offering training places)d1 Spending by families on subsidized and private education establishments d2. Education spending by families on non-education establishmentse1. From companies to educational institutions e2. Scholarships provided by companies to familiesf1. From organisations abroad to educational institutionsf2. European subsidies to central government for education

Composite flows In Table 13.3Total public expenditure for education: a1+a3+b1+b3+c1+c2 Total under CSpending on educational institutions a1+b1+c1+d1+e1+f1 Last line under D Total expenditure for education: a1+a3-a4+b1+c1+c2+d1+e1+f1 Total under D



Figures and the structure of tertiary education

OCW, CBS and international organizations comparedThis appendix explains the differences and similarities in the figures and the classification structures of OCW and Statistics Netherlands (CBS) relating to tertiary education.

Total enrolment in higher educationThe figures for tertiary education, as they appear in Key Figures 2009-2013, are based on the DUO “One HE Figure” data. Statistics Netherlands (CBS) bases the figures that it publishes on tertiary education on exactly the same data. Yet there are differences between the two sets of figures. The total number of students enrolled in tertiary education is the same, but the numbers of students enrolled in professional higher education (HBO) and in academic higher education (WO) differ. This is because the OCW figures have been corrected for double enrolments, as required by the funding guidelines. These double enrolments pertain to students that are enrolled in both HBO and WO. In the OCW figures, the totals for HBO and WO together make up the total for tertiary education. In the CBS publications, the total numbers of students enrolled in HBO and WO do not add up to the total enrolment in tertiary education, because students that are enrolled in both an HBO study programme and a WO study programme are counted in both figures. To obtain the total number of students enrolled in tertiary education, these students are counted only once. In Table 13.4 this is expressed in figures. The figures pertain to the 2013/14 academic year.

Classification by disciplineA second difference between OCW and CBS is the classification structure. OCW distinguishes nine HOOP categories; CBS and international organizations, such as Eurostat and OECD, use the ISCED classification of education into eight categories. HOOP stands for Hoger Onderwijs en OnderzoeksPlan [Higher Education and Research Plan]; ISCED stands for International Standard Classification of Education. Table 13.5 shows how these two classification systems relate to one another with respect to the number of students enrolled in tertiary education in the 2013/14 academic year.

The two classification systems differ to such an extent that it is impossible to make a direct interface table. Not a single HOOP category fits integrally into an ISCED category or vice versa. However, most cells with a high student count can be explained in general terms. The students from the HOOP category “Education”, for example, are practically all in the ISCED category “Education”. In the other direction, this does not work – 16.1 thousand enrolled students from the ISCED category “Education” are counted under “Behaviour and Society” in the HOOP system; these are students in educational studies and educational theory.

In the ISCED system, the HOOP category of “Agriculture and Natural Environment” is divided between different ISCED categories. This is primarily due to the fact that Wageningen University as a whole is classified under the HOOP category of “Agriculture”. Programmes with a more social, economic or business management orientation in Wageningen are classified under “Social Sciences, Business and Law” in the ISCED system, whereas programmes such as biotechnology, food technology and garden and landscape design fall under “Engineering, Manufacturing and Construction”. Veterinary medicine from the ISCED category “Agriculture and Veterinary Medicine” is classified under “Healthcare” in the HOOP system.

The HOOP category “Technology” is divided over different ISCED categories as well. Graphic and industrial design or “Art and Technology”, for example, are classified under “Linguistics, History and Art” in the ISCED system; technical business and public administration is classified under “Social Sciences, Business and Law”; biomedical technology and medical laboratory research are classified under the ISCED category of “Health and Welfare”. The ISCED category “Personal Services, Transport, Environment and Safety”, finally, has no comparable category in the HOOP system and is therefore divided over different HOOP categories, predominantly in the HOOP area of “Economics”.


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Table 13.4 Enrolment in tertiary education, 2013/14 (x 1,000)

OCW EZ TotalProfessional higher education 429.7 10.0 439.7

Academic higher education 240.1 8.2 248.3

Tertiary education overall 669.8 18.2 688.0

CBS figures

Professional higher education 440.2

Academic higher education 250.1

Total including duplications 690.3

Duplications -2.3

Tertiary education overall 688.0

Table 13.5 Enrolment in tertiary education by discipline, 2013/14 (x 1,000)

HOOP categoriesCross-sector

Education Agriculture & Nat.Env.

Natural sciences

Eng. & Tech-

nology

Health Economics Law Behaviour & Society

Lang. & Culture

Total

ISCED categories

Education 0.0 62.7 0.6 0.4 0.0 0.0 0.0 0.0 16.1 0.0 79.8

Linguistics, history, art 3.4 0.2 0.0 0.1 9.9 0.0 2.1 0.1 2.0 38.8 56.6Social sciences, business studies, law 1.4 0.6 3.2 0.3 8.9 0.1 160.3 26.7 53.7 7.4 262.6

Natural sciences, maths, computer science

0.0 0.0 2.8 15.7 25.5 0.2 6.2 0.0 0.0 0.0 50.4

Engineering, manu-facturing, construction 0.1 0.0 3.6 1.0 52.1 0.1 0.0 0.0 0.9 0.5 58.2

Agriculture, veterinary medicine

0.0 0.0 6.0 0.0 0.0 1.5 0.0 0.0 0.0 0.0 7.5

Health care, welfare 0.0 0.0 0.4 4.5 6.5 73.2 0.2 0.0 41.6 0.1 126.5Personal services, transport, environment, safety

0.4 0.0 1.5 0.5 4.4 1.8 33.3 0.0 4.2 0.0 46.0

Unknown 0.0 0.0 0.0 0.4 0.0 0.0 0.0 0.0 0.0 0.0 0.4

Total 5.4 63.5 18.2 22.8 107.3 76.9 202.0 26.7 118.4 46.8 688.0

Source1 HE Figure, OCW, CBS

Notes• Numbers at the reference date, 1

October 2013 (provisional figures).

Source1 HE Figure, OCW, CBS

Notes• Numbers at the reference date, 1

October 2013 (provisional figures).


150150 13 Appendices

Notes and DefinitionsA. General

Related to OCW budgetThe information on trends and achievements in the field of education, culture and science, presented in this publication, relates primarily to the sectors which appear in the budget of the Ministry of Education, Culture and Science (OCW). Data on students and expenditure in agricultural education, which is the responsibility of the Ministry of Economic Affairs (EZ), is stated separately.

DefinitionsIn this publication, we have aimed to use unequivocal definitions permitting inter-comparison of the figures for the different sectors of education. The definitions are primarily based on those customary in the budget and the Ministry’s annual report. Therefore, they may vary from those used in other sources, such as CBS statistics and the Education Report.

International comparisons often use different definitions. For this reason, the figures presented here are not directly comparable with international figures, although they can be converted for that purpose.

Provisional dataData presented for the last year under review is provisional, with the exception of financial data.

Rounding offWhere figures have been rounded off, totals may not exactly match the sum of the figures given.

Key to symbols. not applicable -- not (yet) available0.0 less than 5 per cent of the relevant unit of measurement (so not always

actually zero)(xx) figure xx not included in total2009 expenditures in the 2009 calendar year, numbers at a given reference date

in 2009, numbers leaving in 2008/09 school year or intake in 2009/10 school year; the reference date is 1 October, unless stated otherwise.

For example: the figure for numbers leaving in 2009 pertains to the numbers obtaining qualifications in school year 2008/09.

B. Financial data

2008 review of education expenditure statisticsIn this review, newly available sources were used. This means that the largest missing components in the statistics have now been filled in: the expenditures on private education and the expenditures of companies for students in work-based learning programmes and trainees. In addition, the current statistics were reviewed, resulting in various improvements for, among other things, the integration of government funding flows, expenditures on R&D and family expenditures.

Expenditure by families and companies on private-sector education totalled nearly 1.2 billion euros in 2006, for approximately 190 thousand participants. Families pay an average of two-thirds of the participants’ contribution, companies pay an average of one-third of the contributions for their employees. More information about the expenditures on private-sector education can be found in the CBS web article Particulier onderwijs groeit sneller dan gesubsidieerd onderwijs [Private-sector education is growing faster than subsidized education].

Education expenditure (main mutations; source: CBS)

1995 2000 2006

Millions of euros

Before revision 16,600 21,210 29,935

Total adjustment 1,625 2,617 4,022

Private-sector education 608 748 1,154

Work-based learning 820 1,177 1,694

Integration of government funding

flows –17 578 938

R&D 155 129 404

Spending by families 106 99 233

Other adjustments -47 -114 -402

After revision 18,225 23,828 33,956

The expenditures of companies on workplace training amounted to nearly 1.7 billion euros in 2006; this sum was largely spent on vocational training in


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MBO. To ameliorate the costs of companies, the government has granted a tax deduction of 180 million euros. More information on this subject can be found in the web article Bedrijven besteden 1,7 miljard euro aan beroepsonderwijs [Companies spend 1.7 billion euros on vocational training].

