Key Figures. Education, Culture and Science in the Netherlands

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1 Key Figures Education, Culture and Science in the Netherlands

2 Key Figures Education, Culture and Science in the Netherlands

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4 Preface Before you lies the eleventh edition of Key Figures - Education, Culture and Science in the Netherlands. In this publication, the Ministry of Education, Culture and Science (OCW) presents the most recent figures and information on the results and the state of its policy areas. With these figures, the Ministry gives an account of its policy in a transparent manner. For each sector of education, information is presented on participants, institutions, staff, results and expenditure. In addition, attention is given to themes such as early school-leaving, the labour market for teaching staff, student grants and loans and the Dutch education system in an international perspective. OCW Key Figures also contains data provided by the Ministry of Agriculture, Nature and Food Quality (LNV) on green (agricultural) education. Furthermore, Key Figures spotlights a wide range of cultural manifestations by reviewing, for example, performing arts, Dutch film, the press and broadcasters, public libraries and cultural heritage. In conclusion, these Key Figures provide information on scientific research. Chapters are devoted to the interaction between society and science, research institutes and their staff, university research and the position of women in science. Whatever facts on education, culture and science you are looking for, I hope that you will once again find them in this year s Key Figures. The Minister of Education, Culture and Science Contributions from Statistics Netherlands (CBS) offer a more in-depth insight into the situation of immigrant pupils, the transition between education and the labour market and the scope and diversity of education programmes not funded by either the Ministry of OCW or the Ministry of LNV. Dr Ronald H. A. Plasterk 3 K e y F i g u r e s O C W

5 Contents Key Figures OCW Preface 3 Table of contents 4 1 Education, Culture and Science in brief 6 2 Education national 3 Education international 4 Primary education 5 Secondary education 6 Adult and vocational education K e y F i g u r e s O C W System The Dutch education system 8 Output Outcomes of the education system 10 Continual Overview of continual learning pathways 12 Learning Pathways Movements within Dutch education 14 Pupils in primary and secondary education 16 Ethnic minorities in secondary education 18 Ethnic minorities in vocational education 20 Early school-leavers 22 Education level and the labour market 26 System Institutions and Staff 28 The labour market in the education sector 30 Expenditure for education 32 Per capita expenditure 34 Theme Non-subsidized education 36 Theme EU objectives 38 Output Education level in an international perspective 40 Outcomes of education in an international perspective 42 Higher education in an international perspective 44 Participation in an international perspective 46 Student mobility 48 Curriculum in an international perspective 50 Teachers in an international perspective 52 Expenditure in an international perspective 54 System System and Funding 56 Pupils in primary education 58 Movements 60 Primary schools 62 Theme Staff and the Labour market 64 System System and Funding 66 Secondary schools: financial data 68 Pupils in secondary education 70 Movements and Success rates 72 Institutions and Staff 74 Theme Selection of subject clusters 76 System System and Funding 78 Adult and vocational education: financial data 80 Participants 82 Movements and Success rates 84 Institutions and Staff 86 Theme Labour market position of MBO certificate holders 88 4

6 Contents Key Figures OCW 7 Higher professional education 8 Universities 9 Student finance 10 Culture 11 Science 12 Green education (LNV) Appendices System System and Funding 90 HBO institutions: financial data 92 HBO students 94 Duration of study and Success rates 96 Institutions and Staff 98 Theme Correspondence to previous education 100 System System and Funding 102 Universities: financial data 104 University students 106 Success rates in the university sector 108 Institutions and Staff 110 Theme Ethnic minorities in higher education 112 System System and Funding 114 WSF regulations and Standard amounts 116 Students entitled to WSF grants 118 Study Costs and School Fees Allowances Act (WTOS) 120 Theme School/tuition fees and Topical issues 122 System System and Funding 124 The Arts 126 The Arts Film 128 The Media 130 Literature and Libraries 132 Cultural heritage 134 System System and Funding 136 Science institutions: financial data 138 Staff and Researchers 140 University research 142 Theme Interaction and Knowledge transfer 144 Women in science 146 Science in an international perspective 148 System and Funding 150 Participants and Institutions 152 OCW expenditure and national context 156 OCW expenditure in a national / international perspective 158 and Definitions 160 List of figures 171 List of tables 175 Abbreviations 178 Index K e y F i g u r e s O C W

