Tag Archives: Education

Dutch education explained

Posted on

Every country has its own education system. The Netherlands is no exception to that.

 

Primary school

 

In the Netherlands, primary school starts with kindergarten at age four. From age five it is compulsory to attend school fulltime. There are hardly any private schools in the Netherlands.  Schools can have a certain religious orientation such as Protestant, Catholic, Islamic, Hindu, any other religion or no religion at all.  In addition, schools can follow a certain educational philosophy such as Montessori, Jenaplan, Dalton or Vrije School (internationally also known as Waldorf).  Children with special educational needs will find offerings more frequently in primary than in secondary schools.

All primary schools teach English, at least in groups seven and eight (ages 11-12). Between 2014 and 2023 took place an experiment with bilingual primary education, in which teachers spoke English during 30-50% of the time: “The research shows that the TPO schools score at least as well on Dutch language skills and arithmetic and that their English language skills are significantly higher. These research results have led to a continuation of bilingual primary education in the Netherlands”. [Please find more detailed information on the NUFFIC website] 

At the age of 12 (in group eight of primary school) children get advice which kind or secondary education is a best fit. This advice is based on the results of an independent national test and information the school has gathered during the child’s eight years of primary school. Schools have a system in which they register each child’s progress in all subjects. A child may be good at arithmetic in general but not good in multiplying or it takes a lot of time to understand it; another child may have problems with spelling and grammar.

It is often said in the Netherlands that children have to choose a secondary education level at a very young age. This may be true, but the level chosen does not necessarily have to be the final level. When you have finished secondary school at a certain level and your grades are good enough, you can continue at a higher level.

Secondary school

There are four options for secondary school:

  • Practical education (praktijkonderwijs): This takes five years. It is for children for whom VMBO (see below) is too difficult. Every child follows an individual package of subjects. Most children may start working when they have finished this school, while some go on to medium level vocational education (middelbaar beroepsonderwijs, MBO)
  • Preparatory secondary vocational education (voorbereidend middelbaar beroepsonderwijs, VMBO): Within VMBO there are four levels. They all take four years. Depending on the level, children focus on practical training, theoretical training or a combination of both. VMBO prepares children for medium level vocational education (middelbaar beroepsonderwijs, MBO)
  • Senior general secondary education (hoger algemeen vormend onderwijs, HAVO): This takes five years and prepares students for universities of applied science (hoger beroepsonderwijs, HBO) During the third year, the student chooses one out of four streams (so-called profielen). In the last two years, the student follows subjects for the stream he/she has chosen; some subjects are compulsory for everyone and at least one subject is of the student’s choice (depending on what the school offers). Streams available are: culture and society, economy and society, nature and technique, nature and health.  The student takes exams in seven subjects.
  • Pre-university education (voorbereidend wetenschappelijk onderwijs, VWO): This takes six years and prepares students for research universities. During the third year, the student chooses one out of four streams (so called profielen) . Streams available are: culture and society, economy and society, nature and technique, nature and health. In the last three years the student follows subjects for the stream he/she has chosen; some subjects are compulsory for everyone and at least one subject is of the student’s choice (depending on what the school offers). The students take exams in eight subjects. Some VWO schools also offer Latin and ancient Greek from the first year on. Such a VWO school is called   In these schools it is compulsory to take the exam in either Latin or ancient Greek.

There are secondary schools for HAVO/VWO that offer a so-called Technasium.  This kind of secondary education emphasises research and development and it is compulsory to take the exam in this subject.

Some secondary schools (VMBO, HAVO and VWO) offer bilingual education. In the first few years, some lessons are in English. As the national, central exams are in Dutch, the lessons in the higher classes are mainly in Dutch. The subjects that are not part of the national, central exam are usually taught in English.

Many bilingual schools offer the possibility to take the IB (International Baccalaureate) English B Higher Level Exam (if the student is following HAVO) or the IB English A Language and Literature Higher Level Exam (if the student is following VWO).  This means that the student’s English is at the level of a near-native speaker. It offers good preparation for tertiary study that is partly or completely taught in English. – Bilingual education is aimed for children who have Dutch as a native language and want to improve their English.

For more detailed information about Dutch secondary education, please look at the website of the Ministry of Education.