The other adjustments led to an increase in total education expenditures by 1.2 billion euros in 2006.

The following document provides more information on the CBS revision:http://www.cbs.nl/NR/rdonlyres/9210FC61-D9C9-484F-AC42-67B3A974B360/0/13J998_Toelichtingopderevisievandeonderwijsuitgaven.pdf (in Dutch).

Revised GDPEvery five to ten years, Statistics Netherlands reviews the National Accounts. At the same time, the GDP is updated to reflect current insights.

Review 1999Based on EU regulations, some definitions and methods of calculation for the determination of GDP were changed as of 1 May 1998. The revision reflects the increased importance of service provision and the knowledge/information economy.

Due to the revision and the improved quality of statistical data, Statistics Netherlands (CBS) uprated its GDP figures for 1995 up to and including 1998 by approximately 14.5 billion euros in 1999 (+ 4.2 per cent).

Review 2005The results pertaining to the revision year 2001 were published in the CBS press release dated 20 April 2005 and extensively explained in the review publication Nationale rekeningen 2004 - Revisie 2001 [National Accounts 2004 Review 2001] dated August 2005.

The object of the 2005 review was to modify concepts and definitions, in line with international agreements. The National Accounts are now more in keeping with the economic reality, as assessed on the basis of new and revised statistics.

As a result of the revision of definitions and estimation methods, the 2001 Gross Domestic Product turned out to be over 18 billion euros higher than published earlier. This corresponds to an adjustment of 4.3 per cent. In 2006, the revised figures pertaining to the period from 1995-2000 became available on Statline; in early 2007, the figures from 1987 onwards were included.

In 2007, the figures from 2004 were adjusted and revised figures from 1969

were established (National Accounts 2006). The most recent estimates were published in a CBS announcement dated 26 March 2009.

Financial concepts

GDP and GNP• Gross Domestic Product (GDP) is the sum of wages, salaries and social

insurance contributions, indirect taxation minus subsidies, depreciation and other income (net).

• Gross National Product (GNP) is GDP plus net primary income from abroad.Other journals may use different amounts and GDP percentages for the education expenditures. These rely on other definitions or values established earlier, that are subsequently adjusted (revised). They may, therefore, differ from the values presented here.

Current values and constant valuesUnless otherwise stated, all financial figures in this publication are expressed in actual amounts for the year under consideration (at current values). Where the trend in financial indicators over time is being assessed, the figures sometimes take into account the value expressed in prices for a particular year. In these cases, they are based on the price index for the GDP (pGDP).

Netted OCW expenditures These are OCW expenditures minus part of the OCW revenues. Expenditures are netted with revenues if these are the result of repayments or settlements of excess amounts paid out by OCW.

Revenue received from external sources of funding, such as the Ministry of Finance, other Ministries, education participants and advertising funds are not netted with the OCW expenditures. These revenues contribute to raising the level of expenditures. Examples include: school fees, specific subsidies from other Ministries (such as the TNO subsidies), advertising revenue (Media) and FES funds.

With student grants, all revenue is subtracted, including repayments of loans awarded earlier and interest on these loans.

Other OCW expenditureIn addition to the expenditures accounted for in the budget items of the policy areas of PO, VO, BVE, HBO, WO, SF, Science and Culture, OCW has other expenditures, such as miscellaneous programme expenditure and overheads not included in the aforementioned budget items.



In certain figures and tables, these “other expenditures” are attributed to the OCW expenditures for the policy areas of PO, VO, BVE, HBO, WO, SF, Science and Culture, in proportion to the netted expenditure for these policy areas.

OCW expenditures for an education sectorThe total spending by OCW for maintaining and running a sector within the education system. These figures do not include OCW overheads.

Netted OCW expenditure for an education sector“OCW expenditures for an education sector” minus OCW revenues from repayments or settlements of excess amounts paid out by OCW.

OCW spending on educationThe total of the netted OCW expenditures, insofar as they are intended to provide education to participants in formal education.

Main differences in OCW funding of the various sectors of education:• Primary and secondary education: excluding accommodation costs (financed

by the local governments);• Secondary education and vocational education (MBO): including school fees

(collected by OCW);• Vocational/adult education (MBO): adult education listed separately;

excluding course fees;• Professional higher education and academic higher education: excluding

tuition fees;• Academic higher education: including spending on research and teaching

hospitals;• All expenditure: excluding student grants and loans;• All expenditure: excluding other programme expenditure and overheads. Spending on university teaching and researchIn the universities, teaching and research are intertwined. So that the per capita figures can nevertheless be compared with those for the other sectors of education, total expenditure has been broken down into separate figures for teaching and research. To calculate spending on university teaching, expenditure is multiplied by a factor based on the ratio between the deployment of academic staff for research according to the statistics on university research (KUOZ) and the total academic staff establishment (WOPI). The central government grant for teaching hospitals and funding of other institutions in the university sector are also taken into consideration in this calculation.

Funding of other university-level institutionsThis category includes the institutes for international education, theological training colleges and the Open University.

Per capita OCW expenditure for education“Netted OCW expenditures for an education sector” in a year, divided by the “number of students in an education sector” on the reference date in the same year. The key figures on expenditures for each education participant, as a rule, include all expenditures in the policy area earmarked for the education provided to the participant in question at government-funded schools or institutions. Figures relating to tertiary education are based on the student rolls per calendar year. These were calculated on the basis of the numbers enrolled at two consecutive reference dates, in a ratio of 2:3 for year t-1 and 1:3 for year t.

Other sources of funding in the education sectorAlongside the direct government funding by the Ministry of OCW, education institutions also have other sources of income. These involve revenues via local governments (including OCW grants for adult education and for the accommodation of primary and secondary schools) and contributions from the participants themselves. The latter involves course and tuition fees which are paid to regional training centres (ROCs) and the universities.

In addition to the aforementioned flows of funds, an institution can also generate other revenue, for example, through voluntary parental contributions, local government grants for participating in projects or income from third parties (contract teaching and research).

Per capita grants to institutionsThe costs that institutions incur through providing education are mainly based on the resources that they receive from third parties. This institutional budget encompasses funding from the national government and funding from local governments, as well as tuition. The only items missing from this summation are private contributions other than course fees and tuition, such as voluntary parental contributions, sponsor funds and similar funding. Information on these sources is incomplete and therefore not included under the grants provided to institutions.

The grants to institutions (in previous editions of Key Figures OCW also referred to as institutional costs) are calculated as follows:• for primary education, secondary education and vocational training: OCW

expenditures per participant plus an additional sum for local government grants (for primary education and secondary education: primarily accommodation);

• for tertiary education: OCW expenditures per student (including accommodation) plus tuition fees per student.

Spending on adult education per adult inhabitantThe direct expenditures on adult education divided by the number of


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inhabitants aged 18 to 64 inclusive in the Netherlands on 1 January of the relevant year.

Expenditure as a percentage of public expenditureBoth the aggregate OCW expenditures and the separate OCW expenditures for education, culture and science are expressed as a percentage of the total expenditures of the national government. The numerator is based on the netted expenditures of OCW and the denominator is based on the total of national government expenditures according to the annual government report (for forecasts of the National Budget), less the expenditures on national debt on a transaction basis (and in the National Budget: also additional items).

Education and research expenditure as a percentage of GDPFor the purpose of international comparisons, education expenditure is expressed as a percentage of GDP, as is research expenditure.

Figures published earlier or in other publications may be based on GDP amounts calculated prior to the revision of GDP in 2005; such figures are not comparable with the figures presented in this edition of Key Figures.

Sources of fundingThe figures presenting flows of funds also display data on sources of funding other than the Ministry of OCW, such as private contributions and local government grants. Other sources of funding include other Ministries and the Economic Structural Reinforcement Fund (FES). Data on these sources has primarily been provided by Statistics Netherlands.

Local government grantsThe figures given for local government grants are based on expenditure for education minus revenue from education, as calculated by Statistics Netherlands. Statistics Netherlands derives this data from the local government accounts.

The figures for local government expenditure and revenue are based on the data Statistics Netherlands uses in its national education statistics.

FES (Economic Structural Reinforcement Fund)The FES is managed by the Minister of Economic Affairs and the Minister of Finance and is funded from certain natural gas income and revenues from the sale of capital assets of the national government, such as radio frequencies. FES funds are used to allocate grants to other national budgets to fund investment projects of national interest, intended to enhance the economic structure. The fund is therefore a distributable fund; the actual project expenditures are estimated and accounted for in the other budget chapters.

