Key Figures 2009-2013 Education, Culture and Science

Key Figures 2009-2013 Education, Culture and Science

The Dutch education system

Master’s OU Bachelor’s WO HBO Age 18 MBO-4 MBO-3 MBO-2 MBO-1 VWO HAVO VMBO Adult education VSO VO 1/2 PRO Age 12

BAO Compulsory education SBAO/SO

Age 4 Child Care

VVE Age 0

BAO Mainstream primary education BBL Block or day release in vocational education BOL Full-time vocational programmes HAVO General secondary education HBO Professional higher education MBO Vocational education OU Open University PRO Elementary vocational training SBAO Special primary education SO Special education VMBO Pre-vocational secondary education VO Secondary education VSO Secondary special education VVE Early childhood education VWO Pre-university education WO Academic higher education Compulsory education The Dutcheducationsystem WO VWO VVE VSO VO VMBO SO SBAO PRO OU MBO HBO HAVO BOL BBL BAO Age 4 Age 12 Age 18 Age 0 Academic highereducation Pre-university education Early childhoodeducation Secondary specialeducation Secondary education Pre-vocational secondaryeducation Special education Special primaryeducation Elementary vocationaltraining Open University Vocational education Professional highereducation General secondaryeducation Full-time vocationalprogrammes Block ordayreleaseinvocationaleducation Mainstream primaryeducation VWO WO Bachelor’s Master’s HAVO VO 1/2 HBO BAO VVE MBO-4 VMBO MBO-3 SBAO/SO

PRO MBO-2

VSO MBO-1

Child care Adult education OU Key Figures 2009-2013 Education, Culture and Science This publication has been compiled by the Information Department of the Ministry of Education, Culture and Science.

If you have any questions or comments, please contact: - Rozemarijn Missler (06 46849203; [email protected]) - Ria Groeneveld (06 46849211; [email protected]) Preface Contents and structure 3

This is the eighteenth edition of Key Figures OCW, covering the period from 2009 The 2009-2013 edition of Key Figures sets out in figures the most important to 2013. In this publication, the Dutch Ministry of Education, Culture and Science developments in education, culture and science. (OCW) presents the latest figures regarding its policy areas of education, culture and science, plus a brief analysis. The first chapter briefly lists several key figures for the various policy areas This is the last edition of Key Figures in this format. In 2013, the Ministry of OCW, of the Ministry of OCW. The following chapter, Education General, provides a the implementation agency DUO and Statistics Netherlands (CBS) decided to summary of the major developments in the Dutch education system, providing develop a joint website that will enable them to produce and make available key key figures regarding enrolment in education, main movements within the information products and publications on education. The policy fields of culture education system, expenditures and the level of education of the population. In and science will also be accommodated on this website. In addition to Key Figures addition, this chapter covers a number of standard priority policy themes, such published by the Ministry of OCW, the website will also replace the CBS annual as “early school-leavers” and “education that fits”. report on education (Jaarboek Onderwijs). The new website will be launched in 2015. This last edition, Key Figures 2009-2013, is slightly thinner than the preceding The chapters that follow contain figures about the individual education sectors publications. It does not contain any new theme analyses; these will be presented on and about student grants and loans. The final chapters deal with the policy the new website. As usual, the booklet comprises a number of standard chapters areas of culture and the media, science, gender equality and sexual diversity. on education, student grants and loans, culture and the media, gender equality The latter chapter includes data on the policy pursued with regard to the and the science sector. For each sector of education, information is provided liberation of homosexuals, women and ethnic minority women in particular. The regarding enrolment, institutions, staff, outcomes and expenditures. These last chapter of Key Figures 2009-2013 contains information about green education. provide a comprehensive picture of the structure, operation and performance of the systems. Additional chapters are devoted to priority policy themes such as The appendices contain a general, technical explanation of the figures. In early school-leaving and education that fits. addition to a harmonized table explaining the correspondence between the Key Figures also contains data on the green education provided by the Ministry definitions used by OCW and Statistics Netherlands / OECD for expenditures, of Economic Affairs (EZ). Contributions by Statistics Netherlands (CBS) provide they also contain an explanation of the differences and analogies in the figures greater insight into matters such as non-subsidized education, and tertiary and classifications used by OCW and Statistics Netherlands with regard to education in an international perspective. The chapter entitled Culture and the tertiary education. Furthermore, the appendices include a list of the figures and Media turns the spotlight onto a number of cultural expressions such as Dutch tables and a list of abbreviations used. films, performing arts, the press and broadcasters, public libraries and cultural heritage. The chapter on Gender Equality contains information on issues such as liberation of women and gender differences in education. Finally, this edition of Key Figures provides a picture of the state of affairs in scientific research, with sections on staff and researchers, university research and women in science. Key Figures thus offers a broad perception in figures of the current organization and trends within the sectors of education, culture and science, which makes it an invaluable instrument for anyone involved in the policy areas of the Dutch Ministry of OCW.

The Minister of Education, Culture and Science

Dr Jet Bussemaker

Key Figures 2009-2013 | Education, Culture and Science 4 Table of contents

1 Education, Culture and Science at a Glance 6 6 Professional higher education 78 System and funding in professional higher education 78 2 Education general 8 UAS: financial data 80 Education in the Netherlands 8 Enrolment in professional higher education 82 Pupils and students 14 Duration of study and success rates 84 Institutions and staff 16 Institutions and staff 86 Expenditure 22 Education that fits 26 7 Academic higher education 88 Early school-leavers 28 System and funding in academic higher education 88 Personal background of dropouts 32 Research universities: financial data 90 Enrolment in academic higher education 92 3 Primary education 40 Duration of study and success rates 94 System and funding in primary education 40 Institutions and staff 96 Primary schools: financial data 42 Pupils in primary education 44 8 Student grants and loans 98 Movements in primary education 46 Student grants and loans, system and funding 98 Primary schools 48 Grants and loans for vocational and tertiary education 100 Staff and the labour market 50 Students entitled to grants and loans 102 Supplementary earnings and loans 104 4 Secondary education 52 Study Costs and School Fees Allowances Act 106 System and funding in secondary education 52 School/course/tuition fees 108 Secondary schools: financial data 54 Students in secondary education 56 9 Culture and the Media 110 Movements and success rates 58 System and funding in the culture and media sector 110 Institutions and staff 62 The Arts 112 Selection of subject clusters 64 Film 114 The Media 116 5 Vocational and adult education 66 Literature and libraries 118 System and funding in vocational and adult education 66 Cultural heritage 120 Vocational and adult education: financial data 68 Students in MBO 70 10 Science 122 Movements and success rates 72 System and funding of the science sector 122 Institutions and staff 74 Science institutes: financial data 124 Labour market position of MBO graduates 76 Staff and researchers in the science sector 126 University research 128 NWO and KNAW 130 Science in an international perspective 132

Key Figures 2009-2013 | Education, Culture and Science 5

11 Gender equality and sexual diversity 134

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

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

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

List of figures 162

List of tables 166

Contributors 172

Key Figures 2009-2013 | Education, Culture and Science 6 1 OCW

Education, Culture and Science at a Glance Science OCW advocates a research climate in which researchers can perform to the Education best of their abilities, resulting in significant scientific achievements and a The number of education participants has risen sharply in recent years. In contribution to the knowledge society and social issues. Thus, in 2012, the the 2013/14 school year, more than 3.75 million people were enrolled in universities published over 68.7 thousand scientific publications and 11.8 government-funded education. The education provided by over 8,000 schools thousand specialized publications. 4.1 thousand PhDs were awarded. and institutions offers them the chance to discover, develop and use their own potential. The number of pupils and students who earned a diploma has A total of 32.5 thousand staff (FTEs) were employed in Research and risen in recent years to 455 thousand. The OCW expenditure on education in Development (R&D) in the higher education sector in 2012. At research 2013 amounted to nearly 28 billion euros; the EZ expenditure on education institutes the number of researchers totalled approximately 11 thousand. OCW totalled more than 0.8 billion euros. Expenditure on student grants and loans expenditure on research and science amounted to 891 million euros in 2013. – 4.3 billion euros – is not included in these figures. Education funded by OCW This figure does not include the financing of research via universities. accounts for 314 thousand full-time jobs. Gender equality and Childcare Culture and the Media In 2011, the policy area of childcare was transferred back to the Ministry of Social OCW promotes a wide range of culture and supports the aim of getting more Affairs and Employment (SZW). In 2006, this policy area was transferred from people to take an interest in culture. The national government advocates a SZW to OCW. From 2007 to 2010 inclusive, the expenditures were accounted strong culture sector which is less dependent on subsidies. With effect from for in the OCW annual reports. The policy area of gender equality was also 2013, the Ministry of OCW has reduced its role as financier of the cultural sector, transferred to the Ministry of OCW in 2006. The figure below does not reflect considering the budget cuts in that sector which will total 200 million euros, i.e., spending on childcare, in order to avoid misperceptions. Table 1.3 does reflect more than 20 per cent vis-à-vis previous years childcare expenditure over time (up until 2010).

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

In 2012, the 30 subsidized museums recorded 7.9 million visitors. These Figure 1.1 Net OCW expenditure museums received over 168 million euros via OCW in 2013. OCW expenditure on by main task, including other expenditure (x € 1 billion) museums in 2013 amounted to 167.8 million euros. In addition, the Mondrian 40 Foundation has a budget available for museums and cultural heritage. In 2013, 35 public broadcasters had a good 35 per cent share of viewers (between 18.00 and 30 24.00 hours). OCW spent 747 million euros on national broadcasters in 2013. 25 20 15 10 5 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Education Culture and the Media Student nance Research (OWB,WO)

Key Figures 2009-2013 | Education, Culture and Science 7

Table 1.1 Results Source 2009 2010 2011 2012 2013 Various sources; see next chapters Education (numbers x 1,000) Notes Participants 3,761.0 3,779.6 3.770.0 3,743.7 3,757.3 • Education: Including green VO, MBO, HBO and WO qualifications 434.1 442.3 449.3 458.4 454.4 education. Numbers leaving with VO, MBO, HBO or WO • MBO qualifications at all levels. 189.8 201.7 213.3 228.0 211.8 qualifications • Figures for qualified leavers do not Culture and the Media include VAVO. • See appendix Notes and Performing arts attendance (NLD) (numbers x 1,000) 2,298 2,449 2,605 2,583 -- Definitions, part C. Visits to subsidized museums (numbers x 1,000) 5,556 5,512 6,115 7,886 -- • With effect from 2010, data on Public broadcasting as a percentage of viewing figures 36.8 37.6 34.4 37.7 35.1 outflow has been adjusted in Science (universities, numbers) accordance with the education matrices. Publications 61,794 65,083 66,622 68,753 -- Doctoral theses 3,499 3,701 3,853 4,136 -- Specialist publications 13,819 12,732 12,527 11,800 --

Table 1.2 Institutions and staff Source 2009 2010 2011 2012 2013 Various sources; see next chapters Education (numbers) Notes Institutions 8,266 8,231 8,184 8,109 8,009 • Excluding green education. Staff (FTEs x 1,000) 332.3 331.6 323.9 317.6 313.7 Culture and the Media (numbers) Subsidized museums 30 30 30 30 30 Groups 158 158 158 158 158 Science (FTEs x 1,000) R&D staff in tertiary education 29.5 30.2 32.2 32.5 -- R&D staff at research institutes 11.4 11.4 11.2 10.9 --

Table 1.3 Expenditure (x € 1 million) Source 2009 2010 2011 2012 2013 OCW annual reports OCW expenditure 36,285.5 37,172.4 33,964.3 34,169.2 35,160.7 Notes Expenditure (x € 1 million) 25,958.0 26,237.1 26,432.4 26,908.2 27,775.9 • OCW expenditure: derived from Student finance 3,786.8 3,917.4 4,248.8 3,920.1 4,263.3 Table 13.1. Childcare 3,078.8 3,352.8 0.0 0.0 0.0 • Other expenditure: Other Culture and the Media 1,768.3 1,830.6 1,779.3 1,842.5 1,597.7 programme expenditure, General Science 1,163.9 1,231.7 906.8 934.1 891.1 OCW expenditure and Other non- policy items. Other expenditure 529.8 602.9 597.0 564.2 632.7 EZ spending on education 755.7 756.3 761.6 769.2 809.4

Key Figures 2009-2013 | Education, Culture and Science 8 2 Education general

Education in the Netherlands The school types differ in terms of the duration of their programmes: VMBO takes 4 years, HAVO 5 years and VWO 6 years. MBO comprises a vocational training The Dutch education system programme (BOL) and a block or day-release programme (BBL). There are four For children under the school entry age, the Dutch education system provides pre- qualification levels: assistant worker (level 1), basic vocational training (level 2), school and early childhood education, focused on children aged 2.5 to 5 who are in professional training (level 3) and middle-management / specialized training (level risk of developing an educational disadvantage. Most Dutch children enter primary 4). The programmes last a maximum of four years. The four-year HBO programmes school in the year they turn 4. Primary education lasts eight years. Pupils who lead to the award of a Bachelor’s degree. In WO, a Bachelor’s degree can be earned in require specialized care and support are accommodated at special (primary) schools three years. An academic Master’s degree programme takes either one or two years. and secondary special schools. On average, children are 12 years of age when they enter secondary education. This sector offers three levels: pre-vocational secondary Approximately 94 in every 100 12-year-olds enter mainstream secondary education; education (VMBO), general secondary education (HAVO) and pre-university 44 transfer directly to HAVO/VWO and 49 to VMBO. Subsequently, these students education (VWO). In addition, pupils have the option of transferring to elementary transfer to MBO, HBO or WO, either directly or indirectly. Eventually, approximately 12 vocational training (PRO) or secondary special education (VSO). After special in every 100 children earn a WO diploma while 25 earn a HBO diploma; 22 in every 100 (primary) education, the majority of pupils transfer to VMBO or PRO. children earn a basic qualification in MBO, viz., an MBO diploma at level 2 or higher.

VMBO comprises four programmes: a basic vocational programme (BL), a middle Focus on the system management programme (KL), a combined programme (GL) and a theoretical Alongside indicators focused on the structure and funding of the system, several programme (TL, comparable to the former MAVO). After VMBO, at an average age indicators are presented which provide insight into the quality and the performances of 16, students may transfer to intermediate vocational education (MBO). Those of the education system. These include: who have completed the theoretical programme can also choose to transfer to • per capita expenditure on education in the international perspective; HAVO. HAVO is intended as preparation for professional higher education (HBO). • supervision schemes (Education Inspectorate assessment); VWO is intended to prepare students for academic higher education (WO). In • transfer of graduates; practice, however, some VWO graduates transfer to HBO. • alignment between education and the labour market; • the situation on the labour market for teachers.

Figure 2.1 Movements in Dutch education Figure 2.2 Spending on educational institutions In percentages of a cohort of pupils leaving primary education, 2012 Per participant, related to GDP per inhabitant, 2010

12 25 master’s 16 60 4 bachelor’s 12 5 6 WO HBO (incl. associate degrees) 4 2 3 50 15 MBO-4 Basic quali€cation 1 40 15 27 4 MBO-3 MBO-2 MBO-1 44 HAVO/VWO 1 30 1 course years 3+4 1 course years 3 to 6 3 VMBO 44 49 3 20 1 VO course years 1+2 PRO 3 10 94 3 VSO 3 0 Quali€ed out„ow NLD BEL DNK DEU* FIN FRA GBR USA OECD EU-21 Primary education Direct and indirect transfers Primary education Secondary education Tertiary education (excl. R&D) (including SBAO and SO) between school types Unquali€ed out„ow

Key Figures 2009-2013 | Education, Culture and Science 9

Figure 2.3 Supervision arrangements in primary education, 2013 Figure 2.4 Supervision in secondary education, 2013 Percentage of primary schools, Inspectorate’s assessment Percentage of secondary schools, Inspectorate’s assessment

100 2.0% 98 Weak schools 0.2 % Unsatisfactory schools 96 94 92 90 88 97.8% 86 Basic supervision 84 82 80 Elementary VMBO-BL VMBO-KL VMBO-GT HAVO VWO vocational training Basic supervision Weak schools Unsatisfactory schools

Figure 2.5 Unsatisfactory MBO programmes Figure 2.6 Alignment of education and labour market Number of government-funded MBO programmes with unsatisfactory assessment Percentage of graduates indicating that education provided sufficient basis

30 70 60 20 50 40 30 10 20 10 0 0 VO MBO (BOL) HBO

2011 2012 2013 2009 2010 2011 2012

Figure 2.8 Unfilled vacancies Figure 2.7 Learning continuity pathways Number of vacancies for teachers and management staff per completed Differentiation of qualified leavers by destination, in percentages school year (in FTEs)

100 1,000 90 900 80 800 70 700 60 600 50 40 500 30 400 20 300 10 200 0 ‘09‘11‘13 ‘09‘11‘13 ‘09‘11‘13 ‘09‘11‘13 ‘09‘11‘13 ‘09‘11‘13 100 0 VMBO HAVO VWO MBO HBO WO Primary education Secondary education

VO MBO HBO WO Leaving education 2009 2010 2011 2012 2013

Key Figures 2009-2013 | Education, Culture and Science 10 2 Education general

Pupils and students Special needs pupils Options for pupils with special needs are special schools and secondary special Enrolment in education schools (SO and VSO). Enrolment in special primary education (SBAO) fell from In 2013, more than 3.75 million pupils and students were enrolled in education more than 43 thousand pupils in 2009 to 38 thousand pupils in 2013. Enrolment funded by the Ministries of OCW and EZ. The enrolment rates per age group in special education (SO) fell from 34.2 to 31.8 thousand pupils over that same rose significantly between 1990 and 2013, particularly among 20-year-olds. In period of time. The number of students in secondary special education (VSO), 1990, almost 46 per cent of 20-year-olds were enrolled in education, versus over on the other hand, rose considerably: from a good 33 thousand in 2009 to well 71 per cent in 2013. Primary education (PO) accommodated nearly 1.6 million over 39 thousand in 2013. pupils in 2013, secondary education (VO) accommodated 974 thousand students. Enrolment in primary education has been falling in recent years as a result of a The pupil-specific funding system (the “rucksack” system) allows pupils decline in the birth rate. Enrolment figures in secondary education have picked requiring additional care and support to enrol in mainstream education or up in recent years. Enrolment in primary and secondary education is largely special primary education (SBAO). In (special) primary education, the number of determined by demographic factors. pupils with pupil-specific funding fell from nearly 22 thousand in 2009 to a good In recent years, enrolment in MBO has been falling as well. MBO numbered more 18 thousand in 2013. than 515 thousand students in 2009. By 2013, however, enrolment in MBO had fallen to 495 thousand: a decrease of nearly 5 per cent. The number of secondary school students receiving pupil-specific funding rose from 15.8 thousand in 2009 to nearly 20 thousand in 2013. Enrolment in In professional higher education (HBO) and academic higher education (WO), elementary vocational training (PRO) and learning support programmes (LWOO) enrolment figures show a sharp rise. In 2009, more than 402 thousand students has risen. In 2009, PRO and LWOO (including green education) accommodated a were enrolled in HBO and nearly 232 thousand in WO. In 2013, the numbers rose total of more than 126 thousand students. In 2012, however, enrolment rose to to nearly 441 thousand and more than 248 thousand, respectively. Within HBO, more than 132 thousand students. the number of part-time students fell by 20 per cent in 2013, compared to 2009; enrolment in full-time programmes rose by nearly 15 per cent.

