THE NETHERLANDS
Martina Meelissen
Annemiek Punter
Faculty of Behavioral, Management & Social Sciences, University of Twente

Introduction
Overview of Education System
Dutch schools traditionally have significant autonomy. The Dutch education system is based on the
principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the
Netherlands has the right to establish a school, determine the principles on which the school is based,
and organize instruction in that school. Public and private schools (or school boards) may
autonomously decide how and to a large extent, when to teach the core objectives of the Dutch
curriculum based on their religious, philosophical, or pedagogical views and principles.
The Minister of Education, Culture, and Science is primarily responsible for the structure of the
education system, school funding, school inspection, the quality of national examinations, and
student support.2 The administration and management of schools is decentralized and is carried out
by individual school boards. Specifically, these boards are responsible for the implementation of the
curriculum, personnel policy, student admission, and financial policy. A board can be responsible for
one school or for a number of schools. The board for public schools consists of representatives of the
municipality. The board for private schools often is formed by an association or foundation.
Two-thirds of schools at the primary level are privately run. The majority of private schools are
Roman Catholic or Protestant, but there also are other religious schools and schools based on
philosophical principles. The pedagogical approach of a small number of public and private schools
is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter
Petersen, Célestin Freinet, and Rudolf Steiner. Almost all public and private school types are funded
by the central government and, to some extent, by the municipalities. A small number of schools
(offering primary and/or secondary education) is fully financed by parents.
The Dutch Inspectorate of Education makes visits at least once every four years to ascertain
whether schools, both public and private, provide the expected quality of education.3 Schools not
meeting quality standards are visited more frequently. The inspectorate can apply sanctions to very
low performing schools; however, the final decision about whether a school should be closed is made
by the Minister of Education, Culture, and Science. The findings from school inspection visits are
reported to the individual schools, the government, and the public.
For children under age 4, there is almost no educational provision.4 There are day nurseries or
crèches for children between 6 weeks and 4 years old. These nurseries are for working parents and do
not have an academic function. In addition, there are “play groups,” which are open for a few hours

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per week for children ages 2 to 4. Some of these play groups offer educational stimulation programs
(preschool) for children with a disadvantaged background, particularly in language development.
Compulsory education begins on the first day of the month following a child’s fifth birthday and
either concludes at the end of the school year of the student’s 16th birthday, when he or she will
obtain an upper secondary education (ISCED level 3) diploma, or at the end of the school year of the
student’s 18th birthday.
In the Netherlands, preprimary (kindergarten) and primary education are offered together at one
school. Most children begin preprimary education at age 4. On average, preprimary education lasts
two years (depending on the child’s birthday and his or her cognitive and social development) and
has both a social and an academic function, although the basics of reading, writing, and mathematics
usually are not taught until the first year of primary education. Together, preprimary and primary
education consists of eight grades, so the majority of children are 12 years old when they begin
secondary education.
Most secondary schools in the Netherlands offer different educational tracks.5 For the first two or
three years, secondary schools offer basic education in which students of similar abilities are grouped
together in the same track, or they may offer “mixed basic education,” in which students of different
abilities are grouped together. The main reason for grouping students of mixed abilities together is to
postpone the decision about which educational track best fits the abilities of each student. After two
(or three) years of basic education in secondary school, students enroll in one of the following three
tracks:

Prevocational secondary education (VMBO)—This track lasts two additional years after eighth
grade, and offers four programs: basic vocational, middle management vocational, combined
vocational and theoretical, and theoretical. After completing prevocational secondary education,
students may continue with vocational secondary education (MBO), or if they finished the
combined or theoretical program, senior general secondary education (HAVO).

Senior general secondary education (HAVO)—This track lasts three years after eighth grade, and
offers general secondary education in four programs: science and technology, science and health,
culture and society, and economics and society. Upon completion of a program, students can
continue with preuniversity secondary education (VWO) or (higher) vocational education.