Financial key statistics for institutions

Annual Report Regulations for the education sectorAs of the 2008 report year, all state-funded schools and universities have been required to submit an annual report. The Annual Report regulations contain the structural requirements and models for the annual report and replace the various former brochures. The new regulations are largely adapted to the rules laid down in the civil code (BW) and drawn up by the Dutch Accounting Standards Board (RJ); thus, the structure of the annual accounts ties in with the usual practices in the private sector.

However, annual reports for schools contain more than annual figures. On the subject of non-financial information, in particular, schools are encouraged in a number of ways to provide a full and accessible description in their annual report of important operating processes and of the financial implications of these processes, and to actively engage in a dialogue with all stakeholders in the immediate surroundings of the school or university.

The website with up-to-date information on the Annual Report regulations for the education sector is visited by many. (http://www.minocw.nl/publicatie/982/Richtlijn-Jaarverslag-Onderwijs.html; in Dutch)

Assets and liabilitiesAssets and liabilities are included in the information on the annual accounts of the education institutions. Figures pertain to the consolidated revenue (assets) and expenditure (liabilities) of the sectors of VO, BVE, HBO, WO and Science. The data is provided by DUO. The tables also include the financial and extraordinary assets and liabilities. The figures presented, therefore, pertain to data on the overall operations of the institutions.

• Solvency 1Solvency indicates which part of the assets on the credit side of the balance sheet have been financed with equity capital (excluding provisions). Solvency 1 is defined as equity capital / total capital.

• Solvency 2As Solvency 1, except here this indicator is not affected by the level of the provisions. Solvency 2 is defined as (equity capital + provisions) / total capital.

• Liquidity (current ratio)The liquidity ratio indicates the degree to which the institution can meet its obligations in the short term. Liquidity is defined as current assets / short-term debts.



• ProfitabilityThis figure indicates that part of the total income or revenues that remains after deducting the expenditures or costs. The profitability of ordinary operations is defined as the results from ordinary operations / total revenues from ordinary operations (revenues + financial revenues) x 100 per cent.

• Financial resilienceThe key figure for financial resilience shows the relationship between the size of the equity capital and the total income received, including interest received. This key figure is expressed as a percentage.

Government grants by sectorThe aggregate of the government grants awarded to education institutions according to their annual accounts does not exactly equal the OCW government grant provided to the institutions according to the OCW annual accounts. The main differences can be found in: “other” (part of these funds also goes to the institutions), revenue (sometimes balanced with another budget year) and grants to institutions from other policy areas (e.g., from BVE to HBO) or grants allocated via the local authorities.

InternationalA comparison between the education expenditures of the Netherlands and those of other countries requires several adjustments. The point of departure will be the OECD / Eurostat definitions. The various adjustments are outlined below, based on the overall OCW expenditures. These adjustments are processed by Statistics Netherlands in the data it provides to the OECD and Eurostat.

OCW expenditures for education (basis for calculation)The netted OCW expenditures serve as the basis for the calculation. Expenditures for science and culture, including the apportioned other expenditure, will be deducted from this basis. The following characteristics are relevant to the result:• The OCW expenditure for education includes spending on university research

and the net spending on student finance.• The government grant for teaching hospitals is intended as a compensation for

the costs of the workplace function these hospitals offer. The government grant covers education, research and medical care, but is included in its entirety.

• Adult education comprises, on the one hand, educational self-reliance, including adult general secondary education (VAVO) and, on the other, adult basic education.

• Trend interruption in adult education and integration courses: with effect from 2003, the Ministry of Justice has been responsible for the expenditures relating to integration. From 2003 on, figures pertain to expenditure for adult education only.

• School fees for secondary education (up to 2004) and vocational/adult education are collected by OCW on behalf of the education institutions; they have not been netted.

Adjustment of OCW expenditure to international definition• Of the government grant to teaching hospitals, only the education

component is included in the education expenditures.• Only the VAVO component of adult education is reflected in the aggregate of

education expenditures.• OCW revenue for student finance is not netted with the expenditures.

This pertains to repayments, instalments and interest received within the framework of the WSF and WTOS schemes.

• School fees in secondary and vocational/adult education: Statistics Netherlands regards OCW as an intermediary for the school fees, which is why they are included as private spending by families on the education institutions.

• The consolidation method used for government expenditures was modified in 2004. From 2004 on, the government grants paid to local authorities according to OCW serve as the point of departure, rather than the government grants received according to the local government accounts. Both consolidation methods yield the same figure for overall public spending on education and overall education expenditures.

• In the figures on the adjustment of OCW expenditure to the CBS/OECD definition, “settlements with other Ministries” are taken into account. These include the FES grants attributed to OCW. Statistics Netherlands regards these grants as spending on education by other Ministries, rather than OCW expenditure.

• The other differences between the OCW calculation and that of Statistics Netherlands are primarily the result of different methods for apportioning the other expenditures (overheads) and corrections made in the past.

Public spending on education• The CBS figures for government expenditure also include spending on

education by the Ministry of Economic Affairs and the Ministry of Public Health, Welfare and Sport. The figures for “Spending on education by other Ministries” include FES grants.

• The education expenditures of lower authorities comprise the spending by the municipalities and provinces on primary education, secondary education and vocational/adult education. Expenditures of lower authorities are presented net, i.e., the government grants received for education have been deducted.

Private spending on education • Spending by families concerns school, course and tuition fees, (voluntary)

parental contributions and spending on private-sector education.


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• Spending by companies pertains to expenditure for students in work-based learning programmes and contract research conducted by universities.

• Public spending on families does not include the subsidies for tuition fees; this component goes to the institutions via the families and, therefore, forms part of the public spending on institutions.

Total spending on education • Figures for overall education expenditures comprise public and private

spending on families and institutions for regular education. They do not include spending on books and teaching materials other than provided by education institutions (education-related private spending on non-education institutions).

Adjustments and consolidationThe harmonized table (CBS (OECD) / OCW) contains various adjustments and consolidations. The adjustments are intended to align with international definitions. Consolidations preclude that expenditures are counted twice.

International student finance figures are corrected for two reasons. | The first is to align the OCW definition of netted expenditures with the international definition. OCW nets the instalments and interest paid on study loans, since these payments lower the expenditures. According to the international definition, this is not allowed, since those that pay back are not the ones receiving student finance grants (delay effect).

The second reason concerns a consolidation based on the assumption that part of the student finance grant is intended to cover school and tuition fees. This part, therefore, lowers the private contribution.

Consolidation also takes place in the local government expenditures. In 2004, Statistics Netherlands changed its consolidation method for these expenditures. From 2004 on, the figures are based on the OCW government grants paid to local governments, as booked by OCW. Before 2004, they were based on the sums laid down in the local government accounts. The harmonized table includes the net spending on education by the local governments.

School fees are collected by OCW and subsequently form part of OCW spending on education. Originally, therefore, these were private contributions. Consequently, school fees are deducted from the OCW expenditures, in order to be included in the spending by families.

Statistics Netherlands does not include spending on books and teaching materials in the overall figures, because these are subsidized through the student finance grants; otherwise, these expenditures might be counted twice.

C. Participants in education

Generally, the enrolment figures on the last year presented are provisional.

Reference dateIn all sectors of education, the reference date is 1 October.

One FigureThe One Figure project set up by OCW, CBS and other parties aims to make the individual pupil/student data in the basic DUO files available in an unequivocal manner according to pre-established definitions and algorithms. The figures in this publication are based on the numbers of pupils/students according to the definitions for “VO domain”, “MBO domain” and “HE domain”, i.e., without double counts within the sector concerned (secondary education, vocational education and tertiary education). In other publications, different definitions can be used, for example “institution domain”, and in this case students that are enrolled at more than one institution are counted more than once.

The figures in this publication are based on One Figure data available in January 2014.

Number of participants in an education sectorThe number of education participants enrolled in a sector of education on the reference date.

Primary education: Numbers enrolled on the reference date of the relevant school year.

Secondary education:Numbers enrolled on the reference date of the relevant school year.

Vocational and adult education:Students enrolled in MBO courses or adult education courses on the reference date and qualifying for funding.

Professional higher education:Numbers at government-funded institutions enrolled on the reference date of the relevant academic year (according to the definition of “One HE Figure” for the HE domain).

Academic higher education:Numbers at government-funded institutions enrolled on the reference date of the relevant academic year (according to the definition of “One HE Figure” for the HE domain). Total numbers include part-timers and external students.



First enrolments (HBO and WO)Students enrolling for the first time in a tertiary education programme in the Netherlands.

Numbers entering and leaving sectorsThese figures pertain to the number of pupils/students enrolling in or leaving primary, secondary, vocational/adult, professional or academic higher education. Transfers within the same sector are not counted.