7 OCW Education, Culture and Science in brief Contents and structure OCW Key Figures provides the most important figure-based review of developments both in the policy areas of the Ministry of Education, Culture and Science (OCW) and for the Ministry of OCW as a whole. Before presenting key figures for the entire education system (in Education National), OCW provides a brief impression of its three policy areas. The Education National section starts with an outline of the Dutch education system, which is followed by a picture of the outcomes of education in the Netherlands. Subsequently, attention is given to continual learning pathways and a number of the education system s characteristics are discussed. The chapter concludes with a contribution from Statistics Netherlands on non-subsidized education. This overview of the developments over the entire education system is followed by a chapter entitled Education International. The chapter begins with the target values ratified by the EU. With regard to a number of aspects, such as the educational level of the population, reading ability and participation in education, a picture is provided of the state of affairs in Dutch education. In the subsequent chapters, key figures and indicators are presented for the separate educational sectors and the student finance system. The sectors of culture, science and green education are then discussed. The Appendices contain general technical information, including a harmonised table provided by Statistics Netherlands (OECD / OCW). In addition, they provide a list of the figures presented, a list of abbreviations used and a subject index. Culture Culture covers a broad terrain. The promotion of a wide supply and use of culture is visible in the number of visitors to subsidized performing arts performances in the Netherlands: almost 3 million in To achieve this, 191 companies gave over 13,000 performances in the Netherlands. The Ministry of OCW spent close to 177 million euros on the performing arts in This is an average of approximately 62 euros per visitor. In 2005, the 28 subsidized museums registered 5.1 million visits. These museums received 166 million euros via OCW in 2005, which comes down to approximately 33 euros per visit. The public broadcasting companies had a viewer share (between 18:00 and 24:00 hrs.) of approximately 34 per cent in The OCW expenditures for the national broadcasting services totalled 620 million euros in Science The promotion of a research climate to stimulate a knowledge society is expressed, among other ways, in the approximately 58,000 (specialized) publications and approximately 3,000 doctoral theses that were published within the universities in At universities, some 28,000 researchers (FTEs) were active in research and development (R&D) in 2005; nearly 13,000 researchers were active at research institutes. In 2006, the Ministry of OCW spent 926 million euros on science. Figure 1.1 Net OCW expenditure By main task, including other expenditure (x 1 billion) Education Education is aimed at educating young people with a view to their personal development and the stimulation of economic-social development. The government-funded education sector provides education to an increasing number of participants. In 2006, nearly 3.7 million people were enrolled in government-subsidized education. Over the past few years, the number of pupils and students obtaining qualifications has risen to more than 400,000 in Nearly 200,000 of them left government-funded education; the remainder went on to subsequent study programmes. The education sector comprises more than 310,000 full-time positions in over 8,300 institutions. The government expenditures for education, excluding student finance, totalled approximately 22.5 billion euros in Education Student finance Research Culture and the media K e y F i g u r e s O C W 6

8 Table 1.1 Results Various sources; see next chapters Education: - Including green education - MBO qualifications at all levels Education (numbers x 1000) Participants 3, , , , ,668.3 VO, MBO, HBO and WO qualifications Numbers leaving with VO, MBO, HBO or WO qualifications Culture Performing arts attendance (NLD) (numbers x 1000) 3,016 3,245 3,118 2, Visits to subsidized museums (numbers x 1000) 5,709 5,150 4,919 5, Public broadcasting as a percentage of viewing figures Science (universities, numbers) Publications 51,963 53,148 56,915 58, Doctoral theses 2,531 2,637 2,720 2, Specialist publications 14,726 14,067 14,150 13, Table 1.2 Institutions and staff Various sources; see next chapters Excluding green education Staff in higher education: figures for 2006 are based on data pertaining to Education (numbers) Institutions 8,506 8,454 8,395 8,371 8,338 Staff (FTEs x 1000) Culture (numbers) Subsidized museums Companies Libraries (branches) 1,125 1,123 1, Science (FTEs x 1000) R&D staff in higher education R&D staff at research institutes Table 1.3 Expenditure (x 1 million) OCW annual reports, data provided by LNV OCW expenditure: derived from Table Expenditure is not netted with revenue. Other expenditure: Other programme expenditure, General OCW expenditure and Other non-policy items. From 2004 on, part of the overhead costs has been attributed to the first four categories of expenditure OCW expenditure (x 1 million) 24, , , , ,341.3 Education 19, , , , ,475.8 Student finance 2, , , , ,864.6 Science Culture and the media 1, , , , ,691.3 Other expenditures LNV spending on education K e y F i g u r e s O C W