Preuniversity secondary education (VWO)—This track lasts four years after eighth grade, and
offers the same four programs as senior general secondary education. Upon completion, students
may continue to higher vocational education or a three year bachelor’s degree program at a
university.
Students who are not expected to complete their secondary education with a diploma but are able
to attain a higher level of proficiency than students in special needs education often enroll in a
program for practical training (PRO). In these programs students are directly prepared for the labor
market. Students can participate in practical training until they are 18 years old.
Tertiary, or higher education, programs are divided into two types: higher vocational education
programs and bachelor’s degree programs. Higher vocational education programs lead to a four year
bachelor’s degree. Bachelor’s degree programs lead to a three year degree, after which a master’s

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degree can be earned in an additional one to three years.

Languages of Instruction
Dutch is the first official language in the Netherlands. Frisian, the second official language, is spoken
by more than 350,000 people in the northern province of Friesland. Dutch is the first language of
instruction in schools, although Frisian or a regional dialect may be taught alongside Dutch. A
minority of secondary schools offer Frisian as an optional final examination subject.6
Around 120 secondary schools offer bilingual education.7 This means that a maximum of 50
percent of the instruction at school is provided in another language, in most cases English. In 2014, a
five year pilot program started offering bilingual education in 18 primary schools, whereby 30
percent to 50 percent of the total instruction is in English.

The Mathematics Curriculum in Primary and Lower Secondary

Grades
The mathematics curriculum for primary school comprises 11 core objectives.8 These objectives
describe the desired results of the learning process, but not the way in which they are to be achieved.
In primary school, students should become familiar with mathematical basics, offered in a
recognizable and meaningful context. Primary school students will gradually acquire familiarity with
numbers, measurements, and two- and three-dimensional geometric shapes and solids, as well as the
relationships and calculations that apply to them. Students will learn to use mathematical language
while gaining mathematical literacy and calculation skills. By the end of primary school, students are
taught how to:

Use mathematical language

Solve practical and formal mathematical problems and clearly demonstrate the process of finding
a solution

Identify different approaches for solving mathematical problems and learn to assess the
reasonableness of solutions

Understand the general structure and interrelationship of quantities, whole numbers, decimal
numbers, percentages, and proportions, and use these to do arithmetic in practical situations

Quickly carry out basic arithmetic calculations mentally, using whole numbers through 100, and
learn the multiplication tables

Count and calculate by estimation

Add, subtract, multiply, and divide by taking advantage of number properties

Add, subtract, multiply, and divide on paper

Use a calculator with insight

Solve simple geometrical problems

Measure and calculate using units of time, money, length, area, volume, weight, speed, and

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temperature
In 2010, so-called reference levels, or benchmarks for language (Dutch and English) and
numeracy, were introduced to help raise student achievement in primary and secondary education.
These levels describe the knowledge and skills students are expected to acquire at different stages in
their school career. For numeracy in primary education, there are two important levels: the
fundamental level (1F) and the advanced level (1S).9 The achievement level of at least 85 percent of
students by the end of primary school should be at level 1F.
For the first two years of secondary school, the mathematics curriculum comprises nine core
objectives.10 By the end of the first two years of secondary education (Grade 8), students should have
been taught how to do the following:

Use appropriate mathematical language to organize mathematical thinking, explain things to
others, and understand explanations in the context of mathematics

Recognize and use mathematics to solve problems in practical situations, both individually and in
collaboration with others

Establish a mathematical argument and distinguish it from opinion, learning to give and receive
mathematical criticism and to respect other ways of thinking

Recognize the structure and coherence of the systems of positive and negative numbers, decimal
numbers, fractions, percentages, and proportions, and learn to work with these systems
meaningfully in practical situations

Make exact calculations, provide estimates, and demonstrate an understanding of accuracy, order
of magnitude, and margin of error appropriate to a given situation

Make measurements, recognize the structure and coherence of the metric system, and calculate
with measurements in common applications