• Numbers entering relate to pupils/students enrolled on the reference date of the current school/academic year, who had not been enrolled in that same sector of education during previous school/academic years.

• Numbers leaving relate to pupils/students who were enrolled in that sector of education during the previous school/academic year, but are no longer enrolled on this year’s reference date. Figures pertain to the year of the first reference date on which they were no longer enrolled.

With respect to MBO, it should be noted that the figures for numbers entering and leaving up to and including 2004 are unreliable. Individual data on MBO participants for those years is not available; therefore, estimates were made on the basis of statements on the origin of incoming participants made by the institutions and on the basis of the age distribution of the participants. In 2004, the personal education number was introduced in the BVE sector, which means that data on numbers entering and leaving for 2005 and beyond can be derived from the individual education number data. This generated an interruption in the trend in the series of figures between 2004 and 2005. The figures from 2005 on provide a reliable picture.

Entrance cohortsA cohort is a fixed group of pupils/students entering a sector of education at a given time. These various fixed groups are monitored over time. Data on the entrance cohorts provide insight into the educational careers of all the education participants.

Participation ratesThe proportion of the total population participating in education funded by the Ministries of OCW and EZ.

Basic qualificationA completed study programme at upper secondary level or higher. In the Netherlands: at least HAVO, VWO or MBO level 2 qualifications. The basic qualification is considered internationally as a necessary condition for participating fully in the modern knowledge-based society.

Early school-leaversSchool-leavers are pupils/students who leave the education system entirely. Early school-leavers are those who leave school without obtaining at least a basic qualification.

EU-indicatorYoung people aged 18-24 who do not have a basic qualification at the time of the Labour Force Survey (LFS) and who did not participate in regular education, training courses or other short programmes during the four weeks prior to the survey.

New dropoutsAll students between the ages of 12 and 22 who leave the education system without a basic qualification in a given school year. Figures relate to the difference between two reference dates. For example, the number of early school-leavers for the 2012/13 school year is determined by verifying whether each individual participant enrolled on 1 October 2012 was still enrolled on 1 October 2013. Names that are missing from the list are checked: has the participant in question dropped out or are there other reasons why he is no longer enrolled (e.g., transferred to a subsequent study programme, basic qualification obtained, etc.). Students leaving VSO and PRO are not included in the numbers of dropouts presented.

Numbers obtaining qualifications / graduatesFigures for the numbers of students obtaining qualifications relate to the period between two reference dates. For example, 2006/07: the numbers obtaining qualifications between 1 October 2006 and 1 October 2007, also referred to as the year 2007).

Weightings in primary educationPupils are weighted on the basis of a number of criteria. Schools receive extra staff and other resources on the basis of these weightings. These weightings do not have a direct effect on funding. In order to qualify for extra funds under the weighting system, a school must meet a number of additional criteria, such as a minimum percentage of pupils with a weighting. The sum of the weightings must amount to more than 6 per cent of the total number of pupils. No additional funds are allocated if the school fails to meet this minimum requirement.

For example: a school with 100 pupils, 5 of whom have a weighting of 1.2, will not receive any extra funds (5 x 1.2 = 6 – 6 = 0). For 6 pupils with a weighting of 1.2, the school will receive one standard weighting grant (6 x 1.2 = 7.2 – 6 = rounded off to 1).


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The old weighting arrangements, which were in force until 1 August 2006, were as follows:• weighting of 0.25: children from a Dutch cultural background whose parents

have a low level of education; • weighting of 0.40: children of barge-operators;• weighting of 0.70: children of caravan dwellers and gypsies;• weighting of 0.90: children from a non-Dutch cultural background whose

parents have a low level of education and low-skilled occupations;• all other children: no weighting.

In the new weighting system, which has been implemented on a step-by-step basis from 1 August 2006, the weighting criteria are:• 0.3 for children whose parents have no more than LBO/VBO qualifications;• 1.2 for children of whom one of the parents has no more than a primary

education and the other no more than LBO/VBO qualifications.

Adult education (BVE)Adult education encompasses self-reliance (SR), broad social functioning (BMF), Dutch as a Second Language (DSL), reading / writing lessons for ethnic minorities and adult general secondary education (VAVO). With the introduction of the Adult and Vocational Education Act (WEB) in 1996, these study programmes were classified in the Qualification Structure for Adult Education (KSE) and DSL Competency Levels respectively.

• SR and BMF are indicated as KSE level 1 (elementary skills for general social functionality), KSE 2 (enables students to train to assistant worker level) and KSE 3 (enables them to take basic vocational training). Around the year 2000, the Vocational and Adult Education Council (predecessor of the MBO Council) proposed a new classification system which consists of educational self-reliance (ER), social self-reliance (SR), professional self-reliance unqualified (PRO) and professional self-reliance qualified (PRG). The number of levels was reduced from 6 to 4, such that the outer levels are merged (old 1 and 2 form new 1, 3 becomes 2, 4 becomes 3 and 5-6 become 4.) Upon the introduction of the personal education number, it was decided, in advance of the amendment, to adopt this classification system for the enrolment figures.

• VAVO up to 2004 consisted of KSE 4 (MAVO/VMBO TL), KSE 5 (HAVO), KSE 6 (VWO). Since 2004, VAVO has consisted of OSE 3 (VMBO TL) and OSE 4 (HAVO/VWO).

• DSL consists of programmes focused on Dutch as a second language. These study programmes aim to improve the language skills of non-native speakers. Adult education originally had DSL programmes at five levels. A sixth one was added after the transition to the Common European Framework of Reference for Languages (CEF). The old levels 1-5 are now classified as A1-2, B1-2 and C1, respectively, the new level as C2. Levels C1

and C2 are not used in practice for DSL. Since 2007, courses provided in the context of the integration requirement are no longer paid from the Adult Education budget and are therefore not registered on the Basic Register of Education (BRON).

• Since 2006, adult education funds may also be used for teaching ethnic minorities to read and write. These lessons will be registered as a separate programme.

Adult education comprises a wide variety of short study programmes at levels 1 and 2, for which generally no diplomas are awarded. Successful completion of a VAVO course, on the other hand, does entitle students to a diploma .

Since the implementation of the Adult and Vocational Education Act in 1996, the local governments have been responsible for adult education.

Expected chances of success The expected chance of success is the expected percentage of the entering pupils/students who ultimately earn a diploma in the education sector in question. The expected chance of success is calculated by multiplying the participant movement coefficients derived from the educational matrix concerning the numbers transferring/obtaining qualifications/leaving in each course year/enrolment year. For tertiary education (HBO and WO), the possibility of students interrupting their programme has been taken into account. In HBO only the first Bachelor’s diploma earned counts, in WO only the first doctoral or Master’s diploma earned.

For MBO, only data since 2005 has been included owing to a trend interruption caused by the introduction of the personal education number in MBO.

A comparison between this data and the “real” outcomes produced by cohort studies shows that the estimates do not differ much. The advantage of this approach with expected outcomes is that they are quickly available and that they are comparable across the different sectors. Once the data on participant movements on the basis of the education number becomes available, the actual school career will serve as the basis.

Expected duration of studyThe duration of study is the expected number of years that a certificate holder remains in the type of education concerned. The expected duration of study is estimated in a similar way as the expected chance of success, i.e., by multiplying the participant movement coefficients concerning the numbers transferring/obtaining qualifications/leaving in each school year/enrolment year from the education matrix. For tertiary education (HBO and WO), the possibility of students interrupting their programme has been taken into account. In HBO



only the first Bachelor’s diploma earned counts, in WO only the first doctoral or Master’s diploma earned.

In MBO there are no course years; consequently, the expected duration of study is difficult to determine.

The durations of studies have been compared with durations of studies from the cohort studies, the differences are only minor.

Bachelor’s programme outcomes (WO)The percentage of full-time students from the cohort that earn a Bachelor’s degree in the nth enrolment year at the latest. The figures concern only students that have earned a VWO diploma no more than one year before entering the WO Bachelor’s programme. The diplomas earned at another university or in another discipline also count.

Open University (WO)• Enrolled students: all students enrolled with the Open University on 31

December.• New students: all students enrolled in the relevant calendar year for the first

time for one or more courses with the OU.• WO degrees: all academic degrees awarded in the relevant calendar year.

G4 and G27• G4:

The four largest cities in the Netherlands: Amsterdam, Rotterdam, The Hague and Utrecht

• G27: 27 large cities in the Netherlands involved in metropolitan policy: Alkmaar, Almelo, Amersfoort, Arnhem, Breda, Deventer, Dordrecht, Eindhoven, Emmen, Enschede, Groningen, Haarlem, Heerlen, Helmond, Hengelo, ’s-Hertogenbosch, Leeuwarden, Leiden, Lelystad, Maastricht, Nijmegen, Schiedam, Sittard-Geleen, Tilburg, Venlo, Zaanstad and Zwolle.