9 Education national System The Dutch education system Government-funded education Most Dutch children start primary school at the age of 4, although education is not compulsory until the age of 5. Primary education spans a period of eight years. After primary education, at the average age of 12, pupils have several options: pre-vocational secondary education (VMBO), senior general secondary education (HAVO) or pre-university education (VWO). Pupils may also transfer to learning support departments (LWOO), practical education (PRO) or secondary special education (VSO). The VMBO school type was introduced in the 1999/00 school year and comprises the former pre-vocational (VBO) and junior general secondary (MAVO) school types. VMBO offers four programmes: the basic vocational programme (BL), middle management programme (KL), combined programme (GL) and the theoretical programme (TL), which compares to the former MAVO. After VMBO, at the average age of 16, pupils go on to senior secondary vocational education (MBO). Those that have completed the theoretical programme may also transfer to HAVO. HAVO is intended as preparation for higher professional education (HBO). HBO courses are also open to MBO graduates. VWO serves as preparation for university. In practice, VWO certificate holders may also go on to HBO. The school types differ as to duration. VMBO has an average duration of four years, HAVO five years and VWO six years. MBO can be taken at a range of levels; the maximum duration of study is four years. The four-year HBO programme leads to a bachelor s degree. At university (WO), a bachelor s degree can be obtained in three years; a master s degree requires another two years. Figure 2.1 Movements in Dutch education In percentages of a cohort of pupils leaving primary education, 2005 In addition to mainstream primary and secondary education, the Netherlands offers special (primary) education, learning support departments (LWOO) and practical education (PRO). These types of education are intended for pupils requiring special care and support. After special (primary) education and (secondary) special education, most pupils move on to VMBO, LWOO or PRO. In addition to the OCW-funded programmes, the system described above also comprises green education within VMBO, MBO, HBO and WO, which is financed by the Ministry of LNV (Agriculture, Nature and Food Quality). Movements in education Figure 2.1 shows the transfers between the various school types. This indicates that 95 per cent of pupils leaving primary education move on to mainstream secondary education. The remaining five per cent transfer to practical education (PRO) or secondary special education (VSO). After the first two years of secondary school, 36 per cent transfer to HAVO or VWO; 55 per cent go on to VMBO. Figure 2.1 shows the basic qualification level (HAVO, VWO or MBO level 2 qualifications). Of every 100 pupils that leave primary education in 2005, it is expected that eventually 70 will obtain a basic qualification. Of this group, over 30 will eventually graduate from higher education. The number of HBO and university students continues to rise. Figure 2.2 Index: 1995 = 100 Participants WO HBO 8 8 Basic qualification 13 MBO-3/4 36 MBO-1/2 3 HAVO/VWO course yrs 3-6 VMBO course yrs PRO Basic secondary education (yrs. 1+2) 3 95 VSO 95 2 Primary education (incl. SBAO and SO) Qualified leavers Direct + indirect transfers between school types Unqualified leavers PO VO MBO HBO WO K e y F i g u r e s O C W 8

10 Table 2.1 Number of education participants (x 1000) OCW Numbers in mainstream primary education include itinerant pupils. Figures for special needs facilities relate to pupils in Practical Education (PRO) and Learning Support Departments (LWOO). Secondary education excl. special needs pupils: from 2006 on, figures also include pupils aged 16 and 17 in VAVO (in 2006: 3,044). Numbers in universities include external students, "auditors" and part-time students. Numbers in HBO include all students enrolled at government-funded courses; figures for full-time and part-time programmes include HBO green Total 3, , , , ,668.3 Primary education overall 1, , , , ,658.8 Mainstream primary education 1, , , , ,549.1 Special primary education (Secondary) special education Secondary education overall Secondary education excl. special needs pupils Special needs pupils VBO green LWOO green Vocational education overall BBL BOL full-time BOL part-time BOL green BBL green Higher professional education overall HBO full-time HBO part-time of which HBO green (8.5) (8.7) (8.7) (8.5) (8.2) Universities overall Universities WO green Table 2.2 Participation rates for age bracket in full-time and part-time education OCW, CBS Full-time Part-time K e y F i g u r e s O C W