Tertiary education

 

After secondary school there are several options:

  • Medium level professional education (middelbaar beroepsonderwijs, MBO) for those who have finished VMBO. Like VMBO this has four levels.
  • University of Applied Science (hoger beroepsonderwijs, HBO) for those who have finished HAVO (or MBO at the highest level)
  • Research University (universiteit) for those who have finished VWO ( or first year -called propedeuse – at HBO)

When a student finishes at a University of Applied Science, a bachelor’s degree is conferred. If a student wants to obtain a master’s degree he/she can attend a Research University. For some studies at Universities of Applied Science there is also the possibility to obtain a master’s degree. If the student wants to pursue a career as a researcher, a PhD can be an option. Usually a student does a research master’s to prepare for this.

For students who have finished MBO and don’t want to commit to a full HBO study, there is an opportunity to do a two-year study and obtain an associate’s degree. The level is in between the highest level of MBO and the HBO bachelor’s.  After obtaining an associate’s degree the student can either start working or continue studying for a bachelor’s degree.

Special education

In the Netherlands children go to a regular school and get extra support there if necessary. However, sometimes a child needs more support than a regular school can offer.

In such situations a child can be referred to special education. Find some more details about this here.

There are two kinds of special education:

  • Special primary education (or Special Basisonderwijs (SBO)) The difference with a regular primary school is that the classes are smaller and there are more people who can offer support. The children take the same national test at the end of primary school. 

This type of education especially caters for children who have more serious learning difficulties, a low IQ, or behavioral problems. (Xpat)

  • Special education for primary school or secondary school (VSO). This is special needs education. These schools are aimed for:
    • Cluster 1: children who are blind or are visually impaired
    • Cluster 2: children who have serious communication problems (are deaf, have severe hearing problems, speech disorders etc.)
    • Cluster 3: children who have cognitive or physical disabilities or a chronic illness that makes going to school difficult
    • Cluster 4: children with psychiatric or serious behavioral issues (autism, ADHD, PDD-NOS, ODD, CD, etc.). (please find more details about this on the Xpat site)

All schools for special education have to make a development plan for every child. Such a plan is made together with the parents. It contains the goal to be achieved and the way it will be achieved. Goals can be: obtaining a diploma, finding a job or finding a place in an organisation that offers meaningful activities during the day.

In the Netherlands there is one international school that focusses only on special education: Lighthouse Special Education in The Hague. There is also an international preschool for children aged three to four years with special facilities for those who have special needs: https://threelittleships.nl. It was founded in 2006 by Lighthouse Special Education. However, there are several international schools who either have a special education department or include children with special needs in their regular classes. – There are several support groups for expat parents who have children with special needs. You can find these groups on http://eseng.nl/.

Learning Dutch for newly-arrived children

 

If you want your child to attend a Dutch school, you may wonder how he/she can cope with the rest of the class as he/she doesn’t know any Dutch. – For this purpose there are special classes:

  • For primary school there are several options: schools with special courses to learn Dutch for children aged six to eleven. These can be a school which only teaches newly-arrived children often called opvangschool (reception school), regular basisscholen (primary schools) with one or more special classes for newcomers, often called opvangklas (reception class) or schools that integrate newcomers in regular classes.  In all schools there is a lot of attention for learning Dutch, but they also teach other subjects such as arithmetic, history, geography, science, biology, crafts and arts. Your child may still need extra support for Dutch once the initial Dutch lessons are finished.
  • For children from 12-18 years there is an Internationale Schakelklas – ISK (bridging class). Here they are taught Dutch as well as other subjects offered at secondary school. When the level of Dutch is good enough, a child goes to a regular Dutch secondary school.  He/she may need extra support for Dutch for some time to get a similar level as the other pupils.
  • Tertiary education in the Netherlands is partly offered in Dutch and partly in English. If you want to do a study in Dutch but don’t have (much) knowledge of the Dutch language you can attend a special course: Dutch as a second language (Nederlands als tweede taal, NT2).

There are two programmes: programme one is suitable if you want to do practical work or study at MBO-level; programme two is suitable if you want to work or study at the level of higher education. You can directly choose the programme that fits your needs. If you want to work or study at the level of higher education, you don’t need to do programme one first; you can start immediately with programme two.