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

Figure 2.9 Trends in enrolment levels Figure 2.10 Dutch participation in education by age Numbers in education (index 1995 = 100) per sector (incl. green education) Enrolment in government-funded education as % of total population

170 100 160 90 150 80 140 70 130 60 120 50 110 40 100 30 90 20 80 10 70 0 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 15 20 25 30 35 Age

PO VO MBO HBO WO 1990 2000 2013

Key Figures 2009-2013 | Education, Culture and Science 11

Table 2.1 Enrolment in education (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO) Total 3,761.0 3,779.6 3,770.0 3,743.7 3,757.3 Notes Primary education overall 1,659.2 1,647.0 1,629.8 1,608.6 1,586.2 • Reference date: 1 October. Mainstream primary education 1,548.3 1,535.3 1,517.9 1,498.3 1,477.0 • Numbers in mainstream primary Special primary education 43.3 42.8 41.8 39.9 38.1 education include itinerant pupils; Special education 34.2 34.2 34.2 33.3 31.8 numbers in special education Secondary special education 33.4 34.6 35.9 37.1 39.3 and secondary special education include unoccupied places. Secondary education overall 935.0 939.9 949.4 961.6 974.4 • Numbers in professional higher Transition years 1 + 2 327.4 332.6 339.5 344.5 348.4 education include all students VMBO 149.4 146.7 147.9 151.6 154.9 enrolled (bachelor’s and master’s HAVO 149.4 151.2 152.2 153.7 156.8 programmes); figures for full- time and part-time programmes VWO 163.7 164.7 163.5 161.8 161.5 include HBO green. Special needs students (PRO and LWOO) 112.2 112.9 114.5 117.5 118.8 • Numbers in universities include VMBO green 19.0 18.3 18.3 18.8 20.4 external students and part-time LWOO green 14.0 13.6 13.5 13.7 13.6 students. Adult general secondary education 17.1 16.5 14.7 12.1 13.4 overall Vocational education overall 515.5 519.5 508.9 500.3 495.2 BBL 155.4 153.4 142.7 132.7 116.5 BOL full-time 321.9 327.3 328.3 333.6 347.8 BOL part-time 8.8 8.7 7.5 5.0 2.9 BOL green 17.7 18.6 18.6 18.6 19.1 BBL green 11.7 11.5 11.7 10.3 9.0 Professional higher education overall 402.4 415.9 423.4 421.2 439.7 HBO full-time 338.6 351.8 363.0 368.1 388.9 HBO part-time 63.8 64.1 60.4 53.1 50.8 HBO green 8.5 8.9 9.1 9.3 10.0 Academic higher education overall 231.8 240.8 243.8 239.8 248.3 WO 226.1 234.3 236.8 232.4 240.1 WO green 5.7 6.4 7.0 7.4 8.2

Source Table 2.2 Numbers receiving pupil-specific funding (x 1,000) OCW (DUO) 2009 2010 2011 2012 2013 In (special) primary education 21.8 21.1 20.1 19.2 18.4 Notes • Pupils receiving supervision from In secondary education 15.8 15.7 19.2 19.6 19.8 an Expertise Centre.

Key Figures 2009-2013 | Education, Culture and Science 12 2 Education general

Pupils and students 47 per cent of total enrolment in 2013; this percentage has been more or less constant for years. Girls are in the majority in HAVO-3 and VWO-3 with a share Distribution of students in secondary year three of 51 per cent and 53 per cent, respectively, in 2013. The Dutch education system has two main paths for enrolling in vocational education or tertiary education after secondary school: the VMBO-MBO path Student transfers in the education system and the HAVO/VWO-HBO/WO path. After the first two years of secondary This section describes transfers between two consecutive school years (direct school (VO), most students choose one of these two main routes. This choice transfers). In 2013, nearly 194 thousand students left secondary education (VO), largely determines the learning career of students and thus also the final either with or without a certificate. More than 50 per cent of these students educational level they achieve. Students in secondary year three are enrolled transferred to intermediate vocational education (MBO), nearly 21 per cent in either VMBO or HAVO/VWO, or fall into the special needs category. In to professional higher education (HBO) and 13 per cent to academic higher the latter case, they are in secondary special education (VSO), elementary education (WO). The remaining students mainly left government-funded vocational training (PRO) or learning support programmes (LWOO) provided by education and a small proportion was placed back into secondary special a mainstream VMBO school. The proportion of special needs students almost education (VSO). doubled in recent years: from 9.3 per cent in 1990 to 18 per cent in 2013. In 1990, VMBO students (excluding LWOO) accounted for over 58 per cent of enrolment In 2013, 82.3 per cent of VMBO certificate holders transferred to a vocational in the third year of secondary education. By 2013 their share had fallen to a good training programme (BOL) in MBO, while 6.8 per cent transferred to block or 38 per cent. In 1990, HAVO/VWO students represented over 32 per cent of the day-release programmes (BBL). Nearly 86 per cent of those with HAVO-VWO total number in secondary year three. In 2013, their share remained stable at qualifications transferred directly to tertiary education. 43.5 per cent. Of the more than 192 thousand students that left MBO in 2013 (with or without The distribution of boys and girls differs per school type. In VSO, PRO and a certificate), nearly 13 per cent transferred to HBO. The others did not enrol in LWOO, the percentage of girls rose significantly between 1990 and 2008. government-funded education the next year. By comparison: in 2010, 12 per In subsequent years, the distribution remained fairly constant. In 1990, the cent of MBO graduates transferred to HBO. Transfer rates from HBO to WO boy-girl ratio in VSO, PRO and LWOO was 64:36, versus 56:44 in 2013. Despite showed a slight decline. In 2010, 9.5 per cent of HBO graduates transferred the increase in the share of girls, boys are still in the majority in this type of to WO, versus 7.5 per cent in 2013. Across the board, MBO, HBO and WO are education. In the third year of VMBO (excluding LWOO), girls accounted for regarded as final education.

Figure 2.11 Differentiation in secondary year 3 Figure 2.12 Transfers to subsequent education In percentages of total number of pupils (incl. green education) Percentages of qualified leavers from previous school type (incl. green education)

100

70 80 60 50 60 40 40 30 20 20 10 0 0 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 BOL BBL HE HBO WO From From From From VMBO HAVO/VWO BOL HBO VSO/ PRO/LWOO VMBO (excl. LWOO) HAVO/VWO 2008 2009 2010 2011 2012 2013

Key Figures 2009-2013 | Education, Culture and Science 13

Table 2.3 Participation in secondary year 3 by gender (numbers x 1,000) Source 1990 2000 2009 2010 2011 2012 2013 OCW (DUO) Total 203.1 203.8 205.8 203.6 206.9 209.8 215.5 Notes VSO (age 15) Boys 1.2 2.2 4.2 4.3 4.6 4.7 5.2 • Including green education and Girls 0.6 1.0 1.8 1.8 1.7 1.9 2.0 excluding VAVO. PRO (age 15) Boys 1.4 2.4 3.3 3.1 3.1 3.0 3.3 • VSO and PRO: students aged 15. Girls 0.8 1.4 2.3 2.2 2.1 2.2 2.4 • PRO: up to 2001 inclusive: SVO LWOO Boys 9.5 11.8 12.9 12.8 12.7 13.0 13.4 MLK (age 15). • LWOO: up to 1999 inclusive: Girls 5.4 7.5 11.6 11.5 11.8 11.9 12.4 students in IVBO, prior to 2002 VMBO (excl. LWOO) Boys 62.3 51.7 42.1 41.3 41.7 42.4 43.8 students in SVO LOM (age 15). Girls 56.2 47.7 37.5 37.1 38.0 38.1 39.3 • HAVO/VWO transition year HAVO Boys 16.3 20.1 23.2 23.0 23.7 24.3 24.8 included in HAVO. Girls 18.3 22.3 24.2 23.8 24.5 25.3 25.7 VWO Boys 15.1 16.1 19.9 20.0 20.3 20.1 20.5 Girls 16.1 19.6 22.8 22.7 22.8 22.9 22.7

Table 2.4 Direct movements between school types (numbers x 1,000) Source From To PO VO MBO HBO WO Leaving education OCW (DUO: Education Matrices) PO 2010 193.0 2.1 10.4 2011 198.2 2.2 9.7 Notes 2012 201.6 2.2 9.8 • Figures pertain to both qualified 2013 202.9 2.1 9.2 and unqualified leavers. VO 2010 3.3 97.6 37.6 22.9 31.4 • Transfers between sectors: direct transfers only. 2011 3.7 96.4 37.7 23.3 31.7 • Minor movements between 2012 3.8 95.2 38.0 23.0 32.4 sectors, such as from MBO to VO, 2013 3.9 97.9 40.4 25.4 26.1 have not been taken into account. MBO 2010 23.5 171.5 • Including green education. 2011 22.7 180.8 • Transfers to and from 2012 22.5 179.2 adult education have been 2013 24.7 167.6 included under “No form of HBO 2010 2.7 9.5 94.4 education”/”Leaving education”. • See Appendix Notes and 2011 2.9 9.1 98.8 Definitions, part C. 2012 3.7 8.1 105.8 2013 3.8 7.5 92.9 WO 2010 4.9 48.3 2011 4.5 54.9 2012 4.5 61.2 2013 4.1 54.0 No form of 2010 190.7 5.7 79.3 53.5 28.1 education 2011 190.0 5.7 72.3 52.7 27.9 2012 189.9 4.9 68.8 49.6 28.5 2013 189.2 5.5 60.5 52.8 31.7

Key Figures 2009-2013 | Education, Culture and Science 14 2 Education general

Pupils and students Certificate holders All sectors showed an increase in the number of certificate holders in the period Success rates and duration of study from 2000 to 2013. In 2013, 454 thousand young people obtained a certificate. The expected success rate is the percentage of enrolled pupils/students This breaks down into 179 thousand in secondary education, 180 thousand in ultimately expected to obtain a certificate in the education sector concerned. MBO and more than 95 thousand in tertiary education. HAVO/VWO and MBO In secondary education (VO), the expected success rate was 85 per cent in level 2 certificates are regarded as a basic qualification. Young people who do 2013, 2 percentage points more compared to 2012. In recent years, this success not possess basic qualifications and who are no longer enrolled in education are rate has been fluctuating around 84 per cent. In intermediate vocational regarded as early school-leavers. The theme section entitled Early school-leavers education (MBO), the expected success rate rose slightly to 73 per cent in 2013. takes an in-depth look at this topic. The expected success rate in professional higher education (HBO) rose by 4 percentage points compared to 2012, viz. to 69 per cent in 2013. In academic higher education (WO) the expected success rate picked up even more; it rose by 7 percentage points to 76 per cent in 2013.

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

Figure 2.13 Trends in success rates Figure 2.14 Qualified school-leavers by destination Per sector of education, index 2000 = 100 (incl. green education) Differentiation by destination, numbers x 1,000 (incl. green education) 220 210 100% 200 190 180 75% 170 160 50% 150 140 130 25% 120 110 100 0% 90 2011 2011 2011 2011 2011 2011 2013 2013 2013 2013 2013 2013 2009 2009 2009 2009 2009 80 2009 VMBO HAVO VWO MBO HBO WO ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13 VO MBO HBO WO Leaving education VO MBO HBO WO

Key Figures 2009-2013 | Education, Culture and Science 15

Table 2.5 Expected chances of success (in percentages) Source 2009 2010 2011 2012 2013 OCW (DUO) VO 84 84 84 83 85 Notes MBO 74 68 67 70 73 • The expected percentage of HBO 74 70 68 65 69 enrolled pupils/students that WO 70 70 70 69 76 ultimately earn a diploma in the relevant sector of education. • See Appendix Notes and Table 2.6 School expectancy for qualified leavers (in years) Definitions, part C. 2009 2010 2011 2012 2013 VMBO 4.1 4.1 4.2 4.2 4.2 HAVO 5.3 5.3 5.3 5.3 5.3 Source VWO 6.1 6.2 6.2 6.2 6.2 OCW (DUO) HBO 4.7 4.7 4.8 4.7 5.1 WO 5.5 5.5 5.3 4.9 5.3 Notes • The average number of years a participant is enrolled in Table 2.7 Qualified leavers with and without basic qualification (numbers x 1,000) education. 2009 2010 2011 2012 2013 • See Appendix Notes and Without basic qualification Definitions, part C. VO (VMBO) 98.7 96.4 93.3 90.7 94.3 VMBO (BL+KL) 49.4 48.1 45.3 43.9 44.1 Source VMBO (GL+TL) 49.3 48.4 47.9 46.7 50.2 OCW (DUO) MBO (level 1) 13.1 15.6 16.1 16.5 16.8 BBL 6.1 7.8 8.2 7.4 6.9 Notes BOL-ft 6.4 7.3 7.5 8.7 9.7 • Qualifications obtained in the BOL-pt 0.6 0.5 0.4 0.3 0.1 school year ending in the year stated. With basic qualification • Including green education and VO (HAVO/VWO) 82.0 81.5 83.8 84.0 84.7 VAVO. HAVO 45.9 46.9 48.3 49.5 49.0 • Basic qualification: diploma VWO 36.1 34.5 35.5 34.5 35.7 earned at HAVO, VWO or MBO 2 level. MBO (levels 2-4) 148.3 154.3 158.5 161.7 163.0 • See Appendix Notes and BBL 58.9 63.0 64.1 64.0 61.7 Definitions, part C. BOL-pt 86.1 87.6 90.7 94.6 98.9 BOL-ft 3.3 3.8 3.7 3.1 2.4 HBO 61.7 62.2 61.7 65.2 59.1 HBO-pt 52.1 52.7 52.3 55.3 51.0 HBO-ft 9.6 9.5 9.4 9.8 8.1 WO 30.2 32.3 36.0 40.5 36.5

Key Figures 2009-2013 | Education, Culture and Science 16 2 Education general

Institutions and staff Following a sharp rise, the average size of universities of applied sciences and research universities fell in 2012 as a result of decreasing enrolment. In 2013, Number of institutions enrolment picked up again. The number of primary schools has fallen slightly in recent years, whereas the number of secondary schools remains constant. In (secondary) special education Staff ((V)SO), the number of sites has increased between 2002 and 2009. There are two In 2013, the number of full-time jobs in the education sector (PO, VO and BVE) reasons for this. First, the Juvenile Judicial Facilities (JJIs) have been counted as totalled more than 242 thousand. This means that since 2009, employment education institutions since 2002. Second, an amendment to the Expertise Centres opportunities have decreased by 23 thousand full-time jobs. In the primary and Act (WEC) in August 2003 made it possible for (V)SO schools to establish subsidiary secondary education sectors, this downward trend set in during 2010; in the locations. In 2013, the number of (V)SO schools rose following another amend- vocational and adult education sector, employment opportunities started to fall ment of the Expertise Centres Act, involving a verification of the correspondence in 2011. between a student’s age and the recognised education provided in accordance with the school’s BRIN registration. In the 2013 school year, schools accommoda- With regard to the professional and academic higher education sectors, staff ting both mainstream students and special needs students (SO/VSO institutions) data are available for the years up to and including 2012. In these sectors, applied for subsidiary locations (mainly secondary special education sites). employment opportunities have increased in recent years. The number of institutions in the vocational and adult education (BVE) sector and in the professional higher education sector has been falling since 1999, but has remained The average age of staff in the primary education sector, the secondary stable over recent years. The drop in professional higher education (HBO) was the education sector and the vocational education and adult education has risen result of mergers. It should be noted in this regard that the figures only pertain to the sharply over the past 10 years. The proportion of over-50s only continued to number of institutions, not to the number of subsidiary locations. In academic higher increase in the primary education sector and the vocational/adult education education, the number of institutions has remained constant over recent years. sector. In the secondary education sector, the proportion of over-50s remained the same in 2013. At 55 per cent, the proportion of staff over the age of 50 is still Average size of institutions highest in the vocational/adult education sector. In spite of the steady decline in the number of primary schools, average enrolment has remained fairly constant over the past few years: in 2013, primary schools accommodated an average of 218 pupils. The average size of secondary schools has gradually increased since 2009. In 2013, secondary schools accommodated an average of 1,458 students. In the vocational and adult education sector, the aver- age size of institutions has fallen slightly in recent years.

Figure 2.15 Number of establishments, incl. green education Figure 2.16 Age distribution of staff Index: 2000=100 (for (V)SO: number of locations) Number of FTEs per age, 2003 and 2013

180 160 4,500 4,000 140 3,500 120 3,000 100 2,500 80 2,000 60 1,500 40 1,000 20 500 0 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 <= 20 25 30 35 40 45 50 55 60 >= 65

PO 2013 VO 2013 BVE 2013 PO 2003 VO 2003 BVE 2003 PO (V)SO VO BVE HBO

Key Figures 2009-2013 | Education, Culture and Science 17

Table 2.8 Educational establishments, numbers and size Source 2009 2010 2011 2012 2013 OCW (DUO) A) Number of institutions Primary schools 7,515 7,480 7,434 7,360 7,261 Notes Secondary schools 644 646 646 645 645 • Excluding green education. Vocational/adult education 59 58 57 57 57 • B) Number of participants Professional higher education 36 35 35 35 34 according to Table 2.1, divided by Academic higher education 12 12 12 12 12 number of establishments. B) Average size of educational establishments Primary schools 221 220 219 219 218 Secondary schools 1,401 1,406 1,421 1,440 1,458 Vocational/adult education 8,239 8,438 8,396 8,269 8,195 Professional higher education 10,942 11,629 11,835 11,769 12,639 Academic higher education 18,842 19,528 19,736 19,369 20,010

Table 2.9 Staff Source 2009 2010 2011 2012 2013 Various sources; see next chapters. A) Number of staff (in FTEs x 1,000) Primary schools 138.8 136.8 130.9 125.7 123.6 Notes Secondary schools 87.9 86.7 85.0 83.6 83.2 • Total staff, i.e., management, teachers and support staff. Vocational/adult education 39.4 39.6 38.2 37.5 35.8 • Excluding green education. Professional higher education 29.4 30.0 31.1 31.4 -- • See Appendix Notes and Academic higher education 39.1 39.8 39.7 39.7 -- Definitions, part D.

Table 2.10 Age distribution of staff in primary and secondary education (FTEs x 1,000) 2009 2010 2011 2012 2013 A) Primary education <25 6.0 5.0 3.7 2.9 2.2 25-34 30.2 30.2 29.2 28.1 26.9 35-44 18.3 18.2 18.0 18.2 19.0 45-54 29.6 27.5 25.0 22.9 21.2 >55 21.3 22.7 23.1 23.4 24.3 B) Secondary education <25 2.2 2.1 1.9 1.8 1.6 Source 25-34 13.6 13.7 13.5 13.6 13.7 OCW (DUO) 35-44 12.0 11.9 11.9 12.0 12.3 45-54 18.7 17.3 16.2 15.3 14.6 >55 17.1 17.4 17.6 17.5 17.8

Key Figures 2009-2013 | Education, Culture and Science 18 2 Education general

Institutions and staff Incapacity for work The Dutch Work and Income according to Capacity to Work Act (WIA) was Job vacancies implemented at the end of December 2005. The number of on-going WIA The number of unfilled vacancies in the primary education sector continued benefit payments in education amounted to more than 5,650 at the end of to fall in the 2012/13 school year: from 370 in 2011/12 to 180 in 2012/13. This fall 2012. It is expected that the pool of WIA claimants will grow further in the years is mainly caused by a decrease in the number of unfilled management jobs. ahead. The number of claimants under the old WAO (Occupational Disability In the 2012/13 school year, primary schools had 50 unfilled management jobs, Insurance Act), in contrast, will gradually decline, especially as those entitled to i.e., some 100 fewer than in the school year before. This downward trend can a benefit reach pension age. At the end of 2012, there were more than 10,100 be observed throughout virtually the entire country. Noord-Brabant is the only fewer WAO benefit pay-outs than at the end of 2008. In the same period, the province with a proportionally high number of unfilled job vacancies. In the number of WIA benefit pay-outs increased by nearly 3,400. secondary education sector, the number of unfilled job vacancies fell sharply as well. In 2012/13, only 130 positions remained unfilled, 100 of which pertained to Thus, on balance, the number of disability benefits (WAO and WIA) decreased teaching jobs. Regional differences also exist in the secondary education sector. sharply over the period from 2008 to 2012 (minus 23 per cent). Comparatively speaking, schools in Zuid-Holland and Drenthe have particular difficulty filling their teaching vacancies. Absence due to illness Absences due to illness in the primary education sector have risen in recent Unemployment years, from 6.0 per cent in 2009 to 6.4 per cent in 2012. In special education, Since 2005, employers in the education sector have been responsible for the absence rate rose slightly as well, to 6.9 per cent in 2012. In secondary the reintegration of their unemployed ex-employees. Unemployment in the education, the absence rate has been fluctuating around 5.0 per cent in recent government and education sectors is low. Compared with 2011, the number of years. In intermediate vocational education, the absence rate fell to 5.5 per people receiving an unemployment benefit in the education sectors in 2012 rose cent in 2012 (from 5.8 per cent in 2009). In professional higher education, the by nearly 26 per cent (1,953 people). From 2009 to 2010, it rose by only 3.8 per cent. absence rate fell to 4.1 per cent. In academic higher education, at 3.0 per cent, absence rates remained constant. The research institutes showed a slight decrease from 3.2 per cent in 2009 to 2.8 per cent in 2012.