11 Education national Output Outcomes of the education system Education level Over the years, the education level of the Dutch population has risen. The proportion of 25-to-34-year-olds with no more than VMBO qualifications has fallen to just over 14 per cent. In 2005, eight out of ten 25-to-34-yearolds possessed qualifications at MBO level or higher. The proportion of higher education graduates in the age bracket continues to rise. This is due to the growing numbers of pupils opting for HAVO/VWO in secondary education. The increasing transfer from MBO to HBO has also promoted the growth of higher education. The increase in the average level of education is most clearly visible among the younger ages, but over the past few years education levels also increased for the age bracket of 15 to 64. The proportion of 15-to-64-yearolds with no more than a primary education keeps falling. In 1996, 14.1 per cent had only completed primary education but in 2005, this percentage fell to 9.3 per cent. Over recent years, the proportion of higher education graduates in the age bracket has continued to rise. In 1996, 7.4 per cent of 15-to-64- year-olds had a university degree; by 2005 their number had risen to 9.4 per cent. Numbers obtaining qualifications In all sectors, a clear increase can be observed in the numbers obtaining qualifications over the period from 2002 to In relative terms, this increase is highest in the university sector. Compared to 2002, the number of university graduates rose by almost 35 per cent. In 2006 more than 405,000 young people earned a diploma - 170,000 in secondary education, approximately 145,000 in senior secondary vocational education and 90,000 in higher education. Over the past few years, the proportion of certificate holders vis à vis the total numbers leaving has increased in all the sectors. This means that an increasing number of students only leave school after earning a diploma. In secondary education overall, 82 per cent of the pupils leave school with a diploma. In VMBO, 90 per cent leave with a diploma, in HAVO 78 per cent and in VWO 75 per cent. Across the board, increasing numbers of certificate holders transfer to subsequent types of education, thus extending their educational careers. The number of MBO graduates going on to HBO programmes continues to rise. Virtually all HAVO/VWO certificate holders eventually end up in higher education. Some 10 per cent of all HBO graduates transfer directly to university programmes. Figure 2.3 Education level of the population aged Differentiation by education level, in percentages of total 100 Figure 2.4 Qualified students by destination Breakdown by destination (numbers x 1000) Primary school VMBO/MBO 1 HAVO/VWO MBO HBO WO (I)VMBO HAVO VWO MBO HBO WO VO MBO HBO WO Out of education K e y F i g u r e s O C W 10

12 Table 2.3 CBS Statline: Education level of the Dutch population (15-64 age bracket) Population (x 1000) 10,534 10,801 10,863 10,903 10,925 10,943 Percentage of total Primary education VMBO/MBO HAVO / VWO MBO HBO WO Table 2.4 OCW (CFI) Including green education. Qualifications obtained in the school year ending in the year stated. See Appendix and Definitions, Part C. Numbers obtaining qualifications (x 1000) Secondary education (VO) VBO MAVO HAVO VWO Vocational education (MBO) BBL BOL full-time BOL part-time Higher professional education (HBO) HBO full-time HBO part-time Universities (WO) Table 2.5 OCW Including green education Figures only pertain to numbers leaving the school type or sector. Direct transfers within the school type or sector have not been taken into account. Numbers leaving include temporary leavers. Temporary leavers may return at a later date in order to earn a diploma. As a result, this indicator is lower than the success rates, in particular for higher education programmes. Percentage of certificate holders in relation to total numbers leaving school type and sector Secondary education (VO) VMBO HAVO VWO Vocational education (MBO) BOL BBL Higher professional education (HBO) Universities (WO) K e y F i g u r e s O C W

13 Education national Continual learning pathways Overview of continual learning pathways Introduction This chapter aims to provide greater insight into the manner in which education equips young Dutch people to function in society. This is brought into focus as continual learning pathways. These continual learning pathways encompass the entire educational process - from the development of toddlers and pre-schoolers, to the exercise of a profession. The role of education funded by the Ministries of OCW and LNV is highlighted on the following pages. The current information does not provide a complete picture of continual learning pathways, but in the coming years this information can be substantially improved and supplemented with data obtained on the basis of the personal education number. The diagram in figure 2.1 outlines the transfers in Dutch education. The section on Movements within Dutch education describes the routes that education participants take to achieve a certain level of education. Important steps on these routes are the moments at which an education participant transfers to a subsequent type of education. Children with educational disadvantages The contribution by Statistics Netherlands, Pupils in primary and secondary education, discusses the composition of the school populations in the various districts with regard to ethnic origin. The sections Ethnic minorities in secondary education and Ethnic minorities in vocational education explain the differences in school choice between pupils from ethnic minorities and native Dutch pupils. Pre-school and early childhood education (VVE) Pre-school and early childhood education (VVE) aims to eliminate educational disadvantages among children. VVE enables children to participate in education programmes at a young age. These programmes start in pre-school (playgroups, childcare) and continue up to the first two years of primary education (ages 4, 5 and 6). The central point of focus is learning the Dutch language. Recent national figures on participation in VVE are not yet available. In a few years, more information on the backgrounds of pupils participating in VVE activities will become available through the personal education number and a national monitoring programme initiated in 2006, whose results will be published by In 2006 the Ministry of OCW commissioned the Sardes Educational Services to conduct a Quick Scan among Dutch municipalities. This Quick Scan revealed that most municipalities achieve the target of 50 per cent participation in pre-school and early childhood education among the target group children. Target group children are defined as children in the age bracket of 2.5 to 6 whose parents have a low level of education. Across the board, the municipalities reach 46 per cent of the target group children in preschool education and 59 per cent in early childhood education. In order to safeguard the continual learning pathway, most pre-school and early childhood facilities have joined forces with primary schools offering VVE programmes. Figure 2.5 Aspects of continual learning pathways Education HO Transfers within Dutch education VVE Transfers within school types BAO VO Educational disadvantages/ MBO ethnic minorities School failure Labour market Outcomes of education Education level of the labour force Age K e y F i g u r e s O C W 12