If you feel overwhelmed by all the options of Dutch education, the figure below may help.

If you have any further questions, please look at www.access-nl.org  or contact ACCESS at helpdesk@access-nl.org.

For updated information in English, please visit the ACCESS website.

Foreign Language Education in Dutch Schools: What Multilingual Families Should Know

Posted on

When relocating to the Netherlands, navigating the education system can be challenging, especially for multilingual families. A key aspect often overlooked is how foreign languages are integrated into the curriculum, supporting children in maintaining and developing their multilingual skills.

Primary Education: Early Foreign Language Learning (vvto)

Dutch primary schools are increasingly offering Early Foreign Language Teaching (Vroeg Vreemdetalenonderwijs – vvto), focusing on English, German, or French. English is a mandatory subject starting from grade 7, but many schools introduce it earlier, from grade 5 or even lower. According to Dutch law, schools can allocate up to 15% of their teaching time to a foreign language.

The benefits of early multilingual learning are well-established:

  • Young children absorb languages more easily through play.
  • Pronunciation and new sounds are more naturally adopted at a young age.
  • Cognitive skills are enhanced through multilingual learning.
  • Multilingualism fosters cultural tolerance and acceptance.

However, the success of vvto largely depends on the teacher’s proficiency in the foreign language. Schools must ensure a structured and continuous learning approach, often guided by the European Framework of Reference for Languages (ECFR). Several schools in the Netherlands offer vvto. The highest concentration can be found in the Randstad.

Secondary Education: Expanding Language Choices

In secondary education, foreign language learning becomes more diversified. Students must study one or two additional languages alongside English.

For havo and vwo students (college preparatory tracks), both French and German are mandatory. In some cases, these can be replaced by languages like Spanish, Russian, Italian, Arabic, Turkish, or Chinese (for vwo only). At schools with ‘Gymnasium’, Latin and Greek are also required.

For vmbo students (vocational track), one foreign language, usually French or German, is mandatory, with similar alternatives available.

Frisian as a Compulsory Language

In Friesland, Frisian is a mandatory subject in junior secondary education, though some exemptions exist depending on the region.

Upper Secondary Education: Language Specialization

At the upper levels of havo and vwo, English is compulsory for final exams, with the option to choose additional modern foreign languages, depending on the school’s offerings. Students in the culture and society track of havo must take a second foreign language.

Bilingual Education (TTO)

For families seeking deeper integration of foreign languages, bilingual education (Tweetalig Onderwijs – TTO) is available. TTO involves partial instruction in a foreign language, typically English. In the lower grades, at least 50% of the curriculum is taught in the foreign language for havo and vwo, and 30% for vmbo. However, final exams are conducted in Dutch.

TTO schools also offer international activities like language trips and exchanges, and students receive a certificate attesting to their extra language skills upon graduation.

The 2 most important characteristics of bilingual education are:

  • The teachers have had special tto training
  • Teaching in a foreign language must not be at the expense of Dutch language development

“It is important to note that bilingual education in Dutch schools focuses on children with Dutch as native language who want to learn another (often English) language.” 

 

Explore in-depth: The full, detailed article on Dutch for Children

If you’d like to explore this topic in more depth, you can read the full, detailed article on our website here. You can also read this article in Dutch, and find more information on the Dutch education system and how it supports multilingual families.

 

How to find the right school for your children

Posted on

Finding the right school for our children is never easy: there are so many things to consider…

One of the main questions I get asked by parents who are planning to live abroad  or move to another country is, how to find the right school for their children.

Every family is different and every child is different, so I usually start by making an elaborate plan about their expectations and their possible future moves in order to have a clearer picture about what they may need to look for. I am not an expert like Becky Grappo from RNG International Educational Consultants, or Annebet van Marmeren from New2NL – I warmly recommend both of them! – but I can help with the first steps and questions one should ask when looking for the right school. 

Every school has its own “personality” and visiting a school is an invaluable way to get a first personal impression about the atmosphere and ask questions and get documentation about the school.

I’ve set up a guide-lining questionnaire that parents can ask while visiting a school for their children. – Some of the questions are specifically for frequently moving families, but most of them are universal.