Figure 2.17 Vacancies in primary and secondary education Figure 2.18 Intake in teacher-training programmes As a percentage of job opportunities, 2012/13 Numbers x 1,000

18 16 14 12 10 8 6 4 2 0 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 ‘07 ‘08 ‘09 ‘10 ‘11 ‘12 ‘13

PO (PABO) VO (including ULO)

Key Figures 2009-2013 | Education, Culture and Science 19

Table 2.11 Average number of unfilled vacancies Source 2009 2010 2011 2012 2013 ECORYS / ResearchNed, Labour Primary education overall 1,010 540 400 370 180 market barometers PO, VO and MBO Management 210 160 150 150 50 Teachers 670 320 200 170 100 Notes Support staff 130 60 50 50 30 • Last column pertains to school year Secondary education overall 250 350 260 260 130 2012/13. Management 40 50 30 30 20 Teachers 160 270 210 210 100 Support staff 50 30 20 20 10 Source PO and VO overall 1,260 890 660 630 310 UWV of which teachers 830 590 410 380 200 Notes Table 2.12 Numbers on unemployment benefits in the education sectors • Reference date: 31 December. 2008 2009 2010 2011 2012 PO 2,519 2,619 2,682 3,226 4,294 VO 1,298 1,253 1,402 1,720 2,059 Source MBO 684 888 845 1,063 1,304 UWV HBO 439 496 512 623 686 WO 579 838 899 957 1,171 Notes Research institutes 37 41 30 39 67 • WIA: Work and Income according to Capacity to Work Act. Total 5,556 6,135 6,370 7,628 9,581 • Reference date: 31 December. Table 2.13 Numbers on WAO or WIA benefits in the education sectors 2008 2009 2010 2011 2012 Total 29,196 27,538 26,167 24,247 22,416 Source WAO 26,914 24,379 22,044 19,283 16,765 Regioplan, DUO, VO-raad, WIA 2,282 3,159 4,123 4,964 5,651 Arboservicepunt BVE, HBO-raad (Zestor), VSNU and WVOI Primary education 12,910 12,816 12,318 11,559 10,850 Secondary education 7,355 6,298 5,833 5,269 4,754 Notes Vocational education 4,554 4,267 4,052 3,733 3,419 • Percentage of total working hours Professional higher education 1,964 1,857 1,782 1,655 1,518 that employee was absent due to Academic higher education 2,292 2,186 2,069 1,923 1,773 illness. Research institutes 121 114 113 108 102 • See Appendix Notes and Definitions, part D.

Table 2.14 Absence due to illness in education, in percentages 2008 2009 2010 2011 2012 * Figures based on CASA data, covering 75 % of primary schools and some 65 % of Mainstream primary education 6.0 6.0* 6.1 6.5 6.4** secondary schools. Special education 6.7 6.7 6.5 6.8 6.9** ** Figures based on data provided to DUO, Secondary education 5.1 5.1 4.9 5.2 5.0** covering 97.5 % of primary schools and Intermediate vocational education 5.8 5.8 5.9 5.7 5.5 82.5 % of secondary schools. Figures are provisional. Professional higher education 4.7 4.3 4.2 4.2 4.1 Academic higher education 3.1 3.0 3.0 3.0 2.9 Research institutes 3.1 3.2 2.7 3.1 2.8

Key Figures 2009-2013 | Education, Culture and Science 20 2 Education general

Institutions and staff Labour market situation for new teacher-training college graduates Seventy-nine per cent of the teachers who graduated from primary school Enrolment in teacher-training programmes teacher-training colleges in 2011 had found a job in education within six months Intake in primary school teacher-training programmes has fallen considerably after their graduation (jobs involving twelve hours or more). over recent years. As a result, the corresponding number of graduates is falling as well. Intake in the secondary school teacher-training programmes, however, However, strong regional differences can be observed among the graduates rose by more than 500 students in 2013, compared with 2012. The university from the primary school teacher-training programmes. New graduates in the training courses for secondary school teachers account for an increasing western part of the country find a job in education quicker than their peers proportion of the students entering or leaving secondary school teacher- in the northern part of the Netherlands. In Flevoland (including Almere), 84 training programmes. Among these university training courses, the share of per cent of the graduates found a job in education within six months after communication / social studies programmes rose from 13 per cent in 2007 to 27 graduating, versus only around 62 per cent of their peers in Friesland. per cent in 2013. The share of modern and classical languages programmes fell to 19 per cent, while that of geography / history programmes fell to 23 per cent. Of the teachers that graduated in 2011 from the teacher-training programmes for secondary education, 75 per cent had a job in education within six months after graduating. Among graduates of university training courses for secondary school teachers, 80 per cent found a teaching job within six months.

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

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

Modern and classical languages, 19% Economics 9% Exact sciences TU 5% Exact sciences Dutch language 8% elsewhere 9%

Geography and Communication 27% history 23%

Key Figures 2009-2013 | Education, Culture and Science 21

Table 2.15 First-year students and graduates of teacher-training colleges Source 2009 2010 2011 2012 2013 OCW (DUO: 1 HE figure 2013) Intake, primary school teacher training 6,750 6,620 6,060 5,430 5,580 Notes Full-time 5,920 5,710 5,400 4,890 5,070 • ULO: university training courses for Part-time 830 910 660 540 510 secondary school teachers. Graduates, primary school teacher training 5,880 5,320 5,080 5,010 4,530 • See Appendix Notes and Full-time 4,580 4,240 4,100 3,930 3,630 Definitions, part D. Part-time 1,300 1,080 980 1,080 900 Intake, secondary school teacher training 7,230 7,620 7,240 6,970 7,530 (HBO: first-year students, ULO: numbers enrolled) HBO-ft 4,520 4,570 4,340 4.240 4,610 HBO-pt 1,390 1,440 1,160 1,030 1,070 ULO 1,320 1,610 1,740 1,700 1,850 Graduates, secondary school teacher training 4,770 5,240 5,620 6,190 5,190 HBO-ft 2,570 2,780 2,890 3,030 2,480 HBO-pt 1,610 1,730 1,890 2,110 1,780 ULO 590 730 840 1,050 930

Table 2.16 Job mix in primary education (full-time jobs, in percentages) Source 2009 2010 2011 2012 2013 OCW (DUO, institutions’ salary A) Primary education records) Salary scale LA 98.0 93.1 85.9 82.0 78.4 Notes Salary scale LB 1.9 6.8 14.0 17.9 21.4 2009 - 2013, reference date 1 October. Salary scale LC 0.1 0.1 0.1 0.2 0.2 B) Special primary education Salary scale LA 0.5 0.4 0.2 0.3 0.2 Salary scale LB 97.3 96.0 93.2 91.3 89.7 Salary scale LC 2.2 3.6 6.6 8.4 10.0

Table 2.17 Job mix in secondary education (full-time jobs, in percentages) Source 2009 2010 2011 2012 2013 OCW (DUO, institutions’ salary A) Secondary schools within Randstad areas records) Salary scale LB 57.7 48.3 36.6 36.5 35.3 Salary scale LC 25.8 33.7 43.0 43.0 43.7 Notes 2009 - 2013, reference date 1 October. Salary scale LD 16.2 17.7 20.2 20.3 20.8 Salary scale LE 0.3 0.3 0.2 0.2 0.2 B) Secondary schools outside Randstad areas Salary scale LB 63.1 61.4 57.1 55.8 54.6 Salary scale LC 19.5 20.5 22.9 23.7 24.3 Salary scale LD 17.2 17.7 19.8 20.3 20.8 Salary scale LE 0.3 0.3 0.2 0.2 0.2

Key Figures 2009-2013 | Education, Culture and Science 22 2 Education general

Expenditure An explanation of the alignment of education spending by OCW with international OECD definitions and CBS definitions is included in the National spending on education appendices. The aggregate education expenditure comprises public and private spending on education establishments as well as public spending on families, companies Flows of funds and non-profit institutions. The figures only reflect spending on education Alongside the direct government funding of institutions by the Ministry of establishments providing or supporting mainstream education. The expenditure OCW, education institutions have other sources of income: revenues via local on education is set out in these pages according to different definitions, namely, governments (including grants for adult education and for the accommodation total government spending on education (CBS), national spending (both public of primary and secondary schools) and contributions from the participants and private) on education institutions (OECD), total national spending (both themselves. The latter involves course and tuition fees which are paid to public and private) on education (CBS) and OCW spending on education. regional training centres (ROCs) and universities.

CBS revision of education statistics OCW spending as a percentage of GDP In 2008, Statistics Netherlands (CBS) revised the statistics on education In 2013, OCW spending on education institutions totalled nearly 31.8 billion expenditures. The main amendments concerned the incorporation of spending euros. This amount includes student grants and loans and research in the by families and companies on education programmes provided by private university sector. This figure for OCW spending deviates from the CBS figures institutions (in 2006: nearly 1.2 billion euros) and spending by companies that are based on the OECD definition. In 2013, OCW spending on education on students in work-based learning programmes and on work placement amounted to 5.3 per cent of GDP, i.e., a slight increase compared to 2012. (in 2006: nearly 1.7 billion euros). In addition, a critical examination of the OCW spending on education in 2013 amounted to 19.4 per cent of government existing statistics resulted in several improvements. Consequently, the spending, which is an increase of approximately 1.3 percentage points compared aggregate education expenditure increased by 1.2 billion euros in 2006. In 2012 to 2012. another revision was conducted over the entire time series, in which the total expenditures on education were revised. Missing expenditures were added and several existing components were adjusted in the revised figures. Missing expenditures concern the expenditures relating to education provided to 3-year-old children in playgroups and day care centres, spending by families on homework assistance and coaching, and European and other international expenditures for education in the Netherlands. The new figures provide a better and more complete picture of expenditures on education.

Figure 2.20 Government spending on education Figure 2.21 OCW expenditure as a percentage of GDP Expenditure according to CBS definition (x € 1 billion) Net OCW expenditure, GDP according to CBS Statline

40 6.0 35 5.0 30 4.0 25 20 3.0 15 2.0 10 1.0 5 0 0.0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Local governments Other ministries OCW Education Student nance Research Culture

Key Figures 2009-2013 | Education, Culture and Science 23

Table 2.18 Government spending on education according to CBS / OECD definition (x € 1 million) Source 2008 2009 2010 2011 2012 http://statline.cbs.nl A) Total government expenditure (CBS) 32,708 34,086 35,085 35,529 35,438 Notes OCW according to CBS 28,232 29,412 30,006 30,583 30,707 • Figures have been calculated on the Other Ministries (EZ and VWS) 1,956 2,064 2,483 2,397 2,234 basis of the CBS data on education Local governments 2,519 2,609 2,597 2,548 2,498 statistics, revised in 2008. B) Spending on education according to CBS and OECD as a percentage of GDP • The relation between “OCW CBS (government spending on education) 5.5 5.9 6.0 5.9 5.9 spending on education” (Table 2.21) and “OCW expenditure according OECD (national spending on educational institutions) 5.7 6.2 6.3 6.2 6.2 to CBS” is explained in Appendix CBS (national spending on education) 6.4 6.9 6.9 6.9 6.9 Notes and Definitons, Table 13.3. • The percentages have been calculated on the basis of the OECD definitions.

Table 2.19 OCW spending on education, netted and including other expenditure (x € 1 million) Source 2009 2010 2011 2012 2013 OCW annual reports OCW overall 29,558.5 29,953.7 30,472.9 30,555.0 31,783.2 Notes Primary education 9,687.2 9,593.7 9,702.7 9,859,2 10,314.0 • Amounts calculated on the basis Secondary education 6,866.1 7,058.3 7,059.6 7,248.6 7,553.0 of Table 13.1; expenditure has been Vocational and adult education 3,549.1 3,559.7 3,527.9 3,546.2 3,541.7 netted with certain revenues and Professional higher education 2,346.6 2,530.0 2,551.2 2,577.6 2,652.5 apportioned other expenditure. Academic higher education 3,832.3 3,882.7 3,996.8 4,048.1 4,135.7 • See Appendix Notes and Definitions, part B. Student finance 3,277.3 3,329.3 3,634.6 3,275.3 3,586.2

Table 2.20 OCW spending on education in relation to GDP and central government spending Source 2009 2010 2011 2012 2013 GDP: CBS OCW spending on education (x € 1 million) 29,558.5 29,953.7 30,472.9 30,555.0 31,783.2 Government expenditure: national financial annual reports GDP (at market prices x € 1 billion) 573.2 586.8 599.0 599.3 603.7 Central government spending (x € 1 billion) 174.1 185.9 170.9 168.4 163.8 Notes Total as a percentage of GDP 5.2 5.1 5.1 5.1 5.3 • Netted expenditure including other Sectors of education 4.6 4.5 4.5 4.6 4.7 OCW expenditure, in accordance Student finance 0.6 0.6 0.6 0.5 0.6 with Table 2.19. • See Appendix Notes and Total as a percentage of central government expenditure 17.0 16.1 17.8 18.1 19.4 Definitions, part B. Sectors of education 15.1 14.3 15.7 16.2 17.2 Student finance 1.9 1.8 2.1 1.9 2.2

Key Figures 2009-2013 | Education, Culture and Science 24 2 Education general

Expenditure Per capita contributions to institutions A comparison between the sectors can also be based on the budget that the Per capita expenditure institutions have for each participant. The institutional budget per participant Educating the young is the primary task of the education sector. With a reflects the per capita amounts available to the institutions in the various consistent quality of education, the indicator of expenditures per participant sectors. This budget encompasses funding from various sources, including the gauges the effectiveness of the sector. The increase in expenditures per Ministry of OCW. participant is determined to a significant degree by trends in wages and prices. The growth is further influenced by policy incentives in education. This institutional budget encompasses funding from the national government and funding from local governments, as well as tuition. The only items missing Comparability of education sectors from this summation are private contributions other than course fees and Comparisons over a period of time can be based on expenditures per tuition, such as voluntary parental contributions, sponsor funds and similar participant. A comparison between the respective educational sectors, however, funding. Information on these sources is incomplete and therefore not included is difficult, as the composition of the OCW expenditures differs by sector. The in the grants provided to institutions. Across the board, the per capita grants following differences are relevant: to institutions exceed the OCW expenditures per participant by between 390 (MBO) and 2,100 (WO) euros. Also, in all sectors the per capita grants to • In primary and secondary education, accommodations are financed by local institutions have grown since 2008. governments; • The figures for primary education include the costs of peripatetic supervision OCW expenditures per certificate holder for all pupils and students on pupil-specific funding, excluding MBO and In primary education, the OCW expenditures per qualified leaver increased to including mainstream secondary education (including PRO and LWOO); 49,000 euros in 2013, following a decrease in the years before. In secondary • In vocational and adult education (BVE), professional higher education (HBO) education, the expenditures per qualified leaver increased to 41,000 euros. In and academic higher education (WO), the contributions for accommodations the vocational education sector, expenditures remained stable at 21,000 euros are included in the central government allowance; per certificate holder. In the higher education sector, expenditures per graduate • Tuition fees (in HBO and WO) go from participants directly to the institutions rose in 2013. For professional higher education, they now amount to 46,000 and are not a part of the central government grant. euros and for academic higher education they amount to 43,000 euros.

Figure 2.22 OCW spending on education per participant Figure 2.23 Institutional grants per participant By type of school, price level 2013 (in euros) By type of school, price level 2013 (in euros)

10,000 9,500 8,000 9,000 7,500 8,500 7,000 8,000 6,500 7,500 6,000 7,000 5,500 6,500 5,000 6,000 4,500 5,500 4,000 5,000 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

PO VO MBO HBO WO PO VO MBO HBO WO

Key Figures 2009-2013 | Education, Culture and Science 25

Table 2.21 OCW expenditure per participant (in current values x € 1) Source 2009 2010 2011 2012 2013 OCW annual reports Primary education Notes Expenditure per pupil 5,740 5,720 5,840 6,030 6,380 • Figures pertain to netted OCW Secondary education expenditure as indicated per sector of Expenditure per student 7,410 7,550 7,460 7,570 7,790 education, excluding other expendi- Vocational and adult education ture. • OCW funding does not include Expenditure per MBO participant 6,940 6,920 7,040 7,240 7,310 figures for accommodation in pri- Professional higher education mary and secondary education; these Expenditure per student 6,000 6,200 6,100 6,200 6,400 expenditures are taken care of by the Academic higher education local governments. Expenditure per student 5,900 5,900 6,100 6,200 6,600 • Figures for WSF/WTOS expenditure per participant pertain to gross WSF/WTOS expenditure per participant in education expenditure divided by the number Secondary education 100 70 70 70 70 of participants in full-time education. Vocational education 3,140 3,110 3,150 2,970 3,090 • Figures for primary education include Professional higher education 4,500 4,460 4,340 4,370 4,540 the costs of pupil-specific funding in secondary education. Academic higher education 4,320 4,510 5,760 4,450 4,600 • See Appendix Notes and Definitions, Parts B and C. secondary education. Table 2.22 Institutional grants per participant (in current values x € 1) • See Appendix Notes and Definitions, 2009 2010 2011 2012 2013 Parts B and C. Primary education 6,800 6,700 6,800 7,000 7,400 Secondary education 8,200 8,300 8,200 8,300 8,500 Source Vocational education 7,300 7,300 7,400 7,600 7,700 OCW annual reports Professional higher education 7,500 7,800 7,800 7,900 8,200 CBS national accounts Academic higher education 7,700 7,800 8,000 8,300 8,700 Notes • Including local government grants Table 2.23 OCW expenditure per sector divided by numbers obtaining qualifications (current values x € 1) and tuition fees in HBO and WO. 2009 2010 2011 2012 2013 Primary education 51,000 49,000 47,000 47,000 49,000 Source Secondary education 37,000 39,000 39,000 40,000 41,000 OCW annual reports Vocational education 23,000 22,000 21,000 21,000 21,000 Professional higher education 39,000 41,000 41,000 39,000 46,000 Notes Academic higher education 44,000 43,000 40,000 35,000 43,000 • OCW expenditure per participant x number of participants / numbers obtaining qualifications. • Figures for primary education pertain to all pupils moving on to secondary education.

Key Figures 2009-2013 | Education, Culture and Science 26 2 Education general

Education that fits Growth in special education and pupil-specific funding With the introduction of pupil-specific funding – a personal budget awarded to Special education children with special educational needs – it was expected that the number of The education system provides various services for pupils and students pupils with an indication for special (secondary) education would remain stable. that need extra support. The primary education sector has consortiums of However, both the number of children in special education and the number of mainstream primary schools and special schools. In secondary education, children with a personal budget continued to grow. similar consortiums exist. Extra care is provided in elementary vocational training (PRO) and in learning support (LWOO) programmes. Pupils and students This growth is particularly visible from the age of 12. In primary education, the with specific support requirements may enrol in special schools or special number of pupils with special needs awarded a personal budget started to fall in secondary schools, or attend classes at mainstream schools with personal 2008. In special education, school rolls have remained fairly stable over recent funding awarded to children with special educational needs. years. In 2013, however, enrolment fell.

The structure of the additional support services will change as from 1 August The number of students on pupil-specific funding in secondary education 2014, when the Education That Fits scheme will go into effect. and intermediate vocational education (MBO) is growing, as are school rolls in secondary special education. The growth rate is, however, slightly lower Special education is grouped into four clusters: compared to the situation a few years ago.

Cluster 1: education for children with a visual limitation.