14 Table 2.6 Participation in pre-school and early childhood facilities, in percentages SCP annual report on integration, 2005: Minorities in education High = one of the parents has at least MAVO qualifications (weighting for funding = 0.0) Low = neither parent has more than LBO qualifications (weighting for funding = 0.25) VVE programmes: until 1998, figures pertain to participation in parent-child programmes. From 2000 on, figures pertain to participation in VVE programmes in general A) VVE programme Turks Moroccans Surinamese Antilleans Native Dutch, low Native Dutch, high B) Playgroups Turks Moroccans Surinamese Antilleans Native Dutch, low Native Dutch, high Table 2.7 Scope of VVE programmes Sardes, 2005/2006 As a percentage of target group children by different-sized municipalities Target group children are children whose parents have a low level of education. Ages Ages 4 and 5 Ages Size of the municipality G G Medium-sized municipalities Small municipalities Total K e y F i g u r e s O C W

15 Education national Continual learning pathways Movements within Dutch education Division of secondary year three The extent to which pupils move on to subsequent study programmes following compulsory education is largely determined by their progress in education and their educational choices up to and including the third course year of secondary education. Since 1990, the share of practical training in secondary year three has grown sharply in relative terms. In the past, practical training was included in special education and the education of children with learning difficulties (MLK). Participation in the theoretical and combined programmes of pre-vocational secondary education (VMBO TL-GL) fell in comparison with 1990; at that time, this type of school was called MAVO (junior general secondary education). Participation in other types of education remains reasonably stable, although participation in HAVO (senior general secondary education) and VWO (pre-university education) has increased since Transfer rates The number of pupils entering primary education has remained stable in recent years. The number of pupils transferring from primary education to secondary education has also remained stable. Transfers from secondary education to HAVO and VWO have risen in recent years. The number of pupils that transfer to VMBO-3 after the first two course years has fallen. Transfers from VMBO to MBO (senior secondary vocational education) have increased. The number of pupils transferring from MBO to HBO (higher professional education) has continued to Figure Trends in participation in secondary education Percentages of pupils in secondary year 3 rise in recent years. From HAVO/VWO, increasing numbers of pupils are moving on to higher education. Transfers from HBO to university education have remained virtually constant. Transfers of qualified school-leavers The direct transfer of qualified school-leavers to further study programmes increased between 2002 and After earning a diploma, approximately 80 per cent of all secondary school pupils moved directly on to subsequent study programmes. Direct transfer rates were the highest among HAVO and VWO certificate holders. Almost all those with HAVO or VWO qualifications end up enrolled in higher education. VMBO certificate holders transfer proportionately less often directly to subsequent study programmes than those with HAVO or VWO qualifications. The number of pupils with VMBO qualifications transferring directly to MBO increased between 2002 and MBO, HBO, WO and practical training can largely be regarded as final education. The vast majority of those leaving these education sectors after earning a diploma move on into the labour market. Young people with an MBO diploma have increasingly chosen in recent years to continue their studies in MBO or HBO. Figure Main movements after secondary education Transfer rates by destination (including green education) PRO/SVO-MLK (age 15) VBO (+SVO-LOM) MAVO (VMBO-TL/GL) HAVO VWO 0 BOL BBL HO HBO WO VMBO leavers HAVO/VWO BOL HBO leavers leavers leavers K e y F i g u r e s O C W 14

16 Table 2.8 Main movements (x 1000) OCW: (CFI: Education Matrices) OCW: 2005 (Pupil/Student Forecast 2006) Full-time education, unless indicated otherwise, and including green education. Figures for movements between sectors only pertain to direct transfers. VMBO comprises former VBO and former MAVO. Figures for numbers leaving VMBO, HAVO/VWO, BOL and HBO pertain to qualified leavers only. See Appendix and Definitions, Part C From To Outside education Primary education Outside education Part-time education Outside education Other sectors Primary education VO Basic secondary education VMBO Basic secondary education HAVO/VWO VMBO BOL VMBO BBL HAVO/VWO HO BOL HBO HBO WO PO up to and including WO Part-time ed. excl. BBL PO up to and including WO Out of education Part-time education Out of education Table 2.9 Direct transfers between school types (x 1000) OCW (CFI: Education Matrices) Including green education. Minor movements between sectors have not been included, e.g. from primary education to MBO. Figures for movements between sectors only pertain to direct transfers. Transfers to and from adult education have been included under Outside/Out of education. See Appendix and Definitions, Part C. From To PO VO MBO HBO WO Out of education Primary education Secondary education MBO HBO WO Outside education K e y F i g u r e s O C W