Use informal notations, schematic representations, tables, diagrams, and formulas to understand
connections between quantities and variables

Work with two- and three-dimensional shapes and solids, make and interpret representations of
these objects, and calculate and reason using their properties

Learn to describe, order, and visualize data systematically, and to judge data, representations, and
conclusions critically
For the first two years of secondary education, there are four “reference levels” for numeracy: two
fundamental levels (2F and 3F) and two advanced levels (2S and 3S).11

The Science Curriculum in Primary and Lower Secondary

Grades
In primary education, science is taught within the content area Personal and World Orientation. The
curriculum in this area is organized to teach students to “orientate on themselves, on how people
relate to each other, how they solve problems, and how they give meaning to their existence.”12 The

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educational content of personal and world orientation is presented as a coherent whole, and content
from other learning areas is applied as much as possible. The seven core objectives for nature and
technology and the science subcategory of Personal and World Orientation are as follows:

Distinguish, name, and describe the roles and functions of common plants and animals

Describe the structures of plants, animals, and humans, and the form and function of their parts

Research material and physical phenomena, including light, sound, electricity, power,
magnetism, and temperature

Describe weather and climate in terms of temperature, precipitation, and wind

Find connections between form, material composition, and function of common products

Design, implement, and evaluate solutions to technical problems

Describe the positions and motions of the Earth-Sun system that cause the seasons as well as
night and day
In secondary school, the first year of science is taught under the core objectives of the content
area Man and Nature.13 By the end of the first year of secondary school (Grade 7), students should be
taught the following:

Transform questions arising from topics pertaining to the sciences, technology, and human
health and welfare into research questions; carry out an investigation on a scientific topic and
present the results

Acquire knowledge about and insight into key concepts of living and nonliving things and
connect these key concepts with situations from everyday life

Describe how people, animals, and plants are related to each other and the environment, and how
technological and scientific applications can have permanent positive or negative influences on
these living systems

Acquire knowledge about and insight into the nature of living and nonliving things, as well as
their relationship to the environment, through experimentation

Work with theories and models by investigating chemical and physical science phenomena, such
as electricity, sound, light, movement, energy, and matter

Acquire knowledge about technical products and systems through investigation, estimate the
value of this knowledge, and design and construct a technical product

Understand the essential structures and functions of human body systems, establish connections
between these systems and the promotion of physical and psychological health, and take
responsibility for one’s own health

Care for oneself and others, one’s environment, one’s safety, and the safety of others

Teachers, Teacher Education, and Professional Development

Candidates must earn a diploma from one of the Netherlands’ primary school teacher education

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colleges to qualify to work as a primary school teacher.14 Primary school teacher education is
provided at the higher vocational education programs level and usually takes four years to complete.
Students with a diploma at the highest level from preuniversity secondary education, senior general
secondary education, or vocational secondary education are eligible to apply to these programs.
Qualified primary school teachers are allowed to teach all grades and all subjects in primary
education, with the exception of physical education.

Teacher Education Specific to Mathematics and Science

Since 2006, students starting at a teacher education college have been tested on their Dutch language
and mathematics skills in order to guarantee standards of competence.15 If a student fails the test, he
or she has one school year to improve his or her language and mathematics skills. If the student is not
capable of passing the test by the end of the year, he or she cannot continue to the next year.
From the first year of teacher education, students gain practical work experience through regular
teaching practice in primary schools. Approximately one quarter of teacher education is devoted to
instructional practice. Halfway through teacher education, students can choose to specialize in lower
primary (Kindergarten to Grade 2) or upper primary (Grades 3 to 6) education.
Secondary school teachers are subject teachers.16 Most are trained in one subject as well as general
teaching at teacher education colleges for secondary education. These teacher education colleges
admit students with a diploma at the highest level from preuniversity secondary education, senior
general secondary education, or vocational secondary education. In the final year of their program,
students gain practical work experience during a combined period of work and study at secondary
schools. With a bachelor’s diploma from a teacher education college, a teacher is qualified as a
“second grade” teacher and is allowed to teach the lower grades (Grades 7, 8, and 9) of senior general
secondary education and preuniversity secondary education, and all grades of prevocational and
vocational secondary education. Teachers qualified at the “first grade” level often have a university
degree in their subject area (e.g., a master’s degree in mathematics) with an additional master’s
degree in general teaching. “First grade” teachers are qualified to teach all grades in all tracks in
secondary education.