CBS definitions

Ethnic origin• Native population

Persons of whom both parents were born in the Netherlands, irrespective of the country of birth of the persons themselves.

• Non-native population Persons who have at least one parent that was born abroad. The first generation consists of persons who were born abroad with at least

one parent who was born abroad. The second generation consists of persons who were born in the Netherlands and who have one or two parents who were born abroad.

• Non-Western non-native population The category dubbed “non-Western” consists of non-native persons from Turkey, Africa, Latin America and Asia, with the exception of Indonesia and Japan. Because of their socio-economic and socio-cultural position, non-native people from these last two countries are considered as Western non-natives. This group primarily comprises people who were born in the former Dutch Indies and employees from Japanese companies and their families.

• Western non-natives The category “Western” comprises non-natives from Europe, North America, Oceania, Indonesia and Japan. Because of their socio-economic and socio-cultural position, non-native people from these last two countries are considered as Western non-natives. This group primarily comprises people who were born in the former Dutch Indies and employees from Japanese companies and their families.

Labour force • Employed labour force

Persons aged 15 to 64 inclusive who work at least twelve hours a week in paid employment.

• Unemployed labour force Persons aged 15 to 64 inclusive who are available for paid work at least twelve hours a week and who are actively seeking but have not found such employment.

• Non-active / non-labour force | Persons aged 15 to 64 inclusive who are not a part of the labour force.

Non-subsidized educationEducation that is not funded by either the Ministry of OCW or the Ministry of EZ. All participants in government-funded education are recorded in the pupil/student registers of the Ministries of OCW and EZ. All the educational activities of the population in the 15-64 age bracket are registered by Statistics Netherlands in its Labour Force Survey (EBB). Linking the EBB data to the OCW/EZ registers makes it possible to establish who is enrolled in government-funded education. Persons listed in the EBB who do not appear in the OCW/EZ registers are designated as participants in non-subsidized education.

• For a detailed explanation and more detailed figures, see the statistical


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database Statline on the Statistics Netherlands website: http://statline.cbs.nl

• Sectors in non-subsidized education The categorization by discipline is based on the ISCED categories.

• Correspondence courses This category comprises all distance learning.

• Company training courses Programmes given under the responsibility of the company or organization where people work (only employees with a job of 12 hours a week or more). Only participants in courses with a duration of less than six months were requested to specify whether they were participating in a company training course.

• Full-time education In the survey, the respondents indicated whether they are taking a full-time or part-time programme.

• Work-related Whether a study programme is work-related or not is determined on the basis of five questions answered by the respondents in the EBB, concerning their motivation for enrolling in a certain study programme (to keep up to date, compulsory study, to be promoted, to get another job or to increase their chances of finding a job). If one of these questions is answered with a yes, then the study programme is designated as work-related.

D. Institutions and Staff

InstitutionsDepending on the use and the type of school (education sector), a distinction can be made between school boards or competent authorities, institutions or schools and ancillary sites or locations. Several institutions or schools can be placed under one school board or competent authority. An institution or school can comprise several locations or ancillary sites. In this publication, “institutions” refers to the main premises of educational institutions recognized and funded by the Ministry of OCW.

Primary education: Figures for mainstream primary education exclude schools for the children of itinerant workers (e.g., schools for barge operators’ children or circus children); those for special schools exclude hospital schools. The figures relate to numbers of schools on the reference date.

Secondary education: Numbers of institutions on the reference date.

Vocational and adult education: Regional training centres (ROCs), regional training centres in consortiums, specialist trade colleges and, within the green education sector, Agricultural training centres (AOCs). Figures refer to numbers of institutions on the reference date.

Tertiary education: Numbers of institutions on the reference date. For all sectors of education, the reference date is 1 October.

Types of education at (secondary) special schoolsWithin special and secondary special education, different target groups are distinguished. The letter designations correspond to those used in the Expertise Centres Act (WEC).

a. Deaf children (DOVN)b. Hearing-impaired children (SH)c. Children with severe speech disorders who do not also fall into categories a or b (ESM, special education only)d. Visually handicapped children (VGK)f. Physically handicapped children (LG)h. Chronically ill children (LZ) 1- with a physical handicap 2- other than with a physical handicap



j. Children with severe learning difficulties (ZMLK)k. Severely maladjusted children (ZMOK)m. Children in paedological institutes (PI)n. Multi-handicapped children (MG) Average school size / size of institutionsThe average size of institutions is calculated by dividing the number of pupils or students on the reference date by the number of institutions.

In academic higher education, the average size of institutions is calculated on the basis of student numbers, including external students.

Staff numbers / FTEsAll staff members appointed in the educational institutions and employed on the reference date. One FTE corresponds to a full-time appointment (1659 hours on an annual basis).

Primary education, secondary education, vocational/adult education: The figures are based on the salary records of the educational institutions; data has been collected by DUO. Figures pertain to total staff numbers excluding substitute staff on the reference date, 1 October.

Figures pertain to staff numbers at institutions at which pupils/students were enrolled on one or more reference dates in the years under consideration and staff employed by competent authorities but not assigned to a specific institution.

Professional higher education: The figures presented relate to staff funded from both the central government grant and the third flow of funds and are based on the numbers on 1 October of the academic year. Green (agricultural) education is not included.

Academic higher education: The figures relate to staff funded from both the central government grant and the third flow of funds and are based on the numbers on the reference date, 31 December of the academic year (WOPI). The Open University and Wageningen University are not included.

Staff, percentage of women• Primary education, secondary education and vocational/adult education:

The percentage of women in FTEs is derived from the salary records of the institutions (staff numbers in FTEs) on the reference date, 1 October of each year.

• Professional higher education: For HBO, the percentage of women is calculated on the basis of RAHO staff numbers (in FTEs) on the reference date, 1 October.

• Academic higher education: The percentage of women is based on the number of staff in FTEs on the reference date, 31 December.

Staff, average age• Primary education, secondary education, vocational/adult education:

The average age of staff is calculated on the basis of the salary records of the institutions (staff numbers in FTEs). Reference date: 1 October of each year.

• Professional higher education: For HBO, the average age is calculated on the basis of RAHO staff numbers (in FTEs) on the reference date, 1 October.

• Academic higher education: There are no data on average age. The Association of Dutch Universities (VSNU, WOPI register) does provide percentages per age bracket.

Staff, percentage aged 50 and older• Primary education, secondary education and vocational/adult education:

The percentage of staff aged 50 or over is derived from the salary records of the institutions (staff numbers in FTEs). Reference date: 1 October of each year.

• Professional higher education: The percentage of staff aged 50 or over is calculated on the basis of RAHO staff numbers (in FTEs) on the reference date, 1 October.

• Academic higher education: The percentage of staff aged 50 or older is based on staff numbers in FTEs on the reference date, 31 December.

Intake into HBO teacher-training programmesFirst HBO enrolments are students enrolling for the first time in a professional higher education programme in the Netherlands.

In this publication, figures pertaining to intake into the HBO teacher-training programmes are based on the above definition. Other reports, for instance those of the Netherlands Association of Universities of Applied Sciences (HBO-Raad), base these figures on the definition of “first year at institution”.

The number of first HBO enrolments can be regarded as the “real” number


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of first-year students, as these students have not been enrolled at other professional higher education institutions in the Netherlands.

Participant-staff ratiosThe ratios are calculated by dividing the numbers of pupils/students on the reference date by the number of staff (cf. definitions of participants in education.

Absences due to illness• The figures for mainstream primary education, special education, secondary

education, vocational/adult education and academic higher education reflect the total absence due to illness over the first two years of illness. In the figures for professional higher education and the research institutes, absences with a duration shorter than one year are not taken into consideration.

• The figures pertaining to the research institutes are combined figures, provided by WVOJ and KNAW.

• For the secondary education sector, coverage in 2008 is 70 per cent. In the academic higher education sector, the figures for 2008 are based on nearly 90 per cent of the fourteen institutions.

E. Gender equality and sexual diversity

Economic independenceA person is economically independent when he or she earns 70 per cent of the minimum wage. This is the subsistence level for a single adult. Only income received for work and from self-employment is taken into consideration. Social benefits, therefore, do not contribute to economic independence, but may bolster a breadwinner’s financial independence.

Labour participation rate• Net labour participation rate

The proportion of the employed workforce in the total population (the proportion of the population that actually works).

• Gross labour participation rate The proportion of the employed and unemployed workforce in the total population (the proportion of the population that, in principle, could work).