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

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

Cluster 4: education for severely maladjusted children, children with psychiatric disorders or serious behavioural problems, children who have long- Figure 2.24 School rolls in (secondary) special education term illnesses without a physical limitation. Numbers x 1,000

50

40

30

20

10

0 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013

SO VSO

Cluster 1 Cluster 2 Cluster 3 Cluster 4

Key Figures 2009-2013 | Education, Culture and Science 27

Table 2.24 Enrolment in special and secondary special education by cluster, x 1,000 Source 2009 2010 2011 2012 2013 OCW (DUO: pupil surveys) Special education Notes Cluster 1 0.5 0.5 0.5 0.4 0.3 • Reference date: 1 October. Cluster 2 6.9 6.9 6.9 6.9 6.7 Cluster 3 14.3 14.0 13.7 13.0 11.7 Cluster 4 12.7 12.8 13.2 13.0 13.1 Secondary special education Cluster 1 0.3 0.3 0.2 0.3 0.4 Cluster 2 2.2 2.2 2.3 2.3 2.5 Cluster 3 12.9 12.9 13.3 13.5 14.8 Cluster 4 18.1 19.2 20.1 20.9 21.7 Total 67.8 68.9 70.2 70.4 71.1

Key Figures 2009-2013 | Education, Culture and Science 28 2 Education general

Early school-leavers RMC Regions The Netherlands is divided into 39 RMC regions (RMC: Regional Registration and Objectives Coordination Centres). Covenants have been signed with these regions to reduce The education policy is aimed at offering high-quality education that enables the number of new early school-leavers. The dropout rates in the regions range young people to achieve their best potential and develop their talents. Earning from 1.2 per cent in Zuid-West Friesland to 2.9 per cent in Rijnmond. a basic qualification (a diploma at the level of HAVO [senior general secondary education], VWO [pre-university education] or MBO 2 [intermediate vocational Four largest municipalities in the Netherlands education]) is a priority in this policy. The Netherlands is primarily focused on Amsterdam, Rotterdam, The Hague and Utrecht are the four largest municipalities reducing the number of early school-leavers. Fewer early school-leavers means in the Netherlands (G4). They are confronted by specific situations and problems in more well-educated young people that find a place for themselves in society the area of early school-leavers. The dropout rates in the G4 cities are higher than and on the labour market. This enables them to make an optimal contribution the national average (3.6 per cent compared with the national average of 2.1 per to society. The Rutte I Cabinet has sharpened the objective for combating early cent). The dropout rates in the G4 cities range from 2.4 per cent in Amsterdam to 3.8 school-leaving. The number of new early school-leavers must be reduced to no per cent in Rotterdam. more than 25,000 by 2016. In 2012/13, the number of new early school-leavers totalled 27,950 (provisional figures), i.e., a decrease of more than 8,500 vis- à-vis the year before. The national percentage of early school-leavers fell to 2.1 per cent. In secondary education, the dropout rate fell to 0.6 per cent, in intermediate vocational education it fell to 5.7 per cent.

New approach to early school-leaving 2012-2015 A sharpened objective for early school-leaving calls for a new approach. The starting points here are result-orientation, administrative simplicity, continuity and guaranteeing the approach to early school-leaving after 2015. Starting in the 2012/13 school year, municipalities will be awarded performance-based grants based on the percentage norms that must be achieved for each school and education level. In this respect, the proportion of early school-leavers vis- à-vis total enrolment will be considered. The idea underpinning the standards is that if all standards are met in 2014/15, it will be possible to achieve the 25,000 target by 2016. In addition, the measuring system will be revised in 2012/13. Tightening up the measuring methods will result in an even sharper picture of the actual situation with regard to dropouts. This will allow schools Figure 2.25 National targets and achievement and municipal authorities to adopt a more goal-oriented approach, while more New dropouts in absolute numbers (x 1,000) than 4,000 young people that are now being incorrectly counted as dropouts can be removed from the figures for early school-leavers. These include, for 70 example, young people awarded an exemption from the Compulsory Education 60 Act, young people transferring from mainstream to recognised private study 50 programmes and MBO-1 certificate holders who hold a job. The figures for this 40 year reflect the effect of the revised measuring methods. More information on 30 the new performance-based grants and the approach to early school-leaving 20 can be found at www.aanvalopschooluitval.nl. 10 0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Target Achievement

Key Figures 2009-2013 | Education, Culture and Science 29

Table 2.25 Early school-leaving, national results, in numbers and percentages Source 2002 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 OCW (DUO) Achievement (x 1,000) 71.0 50.9 46.8 41.8 39.9 39.1 36.6 27.9 Notes Dropout rates 5.5 3.9 3.6 3.2 3.0 3.0 2.8 2.1 • Figures for 2012/13 are provisional.

Table 2.26 Top 10 of RMC regions with lowest dropout rates in 2012/13 Enrolment Dropouts Dropout rate Source RMC region OCW (DUO) Zuid-West Friesland 13,492 164 1.2% Friesland-Oost 21,550 338 1.6% Notes IJssel-Vecht 37,252 590 1.6% • Figures for 2012/13 are provisional. Oosterschelde Regio 13,992 223 1.6% Achterhoek 26,725 434 1.6% Rivierenland 21,377 348 1.6% Noord-Oost-Brabant 54,052 880 1.6% Zuid-West Drenthe 11,078 183 1.7% Twente 52,110 870 1.7% Noord- en Midden Drenthe 16,427 277 1.7% Gooi en Vechtstreek 19,428 337 1.7%

Table 2.27 The four largest municipalities, measured by enrolment in 2012/13 Source Enrolment Dropouts Dropout rate OCW (DUO) Amsterdam 45,226 1,542 3.4% Notes Utrecht 17,404 610 3.5% • Figures for 2012/13 are provisional. The Hague 33,063 1,176 3.6% Rotterdam 43,211 1,624 3.8%

Key Figures 2009-2013 | Education, Culture and Science 30 2 Education general

Early school leavers Qualifications 61 per cent of the total group of new dropouts have earned a VMBO diploma Educational background and 11 per cent have earned qualifications at MBO-1 level. 28 per cent of new MBO accounts for nearly four-fifths of new dropouts. More than 18 per cent of dropouts have not earned any diploma. 13.5 per cent of young people leaving new dropouts have left secondary school. Within MBO, an annual 5.7 per cent of MBO without basic qualifications do have an MBO-1 diploma. students drop out, versus only 0.6 per cent in secondary education.

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

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

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

VAVO 2.4% VO 18.5%

MBO 79.1%

Key Figures 2009-2013 | Education, Culture and Science 31

Table 2.28 New dropouts by level of education (VO) in 2012/13 Source Type of school Enrolment Dropouts Dropout rate OCW (DUO) Lower years Transition years 1-2 343,453 634 0.2% Notes LWOO 1-2 54,908 311 0.6% • Figures for 2012/13 are provisional. Transition year 3 6,297 9 0.1% HAVO 3 42,606 44 0.1% VWO 3 42,793 36 0.1% Upper years VMBO LWOO 3-4 45,915 879 1.9% VMBO 3-4 158,509 1,855 1.2% VM2 3,144 101 3.2% VMBO in VAVO 1,074 207 19.3% Upper years HAVO/VWO HAVO 4-5 109,093 570 0.5% VWO 4-6 117,139 297 0.3% HAVO in VAVO 4,448 178 4.0% VWO in VAVO 2,502 32 1.3%

Table 2.29 New dropouts by level of education (MBO) in 2012/13 Source Type of programme Enrolment Dropouts Dropout rate OCW (DUO) MBO level 1 BOL 1 9,648 2,729 28.3% Notes BBL 1 1,856 583 31.4% • Figures for 2012/13 are provisional. Final year students 263 119 45.2% MBO level 2 BOL 2 57,266 5,726 10.0% BBL 2 29,329 3,158 10.8% Final year students 1,714 302 17.6% MBO levels 3+4 BOL 3 72,416 2,817 3.9% BOL 4 180,765 5,352 3.0% BBL 3 24,864 813 3.3% BBL 4 7,715 274 3.6% Final year students 3,303 236 7.1%

Table 2.30 New dropouts by level of education and diploma status in 2012/13 Source Enrolment With VMBO With MBO 1 Without Number of Dropout OCW (DUO) 2012-2013 diploma diploma diploma dropouts rate 2012-2013 2012-2013 2012-2013 2012-2013 2012-2013 Notes • Figures for 2012/13 are provisional. Total 1,326,387 17,142 3,103 7,691 27,936 2.1% Secondary education 931,881 2,237 101 2,815 5,153 0.6% Intermediate vocational education 389,139 14,532 2,993 4,584 22,109 5.7% Adult general secondary education 5,367 373 9 292 674 12.6%

Key Figures 2009-2013 | Education, Culture and Science 32 2 Education general

Personal background of dropouts The European target and an international comparison Gender and age Young men constitute the majority of early school-leavers. Among young The Netherlands has reduced its proportion of early school-leavers in the 18 people under the age of 18, the dropout rate is significantly lower than the to 25 age bracket from 15.4 per cent in 2000 to 8.8 per cent in 2012 and aims dropout rate for the age bracket of 18 to 23 (0.4 per cent and 5.6 per cent, to reduce the proportion of dropouts in this age group to 8 per cent or less respectively). As a rule, dropout rates keep pace with age. by 2020. Boys outnumber girls when it comes to leaving school early. This is reflected both in the annual number of new dropouts and in the proportion of Ethnic background dropouts in the total age group (among girls, dropouts account for 7 per cent, Ethnic minorities account for 22 per cent of total enrolment, whereas 37 per cent among boys for more than 10 per cent). In 2012, the proportion of early school- of new dropouts come from immigrant families. Among non-Western ethnic leavers between the ages of 18 and 25 averaged 13.7 per cent in the EU-15. minorities, dropout rates are significantly higher than among native Dutch, with Across the 28 EU Member States, the proportion of dropouts averaged 12.7 per 3.8 and 1.7 per cent respectively. cent. (Source: Eurostat)

Figure 2.27 New dropouts by age in 2012/13 Figure 2.28 Trends in dropout rates across Europe

7% 25% 6% 5% 20%

4% 15% 3% 10% 2% 5% 1% 0% 0% Total =<13 14 15 16 17 18 19 20 21 22 18- 18+ GBR BEL FRA DEU FIN DNK NLD SWE EU-15 2000 2011 2012

Key Figures 2009-2013 | Education, Culture and Science 33

Table 2.31 Number of dropouts and dropout rates by gender in 2012/13 Source Enrolment Dropouts Dropout rate OCW (DUO) Men 674,321 17,124 2.5% Notes Women 652,066 10,812 1.7% • Figures for 2012/13 are provisional.

Table 2.32 Number of dropouts and dropout rates by ethnic background in 2012/13 Source Enrolment Dropouts Dropout rate OCW (DUO) Native Dutch 1,030,524 17,052 1.7% Western non-natives 79,226 2,197 2.8% Notes • Figures for 2012/13 are provisional. Non-Western non-natives 215,146 8,228 3.8% Unknown 1,491 459 30.8%

Key Figures 2009-2013 | Education, Culture and Science 34 2 Education general

Non-subsidized education Characteristics of the participants Most participants in non-subsidized education are between 25 and 55 years Delineation of non-subsidized education, ages 17 to 65 of age. The under-25s tend to prefer government-funded education. In 2012, Non-subsidized education is not funded by the Ministries of OCW and EZ. women slightly outnumbered men in non-subsidized programmes. Men tended The expenses are fully covered by the enrolled citizens, the employer or to favour work-related courses, particularly company training courses. benefits agencies. The main forms are part-time courses at private institutes, correspondence courses and company training courses. This sector comprises The majority of participants were enrolled in programmes at tertiary education a wide variety of programmes. Examples include Word or Excel courses, level. Women outstripped men in VMBO level programmes. Among both men leisure courses such as flower arrangement, language courses, HAVO or VWO and women, programmes within the ISCED cluster of social sciences/business programmes at commercial training institutes, accountancy or business administration/law were favourite. In addition, women favoured healthcare/ administration programmes. Statistics Netherlands keeps track of enrolment social services, whereas men tended to opt for science and engineering in non-subsidized education by way of its Labour Force Survey (EBB) and the programmes. education registers (covering enrolment in government-funded education). The calculation method is explained below. The EBB monitors enrolment in all Enrolment in non-subsidized programmes increases with the level of education types of education by means of random samples. Linking the EBB to subsidized attained. Among those aged 17 to 65 with no more than VMBO qualifications, education registers makes it possible to determine enrolment in non-subsidized 7.5 per cent enrolled in a non-subsidized programme in 2012, versus 16.5 per study programmes. In 2012, more than 1.2 million people between the ages of cent among tertiary education graduates. People with a job of at least 12 hours a 17 and 65 were enrolled in non-subsidized education, i.e., 11.7 per cent of the week tend to participate in non-subsidized education comparatively more often population in that age bracket. Relative participation has remained fairly constant than unemployed and “non-active” persons. The majority of the programmes over the past few years: 11.7 per cent in 2009 and 2011, 11.5 per cent in 2010. chosen by the employed and unemployed workforce were work-related (88 and 82 per cent, respectively). Non-actives (without a job of at least 12 hours a week Types of study programmes and not seeking one) tended to opt for full-time programmes. This category Non-subsidized education can be typified by various characteristics. In 2012, mainly comprises young people. for example, 83 per cent of participants were enrolled in a work-related programme; 34 per cent took part in company training programmes with a maximum duration of six months, 15 per cent in correspondence courses and 7 per cent in full-time study programmes. The average duration of non- subsidized programmes is more than six months but the diversity in duration is vast: from a week or less to three years or more.

Figure 2.29 Enrolment by level of the programme Figure 2.30 Enrolment by discipline (ISCED) Non-subsidized programmes > 6 months (x 1,000), 2012 Non-subsidized programmes > 6 months (x 1,000), 2012

General programmes First stage VO/VMBO/MBO 1 Teaching MBO 2-3 Language sciences/history/art Social Sciences/business adm., law MBO 4 Maths/natural sciences/IT Engineering & technology/construction HAVO/VWO Agriculture/Vet. medicine HBO/WO Health care/social services Pers. services/transport/environm.,safety 0 10 20 30 40 50 60 70 80 90 100 110 120 130 0 10 20 30 40 50 60 70 80 90 100 Men Women Men Women

Key Figures 2009-2013 | Education, Culture and Science 35

Table 2.33 Enrolment in non-subsidized education, 17-64 age bracket Source As a percentage of population CBS Numbers (x 1,000) category 2009 2010 2011 2012 2009 2010 2011 2012 Notes Total 1,239 1,218 1,244 1,236 11.7 11.5 11.7 11.7 • Figures pertaining to 2012 are Men 615 584 614 599 11.5 11.0 11.6 11.3 provisional. Women 624 634 630 637 11.8 12.0 11.9 12.1 Aged 17-24 131 126 119 127 8.2 7.8 7.3 7.8 Aged 25-34 315 309 316 310 15.9 15.7 16.0 15.5 Aged 35-44 351 328 329 325 14.1 13.5 13.9 14.1 Aged 45-54 289 298 313 305 11.9 12.1 12.6 12.2 Aged 55-64 153 157 168 169 7.2 7.3 7.7 7.9 Native Dutch 988 973 990 970 11.8 11.6 11.9 11.7 Western non-natives 122 119 121 130 12.1 11.7 11.9 12.5 Non-Western ethnic minorities 126 124 130 134 10.6 10.5 10.7 10.7 Lower secondary years/VMBO/MBO 1 qualifications 196 194 225 223 6.3 6.4 7.3 7.5 MBO 2-3 qualifications 158 146 140 141 10.3 10.0 10.1 9.6 MBO 4 qualifications 247 241 230 216 13.2 12.7 12.5 11.9 HAVO/VWO qualifications 117 120 144 137 11.2 11.1 12.2 11.9 HBO/WO qualifications 513 510 499 512 17.2 16.6 16.4 16.5 Employed labour force 1,032 1,016 1,047 1,035 13.9 13.8 14.2 14.1 Unemployed labour force 41 44 39 50 11.2 10.7 9.6 10.1 Non-labour force 165 158 158 150 5.9 5.6 5.6 5.5 Table 2.34 Enrolment in specific types of non-subsidized education, 2012 Source Total of which as a percentage of total enrolment CBS Company Full-time Correspondence Work-related (x 1,000) training Notes Total number of participants 1,236 7 15 34 83 • Only participants in programmes Men 599 7 15 38 85 with a duration of less than six Women 637 6 15 30 82 months were asked to specify Aged 17-24 127 39 13 17 54 whether they were participating in Aged 25-34 310 7 17 30 85 a company training programme. Aged 35-44 325 2 16 37 89 • Figures pertaining to 2012 are Aged 45-54 305 1 14 41 89 provisional. Aged 55-64 169 x 11 37 81 Native Dutch 970 6 14 36 84 Western non-natives 130 8 15 29 81 Non-Western ethnic minorities 134 13 16 24 81 Lower secondary years/VMBO/MBO 1 qualifications 223 12 15 26 77 MBO 2-3 qualifications 141 4 17 44 88 MBO 4 qualifications 216 3 15 44 89 HAVO/VWO qualifications 137 18 17 18 72 HBO/WO qualifications 512 4 14 34 86 Employed labour force 1,035 4 14 40 88 Unemployed labour force 50 8 24 - 82 Non-labour force 150 26 15 - 53 Key Figures 2009-2013 | Education, Culture and Science 36 2 Education general

Mobility – primary/secondary/vocational education Internationalization in vocational and adult education The vast majority of the registered mobility can be attributed to the Internationalization in primary and secondary education Leonardo da Vinci programme, which will be incorporated into the Erasmus+ In primary and secondary education, the mobility of teachers, pupils and programme with effect from 2014. Until 2020, the budget available for the students is mainly promoted within the national BIOS programme, which Erasmus+ programme will increase considerably. The budget will also cover is funded by the Ministry of Education, Culture and Science. BIOS stands for the intermediate vocational training sector. In 2012, the number of students Bevordering Internationale Oriëntatie en Samenwerking [Promotion of International that visit a foreign country in this context grew sharply compared to 2011. For Orientation and Cooperation]. An annual amount of some 3 million euros is the students, the most popular destination by far was Spain. Other popular available for this programme. destination countries include the United Kingdom, Germany and Belgium. Teachers favour Germany, Malta, Turkey and the United Kingdom. Within the European programmes with their larger budgets, the international school partnerships are a key focus with an important role set aside for IT, in In the German-Dutch BAND project, the number of student exchanges addition to the physical mobility of pupils, students and teachers. In the period decreased from 129 in 2011 to 104 in 2012. The number of teacher visits also from 2007 up to and including 2013, the partnerships have been clustered within fell: from 44 in 2011 to 31 in 2012. With a view to the introduction of the new the European Lifelong Learning Programme (LLP). Erasmus+ is the follow-up to Erasmus+ programme, Germany proposed that the BAND programme be the European LLP programme. discontinued with effect from 2014. The Dutch contribution was written off within the framework of the OCW subsidy arrangements. Within primary education, outgoing mobility among pupils and teachers is decreasing. In secondary education, the number of mobile students has been rising slightly since 2007. In 2011, however, a downward trend set in. The number of schools providing early foreign language education rose to 1,073 in 2013. The number of secondary schools and students involved in bilingual education has picked up sharply over the past few years.