17 Education national Continual learning pathways Pupils in primary and secondary education Introduction Native Dutch and non-western ethnic minority pupils are not evenly distributed among all Dutch schools. This is largely the result of an unequal distribution of non-western ethnic minorities over residential areas. In secondary education, this is in part due to the fact that native Dutch and non-western minority pupils are enrolled at different types of schools. Native Dutch pupils more often attend HAVO and VWO, whereas non- Western minority pupils more often attend the basic vocational programmes and middle-management vocational programmes in VMBO. This degree of segregation can be illustrated with the help of two indicators. The proportion of black schools shows how many primary schools have pupil populations made up of more than 50 per cent or more than 80 per cent non-western ethnic minority pupils. The colour shows the average percentage of non-western minority pupils attending school together with a certain classification of pupil (classified by cultural group). Proportion of non-western ethnic minority pupils at school In the 2005/06 school year, 8 per cent of Dutch primary and secondary schools had pupil populations made up of more than 50 per cent non- Western ethnic minorities. Half of these schools accommodated more than 80 per cent non-western minority pupils. The largest concentration of people with a non-western ethnic origin can be found in the Randstad (large 4-city conurbation in the Western Netherlands). Most of the black schools are located there as well. In over half of primary schools in the four large cities, more than 50 per cent of the pupils are of non-western ethnic minority origin. In secondary education, this proportion is 45 per cent. Approximately one-third of primary schools in these cities accommodate more than 80 per cent non-western ethnic minorities. One-quarter of secondary schools in these cities have populations made up of more than 80 per cent non-western minorities. Among the four large cities, Utrecht has the smallest proportion and Rotterdam the largest proportion of black schools. In Rotterdam, the proportion of black primary schools has increased in recent years. Composition of the school populations The proportion of non-western ethnic minority pupils at primary schools in the Netherlands amounted to an average of 14 per cent in the 2005/06 school year. This means that an average of 14 per cent of a pupil s fellow pupils were from non-western ethnic minorities. In primary education, an average of 49 per cent of a non-western ethnic minority pupil s school mates were of non-western ethnic descent, while only an average of 8 per cent of a native Dutch pupil s or Western nonnative pupil s school mates had a non-western ethnic background. In the four large cities, half of pupils are from non-western ethnic origin. Even there, a large difference exists between the proportion of non-western ethnic minority school mates of native Dutch and Western non-native pupils, on the one hand, and the proportion of non-western ethnic minorities among the school mates of pupils who themselves are of non-western ethnic origin, on the other (27 per cent versus 73 per cent in primary education). The largest difference, and therefore the largest segregation, can be found in the Hague. Here, non-western ethnic minority pupils have 74 per cent school mates with a non-western ethnic minority background; native Dutch and Western non-native pupils only have 21 per cent school mates of non-western ethnic descent. The composition of the school populations has not developed significantly since the 2001/02 school year. In Utrecht, the proportion of non-western ethnic minority pupils has decreased slightly, as it has in the Northern Netherlands. This decrease has had little to no effect on the degree of segregation. Figure Ethnic minorities in primary and secondary education Proportion of non-western ethnic minority pupils by district, BAO VO BAO VO BAO VO BAO VO BAO VO Netherlands Amsterdam Rotterdam The Hague Utrecht More than 80% non-western 50-80% non-western Less than 50% non-western K e y F i g u r e s O C W 16

18 Table 2.10 Primary and secondary schools: pupil percentages by background CBS Figures based on data pertaining to the reference date, 1 October. Excluding special schools, VMBO departments in AOCs and practical training. Western Netherlands: excluding the four major cities. Secondary education: figures for 2005 are provisional. >50% non-western ethnic minorities >80% non-western ethnic minorities BAO VO BAO VO BAO VO BAO VO The Netherlands The four major cities Amsterdam Rotterdam The Hague Utrecht Other parts of the Netherlands Northern Netherlands Eastern Netherlands Southern Netherlands Western Netherlands Table 2.11 Ethnic minorities in primary education CBS In percentages of the total number of pupils. Figures based on data pertaining to the reference date, 1 October. Excluding special schools. Western Netherlands: excluding the four major cities. Proportion of non- Non-Western ethnic minority school mates of: Western ethnic minorities Native Dutch, Western Non-Western non-natives ethnic minorities The Netherlands The four major cities Amsterdam Rotterdam The Hague Utrecht Other parts of the Netherlands Northern Netherlands Eastern Netherlands Southern Netherlands Western Netherlands K e y F i g u r e s O C W