• European definition The Lisbon objectives were formulated on the basis of European definitions of labour participation. These definitions also include jobs for 1 to 12 hours a week when determining the degree of participation. In the Dutch definition, this is not the case. As a result, the European figures are higher than the figures calculated according to the Dutch definitions.

Social acceptance of homosexualityThe proportion of the population that adopt a positive or neutral attitude towards the statement that homosexuals have the right to live their lives as they want to (SCP survey).



List of figures

Cover 0 The Dutch education system OCW Education, Culture and Science at a Glance 1.1 Net OCW expenditure OCW Education national 2.1 Movements in Dutch education OCW 2.2 Spending on educational institutions OECD Education at a Glance 2013, Table B1.4

2.3 Supervision arrangements in primary education, 2013 Education Inspectorate

2.4 Supervision arrangements in secondary education, 2013 Education Inspectorate

2.5 Unsatisfactory MBO programmes Education Inspectorate

2.6 Alignment of education and labour market ROA

2.7 Learning continuity pathways OCW (DUO: education matrices)

2.8 Unfilled vacancies ECORYS / ResearchNed, Labour market barometer primary education, secondary education ,

vocational-adult education

2.9 Trends in enrolment levels OCW (DUO)

2.10 Dutch participation in education by age CBS, OCW (DUO)

2.11 Differentiation in secondary year three OCW (DUO)

2.12 Transfers to subsequent education OCW (DUO)

2.13 Trends in success rates OCW (DUO)

2.14 Qualified school-leavers by destination OCW (DUO) 2.15 Number of establishments, incl. green OCW (DUO)

2.16 Age distribution of staff OCW (DUO)

2.17 Vacancies in primary and secondary education Regioplan: Labour market barometers

2.18 Intake in teacher-training programmes OCW (DUO)

2.19 Graduates of university teacher-training programmes OCW (DUO)

2.20 Government spending on education OCW (DUO)

2.21 OCW expenditure as a percentage of GDP CBS and OCW

2.22 OCW spending on education per participant OCW 2.23 Institutional grants per participant CBS and OCW

2.24 School rolls in SO and VSO OCW (DUO)

2.25 National targets and achievement OCW (DUO)

2.26 New dropouts by type of school, 2012/13 OCW (DUO)

2.27 New dropouts by age, 2012/13 OCW (DUO)

2.28 Trends in dropout rates across Europe Eurostat 2.29 Enrolment by level of the programme CBS 2.30 Enrolment by discipline (ISCED) CBS 2.31 Secondary bilingual education European Platform

2.32 Enrolment (BVE) in Leonardo da Vinci programmes CINOP, 2013

2.33 Trends in foreign enrolment in tertiary education OCW (DUO)

2.34 Relative increase/decrease in diploma mobility, 2000-2011 Eurostat


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Primary education 3.1 OCW expenditure per pupil OCW 3.2 Solvency of primary schools OCW (DUO)

3.3 Liquidity of primary schools OCW (DUO)

3.4 Number of pupils in primary education OCW (DUO)

3.5 Weighting averages in primary education OCW (DUO)

3.6 Referrals to special primary education OCW (DUO)

3.7 School boards by number of primary schools governed OCW (DUO)

3.8 Class sizes in primary education in percentages, 2013 OCW (DUO)

3.9 Age distribution of primary school teachers OCW (DUO)

3.10 Primary school staff aged 50 and older OCW (DUO)

Secondary education 4.1 Flows of funds in secondary education OCW 4.2 Solvency of secondary schools OCW (DUO)

4.3 Liquidity of secondary schools OCW (DUO)

4.4 Enrolment in VMBO course year 3 (1) OCW (DUO)

4.5 Enrolment in VMBO course year 3 (2) OCW (DUO)

4.6 Qualified leavers by destination (1) OCW (DUO)

4.7 Qualified leavers by destination (2) OCW (DUO)

4.8 Unqualified leavers by destination (1) OCW (DUO)

4.9 Unqualified leavers by destination (2) OCW (DUO)

4.10 Age distribution of secondary school teachers OCW (DUO)

4.11 Secondary school staff aged 50 and older OCW (DUO)

4.12 VWO students in the subject clusters OCW (DUO)

4.13 HAVO students in the subject clusters OCW (DUO)

Vocational and adult education 5.1 Types of vocational and adult education courses OCW 5.2 Flows of funds in vocational and adult education OCW 5.3 Solvency of vocational and adult education institutions OCW (DUO)

5.4 Liquidity of vocational / adult education institutions OCW (DUO)

5.5 Enrolment in vocational education (MBO) OCW (DUO)

5.6 Enrolment in adult education (VAVO) OCW (DUO)

5.7 Internal transfers within the vocational sector OCW (DUO)

5.8 Internal transfers within MBO OCW (DUO)

5.9 Vocational/adult education institutions by size OCW (DUO)

5.10 Age distribution of teachers in the BVE sector OCW (DUO)

5.11 Opinion on alignment of education and employment ROA

Professional higher education 6.1 Flows of funds in professional higher education OCW 6.2 OCW expenditure per university student OCW

6.3 Solvency of universities of applied sciences OCW (DUO)

6.4 Liquidity of universities of applied sciences OCW (DUO)

6.5 Enrolment in professional higher education OCW (DUO)



6.6 HBO Bachelor’s degrees by sector OCW (DUO)

6.7 Expected duration of study for graduates OCW (DUO)

6.8 Expected success rates OCW (DUO)

6.9 Universities of applied sciences by size OCW 6.10 Student-staff ratio in HBO OCW Academic higher education 7.1 Flows of funds in academic higher education OCW 7.2 Research universities, balance sheet data OCW (DUO)

7.3 Research universities, operating data OCW (DUO)

7.4 First-year WO students by discipline OCW (DUO)

7.5 Number of first-year WO students OCW (DUO)

7.6 Expected duration of study for graduates OCW (DUO)

7.7 Expected success rates OCW (DUO)

7.8 Female academic staff VSNU and OCW

7.9 Composition of university staff VSNU and OCW

Student grants and loans 8.1 Total student finance expenditure OCW 8.2 Students receiving grants OCW 8.3 Students with a travel pass / travel allowances OCW 8.4 Students with a loan OCW (DUO)

8.5 WTOS expenditure by category OCW (DUO)

8.6 Standard school and tuition fees OCW

Culture and the Media 9.1 Flows of funds in the culture and media sector OCW 9.2 Flows of funds in the arts sector OCW 9.3 Cinema attendance Annual reports by the Dutch Association of Cinema Owners

(www.nvbinfocentrum.nl)

9.4 Receipts per film distributed Annual reports by the Dutch Association of Cinema Owners

(www.nvbinfocentrum.nl)

9.5 Flows of funds in the media sector OCW 9.6 OCW spending on literature and libraries OCW 9.7 Public libraries Association of Public Libraries, (www.bibliotheekonderzoek.nl)

9.8 Flows of funds in the cultural heritage sector OCW Science 10.1 Flows of funds to R&D OCW and CBS

10.2 Applied research institutes, turnover and sources of funding Data provided by institutions

10.3 NWO, KNAW and KB: aggregate revenues and expenses NWO, KNAW and KB annual reports

10.4 R&D staff in the Netherlands OECD 10.5 Proportion of female researchers in the Netherlands CBS 10.6 Trends in university research VSNU 10.7 Trends in university output VSNU 10.8 NWO sources of funding, 2001-2012 NWO annual report

10.9 KNAW sources of funding, 2001-2012 KNAW annual report

10.10 Citation impact of academic publications NOWT 10.11 Citation impact NOWT


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Gender equality and sexual diversity 11.1 Attitude of the population towards homosexuality, in percentages SCP 11.2 Economic independence CBS, Income statistics

Green education (EZ) 12.1 EZ spending on green education EZ 12.2 Enrolment in green education OCW (DUO)

12.3 Female participants in green education OCW (DUO)

12.4 Students in VMBO / LWOO green at AOCs OCW (DUO)

Appendices 13.1 Net expenditure per policy area OCW 13.2 Annual growth in GDP and OCW expenditure CBS and OCW

13.3 Flows of funds in Dutch education CBS and OCW

13.4 Key to Figure 13.3 CBS and OCW



List of tables

Education, Culture and Science at a glance1.1 Results1.2 Institutions and staff1.3 Expenditure (x € 1 million) Education national 2.1 Enrolment in education (numbers x 1,000)2.2 Numbers receiving pupil-specific funding (x 1,000)2.3 Participation in secondary year three by gender (numbers x 1,000)2.4 Direct movements between school types (numbers x 1,000)2.5 Expected chances of success (in percentages)2.6 School expectancy for qualified leavers (in years)2.7 Qualified leavers with and without basic qualification (numbers x 1,000)2.8 Educational establishments, numbers and size2.9 Staff2.10 Age distribution of staff in primary and secondary education (FTEs x