Figure 2.31 Bilingual secondary education Figure 2.32 Enrolment in Leonardo da Vinci programmes Numbers enrolled x 100 In vocational training sector

350 6,000 300 5,000 250 4,000 200 3,000 150 100 2,000 50 1,000 0 0 2009 2010 2011 2012 2013 2006 2007 2008 2009 2010 2011 2012 Number of schools Number of students Students Teachers Young labour force

Key Figures 2009-2013 | Education, Culture and Science 37

Table 2.35 Numbers enrolled abroad Source 2008 2009 2010 2011 2012 European Platform, 2012 Primary education 2,321 1,872 1,544 1,391 1,194 Notes Secondary education 21,823 22,919 23,039 22,348 19,585 • BIOS: promotion of international Teacher-training programmes, BIOS work placements 576 727 . 424 423 orientation and collaboration. Total 24,720 25,518 24,583 24,163 21,202

Table 2.36 Number of teachers working abroad Source 2008 2009 2010 2011 2012 European Platform, 2012 Primary education 1,690 1,351 1,160 1,504 932 Secondary education 5,296 7,016 5,644 4,138 2,963 Source Teacher-training programmes, BIOS work placements 572 46 496 48 9 European Platform, 2013 Total 7,558 8,413 7,300 5,690 3,904 Notes Table 2.37 Schools and pupils/students participating in special language programmes • Early foreign language instruction Primary schools Secondary schools is provided in English, French, German and Spanish, from primary Year Early foreign language Elos Billingual teaching Focused language Elos year 1 onward. Enrolment figures instruction instruction are estimates. Number of Number of Number of Number of Number of Number of Number of Number of • Elos - First Steps for primary schools pupils schools schools students schools students schools schools was launched in 2011. 2009 308 30,500 . 133 23,500 73 7,300 33 • Bilingual instruction is provided in 2010 504 50,000 . 151 25,000 71 18,000 36 Dutch and English in VWO, HAVO and VMBO schools. Two schools 2011 645 64,500 11 152 25,000 79 32,000 36 have opted for a Dutch-German 2012 860 130,000 7 183 27,000 87 38,300 40 programme. 2013 1,073 160,000 19 189 29,000 99 43,274 40 • Focused language instruction is provided in English, French and German in VWO, HAVO and VMBO Table 2.38 Participation in Leonardo da Vinci programmes (vocational training) schools. Estimated enrolment 2008 2009 2010 2011 2012 figures for years up to and including Students 2,644 2,761 3,144 3,240 5,392 2009 were too low; enrolment Teachers 634 762 844 838 1,350 continues to increase. Young labour force 38 96 213 215 328 • ‘Elos cross-border education programmes’: schools with Total 3,316 3,619 4,201 4,293 7,070 European / international scope providing focused language Table 2.39 Student and teacher exchanges in BAND projects (vocational training) instruction. 2008 2009 2010 2011 2012 Students 97 127 132 129 104 Source Teachers 19 29 60 44 31 CINOP, 2013

Source CINOP, 2013

Key Figures 2009-2013 | Education, Culture and Science 38 2 Education general

Mobility in tertiary education Incoming diploma mobility The number of foreign students studying for a diploma in the Netherlands Internationalization in tertiary education rose between 2008/09 and 2012/13 from nearly 43 thousand to more than 58 Internationalization contributes to the quality of our tertiary education, our thousand. Over the years, academic higher education has outpaced professional research and our science. A high quality is the best way to strengthen our higher education with regard to the increase in incoming diploma mobility international reputation. After all, the competition for knowledge workers (some 10 thousand versus 5 thousand). This upward trend in the influx of on the labour market is continuing to increase, the Dutch labour market foreign students has been observed since the early 1990s. In 2012/13, foreign is becoming increasingly international and the competition with foreign students accounted for 8.8 per cent of the overall student population in Dutch institutions is continuing to grow. tertiary education, versus only 7.1 per cent in 2008/09. The proportion keeps rising. The share of foreign students is increasing in all EU countries, resulting Student mobility is an important indicator for internationalization. A complete in increased competition for students at the international level. The majority of picture of global student mobility does not exist, but on some aspects it is the foreign students in the Netherlands come from Germany, followed by China, possible to sketch a picture. Towards this end, we make a distinction between Belgium, Greece and Bulgaria. diploma mobility, aimed at the completion of a study abroad, and the mobility of credits, which aims to enrich studying in the Netherlands with foreign study Mobility of credits or work placement experiences (usually in exchange for credits). In regard to the mobility of course credits, most is known about outgoing mobility. Data is assembled by various agencies, including the Dutch Research Outgoing diploma mobility Institute for Education and the Labour Market, among graduates 1.5 years In the year 2010/11, more than 20 thousand Dutch students went abroad (OECD after they have earned their degree. The percentage of graduates that say they related countries) to complete an entire study programme, an increase of no gained experience abroad during their studies has been fluctuating between 22 less than 31 per cent compared to 2008/09. Particularly popular destinations and 23 per cent over recent years; currently, it is 22.2 per cent. were the United Kingdom and Belgium. Other countries in the top destinations were the United States and Germany. With effect from the 2007/08 school year, student aid could be transferred worldwide. In 2012/13, more than 9 thousand students took advantage of this possibility.

Figure 2.33 Relative trends in foreign enrolment in HE Figure 2.34 Relative increase/decrease in diploma mobility in percentages in comparison with all students 2000-2011, from and to EU countries

500% 14 450% 12 400% 350% 10 300% 8 250% 200% 6 150% 4 100% 50% 2 0% 0 -50% 2008 2009 2010 2011 2012 NLD BEL DEU FIN FRA GBR SWE EU-27 HBO WO Tertiary education overall Incoming Outgoing

Key Figures 2009-2013 | Education, Culture and Science 39

Table 2.40 Dutch diploma students abroad Source 2008/09 2009/10 2010/11 2011/12 2012/13 OECD, EAG 2013, Web Table C4.7 Total number of students 15,984 19,956 20,870 -- -- Nuffic: Internationalisering in beeld; outgoing mobility in 2013 Number of students funded by the Netherlands 6,431 7,440 7,938 8,622 9,052 As a % of total enrolment in the Netherlands 1.07 1.17 1.21 1.29 1.37

Table 2.41 Foreign students in subsidized tertiary education Source 2008/09 2009/10 2010/11 2011/12 2012/13 Nuffic Total number of foreign students 42,663 47,944 52,523 56,674 58,453 Number of foreign students in HBO 23,711 25,952 27,680 29,031 29,233 Number of foreign students in WO 18,952 21,992 24,843 27,643 29,220 As a % of total enrolment in the Netherlands 7.1 7.6 8.0 8.5 8.8 As a % of enrolment in HBO in the Netherlands 6.2 6.4 6.7 6.9 6.9 As a % of enrolment in WO in the Netherlands 8.6 9.5 10.3 11.3 12.2

Table 2.42 Mobile students enrolled in Dutch tertiary education Source CBS 2007/08 2008/09 2009/10 2010/11 2011/12 Total number of students 30,052 23,674 27,964 34,379 52,565 Notes As a % of total enrolment 5.0 3.7 4.3 5.2 7.8 • Figures from 2011/12 also include students whose qualifications are Table 2.43 Mobility of HE students within Europe (incoming and outgoing numbers x 1,000) unknown. NLD BEL DEU FIN FRA GBR SWE EU-27 Intake from EU-27, EEA and EU candidates 7.8 22.5 101.0 2.2 38.0 113.4 14.2 371.0 Source 2010 41.7 34.4 114.8 4.1 48.8 195.4 13.0 684.0 Eurostat, 2011 Outflow to EU-27 from EU, EEA and EU candidates 9.3 7.8 34.1 8.6 34.6 11.0 8.9 325.4 Notes 2011 16.9 11.4 100.4 8.8 52.4 15.3 14.5 612.9 • Figures for BEL excluding German speaking areas, for DEU excluding Table 2.44 Percentage of outgoing credit mobility, HE, HBO and WO graduates doctoral students, for 2005 excluding part-time students; in GBR trend

2006/07 2007/08 2008/09 2009/10 2010/11 interruption after 2005. Percentage of HE graduates 23.1 23.2 22.0 21.6 22.2 • Figures based on foreign students Percentage of HBO graduates 20.2 21.5 19.9 20.5 21.4 registered by the host country. Percentage of WO graduates 29.1 26.6 26.6 23.7 23.7

Source Table 2.45 Top 5 of incoming and outgoing diploma mobility (numbers of students) Nuffic: Internationalisering in beeld; Incoming mobility 2012/13 Outgoing mobility 2009/10 outgoing mobility in 2013 Germany 24,620 United Kingdom 6,284 China 4,516 Belgium 5,694 Source Belgium 2,225 United States 1,798 Nuffic: Internationalisering in beeld; Greece 1,895 Germany 1,549 outgoing mobility in 2013 Bulgaria 1,632 OCW (DUO) Key Figures 2009-2013 | Education, Culture and Science 40 3 Primary education

System and funding in primary education Funding On 1 August 2006, the block grant funding system was introduced in primary System education. Under this system, schools’ competent authorities receive a single Primary education covers mainstream primary education (BAO), special primary block grant budget for staff and non-staff costs; they are free to decide how education (SBAO) and (secondary) special education ((V)SO). they spend this budget.

Primary education is intended for all children from approximately age 4 up to In 2013, the government expenditure per primary school pupil amounted to and including age 12. some 6,400 euros.

Special primary education is meant for children for whom tests have shown that A number of factors have contributed to a rise in the average government a special remedial education approach is indicated – such that they should be expenditure per primary school pupil in recent years. Extra resources have been placed in a special primary school, at least for some time. made available for policy intensifications, the budget was adjusted to wage and price developments and the number of pupils with an indication for special Special (secondary) education comprises two school types: special education needs has increased; as a result, the expenditures on pupil-specific funding and (SO) and secondary special education (VSO). Both school types are subdivided peripatetic supervision went up. into various types of education, based on the handicaps or learning impediments of the pupils. More details are provided in the section on On top of that, the once-only additional funding provided under the National education that fits (Chapter 2). Education Agreement and the 2014 Budget Agreements further increased expenditures in 2013.

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

7 6 5 4 3 2 1 0 2009 2010 2011 2012 2013

Key Figures 2009-2013 | Education, Culture and Science 41

Table 3.1 Financial key statistics for primary education Source 2009 2010 2011 2012 2013 OCW annual reports A) Expenditure and revenue (x € 1 million) Total expenditure for primary education (PO) 9,562.3 9,466.2 9,549.5 9,746.7 10,166.8 Notes Government grant 9,085.3 9,101.3 9,105.4 9,234.7 9,622.1 • OCW expenditure, expressed per pupil: total spending on primary Subsidies 127.7 129.5 132.4 121.5 132.1 education, excluding contributions Contract work 10.0 15.0 15.0 16.7 9.2 to ZBOs/RWTs and agencies, Contribution to agencies 36.3 31.9 26.7 33.7 33.5 divided by numbers enrolled on the Contribution to ZBOs/RWTs 8.7 9.2 9.0 9.1 8.7 reference date, 1 October. Contribution to other authorities 294.3 179.4 261.0 331.0 361.2 • Figures for OCW expenditure, expressed per pupil, in 2013 are Contribution to budget funds / social funds 0.0 0.0 0.0 0.0 0.0 considerably higher than spending Total revenue in primary education 61.4 45.0 20.7 52.4 39.9 figures in the years before. This B) OCW expenditure per pupil (x € 1,000) is the result of the once-only Primary education 5.7 5.7 5.8 6.0 6.4 additional funds provided under the national Education Agreement and the 2014 Budget Agreements. • See Appendix Notes and Definitions, Part B.

Key Figures 2009-2013 | Education, Culture and Science 42 3 Primary education

Primary schools: financial data Solvency Solvency is a measurement of the degree to which an institution can meet its Financial position financial obligations over the long term. At 0.7, solvency remained on a par with The financial data presented for the aggregate primary education sector are the 2011 value. The solvency value has remained stable for a number of years the summed totals of the annual accounts submitted by all the primary school and is well above the indication limit of 0.3 set by the Education Inspectorate. boards, including special schools, the regional expertise centres and the consortiums. The indicators have been calculated on the basis of these summed Liquidity totals. The liquidity ratio indicates the degree to which an institution can access money in the short term to pay short-term debts. Following a downward trend over Result the past few years, liquidity went up in 2012: the 2012 value amounts to 2.10, For the first time since 2008, the primary education sector recorded a positive versus 2.04 in 2011. Liquidity in the primary education sector is also above the overall result (operating result from ordinary operations) at a value of 30.5 indication limit of 1 set by the Education Inspectorate. million euros. The improvement that set in, as reflected in the figures over 2011, continued in 2012. The positive result of all primary school boards combined Profitability can partly be attributed to falling liabilities and partly to increasing assets. The The profitability indicates the degree to which the income and expenditures of financial income and expenditure balance rose in 2012. an institution remain in balance. The profitability, in percentages, is calculated by dividing the overall result by the total income (including interest received) and then multiplying the result by 100. Ideally, expenditures and income over a number of years balance one another out, so that profitability over a number of years averages zero. The positive result over 2012 means that profitability has improved; in 2012, it came down to a value of 0.3 per cent.

Figure 3.2 Solvency of primary schools Figure 3.3 Liquidity of primary schools Spread in solvency (including provisions) Spread in liquidity (current ratio)

450 250 400 350 200 300 150 250 200 100 150 Number of schools Number of schools 100 50 50 0 0 <=0.1 0.1-0.2 0.2-0.3 0.3-0.4 0.4-0.5 0.5-0.6 0.6-0.7 0.7-0.8 0.8-0.9 >=0.9 <=0.5 0.5-1.0 1.0-1.5 1.5-2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0 4.0-5.0 5.0-6.0 >=6.0

2011 2012 2011 2012

Key Figures 2009-2013 | Education, Culture and Science 43

Table 3.2 Balance sheet and operating data of primary schools Source 2008 2009 2010 2011 2012 OCW (DUO: Institutions’ annual A) Financial indicators accounts) Solvency (including provisions) 0.7 0.7 0.7 0.7 0.7 Notes Liquidity (current ratio) 2.5 2.2 2.1 2.0 2.1 • Annual accounts of all institutions Profitability (in percentages) 0.6 -0.2 -1.2 -1.1 0.3 in the primary education sector, B) Accumulated balance sheet (x € 1 million) including SBO, WEC and SWV. Total assets 4,723.4 4,813.8 4,739.9 4,575.7 4,620.1 Data provided to OCW (DUO) in electronic format. Fixed assets 1,608.0 1,714.4 1,791.6 1,788.8 1,762.5 • A) Solvency: equity capital of which tangible fixed assets 1,073.1 1,201.4 1,284.6 1,327.7 1,376.1 (including provisions) / total capital. Current assets 3,115.4 3,099.3 2,948.4 2,786.9 2,857.6 • A) Liquidity (current ratio): current of which liquid assets 2,119.4 2,122.6 1,987.5 1,880.1 1,996.8 assets / short-term debts. • A) Profitability of ordinary Total liabilities 4,723.4 4,813.8 4,739.9 4,575.7 4,620.1 operations: result / total revenues + Equity capital 2,703.9 2,680.1 2,798.3 2,695.5 2,712.9 interest received. Provisions 683.4 691.8 447.6 441.4 462.6 • C) Figures for “Other government Long-term debts 64.6 63.4 73.0 69.4 86.9 grants” include grants and Short-term debts 1,271.5 1,378.4 1,421.0 1,369.5 1,357.7 subsidies from government bodies other than the Ministry of OCW. C) Accumulated operating accounts (x 1 million) • Operating result figures are based Revenues 9,416.2 9,926.6 9,985.8 9,975.6 10,028.3 on the sum of “Revenues and OCW grants 8,518.3 9,028.3 9,069.7 9,065.2 9,131.0 expenses balance”, the “Financial Other government grants 316.6 321.1 322.2 304.7 317.7 revenues and expenses balance” School fees 0.8 0.5 0.5 0.4 0.0 and “Extraordinary result”, minus “Third party share”. Revenue from contract work 7.0 10.7 7.5 8.8 9.0 • See Appendix Notes and Other revenues 573.4 565.9 585.9 596.5 570.6 Definitions, part B. Expenses 9,424.6 10,041.6 10,162.2 10,128.2 10,057.9 Staff costs 7,699.9 8,208.3 8,302.3 8,246.6 8,177.3 Depreciations 177.8 195.1 206.4 214.8 222.9 Accommodation expenses 549.9 633.4 630.4 626.9 630.6 Other institutional costs 997.0 1,004.8 1,023.2 1,039.9 1,027.0 Revenues and expenses balance -8.4 -115.0 -176.4 -152.6 -29.6 Financial revenues and expenses balance 69.0 96.9 60.8 47.0 61.1 Result 60.6 -18.2 -115.6 -105.5 31.5 Taxes 0.0 0.0 0.0 0.0 0.0 Participations 0.0 0.0 0.0 -0.6 -0.1 Result after taxes 60.6 -18.2 -115.6 -106.1 31.4 Third-party share in result 0.0 0.0 0.0 0.0 0.0 Net result 60.6 -18.2 -115.6 -106.1 31.4 Extraordinary result 0.7 3.9 0.2 0.1 -0.9 Total result 61.3 -14.3 -115.4 -106.0 30.5

Key Figures 2009-2013 | Education, Culture and Science 44 3 Primary education

Pupils in primary education Weightings Primary school pupils with a potential educational disadvantage are given a Numbers weighting, depending on their parents’ level of education. These weightings are In 2013, 1,586,200 pupils were enrolled in primary education, which is 22,400 taken into account in the funding schools receive. pupils down from 2012. Mainstream primary education (BAO) accommodated some 21,300 fewer pupils (minus 1.4 per cent) compared with 2012. The Two weightings are used: 0.3 for pupils whose parents have no more than LBO decrease in primary school rolls can largely be explained by the declining birth (lower vocational training) / VBO (pre-vocational education) qualifications rate and immigration figures. and 1.2 for pupils who have one parent with only a primary education and one parent with no more than LBO/VBO qualifications. School rolls in special primary education (SBAO) and special education (SO) fell by 4.5 per cent (approx. 1,800 pupils in SBAO and approx. 1,500 in SO). In 2013, the number of 0.3 pupils totalled approximately 87,400, the number Some 38,100 pupils are enrolled in special primary schools, some 31,800 are of 1.2 pupils approximately 73,800. The number of pupils with a weighting is enrolled in special schools. Some 39,300 students are enrolled in secondary decreasing, not only in absolute terms (a decrease of some 8,500 pupils with a special education, a good 2,200 (6.1 per cent) more than in 2012. School rolls in weighting of 0.3 and approx. 4,300 with a weighting of 1.2, compared to 2012), secondary special education show an upward trend, as a result of an increase in but also in a relative sense. In 2009, 13.1 per cent of all primary school pupils had the number of pupils enrolled in secondary education and an increasing share of a weighting. This percentage gradually fell to 10.9 per cent in 2013. special needs students in secondary schools.

Figure 3.4 Number of pupils in primary education Figure 3.5 Weighting averages in primary education Index 2002 = 100 Per municipality, 2013

140 135 130 125 120 115 110 105 100 95 90 85 80 75 70 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

BAO SBAO (V)SO

Key Figures 2009-2013 | Education, Culture and Science 45

Table 3.3 Key statistics for primary school pupils Source 2009 2010 2011 2012 2013 OCW (DUO: pupil surveys) A) Number of pupils (x 1,000) Notes Primary education overall 1,659.2 1,647.0 1,629.8 1,608.6 1,586,2 • Reference date: 1 October. Total BAO + SBAO + (V)SO 1,658.7 1,646.6 1,629.4 1,608.2 1,585.8 • For the weighting arrangements in BAO + SBAO + SO 1,625.3 1,611.9 1,593.4 1,571.1 1,546.5 primary education, see Appendix Mainstream primary education 1,547.8 1,534.9 1,517.4 1,497.8 1,476.5 Notes and Definitions, Part C. Special primary education 43.3 42.8 41.8 39.9 38.1 • Itinerants: barge dwellers’ children in primary years 1 and 2, children Special education 34.2 34.2 34.2 33.3 31.8 enrolled in mobile schools. Secondary special education 33.4 34.6 35.9 37.1 39.3 Itinerants in mainstream primary education 0.5 0.4 0.4 0.4 0.4 B) Proportion in percentages Mainstream primary education 95.2 95.2 95.2 95.3 95.5 Special primary education 2.7 2.7 2.6 2.5 2.5 Special education 2.1 2.1 2.1 2.1 2.1 C) Number of pupils in primary education by weighting (x 1,000) Total 1,547.8 1,534.9 1,517.4 1,497.8 1,476.5 No weighting 1,344.3 1,338.5 1,330.8 1,323.9 1,315.4 0.3 117.2 111.7 104.2 95.9 87.4 1.2 86.3 84.7 82.3 78.1 73.8 D) Proportion of pupils in primary education by weighting (in percentages) No weighting 86.9 87.2 87.7 88.4 89.1 0.3 7.6 7.3 6.9 6.4 5.9 1.2 5.6 5.5 5.4 5.2 5.0

Key Figures 2009-2013 | Education, Culture and Science 46 3 Primary education

Movements in primary education

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

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

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

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

The number of children being referred back from special (primary) schools to mainstream primary schools has remained fairly stable in recent years. In 2013, approximately 900 pupils were referred back to mainstream education. Figure 3.6 Referrals to special primary education A small number of special school pupils is referred back to special primary By primary year, 2012 schools: 800 in 2013, i.e., a decrease of 3.6 per cent compared to 2012. 2,000

1,600

1,200

800

400

0 1 2 3 4 5 6 7 8 Primary years

Key Figures 2009-2013 | Education, Culture and Science 47

Table 3.4 Movements in primary education by type of school (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO: pupil surveys) Origin Destination Notes Special primary education (SBAO) BAO 0.3 0.2 0.2 0.2 0.2 • Reference date: 1 October. Special education (SO) 0.7 0.7 0.7 0.7 0.8 • From “no form of education” to No form of education 199.7 193.1 189.6 190.3 190.5 mainstream primary education: Mainstream primary education (BAO) SBAO 8.2 8.0 7.7 7.0 6.9 the number of 4-year olds enrolled Special education (SO) 0.8 0.9 0.9 0.8 0.8 on 1 October plus the estimated number of newly arrived immigrant No form of education 0.8 0.8 1.0 1.0 0.9 school entrants. Mainstream primary education (BAO) SO 3.6 3.6 3.8 3.5 3.7 • Movements involving less than 100 Special primary education (SBAO) 1.0 0.8 0.8 0.8 0.9 pupils have not been included. (Secondary) special education ((S)VO) 0.1 0.1 0.1 0.1 0.1 • See Appendix Notes and Definitions, Part C. No form of education 2.5 2.8 2.9 2.6 2.6 Mainstream primary education (BAO) VSO 0.7 0.7 0.8 0.8 0.8 Special primary education (SBAO) 0.5 0.5 0.6 0.6 0.5 Special education (SO) 3.9 4.0 4.2 4.3 5.4 (Secondary) special education ((S)VO) 3.1 3.6 3.9 4.0 4.1 No form of education 0.4 1.1 0.8 0.7 0.7

Table 3.5 Pupils leaving primary education by type of school (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO: pupil surveys) Origin Destination Mainstream primary education (BAO) Secondary education 174.7 180.5 186.7 190.1 191.5 Notes • Reference date: 1 October. No form of education 13.5 8.5 9.0 9.4 9.9 • Figures only include movements out Special primary education (SBAO) Secondary education 8.6 8.4 8.7 8.8 8.5 of primary education. No form of education 0.5 0.3 0.3 0.3 0.3 • Movements within primary Special education (SO) Secondary education 1.4 1.1 1.1 1.2 1.2 education can be derived from Table 3.4. No form of education 1.0 0.6 0.6 0.7 0.6 • Figures for VSO to VO include Secondary special education (VSO) Secondary education 2.8 3.6 4.3 4.3 4.4 transfers from VSO to MBO. No form of education 3.9 3.8 4.6 4.9 4.8 • See Appendix Notes and Definitions, Part C.