19 Education national Continual learning pathways Ethnic minorities in secondary education Within secondary education, the choices made by pupils from non-western ethnic minorities, with regard to type of school, educational route, study programme and subject clusters, often differ from the choices made by native Dutch pupils and non-dutch pupils of Western origin. Distribution over the different types of schools The distribution of the pupils over the respective types of secondary schools according to group origin can best be compared on the basis of the school rolls in secondary year three. By that year, almost all pupils have made a final choice for the type of school in which they wish to continue. Pupils from non-western foreign extraction more often enrol in a VMBO programme than do native Dutch pupils and non-dutch pupils of Western origin. Within VMBO, they tend to opt for the lower-level programmes and they also qualify for learning support (LWOO) more often. In part, this latter aspect is related to their over-representation in the lower-level programmes, but even within the VMBO programmes, non-western ethnic minority pupils qualifying for learning support outnumber their native Dutch peers. In the 2005/06 school year, 45 per cent of the non-western ethnic minority pupils in the third year of secondary school were enrolled in either the basic vocational programme or the middle-management vocational programme, as compared with just over 25 per cent of the other pupils. The participation in the combined and theoretical programmes of VMBO, at approximately 20 per cent, is virtually the same for all these groups. Pupils with a Turkish or Moroccan background, especially, seldom go on to HAVO Figure Native Dutch and ethnic minority pupils in VMBO By sector, course years 3-4 (excluding theoretical programme), 2005/06 and VWO. Choice of sector and subject cluster Among non-western ethnic minority pupils, the proportion opting for economic programmes is remarkably higher than among native Dutch pupils. This applies to all types of secondary schools but it is most evident in VMBO. Within VMBO, Economics is the sector most chosen by non- Western ethnic minority boys and girls. Native Dutch boys in VMBO usually choose Technology, while native Dutch girls tend to favour the Care sector. In HAVO, most boys choose to enrol in the subject cluster of Economics and Society, especially non-western ethnic minority boys. Girls in HAVO, especially native Dutch girls, usually choose Culture and Society. Girls from a non-western ethnic background also choose Economics and Society relatively often. In the last two years of VWO, most boys choose, just as they do in HAVO, the subject cluster of Economics and Society ; the proportion of non- Western ethnic minority boys is on a par with that of native Dutch boys. The second most popular choice for non-western ethnic minority boys is Science and Health ; for native Dutch boys it is Science and Technology. Girls from both ethnic groups in VWO choose primarily Science and Health. Among non-western ethnic minority girls, a close second is Economics and Society. Native Dutch girls in VWO tend to go for Science and Health, followed by Culture and Society. Figure Native Dutch and ethnic minority pupils in HAVO/VWO Differentiation by subject cluster in upper course years, 2005/ Native Dutch Non-Western ethnic minorities Boys Native Dutch Non-Western ethnic minorities Girls Agriculture Technology Care Economics 0 Native Dutch Non-Western ethnic minorities Boys HAVO 4/5 Science and Technology HAVO 4/5 Economics and Society VWO 5/6 Science and Technology VW 5/6 Economics and Society Native Dutch Non-Western ethnic minorities Girls HAVO 4/5 Science and Health HAVO 4/5 Culture and Society VWO 5/6 Science and Health VWO 5/6 Culture and Society K e y F i g u r e s O C W 18

20 Table 2.12 Distribution of secondary year 3 pupils across the school types, 2005/06 CBS, IBG, GBA By background and sex, in percentages of total numbers in secondary year 3. BB = Basic vocational programme; KB = Middle-management vocational programme; GL = combined programme; TL = theoretical programme. General: pupils who have not made a choice yet. Excluding practical training and VMBO departments in the Agricultural Training Centres. VMBO programmes General HAVO VWO Proportion of LWOO BB KB GL TL unspecified in VMBO overall Native Dutch Western non-natives Non-Western ethnic minorities Turkey Morocco Surinam Antilles/Aruba Other non-western backgrounds Table 2.13 Subject clusters in the upper years of HAVO and VWO, in percentages, 2005/06 CBS, IBG, GBA Excluding English programmes (HAVO level) and international baccalaureates (VWO level). - The percentages in the subject clusters add up to more than 100%, as some pupils enrol in double clusters (usually within the main sector). Percentages are based on 1-9 observations. HAVO course years 4 and 5 VWO course years 5 and 6 Science & Science & Economics & Culture & Science & Science & Economics & Culture & Technology Health Society Society Technology Health Society Society Native Dutch boys Native Dutch girls Non-Western ethnic minority Boys Girls Boys Turkey Morocco Surinam Antilles/Aruba Other non-western backgrounds Girls Turkey Morocco Surinam Antilles/Aruba Other non-western backgrounds K e y F i g u r e s O C W