1,000)2.11 Average number of unfilled vacancies2.12 Numbers on unemployment benefits in the education sectors2.13 Numbers on WAO or WIA benefits in the education sectors2.14 Absence due to illness in education2.15 First-year students and graduates of teacher-training colleges2.16 Job mix in primary education (full-time jobs, in percentages)2.17 Job mix in secondary education (full-time jobs, in percentages)2.18 Government spending on education according to CBS / OECD definition

(x € 1 million)2.19 OCW spending on education, netted and including other expenditure (x €

1 million)2.20 OCW spending on education in relation to GDP and central government

spending2.21 OCW expenditure per participant (in current values x € 1) 2.22 Institutional grants per participant (in current values x € 1)2.23 OCW expenditure per sector divided by numbers obtaining qualifications

(current values x € 1)2.24 Enrolment in (special) secondary education by cluster, x 1,0002.25 Early school-leaving, national results, in numbers and percentages2.26 Top 10 of RMC regions with lowest dropout rates in 2012/132.27 The four largest cities, measured by enrolment in 2012/132.28 New dropouts by level of education (VO) in 2012/132.29 New dropouts by level of education (MBO) in 2012/13

2.30 New dropouts by level of education and diploma status in 2012/132.31 Number of dropouts and dropout rates by gender in 2012/132.32 Number of dropouts and dropout rates by ethnic background in 2012/132.33 Enrolment in non-subsidized education, 17-64 age bracket2.34 Enrolment in specific types of non-subsidized education, 20122.35 Numbers enrolled abroad2.36 Number of teachers employed abroad2.37 Number of schools and pupils/students participating in special language

programmes2.38 Participation in Leonardo da Vinci programmes (vocational training)2.39 Pupil/student and teacher exchanges in BAND projects (vocational

training)2.40 Dutch diploma students abroad2.41 Foreign students in subsidized tertiary education2.42 Mobile students enrolled in Dutch tertiary education2.43 Mobility of HE students in Europe (incoming and outgoing numbers x

1,000)2.44 Percentage of outgoing credit mobility, HE, HBO and WO graduates2.45 Top 5 of incoming and outgoing diploma mobility (numbers of students) Primary education 3.1 Financial key statistics for primary education3.2 Balance sheet and operating data of primary schools3.3 Key statistics for primary school pupils3.4 Movements in primary education by type of school (numbers x 1,000)3.5 Pupils leaving primary education by type of school (numbers x 1,000)3.6 Primary schools3.7 Trend in average class size in primary education s3.8 Labour market figures for the primary education sector Secondary education 4.1 Financial key statistics for secondary education4.2 Per student expenditure by type of school, 2013 (x € 1,000) 4.3 Balance sheet and operating data of secondary schools4.4 Enrolment per type of school and course year (numbers x 1,000) 4.5 Qualified school-leavers by destination (numbers x 1,000)4.6 Unqualified school-leavers by destination (numbers x 1,000)4.7 Schools and enrolment by type of school (in percentages)4.8 Schools with and without additional funding facilities, 2013 (in

percentages)4.9 Staff in secondary education, key statistics4.10 HAVO and VWO students in the subject clusters (numbers x 1,000)


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Vocational and adult education5.1 Financial key statistics for vocational and adult education5.2 Vocational and adult education institutions, key statistics5.3 Balance sheet and operating data of vocational and adult education

institutions5.4 Enrolment in vocational and adult education (numbers x 1,000)5.5 Students in vocational and adult education by level (numbers x 1,000)5.6 Students in vocational and adult education by age bracket (numbers x

1,000), 20135.7 Numbers entering and leaving MBO by background and destination5.8 Success rates in MBO and adult education (numbers x 1,000)5.9 Sectors of education, knowledge centres, branches of industry and

participants (x 1,000)5.10 Staff in vocational and adult education, key statistics (excluding green

education)5.11 Initial unemployment (in months)5.12 Labour market position after BOL/BBL, 1.5 years after obtaining

qualifications, 20125.13 Labour market position of MBO certificate holders after BOL and BBL

(2009/10) Professional higher education 6.1 Financial key statistics for professional higher education6.2 Universities of Applied Sciences, balance sheet and operating data6.3 First-year students in professional higher education (numbers x 1,000)6.4 Enrolment in professional higher education (numbers x 1,000)6.5 Professional higher education graduates (numbers x 1,000)6.6 E xpected duration of study and success rates in professional higher

education6.7 Institutions and staff in professional higher education, key statistics

Academic higher education 7.1 Financial key statistics for academic higher education7.2 Key statistics for teaching hospitals7.3 Balance sheet and operating data of the research universities7.4 Research universities: intake, enrolment and graduates7.5 Open University, enrolment and degrees awarded (numbers x 1,000) 7.6 Expected duration of study and success rates at the research universities7.7 Bachelor’s degrees awarded at the research universities (numbers x

1,000)7.8 Key statistics for institutions and staff in academic higher education

Student grants and loans8.1 Financial key statistics for student finance and WTOS (x € 1 million,

unless stated otherwise)8.2 Financial key statistics for WSF (x € 1 million, unless stated otherwise)8.3 Standard WSF amounts per month (in euros)8.4 Average supplementary grant per month (in euros) 8.5 WSF claimants (numbers x 1,000 and percentages)8.6 Key statistics for loans taken out8.7 Key statistics for WTOS by type of education8.8 Standard WTOS amounts (in euros)8.9 School fees and tuition fees Culture and the Media9.1 Financial key statistics with regard to culture and the media (x € 1 million) 9.2 Performances and ticket sales by OCW-subsidized performing arts

companies9.3 Grants from (semi-) government funds to funding of film productions9.4 Proportion of Dutch feature films in the cinema9.5 Circulation figures for national and regional daily papers (x 1,000)



9.6 Viewing figures per television channel (in percentages) 9.7 Key statistics for public libraries9.8 Visits to subsidized museums (x 1,000)9.9 Historic buildings and state archives Science 10.1 Financial key statistics for research and science (x € 1 million) 10.2 Dutch R&D by source of funding and sector of implementation (x € 1

billion)10.3 &D expenditure in the Netherlands as a percentage of GDP, by sector10.4 Balance sheet and operating data of the science institutes (x € 1 million) 10.5 Balance sheet and operating data per institute, 2011 (x € 1 million) 10.6 Trends in solvency and liquidity of science institutes10.7 R&D staff in the Netherlands (in 1,000 FTEs and percentages)10.8 Staffing at research institutes10.9 University staff, indicators per university, 201210.10 Research capacities in tertiary education (in FTEs) 10.11 Output of the universities10.12 University indicators per university (national),2012 (total and in

percentages)10.13 Results of Innovational Research Incentives Scheme across the

universities, 2000-201310.14 NWO spending by destination (in millions of euros and percentages)10.15 Net NWO acceptance rates by action line, 201210.16 Academic output of research funded by NWO10.17 KNAW spending by destination (in millions of euros and percentages)10.18 Academic output of research funded by KNAW10.19 R&D expenditure as a percentage of GDP, overall and by sector (2012)10.20 R&D expenditure as a percentage of GDP, overall and by financier (2011)10.21 Indicators relating to academic publications Gender equality and sexual diversity 11.1 Attitude of the population towards homosexuality (in percentages)11.2 Reports to the police of discrimination against homosexuals11.3 Average working hours per week, employed labour force aged 15 to 6411.4 Net labour market participation by couples with children, by level of

education, 201211.5 Net labour market participation11.6 Gross labour market participation among women and men (80 per cent

in 2020)11.7 Economic independence by gender and age (in percentages)11.8 Economic independence among women (ages 15-64), by background (in

percentages)

11.9 Female administrators and board members (percentages)11.10 Companies with female administrators, 2009 to 2012 (in percentages)11.11 Educational level among women (age bracket 25-35), 2012 (x 1,000) 11.12 Pay gap M-F, government and business sector, by specific characteristics,

2010 Green education (EZ)12.1 EZ financial key statistics with regard to green education12.2 Expenditure and revenue, 2013 (x € 1 million) 12.3 Key statistics on staffing at AOCs12.4 Enrolment, intake and qualifications obtained in green education, by

type of school12.5 Enrolment in green education as a percentage of total enrolment per

school type12.6 Number of green educational establishments by type of education Appendices 13.1 OCW expenditure and revenue according to Annual Report of the

Ministry (x € 1 million)13.2 Socio-economic data13.3 National spending on education (x € 1 million); harmonized table OECD /

OCW13.4 Enrolment in tertiary education, 2013/14 (x 1,000)13.5 Enrolment in tertiary education by discipline, 2013/14 (x 1,000)