Requirements for Ongoing Professional Development

A variety of courses and other voluntary professional development activities are available for both
primary and secondary school teachers. Professional development courses for teachers are offered by
teacher education colleges, universities, or commercial institutes, as well as organizations offering
educational advice and support. In addition, teachers can participate in subject-related workshops or
conferences. Many general and subject-specific digital journals, magazines, and newsletters also are
available for teachers.

Instruction for Mathematics and Science in Primary and Lower

Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
In primary education, mathematics and science usually are not taught by subject specialist teachers.

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A primary school teacher is trained to teach all subjects (except physical education) and all grades of
preprimary and primary education. In secondary education, all teachers are subject specialist
teachers. As such, different types of colleges provide education for primary and secondary education
teachers.

Instructional Materials, Equipment, and Laboratories

Schools are free to choose their own instructional materials with no government mandates. Several
varieties of commercially developed instructional materials and teaching methods are available to
schools, and some schools develop their own materials. The Dutch Institute for Curriculum
Development (SLO) advises schools about the appropriateness of available instructional materials
and teaching methods for the Dutch curriculum.
Primary schools usually do not have science laboratories, but most secondary schools do.

Use of Technology
In the Netherlands, almost every school uses Information and Communications Technology (ICT)
for educational purposes (including student monitoring systems), and most teachers use digital
learning materials in their lessons frequently.17 More than half of all primary and secondary teachers
use computers more than 10 hours per week in their teaching. In 2015, there was approximately one
digital device (desktop computer, laptop, or tablet) available for every four students. In almost all
primary and secondary schools, teachers and students have access to Wi-Fi. In 2015, tablets
comprised 16 percent of the digital devices used in primary education, compared to 1 percent in
2013. Tablets often are used in addition to desktop or laptop computers.
Kennisnet is the main public support organization for educational ICT use in primary, secondary,
and adult education in the Netherlands, and is supported by the government.18

Accommodation Policies for Instruction and Testing

The policy regarding special needs education over the last decade has been to integrate more students
with special needs into mainstream schools, and to reduce the number in special needs schools.
Schools receive additional financial support for students with special needs so they can hire specially
trained teachers and other personnel, or make other accommodations to support these students. For
example, dyslectic students often receive extra individual reading lessons, and when taking tests
(including national tests) they are accommodated with enlarged print. Schools differ in the way they
deal with students with special needs.

Monitoring Student Progress in Mathematics and Science

In addition to autonomously deciding how and to a large extent, when to teach the core objectives of
the Dutch curriculum, schools may decide when to assess students. Schools often use curriculum
embedded tests that correspond with the subject matter covered in their textbooks.
With the exception of a compulsory final summative test at the end of sixth grade, there are no
national examinations during primary school. However, the use of a student monitoring system is
compulsory. A majority of schools test their students regularly using tests developed by the National

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Institute for Educational Measurement (CITO). All sixth grade students are tested in the main
subjects at the end of the school year (a policy introduced in the 2014–2015 school year). Schools can
choose to use tests from a small number of test developers (including CITO), as long as the tests are
officially approved by the government. The results of these tests indicate which educational track
might be appropriate for each student in secondary school, as well as the reference level students
have reached. It is not the final summative test results, however, that determine the initial track of
students in secondary school, but rather principal and teacher recommendations. Experts decide
whether a student will need extra support in secondary school, or should enroll in practical training
(PRO) or special needs education.
Secondary education culminates with national examinations in each subject during the last
month (usually around May) of the final year of education (Grades 10, 11, or 12, depending on the
track). The content of these examinations depends on the track and the program of the student.
Student grade promotion policies are determined by individual schools, and in most cases are
described in the School Guide. The Ministry of Education, Culture, and Science discourages
retention based on the premise that retention will decrease student motivation and not necessarily
address the student’s learning difficulties. Over the last two years, the rate of retention has decreased
in most grades, with the exception of the second year of kindergarten.19 The percentage of students
who repeat this grade (mostly because students are regarded as “not school-ready” yet) remains
relatively high (approximately 7 percent).