21 Education national Continual learning pathways Ethnic minorities in vocational education Distribution across the programme levels Within MBO, pupils with a non-western ethnic minority background are more often enrolled in study programmes of a lower level than are native Dutch pupils and Western non-native pupils. Pupils of Surinamese origin occupy a middle position in this respect. Also, within all cultural origin classification groups, girls are more often enrolled in higher level programmes than are boys. Assistant worker training programmes (first level) had the lowest number of enrollees in the 2005/06 school year. The proportion of non-western ethnic minorities, especially boys, in this lowest level programme was slightly higher than the average for all groups (11 per cent for non-western ethnic minority pupils versus 3 per cent of the native Dutch pupils). When completing a training programme at assistant worker level, a pupil still does not have a basic qualification for the labour market. In order to earn this basic qualification, after the training programme at assistant worker level, the pupil would have to continue studying at the second level. The second level programmes (basic vocational training) are also chosen by non-western ethnic minority pupils in relatively greater numbers than by native Dutch pupils (33 versus 24 per cent). The participation rates in professional training (level 3) do not differ very much across the different cultural origin classification groups. Only the Turkish, Moroccan and other non-western ethnic minority pupils lag slightly behind in this respect. The programmes at the fourth level had the highest enrolment numbers in 2005/06 on average. This predominantly pertains to the middle-management training programmes; specialist training programmes are seldom chosen. Girls from all cultural origin classification groups, native Dutch boys and Western non-native boys account for the highest share of participants in fourth level programmes. Boys from the non-western ethnic minority cultural categories are the predominant participants in second level programmes (basic vocational training). Choice of sector Within MBO, the sector chosen is traditionally very different for boys and girls, as it is in secondary education and higher education. And, just as at the other types of schools, the number of non-western ethnic minority young people in MBO that choose to enrol in a programme within the economic sector is proportionally far greater than that of native Dutch young people; here, too, boys outnumber girls. More than 60 per cent of the boys with a Turkish and Moroccan background in MBO in 2005/06 were enrolled in a programme in the economic sector, as compared with 32 per cent of native Dutch boys. Pupils from an Antillean/Aruban background occupied a middle position in this respect with 41 per cent. The majority of non- Western ethnic minority boys (56 per cent) choose to enrol in a programme in the economic sector, followed by technology (35 per cent); among native Dutch boys, this was the exact reverse (technology 51 per cent; economics 32 per cent). Fifty-nine per cent of native Dutch girls within MBO choose the care and welfare sector and 27 per cent of them choose an economic programme. An equal percentage of girls from non- Western ethnic minority backgrounds choose either an economic programme or a programme in the care and welfare sector (both at 46 per cent). Agriculture is seldom chosen by ethnic minority pupils and Western non-native pupils; non-western ethnic minority pupils almost never choose this sector. Figure Native Dutch and ethnic minority pupils in MBO Differentiation by school type per level, 2005/06 Participants in BOL and BBL Within each level of training, non-western ethnic minority pupils less often combine working and learning than do native Dutch pupils and Western non-native pupils. Native Dutch boys especially, often choose a job with one day of school during the week: 39 per cent of this group were enrolled in a block/day release (BBL) programme in 2005/06 as compared with 18 per cent of the non-western ethnic minority boys. Enrolment in BBL is lowest among Turkish, Moroccan and other non-western ethnic minority pupils. Girls, irrespective of their cultural origin classification, often choose a programme within vocational training (BOL) Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 Native Dutch BOL Non-Western ethnic minorities BBL K e y F i g u r e s O C W 20

22 Table 2.14 Distribution of MBO pupils across school types and levels, by background and sex, 2005/06 CBS, IBG and GBA These figures are provisional; they are based on a monitoring system which is still being finalised. Level 1 = Assistant worker level; level 2 = Basic vocational programme; level 3 = Professional level; level 4 = Middle management and specialist level. Table 2.15 Total By type of school By programme level BOL BBL Native Dutch Men Women Western non-natives Men Women Non-Western ethnic minorities Men Women Turks Men Women Moroccans Men Women Surinamese Men Women Antilleans and Arubans Men Women Other non-western backgrounds Men Women Distribution of MBO pupils across the sectors, by background and sex, 2005/06 CBS, IBG and GBA Men Women Total Econ. Agric. Techn. Care Total Econ. Agric. Techn. Care These figures are provisional; they are based on a monitoring system which is still being finalised. Native Dutch Western non-natives Non-Western ethnic minorities Turks Moroccans Surinamese Antilleans and Arubans Other non-western backgrounds K e y F i g u r e s O C W