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AbbreviationsAAOC Agricultural Training CentreAS Academic staffAZ Teaching hospital

BBAO Mainstream primary educationBBCU Cultural Expressions Funding DecreeBBL Block or day-release in secondary vocational education BL Basic vocational programme BOL Full-time vocational training (MBO) BPRC Biomedical Primate Research CentreBPV Workplace trainingBRIN Basic Register of InstitutionsBVE Vocational and adult education BZK Ministry of the Interior

CCBS Statistics Netherlands (Dutch central bureau of statistics) CKV Culture and the artsCOC Cultural Entertainment CentreCOS Sector Councils Consultations CommissionCPB Netherlands Bureau for Economic Policy Analysis CPI Consumer Price IndexCRIHO Central Register of Higher Education EnrolmentCROHO Central Register of Higher Education Study ProgrammesCuMi Cultural minoritiesCWI Centre for Work and Income

DDGO Personal and social services and healthcare educationDSL Dutch as a second languageDUO Dienst uitvoering onderwijs, governmental implementation agency for

the education sector

EEAG Education at a GlanceEBB Dutch National Labour Force SurveyECN Netherlands Energy Research CentreECTS European Credit Transfer and Accumulation SystemEEA European Economic Area

EET Economics, Ecology, TechnologyEMU Economic and Monetary UnionEU European UnionEUR Erasmus University RotterdamEurostat European Union statistics agencyEZ Ministry of Economic Affairs

FFES Economic Structural Reinforcement FundFRE Staff unit of accountft Full-timeFTE Full-time equivalent

GGBA Municipal Basic AdministrationGDP Gross Domestic ProductGGD Municipal Health ServiceGGZ Mental Healthcare ServiceGKC Green Knowledge CooperationGL Combined programme (VMBO)GNP Gross National ProductGTIs Large Technological Institutes

HHAO Tertiary agricultural educationHAVO General secondary educationHAVO d HAVO with certificateHBO Professional higher educationHBO-d HBO with certificateHKS Police regional recognition service systems HO Higher / tertiary educationHOOP Higher Education and Research PlanHRST Human Resources in Science and Technology

IICN Netherlands Collections Institute ICT Information and Communication TechnologyIEA International Association for the Evaluation of Educational

AchievementILT Integrated survey of school rollsIPO Interprovincial Consultation AgencyISCED International Standard Classification of EducationITS Institute for Applied Social Sciences



KKB Royal LibraryKBB Vocational education and industry knowledge centreKL Middle-management vocational programmeKNAW Royal Netherlands Academy of Arts and SciencesKSE Adult Education Qualification Structure KUOZ Statistics on university research

LLCW School and Course Fees ActLEI Agricultural Economics InstituteLFS Labour Force SurveyLGF Pupil-specific financingLOM Education for children with learning and behavioural difficulties LWOO Learning support (formerly IVBO, since 1999/00 including VSO-LOM)

MMARIN Netherlands Maritime Research Institute MAVO Junior general secondary educationMBO Vocational education (BOL + BBL)MBO-d MBO with certificateMCO Music centre of the broadcasting systemMLK Education for children with learning difficulties

NNA State archivesNAS Non-academic staffNFPK+ Netherlands Fund for the Performing ArtsNLR National Aerospace LaboratoryNOB Netherlands Broadcasting CompanyNRF National Restorations FundNT2 Dutch as a second languageNVAO Accreditation Organisation of the Netherlands and FlandersNWO Netherlands Organization for Scientific Research

OOAB Policy on eliminating educational disadvantagesOCW Ministry of Education, Culture and ScienceOECD Organization for Economic Cooperation and Development OPDC Special Education CentreOSA Institute for Labour StudiesOU Open UniversityOV Public transportOVSK Public transport pass for students

OWB Research and science policy

PPABO Primary school teacher-training collegePIRLS Progress in Reading Literacy StudyPISA Programme for International Student AssessmentPO Primary educationPRO Elementary vocational training

RR&D Research and developmentRACM National service for archaeology, cultural landscape and built

heritage REC Regional Expertise CentreRHC Regional History CentreRIVM National Institute for Public Health and the Environment RK Roman CatholicRMC Regional Registration and Coordination CentreROA Research Centre for Education and the Labour MarketROC Regional Training CentreRU Radboud University NijmegenRUG University of Groningen

SSBAO Special primary educationSER Social and Economic Council of the NetherlandsSFB Student finance policysgs Combined schoolSME Small and medium-sized enterprisesSO Special educationSPD Higher national diploma in bookkeepingSTER Radio and television advertising authoritySTT Netherlands Study Centre for Technology TrendsSVO Institute for Educational Research in the NetherlandsSVO Special secondary education (VSO-LOM + VSO-MLK)SZW Ministry of Social Affairs and Employment

TTIMSS Trends in International Mathematics and Science StudyTL Theoretical programme TNO Netherlands Organization for Applied Scientific ResearchTS17- Study cost allowance for students aged 17 and underTU/e Eindhoven University of TechnologyTUD Delft University of Technology


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UUAS University of applied sciencesud University lectureruhd Senior university lecturerUL Leiden UniversityUM Maastricht UniversityUMC University medical centreUNESCO United Nations Educational, Scientific and Cultural OrganizationUT University of TwenteUU Utrecht UniversityUvA University of Amsterdam UvT Tilburg UniversityUWV Executive agency for employee insurances

VVAVO Adult general secondary educationVBO Pre-vocational educationVBTB From Policy Budget to Policy Justification projectVMBO Pre-vocational secondary education (combination of MAVO, VBO,

LWOO and PRO)VNG Association of Dutch municipalitiesVO 18+ Study cost allowances for secondary school pupils aged 18 and over VO Secondary educationVOA Preparatory and support activitiesVSNU Association of Dutch UniversitiesVSO Secondary special educationVSV Early school-leaving, school failureVU VU University AmsterdamVVE Pre-school and early childhood educationVWO Pre-university educationVWO-d VWO with certificateVWS Ministry of Health, Welfare and Sports

WWBSO Promotion of Research and Development ActWEB Adult and Vocational Education ActWEC Expertise Centres ActWHW Higher Education and Research ActWL Delft HydraulicsWO Academic higher educationWOPI University staff information system WP Academic staffWPO Primary Education ActWSC Cultural Policy Special-Purpose Funding Act

WSF Student Finance ActWSNS “Going To School Together” consortiums of mainstream and special

schoolsWTOS Study Costs and School Fees Allowances ActWTOS18+ Study costs allowances for participants aged 18 and over in adult

education (part-time) or teacher-training programmes (full-time)WU Wageningen Agricultural UniversityWVO Secondary Education Act



Contributors

Ministry of Education, Culture and Science (OCW)Jan van Reeken (PO)Dennis van Gessel (MBO/VSV)Roy Tjoa (MBO)Jan de Graaf (HO&S)Joop den Ouden (HO&S/SF)Hans Ruesink (DL)Jean de Goeij (DCE)Bert van der Kooij (MLB)Jan van Steen (OWB)Els Veenis (DE)Gert Korteweg (Kennis)Pauline Thoolen (Kennis)Ria Groeneveld (KennisLinda De Paepe (Kennis)Priscilla Middleton (Kennis)Rozemarijn Missler (Kennis)

Ministry of Economic Affairs (EZ)Sjaak Keetman (Kennis)

Statistics Netherlands (CBS)Anouschka van der Meulen (SQS)Daniëlle Andarabi-van Klaveren (EOC)Marijke Hartgers (SQS)Mersiha Tepić (SQS)Nelet Kuipers (SQS)Tanja Traag (SAL)Theo van Miltenburg (SQS)

Dienst Uitvoering Onderwijs (DUO)Arrian Rutten (INP)André Dickmann (INP)Dick Ravenstein (INP)Ed Stevenhagen (INP)Erik Fleur (INP)Hans Plomp (INP)Jaap Jan Bakker (INP)John Niemeijer (INP)Joost Schaacke (INP)Marc Meurs (INP)Mark Dekkers (INP)Mia Looyestijn (INP)Michel Quak (INP)Robin Mulder (INP)Sarelies Weijer (INP)Ton van Essen (INP)Ton Veugen (INP)


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Key Figures 2009-2013Education, Culture and Science

A publication of the DutchMinistry of Education, Culture and Science

ProductionRozemarijn Missler

CompilationRozemarijn Missler (06 46849203)Ria Groeneveld (06 46849211)

DesignVijfKeerBlauw

Printed byVijfkeerblauw

TranslationEurotext Leidschendam

Additional copies: www.rijksoverheid.nl

Published July 2014

key figures 2009-2013 - government.nl · key figures 2009-2013 | education, culture and science 3...

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