Key Figures 2009-2013 | Education, Culture and Science 48 3 Primary education

Primary schools School boards Scale expansion has reduced the number of school boards in the primary Schools education sector even further. In 2013, the number of school boards totalled 1,138, The trend in the number of primary schools is the result of foundations, closures which is a decrease of 98 boards or 8 per cent compared to 2009. The proportion and mergers. This year, the number of primary schools fell by 1.3 per cent. of boards governing twenty or more schools has increased by some 5 per cent compared to 2009 (4 school boards). In that same period of time, the number of Between 2009 and 2013, the number of mainstream primary schools fell by school boards governing ten to twenty schools fell by 9 per cent. The number of more than 3 per cent, from 6,881 to 6,649. During that same period, the number school boards with less than ten schools fell between 2009 and 2013, from 936 to of special primary schools fell by 6.4 per cent, from 311 to 291. The number 851, which amounts to a total decrease of 85 school boards (approx. 9 per cent). of special (secondary) schools remained fairly constant at 321. In light of the The reduction is most marked among school boards with one school (63 fewer) growing enrolment in (secondary) special education, it is hardly surprising that and among boards with two to five schools (18 fewer). the number of (secondary) special schools did not decrease. Denominations The average school size in primary education decreased by 3 pupils between The division of schools and pupils over the four major denominations (public, 2009 and 2013, from 225 to 222 pupils. The average school size in special Roman Catholic, Protestant and other privately-run schools) has remained primary education (SBAO) decreased from 139 to 131 pupils. Between 2009 and virtually the same over the past few years. 2013, the average school size in special and secondary special education ((V)SO) rose from 209 to 222 pupils, due to increasing enrolment. Trends in class size in primary education In the primary education sector, the average class size rose from 22.8 pupils in 2012 to 23.3 pupils in 2013. This means that the average class size is one pupil up from the level of 22.2 pupils, which was achieved in 2003 following major investments in reducing class sizes as from 1997. In 2013, the average class size was one pupil down from the level it was before the class size reduction (24.3 pupils in 1994). When grouping the classes, the school takes local circumstances into consideration. Consequently, class sizes vary widely, both between schools and within schools. Approximately 6 per cent of all primary school classes accommodate more than 30 pupils, while approximately 26 per cent accommodate fewer than 26 pupils.

Figure 3.7 School boards by number of primary schools governed Number of boards Figure 3.8 Class sizes in primary education in percentages, 2013

1,400 10% 1,200 9% 8% 1,000 7% 800 6% 5% 600 4% 3%

400 % of classes 2% 200 1% 0% 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 2009 2010 2011 2012 2013 1 2 to 5 6 to 9 10 to 19 20 or more Class size

Key Figures 2009-2013 | Education, Culture and Science 49

Table 3.6 Primary schools Source 2009 2010 2011 2012 2013 OCW (DUO: BRIN registers, pupil A) Number of institutions surveys) Primary school sites (schools + ancillary sites) 7,910 7,865 7,812 7,734 7,671 Notes Primary schools 7,515 7,480 7,434 7,360 7,261 • Reference date: 1 October. Mainstream primary schools 6,881 6,848 6,806 6,742 6,649 • See Appendix Notes and Mainstream primary schools, ancillary sites 166 163 159 159 158 Definitions, part D. Special primary schools 311 308 304 296 291 Special primary schools, ancillary sites 32 25 22 18 18 (Secondary) special schools 323 324 324 322 321 (Secondary) special schools, ancillary sites 197 197 197 197 234 B) Average school size (number of pupils per school) Mainstream primary education (BAO) 225 224 223 222 222 Special primary education (SBAO) 139 139 137 135 131 (Secondary) special education ((V)SO) 209 213 217 219 222 C) Number of school boards 1,236 1,212 1,191 1,131 1,138 D) Distribution of primary schools and pupils across the denominations, in percentages a) Schools Public schools 33 33 33 33 32 Protestant schools 30 30 30 30 30 Roman Catholic schools 30 30 30 30 30 Other private schools 7 7 7 8 8 b) Pupils Public schools 31 31 31 31 31 Protestant schools 28 28 28 28 28 Roman Catholic schools 34 34 34 34 34 Other private schools 8 8 8 8 8

Table 3.7 Trend in average class size in primary education Source 1994 1997 2005 2006 2011 2012 2013 • Figures for 1994-2006: Education Lower years 23.7 22.9 21.0 21.6 21.6 21.7 22.2 Inspectorate • Figures for 2011-2013: DUO/BRON Upper years 25 25.1 23.4 23.4 23.9 24.1 24.5 Total 24.3 23.8 22.0 22.4 22.6 22.8 23.3

Key Figures 2009-2013 | Education, Culture and Science 50 3 Primary education

Staff and the labour market Female staff The percentage of female teachers remained stable over the past year Employment at 78 per cent. Employment in primary education fell by 2 thousand full-time jobs last year: from 125.7 thousand full-time jobs in 2012 to 123.6 thousand in 2013. This Although primary education employs a large proportion of women, they are corresponds to some 171 thousand employees. still under-represented in management. Still, the proportion of women in management positions has risen sharply in recent years. The proportion of Mainstream primary education (BAO) accounts for more than 97 thousand female school heads rose from 38 per cent in 2009 to nearly 45 per cent in 2013. full-time jobs, special primary education (SBAO) for 6 thousand and (secondary) special education ((V)SO) for 20 thousand. In both mainstream and special primary education, employment opportunities fell in 2013; the decline set in during 2010. In special and secondary special education, employment opportunities grew slightly in 2013.

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

Figure 3.9 Age distribution of primary school teachers Figure 3.10 Primary school staff aged 50 and older in FTEs Teachers and heads per district, in percentages, 2013

4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 0 <= 20 25 30 35 40 45 50 55 60 >= 65

2003 2008 2013

Key Figures 2009-2013 | Education, Culture and Science 51

Table 3.8 Labour market figures for the primary education sector Source 2009 2010 2011 2012 2013 OCW (DUO: institutions’ salary A) Staff in numbers (x 1,000) records) Total staff in primary education in FTEs 138.8 136.8 130.9 125.7 123.6 Total staff in primary education in numbers 187.4 185.8 179.9 173.7 170.6 Notes • Reference date: 1 October BAO staff in FTEs Total 110.1 108.2 103.6 99.6 97.1 (available figures have been Heads 9.6 9.4 8.9 8.5 8.2 levelled up because of missing data Teachers 88.4 86.7 83.0 80.1 78.1 for some institutions). Ancillary staff 11.9 11.9 11.5 10.9 10.6 • The category “Ancillary staff” Trainee teachers 0.2 0.2 0.1 0.1 0.1 comprises support staff, BAO staff in numbers Total 149.7 148.0 143.7 138.8 135.2 organizational staff and Heads 10.0 9.9 9.4 9.0 8.8 administrative staff. Teachers 119.6 118.1 114.9 111.4 108.5 These staff have been included in Ancillary staff 19.7 19.8 19.3 18.2 17.6 total staff numbers. As a result, the Trainee teachers 0.4 0.3 0.2 0.2 0.2 total may differ if the categories are SBAO staff in FTEs Total 7.3 7.1 6.7 6.3 6.1 added up separately. Heads 0.5 0.5 0.4 0.4 0.4 • Totals in staff numbers: without Teachers 5.0 4.8 4.5 4.3 4.1 double counts within (sub)sectors. Ancillary staff 1.9 1.8 1.7 1.6 1.5 • 1 FTE (full-time equivalent) Trainee teachers 0.0 0.0 0.0 0.0 0.0 corresponds to 1 full-time position. • See also Appendix Notes and SBAO staff in numbers Total 10.1 9.9 9.4 9.0 8.6 Definitions, Part D. Heads 0.5 0.5 0.5 0.5 0.5 Teachers 6.5 6.4 6.1 5.8 5.5 Ancillary staff 3.1 3.0 2.9 2.7 2.6 Trainee teachers 0.0 0.0 0.0 0.0 0.0 (V)SO staff in FTEs Total 21.3 21.5 20.7 19.8 20.4 Heads 0.9 0.9 0.9 0.9 0.9 Teachers 12.0 12.0 11.5 11.1 11.3 Ancillary staff 8.4 8.6 8.2 7.8 8.2 Trainee teachers 0.0 0.0 0.0 0.0 0.0 (V)SO staff in numbers Total 27.5 27.9 26.8 25.9 26.8 Heads 0.9 1.0 0.9 0.9 0.9 Teachers 14.8 14.8 14.2 13.9 14.3 Ancillary staff 11.9 12.2 11.6 11.1 11.6 Trainee teachers 0.0 0.0 0.0 0.0 0.0 B) Percentage of women (in FTEs) Total 76.4 76.8 77.3 77.8 78.3 Primary education Heads 38.2 40.2 41.9 43.4 44.6 Teachers 80.9 81.3 81.6 82.0 82.3 Ancillary staff 73.9 74.0 73.9 74.5 75.4 Trainee teachers 86.0 86.5 87.6 85.5 92.5 C) Percentage of over-50s (in FTEs) Total 39.0 39.9 40.8 41.4 42.2 Primary education Heads 66.9 67.0 67.4 67.5 67.2 Teachers 36.8 37.6 38.1 38.3 39.0 Ancillary staff 35.8 38.0 40.7 43.2 45.6 Trainee teachers 0.8 0.5 1.7 0.9 1.8

Key Figures 2009-2013 | Education, Culture and Science 52 4 Secondary education

System and funding in secondary education Trends in expenditure Staffing and other costs are funded under the Secondary Education Act (WVO). Structure of secondary education Further provisions on staffing costs are contained in the Staff Establishment Decree Secondary education encompasses schools providing pre-university education of the Secondary Education Act and in the Funding Decree. Between 2009 and 2013, (VWO), general secondary education (HAVO), pre-vocational secondary OCW expenditure for secondary education rose by approx. 648 million euros, i.e., an education (VMBO) and elementary vocational training (PRO). increase of more than 9.5 per cent. The main reasons for this increase are:

HAVO and VWO schools prepare students for subsequent tertiary education • the collective labour agreements in the education sector and the general programmes. wage and price adjustments; • the expenditure for information and communication technology; VMBO comprises four learning pathways: the basic vocational programme • additional compensations for maintenance, equipment, replacing stock and (BL), the middle-management vocational programme (KL), the combined the internal renovation of school buildings, the practice-oriented learning programme (GL) and the theoretical programme (TL). These pathways are environments in VMBO/PRO and measures to improve the energy efficiency geared to subsequent MBO programmes. After completing a combined or and interior environment; theoretical programme, students may also transfer to HAVO. A VMBO student’s • miscellaneous expenditure for various innovation operations; chance of success is largely determined by the subjects he or she chooses. A • the costs of providing free school books; major innovation within the basic vocational programme is the introduction of • the increasing numbers of students. work-based learning routes. This combination of learning and working appeals to many students that might otherwise have left school. Per capita expenditure In secondary education, the average per capita expenditure totalled some 7,900 Positive results have also been achieved with projects involving the integration euros in 2013. This amount varies according to the composition of the school. On of VMBO and MBO-2 into a single programme. average, schools offering elementary vocational training programmes, learning support and pre-vocational education tend to spend more. One of the reasons is that these schools receive additional compensation for LWOO and PRO students.

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

OCW Parents

Local authorities 7.4

Schools Instructional materials

Key Figures 2009-2013 | Education, Culture and Science 53

Table 4.1 Financial key statistics for secondary education Source 2009 2010 2011 2012 2013 OCW annual reports A) Expenditure and revenue (x € 1 million) Notes Total expenditure 6,782.5 6,950.1 6,942.5 7,131.7 7,436.1 • OCW expenditure per student: Government grant 6,621.1 6,780.8 6,767.7 6,977.2 7,285.4 total netted OCW expenditures Subsidies 72.0 78.0 80.7 52.3 52.7 and revenues, excluding overhead, Contract work 0.4 0.4 0.4 0.6 1.4 divided by the number of students Contribution to ZBOs/RWTs 61.5 65.2 65.7 69.3 65.0 on the reference date (1 October). • From 2006, FES resources Contributions to national and international organizations 0.7 0.3 0.5 0.9 0.4 constitute the main part of the Overhead costs 26.8 25.4 27.5 31.4 31.2 revenue. They are not netted as the Contributions to agencies (DUO) 26.8 25.4 27.5 31.4 31.2 other revenue. FES resources are Total revenue 63.7 62.5 9.5 4.3 20.1 no longer available with effect from 2011. B) OCW expenditure per student (x € 1, 000) • With effect from 2012, overhead Secondary education overall 7.4 7.6 7.5 7.6 7.8 costs are calculated under one item rather than included in the policy items. • See Appendix Notes and Definitions, Part B.

Table 4.2 Per student expenditure (x € 1,000) by type of school, 2013 of which of which Source Total for staff non-staff costs Adapted OCW budget 2013 Average across all types of schools 7.9 6.6 1.2 Notes VO-common (course years 1+2) 7.3 6.1 1.2 • Total expenditures have been VMBO (course years 3 + 4) 7.6 6.2 1.5 netted with the revenue and HAVO/VWO (course year 3) 7.1 6.1 1.0 include support services and other HAVO/VWO (course years 4 + 5 + 6) 7.1 6.1 1.0 expenditure. • See Appendix Notes and LWOO/PRO 12.3 10.6 1.7 Definitions, part B. VAVO 5.2 4.3 0.9

Key Figures 2009-2013 | Education, Culture and Science 54 4 Secondary education

Secondary schools: financial data Liquidity The liquidity value grew from 1.08 to 1.20. Liquidity reflects the ratio between Financial position current assets and short-term debts. Current assets rose by 157.8 million euros The financial position of the secondary education sector was assessed on to 1,595.5 million euros. At the same time, the short-term debts rose by no the basis of the annual accounts data over 2008-2012 for the DUO funded more than 1.1 million euros. The increase in current assets is largely caused by an secondary school boards. The result improved considerably in 2012; at a value increase in liquid assets. The working capital (current assets minus short-term of 91.9 million euros, it is positive again. Total revenues grew twice as much as debts) once again shows an upward trend, at a value of 266.7 million euros. total expenses. In addition, the financial revenues and expenses balance also grew this year, to 18.8 million euros. Profitability Profitability grew as well and, at a value of 1.2 per cent, is positive once again. Solvency Total assets rose by 257.7 million euros, while the expenses grew by 125.2 In 2012, the solvency value rose slightly. Equity capital including provisions rose million euros. Government grants and staff costs account for the highest by 100.4 million euros, while the debts grew by 24.8 million euros. As a result, increase. The government grants rose twice as much as the staff costs. As a the equity capital share in the total capital grew. result, the revenue and expenses balance is positive. The period from 2009 to 2011 showed a continuously negative balance. With the positive, slightly higher financial revenues and expenses balance and the extraordinary result of minus 2.4 million euros, the result ultimately comes down to a value of 91.9 million euros.

Figure 4.2 Solvency of secondary schools Figure 4.3 Liquidity of secondary schools Spread in solvency (including provisions) Spread in liquidity (current ratio)

100 80 90 70 80 60 70 60 50 50 40 40 30 30 Number of schools Number of schools 20 20 10 10 0 0 <= 0.1 0.1 - 0.2 0.2 - 0.3 0.3 - 0.4 0.4 - 0.5 0.5 - 0.6 0.6 - 0.7 0.7 - 0.8 0.8 - 0.9 >= 0.9 <= 0.5 0.5 - 1.0 1.0 - 1.5 1.5 - 2.0 2.0 - 2.5 2.5 - 3.0 3.0 - 3.5 3.5 - 4.0 4.0 - 5.0 5.0 - 6.0 >= 6.0

2006 2009 2012 2006 2009 2012

Key Figures 2009-2013 | Education, Culture and Science 55

Table 4.3 Balance sheet and operating data of secondary schools Source 2008 2009 2010 2011 2012 OCW (DUO: Institutions’ annual A) Financial indicators accounts) Financial resilience 26.0 24.1 23.5 22.7 23.4 Notes Solvency (including provisions) 0.59 0.59 0.56 0.56 0.57 • A) Solvency: equity capital Liquidity (current ratio) 1.39 1.32 1.15 1.08 1.20 (including provisions) / total capital. Profitability (in percentages) 1.0 0.3 -1.0 -0.9 1.2 Indicates an institution’s capability B) Accumulated balance sheet for secondary schools (x € 1 million) of meeting its long-term liabilities. • A) Liquidity (current ratio): current Total assets 3,892.3 3,996.7 3,889.6 3,803.4 3,928.5 assets / short-term debts. Indicates Fixed assets 2,116.3 2,261.9 2,304.9 2,365.7 2,332.9 an institution’s capability of of which tangible fixed assets 1,716.7 1,880.8 1,983.4 2,109.1 2,133.5 meeting its short-term liabilities. Current assets 1,776.1 1,734.9 1,584.6 1,437.7 1,595.5 • A) Profitability of ordinary operations: result / total revenues of which liquid assets 1,253.2 1,239.7 1,182.1 1,058.1 1,217.7 + interest received. Indicates Total liabilities 3,892.3 3,996.7 3,889.6 3,803.4 3,928.5 what remains of the total assets/ Equity capital 1,696.9 1,704.5 1,704.2 1,650.5 1,771.0 revenues after deduction of all Provisions 617.7 660.9 485.6 476.3 456.2 liabilities/expenses. Long-term debts 296.7 314.5 319.0 348.8 372.5 • C) Item “Other government grants” includes grants and subsidies from Short-term debts 1,281.0 1,316.8 1,380.8 1,327.7 1,328.8 government institutions other than C) Accumulated operating accounts for secondary schools (x € 1 million) OCW. Revenues 6,481.0 7,026.3 7,230.1 7,254.0 7,536.3 • See Appendix Notes and OCW grants 5,879.6 6,448.6 6,634.6 6,675.5 6,933.2 Definitions, Part B. Other government grants 127.0 136.4 164.7 147.3 154.2 School fees 18.1 11.9 9.1 10.2 10.7 Revenue from contract work 12.2 15.6 29.2 37.0 31.6 Other revenues 444.2 414.0 392.4 384.1 406.6 Expenses 6,456.5 7,050.5 7,326.1 7,335.9 7,461.1 Staff 5,077.7 5,460.7 5,677.8 5,744.3 5,854.6 Depreciations 218.1 230.4 244.9 238.8 269.4 Accommodation 438.7 505.4 521.2 486.5 472.4 Other institutional expenses 722.0 853.9 882.3 866.3 864.6 Revenues and expenses balance 24.5 -24.2 -96.0 -81.9 75.2 Financial revenues and expenses balance 38.3 48.4 23.3 15.9 18.8 Result 62.7 24.2 -72.8 -66.0 94.0 Taxes 0.0 0.0 -0.1 -0.1 -0.1 Participations 0.0 0.2 0.5 0.1 0.1 Result after taxes 62.7 24.4 -72.1 -65.9 94.3 Third-party share in result 0.0 0.0 0.0 0.0 0.0 Net result 62.7 24.4 -72.1 -65.9 94.3 Extraordinary result -1.0 6.0 -0.8 -0.2 -2.4 Total result 61.7 30.4 -73.0 -66.0 91.9

Key Figures 2009-2013 | Education, Culture and Science 56 4 Secondary education

Students in secondary education Distribution across the sectors In 2007 and 2008, new intra-sectoral programmes were implemented in VMBO. Numbers Enrolment in these programmes is shown separately in figure 4.4, because Enrolment in secondary education overall increased again in 2013/14, compared these students cannot be placed in any specific sector. The options within the with the previous school year. The upward trend that set in during 2009/10 intra-sectoral programmes are: Personal/Social Services and Commerce; IT; continued; in the 2013/14 school year, school rolls increased by 5 per cent. The Technology and Commerce; Technology and Services; Technology Orientation number of students enrolled at schools funded by the Ministries of OCW and EZ and Sports; Services and Safety. increased by 10 thousand and in 2013/14 enrolment totalled 993 thousand. A comparison between 2009 and 2013 shows a decrease of more than 2 Distribution across different types of education thousand students in the technology sector. On the other hand, nearly 21 In the 2013/14 school year, more than 40 per cent of students with special needs thousand students are enrolled in intra-sectoral programmes with a technology were enrolled in the first two course years of secondary education, which is on component. a par with the proportion of students without special needs and represents a slight increase compared to the previous school year. Of the students without special needs, 19 per cent attended VMBO (course years 3 and 4) and 40 per cent attended HAVO or VWO (course years 3, 4, 5 and 6). Five years ago, these percentages were 19 per cent and 41 per cent respectively. Between 2008 and 2010, the share of students enrolled in HAVO or VWO continued to rise; in 2011/12, a decline set in which continued in 2013/14.