1) To make your child(ren) feel comfortable:

  • Does the school have planned activities to assist your child in a positive start to school?
  • Do the students seem happy at school?
  • Do the students look actively engaged in learning?
  • Does the school assign “buddies” to new students? 
  • Does the school have a transition program for new students? How does it look like? 
  • Do the grades interact, and if yes, how and when?
  • How big are the classes, how is the student-teacher ratio?
  • Does the school allow parents to volunteer in the classroom (e.g. for junior schools)?
  • Is the approach child-centered and challenging enough to develop each child’s strengths and love of learning?
  • Are the course offerings extensive enough to meet your child’s needs?
  • At what age are students offered modern languages? And are they part of the curriculum?
  • Are your home-languages supported by the school?
  • How many nationalities are there at school?
  • What is the ratio of locals vs international students?
  • Does the school practice translanguaging?
  • What is the daily, weekly, monthly schedule like?
  • How much movement or multisensory experiences are built into the curriculum?
  • How much homework is there? What are the expectations concerning homework?
  • How many co-curricular activities (arts, sports, clubs etc.) are offered? Are they included in the school fees?
  • To what extent can you be a partner in your child’s learning?
English: KIS International School Students

English: KIS International School Students (Photo credit: Wikipedia)

2) General questions about the school

  • How many years has the school existed?
  • Is the school board run by parents who are elected?
  • What is the reputation of the accrediting institution(s)?
  • What is the duration for the current school accreditation?
  • Was the annual report with budgets available for you to inspect?
  • Does this school have a particular educational philosophy or mission?
  • What are some of the school’s greatest accomplishments? What are some of the biggest challenges this school faces?
  • How well does the information school-parents work? – for this you might want to ask parents whose children are attending that school. 

3) Reachability and safety

  • How long will it take for your child to get to school?
  • How will your child get to school (e.g. walking, biking, taking bus etc.)? – Is it safe?
  • Is there a bus service available for this school? What kind of bus service (door to door or other)? Is your company going to contribute in the expenses of the bus service?
  • What security precautions are foreseen by the school? Is the campus a safe, supportive, and nurturing environment?
  • What is this school’s approach to student discipline and safety?
  • Does the school have a nurse? If my child has severe allergies: what are the school policies (nuts allergies etc.)?
  • How does the school manage bullying (on the playground and cyberbullying)?
English: 20s Plenty School safety sign Elmsett...

English: 20s Plenty School safety sign Elmsett, Suffolk. (Photo credit: Wikipedia)

4) Teachers / staff

  • Are all the teachers certified, including ESL, SEN, PE etc. teachers?
  • Are the language teachers certified teachers? 
  • What are the expectations for staff about students of high ability, special needs, ESL and other areas?
  • What kind of support are teachers offering to students of high ability, special needs, ESL and other areas?
  • How long on average does the school retain its teachers?
  • What percentage of teachers has earned advanced degrees?
  • Does the school support professional development, so teacher learn and apply “best practices”?
  • Is time dedicated for teachers to meet as teams to jointly plan curriculum and assess each child’s needs?
  • Does the staff seem happy?
  • During your visit, are teachers available and friendly?
  • What is the “feeling” or “tone” of the staff? Are they friendly and professional?
  • How frequently will you receive information concerning your child’s progress?
  • Can you contact teachers directly? 
Betonwerksteinskulptur "Lehrer-Student&qu...

Betonwerksteinskulptur “Lehrer-Student” von Reinhard Schmidt in Rostock (Photo credit: Wikipedia)

5) Curriculum

  • What types of standardized tests are offered, and how do the students perform?
  • Is the curriculum broadened with “best practices” around the world, so students can be well prepared for their next school?
  • Are children assessed in all their languages, e.g. in their home language (if your child was schooled in another language before)?
  • How is technology used to support teaching and learning at this school?
  • If your child has ‘special learning needs’, how will the school meet these?
  • What strategies are used to teach students who are not fluent in English (or the language lessons are taught in)?
  • What types of field trips are available for students? Which are compulsory?
  • How do the arts fit into the curriculum? Is there a school choir, band or orchestra? A school play? Art classes?
  • How does this school support students who have academic, social or emotional difficulties?