Special Initiatives in Mathematics and Science Education

The Platform Bèta Techniek is an important initiative that encourages students to pursue a technical
or science-related career, and involves schools, universities, businesses, ministries, municipalities,
and regions.20 Their vision is that 40 percent of all students in general and vocational education will
have completed their education with a technical or science-related diploma. The initiative serves as a
platform for the development of stimulation programs for primary, secondary, and tertiary
education.
Partly as a result of the outcomes of PIRLS 2011 and TIMSS 2011 in the Netherlands, the focus of
policymakers on high achieving students has increased in the last few years. A number of educational
institutions and schools received financial support for their plans to improve the education of
talented students or to stimulate talent among students. The website www.talentstimuleren.nl
initiated by the Ministry of Education, Culture, and Science is a platform where schools, teachers,
parents, students, experts, and policy makers can find and share information about stimulating talent
and high achieving students in primary, secondary, and tertiary education, and includes learning
materials.21

Use and Impact of TIMSS

The Dutch government aims to be among the top five knowledge economies of the world. High
quality education and well educated students, especially in mathematics and science, are necessary to

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achieve this. This is one of the main reasons why the Netherlands is participating in large scale
international assessment studies such as TIMSS, PIRLS, and PISA.
After initially participating in IEA’s First and Second International Mathematics Studies and First
and Second International Science Studies, the Netherlands has participated in all TIMSS studies
conducted to date: in 1995, Dutch students participated in Grades 3 to 4, Grades 7 to 8, and in the
final year of secondary education; in 1999, students participated in Grade 8; in 2003, students
participated in Grades 4 and 8; in 2007, 2011, and 2015, students participated in Grade 4. The
Netherlands also participated in TIMSS Advanced 2008 (Grade 12).
The results of TIMSS are used by policymakers and in national reports on education.22 A small
decrease in reading and mathematics achievement in PIRLS and TIMSS from 1995 to 2007 in the
Netherlands reinforced the policy at that time of focusing more on the basic subjects of reading and
numeracy in primary and lower secondary education. This policy led to the introduction of the
reference levels for these subjects in primary and lower secondary education in 2010.
PIRLS and TIMSS 2011 showed relatively very low percentages of students in the Netherlands
reaching advanced benchmarks compared to other high achieving countries. These results boosted
the discussion of talented and high achieving students, and led to the introduction of several projects
focused on developing talent in education.

Suggested Readings
Ep-Nuffic. (2015). Education system in the Netherlands. Retrieved from
https://www.epnuffic.nl/en/publications/education-system-the-netherlands.pdf

The Dutch Inspectorate of Education. (2015). The state of education in the Netherlands: Highlights from the 2013/2014
education report. Retrieved from http://www.onderwijsinspectie.nl/binaries/content/assets/publicaties/2015/08/the-
state-of-education-in-the-netherlands-2013-2014.pdf

Nationaal experticecentrum leerplanontwikkeling (SLO). (2015). Curriculumspiegel 2015, deel b: Vakspecifieke

trendanalyse [Curriculum mirror 2015, part b: Subject-specific trend analysis]. Retrieved from
http://downloads.slo.nl/Repository/curriculumspiegel-2015-deel-b.pdf

                                                                                                               

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2013.pdf

TIMSS 2015 ENCYCLOPEDIA  

THE NETHERLANDS 11