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

Figure 4.4 Enrolment in VMBO course year 3 (1) Figure 4.5 Enrolment in VMBO course year 3 (2) By programme and sector, including special needs and green education By programme and sector, including special needs and green education (AOCs), 2009 (AOCs), 2013

40,000 40,000 39,308 35,576 30,000 30,000 2,740 6,596 1,685 3,183 3,540 3,138 20,000 7,752 20,000 4,053 6,908 3,190 6,437 7,772 10,013 5,561 7,591 5,719 10,000 1,765 10,000 6,072 2,092 3,886 1,964 7,152 6,993 3,032 1,470 2,061 5,450 6,491 1,894 0 0 1,899 Basic vocational Middle Combined Theoretical Basic vocational Middle Combined Theoretical management management

Technology Care / Welfare Inter-sectoral Technology Care / Welfare Inter-sectoral Agriculture Economics MAVO Economics Agriculture MAVO

Key Figures 2009-2013 | Education, Culture and Science 57

Table 4.4 Enrolment per type of school and course year (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO: 1 VO Figure 2013 Students Repeaters Students Repeaters Students Repeaters Students Repeaters Students Repeaters and Education Matrices), EZ VO overall (OCW) 902.0 43.9 908.0 49.4 917.6 53.4 929.1 54.8 940.4 52.5 Information Dept. Excl. special needs (OCW) 789.8 38.9 795.1 44.2 803.1 47.7 811.6 48.5 821.5 46.4 VO 1 161.9 2.3 164.2 3.0 168.1 3.3 169.8 3.4 171.7 3.4 Notes VO 2 158.7 5.5 162.5 6.4 164.7 6.8 168.4 6.8 170.7 6.7 • Reference date: 1 October. VO 3 (undivided) 6.8 0.4 5.9 0.4 6.7 0.3 6.3 0.3 5.9 0.3 • VMBO T 3/4: including VMBO VMBO/MBO2 learning routes 2.2 0.1 2.1 0.0 1.6 0.1 1.1 0.1 0.7 0.1 T pupils at AOCs. VMBO BL 3 7.4 0.5 7.2 0.5 6.8 0.5 6.7 0.6 6.5 0.5 • HAVO 3/4/5: including VMBO BL 4 8.1 0.1 7.1 0.2 6.8 0.2 6.6 0.2 6.7 0.2 International Baccalaureate VMBO KL 3 18.7 1.2 18.6 1.2 18.9 1.3 19.2 1.5 19.5 1.5 middle years programme VMBO KL 4 19.0 0.6 18.1 0.5 17.9 0.5 18.2 0.6 18.4 0.8 (formerly: English programme) VMBO GL 3 12.8 0.7 12.7 0.6 13.5 0.7 13.8 0.9 14.3 0.8 3/4/5. VMBO GL 4 7.1 0.2 7.2 0.3 7.3 0.3 7.9 0.4 7.9 0.5 • VWO 5/6: including VMBO TL 3 34.0 2.5 33.7 2.5 35.3 2.8 35.9 2.8 37.7 2.9 International Baccalaureate VMBO TL 4 40.0 1.7 40.1 1.8 39.8 2.1 42.3 2.7 43.2 2.6 diploma programme HAVO 3 40.6 3.3 40.9 3.7 41.5 3.9 43.2 3.7 44.6 3.5 (formerly: International HAVO 4 58.3 9.2 59.3 10.2 58.5 10.7 59.3 10.7 60.2 10.3 Baccalaureate) 5/6. HAVO 5 50.5 4.3 51.0 5.2 52.3 5.8 51.2 5.6 52.0 4.9 • Excluding VO students in VWO 3 42.8 1.0 42.8 1.1 43.1 1.1 43.0 1.1 43.2 1.2 VAVO. VWO 4 43.2 2.5 42.7 2.7 41.9 2.8 41.6 2.5 41.5 2.4 VWO 5 41.6 2.5 41.6 2.7 40.9 2.8 40.5 2.8 40.2 2.6 VWO 6 36.1 0.3 37.6 1.4 37.6 1.6 36.7 1.6 36.5 1.2 Total VO special needs (OCW) 112.2 5.0 112.9 5.2 114.5 5.7 117.5 6.4 118.8 6.1 LWOO 1 22.0 1.2 22.7 1.4 24.0 1.7 24.4 1.6 23.4 1.5 LWOO 2 22.6 1.1 22.7 1.1 22.9 1.1 23.9 1.1 23.9 1.1 LWOO VMBO/MBO2 learning routes -- -- 1.1 0.0 1.5 0.1 1.6 0.1 1.2 0.1 LWOO BL 3 12.2 0.6 11.5 0.6 11.3 0.7 11.7 0.8 12.0 0.7 LWOO BL 4 11.8 0.2 11.1 0.3 10.5 0.3 10.4 0.4 10.7 0.3 LWOO KL 3 6.4 0.2 6.3 0.2 6.6 0.2 6.8 0.3 7.4 0.2 LWOO KL 4 6.1 0.2 6.3 0.2 6.3 0.2 6.4 0.3 6.7 0.3 LWOO GL 3 0.9 0.0 0.8 0.0 0.8 0.0 0.9 0.0 1.0 0.0 LWOO GL 4 0.5 0.0 0.5 0.0 0.5 0.0 0.5 0.0 0.6 0.0 LWOO TL 3 1.6 0.1 1.6 0.1 1.6 0.2 1.6 0.1 1.6 0.2 LWOO TL 4 1.5 0.1 1.7 0.1 1.7 0.1 1.8 0.2 1.7 0.2 PRO - first year of stay 5.4 0.5 5.4 0.4 5.9 0.6 6.2 0.7 6.3 0.7 PRO - subsequent years 21.4 0.7 21.2 0.6 20.9 0.5 21.4 0.7 22.3 0.7 VO overall (EZ) 33.0 0.7 31.9 0.8 31.8 0.9 32.5 1.0 34.0 0.9 VMBO 1 4.2 0.0 4.2 0.0 4.5 0.0 5.0 0.1 5.7 0.1 VMBO 2 4.6 0.1 4.3 0.1 4.4 0.1 4.6 0.1 5.3 0.1 VMBO 3 4.8 0.2 4.8 0.2 4.5 0.3 4.6 0.3 4.9 0.2 VMBO 4 5.1 0.1 4.5 0.2 4.6 0.2 4.4 0.2 4.4 0.2 VMBO/MBO2 learning routes 0.4 0.0 0.4 0.0 0.3 0.0 0.2 0.0 0.1 0.0 LWOO 1 3.4 0.0 3.4 0.0 3.5 0.1 3.6 0.1 3.5 0.1 LWOO 2 3.5 0.0 3.5 0.1 3.4 0.1 3.5 0.1 3.6 0.1 LWOO 3 3.5 0.1 3.1 0.1 3.1 0.1 3.2 0.1 3.3 0.1 LWOO 4 3.6 0.1 3.3 0.1 3.0 0.1 3.1 0.1 3.0 0.1 LWOO VMBO-MBO2 learning routes -- -- 0.3 0.0 0.4 0.0 0.3 0.0 0.2 0.0

Key Figures 2009-2013 | Education, Culture and Science 58 4 Secondary education

Movements and success rates HAVO and VWO have substantially higher indirect transfer rates to education funded by OCW or EZ. In 2012, 4 per cent of HAVO certificate holders and 3 per Transfers cent of VWO certificate holders did not enrol in a further study programme The figures presented pertain to both qualified transfers (students transferring until a year later; this represents a decrease of several per cent compared to to subsequent study programmes after completing secondary education) and preceding years. This means that more and more students opt for a direct unqualified transfers. Indirect transfers are students that, either with or without continuation of their studies. After one year, approximately 96 per cent of HAVO a diploma, move on to further education with a delay of one year, e.g., students and VWO certificate holders are enrolled in subsequent study programmes who, following the HAVO examination, first take a year off before continuing funded by OCW or EZ. The VWO certificate holders are nearly all enrolled in a their studies in HBO. Data on indirect transfers pertaining to 2013 graduates is, tertiary education programme. Among the HAVO certificate holders, 86 per obviously, not yet available. cent were enrolled in tertiary education in 2013, over 3 per cent are enrolled in intermediate vocational education and 3 per cent are enrolled in secondary In 2010, more than 95 thousand secondary school students earned a VMBO education. Thus, the choice to continue studying without delay is most manifest diploma. In that year, 98 per cent of VMBO certificate holders transferred – in the HAVO sector. In 2013, presumably, some of the certificate holders that directly or indirectly – to further education funded by the Ministry of OCW or have not yet enrolled will still return to the education system, as was the case in the Ministry of EZ. In 2012, this rate fell to 97 per cent. This means that nearly all previous years. VMBO certificate holders continue their studies, thus increasing their chances of earning a basic qualification.

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

Figure 4.6 Qualified leavers by destination (1) Figure 4.7 Qualified leavers by destination (2) As a percentage of total qualified outflow per type of school, 2009 As a percentage of total qualified outflow per type of school, 2012

120 110 100 100 90 80 80 70 60 60 50 40 40 30 20 20 10 0 0 VO VO VO VO VO VO VO VO VO VO WO WO WO WO HBO HBO HBO HBO HBO HBO MBO MBO MBO MBO MBO MBO MBO MBO MBO MBO MBO MBO Other Other Other Other Other Other Other Other Other Other Other Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown

VMBO BL VMBO KL VMBO GL VMBO TL HAVO VWO VMBO BL VMBO KL VMBO GL VMBO TL HAVO VWO

Direct Indirect Direct Indirect

Key Figures 2009-2013 | Education, Culture and Science 59

Table 4.5 Qualified school-leavers by destination (numbers x 1,000) Source 2010 2011 2012 2013 OCW (DUO: Education Matrices; 1 VO Origin Destination Direct Indirect Direct Indirect Direct Indirect Direct Figure 2013; 1 MBO Figure 2013; 1 HE Figure 2013) VMBO BL VO 0.5 0.0 0.8 0.0 0.7 0.0 0.7

MBO 20.3 0.4 18.5 0.4 17.9 0.4 17.8 Notes Other 0.0 0.0 0.0 0.0 0.0 0.0 0.0 • Including green education, Unknown -- 0.8 -- 0.7 0.0 0.6 0.9 excluding VAVO; VMBO including Total 22.1 20.3 19.6 19.5 LWOO. • VO qualifications obtained in the VMBO KL VO 0.1 0.0 0.1 0.0 0.1 0.0 0.1 calendar year stated. MBO 25.0 0.3 24.1 0.3 23.4 0.3 23.7 • Indirect transfers: students Other 0.0 0.0 0.0 0.0 0.0 0.0 0.0 transferring with a delay of at least Unknown -- 0.5 -- 0.5 0.0 0.5 0.8 one year. • Data on indirect transfers from Total 26.0 25.0 24.3 24.6 students obtaining qualifications in VMBO GL VO 0.3 0.0 0.2 0.0 0.2 0.0 0.2 2012 will not become available until MBO 5.5 0.0 5.6 0.0 5.5 0.0 5.6 early 2014. Other 0.0 0.0 0.0 0.0 0.0 0.0 0.0 • Total comprises direct + indirect Unknown -- 0.1 -- 0.1 0.0 0.1 0.1 transfers. • See Appendix Notes and Total 5.9 6.0 5.8 5.9 Definitions, Part C. VMBO TL VO 8.1 0.0 7.1 0.0 6.4 0.0 6.1 MBO 31.5 0.3 32.1 0.3 31.9 0.3 35.4 HBO -- 0.0 -- 0.0 0.0 0.0 -- Other 0.3 0.0 0.2 0.0 0.2 0.0 0.2 Unknown -- 0.8 -- 0.8 0.0 0.7 1.1 Total 41.1 40.5 39.6 42.8 HAVO VO 1.6 0.0 1.5 0.0 1.6 0.0 1.3 MBO 1.4 0.3 1.4 0.3 1.5 0.3 1.5 HBO 32.9 3.3 33.7 3.4 34.3 4.2 36.2 WO -- 0.0 -- 0.0 0.0 0.0 -- Other 0.3 0.0 0.2 0.0 0.2 0.1 0.2 Unknown -- 2.2 -- 2.0 0.0 1.8 4.5 Total 42.1 42.4 44.0 43.7 VWO MBO 0.0 0.0 0.0 0.0 0.0 0.0 0.0 HBO 3.9 0.7 4.0 0.9 3.7 0.9 4.2 WO 22.6 3.1 23.2 3.4 22.8 3.7 25.2 Unknown -- 1.2 -- 1.2 0.0 1.0 3.5 Total 31.6 32.6 32.1 32.8

Total numbers with VO qualifications 168.7 166.9 165.5 169.3

Key Figures 2009-2013 | Education, Culture and Science 60 4 Secondary education

Movements and success rates

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

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

Figure 4.8 Unqualified leavers by destination (1) Figure 4.9 Unqualified leavers by destination (2) As a percentage of total unqualified outflow per type of school, 2009 As a percentage of total unqualified outflow per type of school, 2012

60 60 50 50 40 40 30 30 20 20 10 10

0 0 VO VO VO VO VO VO VO VO VO VO VO VO WO WO WO WO HBO HBO HBO HBO HBO MBO MBO MBO MBO MBO MBO MBO MBO MBO MBO MBO MBO Other Other Other Other Other Other Other Other Other Other Other Other Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown Unknown VMBO BL VMBO KL VMBO GL VMBO TL HAVO VWO VMBO BL VMBO KL VMBO GL VMBO TL HAVO VWO

Direct Indirect Direct Indirect

Key Figures 2009-2013 | Education, Culture and Science 61

Table 4.6 Unqualified school-leavers by destination (numbers x 1,000) Source 2010 2011 2012 2013 OCW (DUO: Education Matrices; 1 VO Origin Destination Direct Indirect Direct Indirect Direct Indirect Direct Figure 2013; 1 MBO Figure 2013; 1 HE VMBO BL yrs 3-4 Figure 2013) VO 1.6 0.0 1.6 0.0 1.3 0.0 1.1 Notes MBO 3.0 0.2 3.1 0.2 3.0 0.2 3.0 • Including green education, Other 0.4 0.0 0.4 0.0 0.4 0.0 0.4 excluding VAVO; VMBO including Unknown -- 0.6 -- 0.7 0.0 0.7 0.9 LWOO. Total 5.8 6.1 5.6 5.4 • Movements in calendar year VMBO KL yrs 3-4 stated. VO 2.3 0.0 2.2 0.0 2.5 0.0 2.2 • Outflow to VO: to higher or lower MBO 1.5 0.1 1.4 0.1 1.5 0.1 1.5 level within secondary education. Other 0.2 0.0 0.2 0.0 0.3 0.0 0.2 • Indirect transfers: students Unknown -- 0.3 -- 0.3 0.0 0.2 0.3 transferring with a delay of at least Total 4.4 4.2 4.5 4.3 one year. • Data on indirect transfers from VMBO GL yrs 3-4 students obtaining qualifications in VO 0.6 0.0 0.7 0.0 0.8 0.0 0.7 2012 will not become available until MBO 0.3 0.0 0.4 0.0 0.5 0.0 0.4 early 2014. Other 0.1 0.0 0.1 0.0 0.2 0.0 0.2 • Total comprises direct + indirect Unknown -- 0.1 -- 0.1 0.0 0.0 0.1 transfers. Total 1.2 1.3 1.4 1.4 • See Appendix Notes and VMBO TL yrs 3-4 Definitions, Part C. VO 1.1 0.0 1.1 0.0 1.3 0.0 1.2 MBO 1.4 0.1 1.5 0.1 1.7 0.1 1.4 Other 0.7 0.0 0.8 0.0 0.8 0.0 0.9 Unknown -- 0.3 -- 0.3 0.0 0.3 0.4 Total 3.7 3.9 4.3 3.9 HAVO yrs 4-5 VO 0.1 0.0 0.1 0.0 0.2 0.0 0.2 MBO 4.8 0.2 5.2 0.2 5.6 0.2 4.9 HBO 0.1 0.2 0.1 0.2 0.1 0.4 0.1 WO -- 0.0 -- 0.0 0.0 0.0 -- Other 3.9 0.1 3.5 0.1 3.1 0.1 3.0 Unknown -- 0.8 -- 0.8 0.0 0.8 1.0 Total 10.3 10.3 10.5 9.2 VWO yrs 4-6 VO 4.9 0.1 5.4 0.1 5.8 0.1 5.0 MBO 0.1 0.0 0.2 0.0 0.1 0.0 0.1 HBO 0.4 0.1 0.4 0.2 0.5 0.2 0.4 WO 0.1 0.2 0.1 0.2 0.0 0.4 0.0 Other 3.0 0.1 2.8 0.1 3.0 0.0 2.2 Unknown -- 0.6 -- 0.6 0.0 0.6 0.9 Total 9.5 10.0 10.8 8.7 Total numbers without VO qualifications 34.9 35.8 37.2 32.8

Key Figures 2009-2013 | Education, Culture and Science 62 4 Secondary education

Institutions and staff Employment Employment in secondary education fell slightly: from 83.6 thousand full-time jobs in 2009 to 83.2 thousand in 2010. This corresponds to nearly 104 thousand Schools employees. In the 2013/14 school year, the secondary education sector comprised a total of 645 schools. Forty-five per cent of them are broad-based combined schools, Female staff offering VMBO, HAVO, VWO and – in 8 per cent – elementary vocational The share of female teachers rose to 47 per cent last year. The proportion of training. The broad-based combined schools accommodate 70 per cent of women in management positions has risen over recent years, from 24 per cent the students. The composition of secondary schools has remained stable over in 2009 to 28 per cent in 2013. recent years. Age Learning-plus arrangements The percentage of teachers that are over 50 varies sharply from one region to In 2007, the learning-plus arrangement was introduced. Under the learning- the next. In many regions, between 42 and 47 per cent of staff (teachers and plus arrangement, schools are provided with extra funding when they have a management) are older than 50. Northern Groningen has a significantly higher certain percentage of students living in poverty problem accumulation areas. In proportion of over-50s: 57 per cent. In Rotterdam, Utrecht and the Eemland the 2013/14 school year, nearly one-quarter of schools received extra funding, and Noordwest-Veluwe districts, on the other hand, the over-50s accounted for to the benefit of nearly one-quarter of secondary school students. Not all the some 40 per cent of staff in 2013. schools qualifying for learning-plus funding are located in one of the four large cities (G4); more than half of these schools are located in medium-sized or smaller municipalities.