6 a) For elementary schools

  • What are some highlights of this school’s curriculum in reading, math, science and social studies etc.?
  • What criteria are used to determine student placement in classes?
  • How does this school keep parents informed of school information and activities?
  • Is there an active Parent Teacher Association (PTA)? What other types of parent involvement take place at this school?
  • Is child care available before or after school?

6 b) For middle schools

  • How does the school guide and prepare students for major academic decisions that will define their options in high school and beyond?
  • Are foreign language classes (French, Spanish, German etc.) offered to students? Are they part of the curriculum?
  • If one of these other languages is your home language: will your child be taught in a mothertongue class? What is the curriculum for these courses?
  • Do they offer language classes in other minoritized* languages? Are they part of the curriculum? 
  • If the school is large, does it make an effort to provide activities that create a sense of community?
  • Can students opt for remote learning if necessary (due to illness etc.)?

* a minoritized language is all language that is not dominant in a community or society.

6 c) For high schools

  • What student-support services are available for individual student counseling and university placement?
  • What programs are in place for drug and alcohol prevention?
  • What programs are in place to prevent bullying (incl. cyberbullying)?
  • Does this school have a particular academic focus, such as science or humanities?
  • Does this school have any school-to-work programs or specialized academies?
  • What kind of emphasis does the school place on college preparation?
  • Does the school have a good selection of Advanced Placement classes?
  • What percentage of students takes the SAT / GCSE? Where do students go after they graduate? How many attend four-year colleges? What kind of degrees are possible? (In Europe: A, IB, (and IB middle years program), EB etc.)
  • What are the options, should your child need to repeat a year during the last two years at school?
  • Does the school offer a variety of career planning options for students who are not college bound?
  • Are counselors available to help students make important decisions about classes and post-graduation plans?
  • What percentage of students who start at the school in ninth grade graduate?
  • Does the school staff set high expectations for all students?
  • Does the school put the students in the foreground or does it rather feel like a business…?
  • Can students opt for remote learning if necessary (due to illness etc.)?
  • How does the support for students struggling with anxiety and stress look like?
  • How do students get to school? 
  • Is this school accredited?

7) Facilities

  • Do classrooms look cheerful? Is student work displayed, and does it seem appropriate for the grade level?
  • Do teachers seem enthusiastic and knowledgeable, asking questions that stimulate students and keep them engaged?
  • Does the principal seem confident and interested in interacting with students, teachers and parents?
  • Can students access classes through remote learning?
  • How do students behave as they move from class to class or play outside?
  • How well are the facilities maintained? Are bathrooms clean and well supplied, and do the grounds look safe and inviting?
  • Are all the facilities like playgrounds, libraries, IT etc. state-of-the-art and well maintained?
  • Does the school provide different facilities, such as libraries, cafeterias and sport areas for different grade levels?
  • What kind of library resources are available for students?
  • Does the school provide warm meals/catering service?
  • What facilities are open to family members?
  • What is the quality of air, water and noise around the school?
  • Is the community surrounding the school residential, commercial or inner-city?

8) If the school is in an additional language

If your child starts a school in a new language, i.e. one that he/she hasn’t been exposed to (yet) or doesn’t know (yet):

  • Does the school provide extra classes for newcomers who don’t speak the school language (yet)?
  • How are newcomers integrated in the class/year group?
  • How long can your child receive extra help to attain the expected level of fluency in the school language?
  • What if your child doesn’t attain the expected level of fluency in the time frame set by the school?
  • Does the school provide support for your child in form of additional tuition if necessary; is there a way to get this extra support outside of school for you?
  • Is your child allowed to use his/her home languages at school?
  • Are there teachers who speak your home languages?
  • Are there other children/students who speak your home languages?
  • Does the “buddy” system provide a peer who speaks your languages?
  • Does the school use translanguaging practices to allow children like yours to follow the curriculum and communicate in the home language if necessary?
  • Can the teacher(s) assess your child about his/her skills in the subject area, not the language fluency?
  • Does the school library have books in your languages? If so: for every level of fluency? 
  • Is the school a certified Language Friendly School?

Last but not least:

  • Were all your questions answered in a straight-forward manner with documentation readily offered?

If you have further questions or need help with assessing the new school for your children, don’t hesitate to contact me at info@UtesInternationalLounge.com.

This list is part of my self-paced online courses at my Academy.