Figure 4.10 Age distribution of secondary school teachers Figure 4.11 Secondary school staff aged 50 and older In FTEs, excluding green education Teachers and heads by district, in percentages, 2013

3,000 2,500 2,000 1,500 1,000 500 0 <= 20 25 30 35 40 45 50 55 60 >= 65 2003 2008 2013

Key Figures 2009-2013 | Education, Culture and Science Table 4.7 Schools and enrolment by type of school (in percentages) Source 2009 2010 2011 2012 2013 OCW (DUO: 1 VO Figure 2013 and BRIN) 63 Schools Stud. Schools Stud. Schools Stud. Schools Stud. Schools Stud. VO overall (students x 1,000) 644 904 646 909 646 919 645 930 645 941 Notes Elementary vocational training (PRO) 18 2 18 2 18 2 18 2 18 2 • Reference date: 1 October. VBO 1 0 1 0 1 0 1 0 1 0 • All licensed schools, including VBO/PRO 0 0 0 0 0 0 0 0 0 0 schools that do not have students enrolled. AVO only 2 1 2 1 3 1 3 1 3 1 • Figures include EZ students in VWO 6 3 6 3 6 3 6 3 7 4 course years 1+2 at combined AVO combined school 21 19 21 19 21 19 21 19 21 19 schools. AVO/VBO (narrow-based) 6 3 6 3 6 3 6 3 6 3 • Excluding VO students in VAVO. AVO/VBO with PRO (narrow-based) 0 0 0 0 0 0 0 0 0 0 AVO/VBO (broad-based) 35 54 36 54 35 54 35 54 35 54 Source AVO/VBO with PRO (broad-based) 8 17 8 16 8 16 8 16 8 16 OCW (DUO: 1 VO Figure 2013 and Vertical schools 2 1 2 1 2 1 2 1 2 1 BRIN)

Table 4.8 Schools with and without additional funding facilities, 2013 (in percentages) Notes Schools Stud. • With additional funding facilities: schools receiving extra funding in Secondary education overall (schools x 1; students x 1,000) 645 941 the year stated and all students in With additional funding facilities 24 25 those schools (excluding AOCs). G4 11 9 • G4: Amsterdam, Rotterdam, The G27 10 11 Hague, Utrecht. Other 3 5 • G27: Alkmaar, Almelo, Amersfoort, Without additional funding facilities 76 75 Arnhem, Breda, Deventer, G4 4 3 Dordrecht, Eindhoven, Emmen, Enschede, Groningen, Haarlem, G27 18 16 Heerlen, Helmond,Hengelo, Other 54 56 ‘s-Hertogenbosch, Leeuwarden, Table 4.9 Staff in secondary education, key statistics Leiden, Lelystad, Maastricht, Nijmegen, Schiedam, Sittard- 2009 2010 2011 2012 2013 Geleen, Tilburg, Venlo, Zaanstad, A) Staff in FTEs (x 1,000) 87.9 86.7 85.0 83.6 83.2 Zwolle. School management 3.9 3.5 3.4 3.3 3.1 • See Appendix Notes and Teachers 63.6 62.5 61.0 60.2 60.0 Definitions, Parts C and D. Ancillary staff 19.7 20.4 20.2 19.9 19.8 Trainee teachers 0.3 0.3 0.3 0.3 0.2 Source Unknown 0.3 0.0 0.1 0.0 0.0 OCW (DUO: institutions’ salary re- B) Staff in numbers (x 1,000) 108.4 107.4 106.0 104.4 104.1 cords) School management 4.0 3.6 3.4 3.3 3.2 Teachers 76.9 75.9 75.0 74.0 73.9 Notes Ancillary staff 26.6 27.2 26.9 26.3 26.3 • Reference date: 1 October (avail- able figures have been levelled up Trainee teachers 0.6 0.6 0.6 0.5 0.5 because of missing data for some Unknown 0.2 0.0 0.1 0.1 0.2 institutions). C) Percentage of women (in FTEs) 43.7 44.7 45.4 46.3 47.1 • Excluding staff funded by EZ; inclu- School management 23.8 23.3 24.8 25.9 27.8 ding VO staff at BVE institutions. Teachers 43.1 44.1 44.8 45.8 46.7 • The category “Ancillary staff” com- Ancillary staff 49.2 50.0 50.3 50.8 51.3 prises support staff, organizational staff and administrative staff. Trainee teachers 59.9 60.7 64.3 54.4 60.3 • Totals in numbers: without double D) Percentage of staff aged 50 and older (in FTEs) 45.3 46.0 46.7 46.8 46.9 counts within the (sub)sector. School management 71.5 73.3 73.1 72.9 73.7 • 1 FTE (full-time equivalent) corre- Teachers 43.5 43.9 44.2 43.8 43.4 sponds to 1 full-time job. Ancillary staff 46.6 48.7 50.7 52.1 53.8 • See also Appendix Notes and Trainee teachers 0.1 1.4 1.9 0.3 1.1 Definitions, Part D.

Key Figures 2009-2013 | Education, Culture and Science 64 4 Secondary education

Selection of subject clusters In 2012, 60 per cent of VWO students opted for the exact subject clusters, as opposed to only 40 per cent of HAVO students. In the final course years, these In the 1999/00 school year, set subject clusters were introduced for all the percentages fall slightly: in VWO by 6 per cent, in HAVO by 7 per cent. students in HAVO and VWO. In addition to the single subject clusters, it is also possible to combine subject clusters. The main combinations are Science and Differences in choices between boys and girls Technology / Science and Health and Economics and Society / Culture and The difference in choices between boys and girls still turns out to be clearly Society. Other combinations are chosen by a total of less than one hundred noticeable. Girls tend to opt for Culture and Society considerably more often, students a year, which is why they are not included in Table 4.10. whereas boys tend to favour Science and Technology. With regard to Culture and Society, however, the difference is decreasing, among both HAVO and VWO The proportionally high percentage of students with double subject clusters in students. The differences with regard to Science and Technology are particularly the fourth course year of VWO is partly caused by schools delaying the selection large within VWO and not decreasing. of subject clusters. These schools offer two routes (the science route and the social route). Between VWO-4 and VWO-5, the differences in cluster selection are less marked. Cluster selection in VWO-6 has remained stable over the past few years.

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

Figure 4.12 VWO students in the subject clusters Figure 4.13 HAVO students in the subject clusters As a percentage of all VWO students in the subject clusters, course years 4, 5 and 6 As a percentage of all HAVO students in the subject clusters, course years 4 and 5

40 60 50 30 40 20 30 20 10 10 0 0 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13 Science & Science & Economics & Culture & Double Science & Science & Economics & Culture & Double Technology Health Society Society clusters Technology Health Society Society clusters

Total Boys Girls Total Boys Girls

Key Figures 2009-2013 | Education, Culture and Science 65

Table 4.10 HAVO and VWO students in the subject clusters (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO: 1 VO Figure 2013) Number % Number % Number % Number % Number % Notes HAVO 4 overall 58 100 59 100 58 100 59 100 60 100 • Reference date: 1 October. Science & Technology (ST) 7 12 6 11 7 11 7 12 8 13 • Other cluster combinations are Science & Health (SH) 11 19 11 19 11 19 12 21 14 23 chosen by very few students, Economics & Society (ES) 26 44 26 44 27 46 27 45 26 43 usually less than 1 per cent; they are not included in this table. Culture & Society (CS) 10 17 10 17 9 16 9 15 8 14 Combined cluster ST/SH 3 5 3 5 3 5 3 4 3 5 Combined cluster ES/CS 2 3 2 3 2 3 1 2 1 2 HAVO 5 overall 50 100 51 100 52 100 51 100 52 100 Science & Technology (ST) 5 11 5 10 5 10 5 10 5 10 Science & Health (SH) 9 18 9 18 10 19 10 19 10 20 Economics & Society (ES) 22 43 22 43 23 44 23 45 23 45 Culture & Society (CS) 9 19 9 17 9 17 8 16 8 15 Combined cluster ST/SH 3 7 3 7 4 7 4 7 4 7 Combined cluster ES/CS 2 3 2 4 2 3 2 3 2 3 VWO 4 overall 43 100 43 100 42 100 41 100 41 100 Science & Technology (ST) 7 17 7 16 8 18 8 20 8 20 Science & Health (SH) 9 22 9 22 9 22 10 24 10 25 Economics & Society (ES) 11 26 11 26 11 27 11 27 11 26 Culture & Society (CS) 4 10 4 10 4 9 4 9 3 8 Combined cluster ST/SH 7 17 7 17 6 15 5 13 6 14 Combined cluster ES/CS 4 8 4 9 3 8 3 8 3 7 VWO 5 overall 41 100 41 100 40 100 40 100 40 100 Science & Technology (ST) 7 18 7 17 7 18 7 19 8 20 Science & Health (SH) 9 22 9 22 9 23 9 23 10 25 Economics & Society (ES) 11 27 11 27 11 27 11 28 11 28 Culture & Society (CS) 5 12 5 12 5 12 4 11 4 10 Combined cluster ST/SH 6 15 6 15 6 14 5 13 5 12 Combined cluster ES/CS 2 6 3 6 3 6 2 6 2 5 VWO 6 overall 36 100 37 100 37 100 36 100 36 100 Science & Technology (ST) 6 16 6 16 6 16 6 16 6 16 Science & Health (SH) 7 20 8 20 7 20 7 20 7 20 Economics & Society (ES) 10 27 10 26 10 26 9 26 9 26 Culture & Society (CS) 5 14 5 13 5 12 4 12 4 12 Combined cluster ST/SH 6 17 7 18 7 19 7 18 7 18 Combined cluster ES/CS 2 6 3 7 3 8 3 8 3 8

Key Figures 2009-2013 | Education, Culture and Science 66 5 Vocational and adult education

System and funding in vocational and adult education Funding In 2013, the Ministry of OCW provided the vocational/adult education sector System with nearly 3.5 billion euros. This sum is distributed across the institutions on The Adult and Vocational Education Act (WEB), which came into force on 1 the basis of the number of students, the number of certificates awarded, and January 1996, covers two types of education: intermediate vocational education the volume of educational preparation and support activities. In addition, (MBO) and adult education. institutions can be contracted to perform specific educational activities for third parties, the so-called “contract activities”. MBO comprises vocational training (BOL) and block or day-release programmes (BBL). BOL can be taken either full-time (ft) or part-time (pt). Within BBL, the In 2013, the Ministry of OCW allocated a total of 54 million euros to the local focus is on practical training, involving 60 per cent or more of the duration of the governments for the provision of adult education, which was apportioned on course. MBO courses can be taken at four different qualification levels: assistant the basis of the size of the adult population, the number of adults of ethnic origin worker (level 1), basic vocational training (level 2), professional training (level and the number of adults with educational disadvantages. The local governments 3) and middle-management or specialist training (level 4). MBO courses are have contracted Regional Training Centres (ROCs) to provide these courses. offered in four sectors: “Personal/social services and health care”, “Technology”, “Economics” and “Agriculture and the natural environment (or green education)”. The Vocational Education and Industry Knowledge Centres (KBBs) are funded The latter sector is funded by the Ministry of Economic Affairs (EZ). by the Ministry of OCW on the basis of the number of qualifications they have developed and maintain, the number of companies certified as offering training Adult education comprises adult general secondary education (VAVO) and places and the number of training places in apprenticeship companies (BPV places) adult basic education. VAVO is regarded as “second chance education” (VMBO actually occupied by students. In 2013, the KBBs received nearly 108 million euros. theoretical programme, HAVO and VWO). Adult basic education comprises broad social functioning, life skills and Dutch as a second language (NT2 or DSL). Adult Students pay school or course fees and qualify for student financial support if basic education is a first step towards further training and development. they are 18 or over and take BOL full-time training courses. For BOL students under the age of 18, the parents can apply for a study costs allowance. The figures presented do not include green education (EZ), unless stated otherwise.

Figure 5.1 Types of vocational and adult education courses Figure 5.2 Flows of funds in vocational and adult education 2012 Amounts for 2013 (x € 1 million)

BVE 54 108 Local governments OCW Knowledge centres MBO Adult education With / without DSL BOL BBL 54 3,273 206 1,139 as BOL- ER levels 3 / 4 Full-time Part-time SR levels 1 - 4 as full-time Adult Education MBO Apprenticeship PRO levels 1 - 4 Participants companies Assistant worker programme 56 PRG levels 1 - 4 ROCs Basic vocational programme Professional training VAVO VMBO TL Middle-management / HAVO specialist training VWO Instructional materials Cost of living

Key Figures 2009-2013 | Education, Culture and Science 67

Table 5.1 Financial key statistics for vocational and adult education Source 2009 2010 2011 2012 2013 OCW A) Expenditure and revenue (x € 1 million) CBS: population forecast Total expenditure 3,513.7 3,508.7 3,476.1 3,501.8 3,496.3 Notes Government grant 3,196.6 3,249.1 3,262.3 3,315.8 3,381.3 • OCW expenditure per participant: Subsidies 77.0 67.9 51.5 34.6 26.0 total netted OCW expenditure Contract work 6.4 6.4 6.4 6.4 3.0 and revenue, excluding overhead, Contributions to ZBOs/RWTs 7.6 7.6 7.6 8.7 8.0 divided by total number of participants on the reference date Contribution to other authorities 0.0 0.0 12.8 6.2 5.8 (1 October). Contribution to budget funds / social funds 202.4 150.4 115.9 111.6 53.4 • FES resources included in the Technocentres 10.2 10.0 0.0 0.0 0.0 revenue are not netted. FES Overhead costs 13.3 17.2 19.5 18.6 18.9 resources are no longer available with effect from 2011. Attributed to DUO 13.3 17.2 19.5 18.6 18.9 • With effect from 2012, overhead Total revenue (incl. Technocentres) 33.9 24.8 11.3 14.9 18.9 costs are calculated under one item B) Associated expenditure and revenue (x € 1 million) rather than included in the policy Course fees received 187.2 202.6 207.1 221.7 205.7 items. C) OCW expenditure per participant (x € 1,000) • Per capita expenditure for BBL, BOL-ft and BOL-pt has MBO 6.9 6.9 7.0 7.2 7.3 been calculated on the basis of BBL 5.1 5.1 5.2 5.3 5.2 weightings per school type. BOL-ft 7.9 7.9 7.9 8.1 8.0 • See Appendix Notes and BOL-pt 3.6 3.5 3.6 3.6 3.6 Definitions, Part B. Adult education Spending on government-funded adult education per adult citizen (18-64) 0.00 0.00 0.00 0.00 0.00

Table 5.2 Vocational and adult education institutions, key statistics 2009 2010 2011 2012 2013 Source Total number of educational establishments 59 58 57 57 57 OCW (DUO) ROCs 43 44 43 43 43 Notes Specialist trade colleges 12 12 12 12 12 • Figures pertain to institutions Other WEB institutions 4 2 2 2 2 which actually have students Knowledge centres 16 16 16 16 16 enrolled. • Excluding AOCs. • See Appendix Notes and Definitions, Part C.

Key Figures 2009-2013 | Education, Culture and Science 68 5 Vocational and adult education

Vocational and adult education: financial data Liquidity Liquidity reflects the ratio between current assets and short-term debts. Last Financial position year’s upward trend continued in 2012. The value rose from 0.90 in 2011 to 0.99 The figures presented are the summed totals of the annual accounts submitted in 2012. Current assets fell compared with the year before. However, as the by all the ROC boards and specialist training colleges, pertaining to 2008 up to short-term debts fell even more, the liquidity value still rose. As a result, the and including 2012. working capital (current assets minus short-term debts) rose from minus 99.1 million euros to minus 5.7 million euros. The overall result grew in 2012: from minus 28.9 million euros to a positive 21.5 million euros. The financial revenues decreased again by some 1.5 million euros Profitability to minus 46.8 million euros. This had a negative impact on the overall result, Profitability reflects the ratio between the result and the total assets, including which nonetheless turned out positive at a value of 21.5 million euros. The interest received. In 2012 the profitability value turned positive again, on solvency, liquidity and profitability indicators all increased in 2012. account of the positive result, following a negative value in 2011. The expenses fell by some 50 million euros more than the revenues. Falling staff costs account Solvency for the largest decrease in expenses. The decrease in revenues is largely spread Solvency is assessed on the basis of the equity capital share in the total capital. across the items of government grants, income from contract work and other In 2012, solvency (including provisions) rose from 0.49 to 0.53. Equity capital fell revenues. Total revenues fell by 3.1 per cent, total expenses by 4.4 per cent. slightly, despite the addition of the positive result. The provisions grew slightly. Overall, they fell by 54.2 million euros, but the solvency value grew as a result of the 323.9 million euros decrease in long-term and short-term debts.

figure 5.3 Solvency of vocational / adult education institutions figure 5.4 Liquidity of vocational / adult education institutions Spread in solvency (including provisions) Spread in liquidity (current ratio)

18 25 16 14 20 12 15 10 8 10 6 4 Number of institutions Number of institutions 5 2 0 0 <= 0.1 0.1 - 0.2 0.2 - 0.3 0.3 - 0.4 0.4 - 0.5 0.5 - 0.6 0.6 - 0.7 0.7 - 0.8 0.8 - 0.9 >= 0.9 <= 0.5 0.5 - 1.0 1.0 - 1.5 1.5 - 2.0 2.0 - 2.5 2.5 - 3.0 3.0 - 3.5 3.5 - 4.0 4.0 - 5.0 5.0 - 6.0 >= 6.0

2006 2009 2012 2006 2009 2012

Key Figures 2009-2013 | Education, Culture and Science 69

Table 5.3 Balance sheet and operating data of vocational and adult education institutions Source 2008 2009 2010 2011 2012 OCW (DUO: Institutions’ annual A) Financial indicators accounts) Solvency (including provisions) 0.52 0.51 0.50 0.49 0.53 Notes Liquidity 0.87 0.86 0.86 0.90 0.99 • Data on ROCs and specialist trade Profitability (in percentages) -0.9 0.7 0.7 -0.7 0.5 colleges is included in the figures. B) Accumulated balance sheet (x € 1 million) • A) Solvency: equity capital Total assets 4,048.8 4,154.6 4,267.7 4,315.9 3,937.8 (including provisions) / total capital. • A) Liquidity (current ratio): current Fixed assets 3,231.3 3,340.3 3,345.9 3,375.5 3,121.0 assets / short-term debts. of which tangible fixed assets 3,161.8 3,263.0 3,261.9 3,277.8 3,055.9 • A) Profitability of ordinary Current assets 817.5 814.3 921.7 940.3 816.9 operations: result / (total revenues of which liquid assets 489.8 476.3 560.4 592.2 552.5 + interest received). Total liabilities 4,048.8 4,154.6 4,267.7 4,315.9 3,937.8 Equity capital 1,519.9 1,568.2 1,924.9 1,892.2 1,833.7 Provisions 570.1 544.3 222.2 230.4 234.7 Long-term debts 1,016.9 1,091.6 1,050.1 1,153.8 1,046.7 Short-term debts 941.9 950.5 1,070.6 1,039.4 822.6 C) Accumulated operating accounts (x € 1 million) Revenues 3,946.5 4,158.8 4,245.3 4,176.2 4,045.0 OCW grants 3,174.8 3,346.6 3,447.6 3,480.7 3,450.6 Other government grants 265.0 298.9 259.5 197.5 173.0 Examination fees 44.2 49.6 57.3 57.0 58.1 Revenues from contract work 209.9 227.3 239.0 210.5 159.3 Other revenues 252.6 236.4 241.9 230.6 204.0 Expenses 3,960.6 4,096.8 4,178.9 4,162.0 3,978.8 Staff costs 2,865.3 2,972.9 3,019.8 3,000.1 2,882.2 Depreciations 237.2 249.2 260.6 293.2 276.5 Accommodation 288.2 314.3 311.0 313.6 287.5 Other institutional expenses 569.9 560.3 587.5 555.1 532.6 Revenues and expenses balance -14.1 62.0 66.4 14.2 66.1 Actual revaluation 0.0 2.7 2.9 3.2 0.8 Financial revenues and expenses balance -21.5 -36.4 -41.2 -45.3 -46.8 Result -35.6 28.4 28.0 -28.0 20.1 Taxes 0.0 1.8 0.7 -0.1 0.3 Participations 1.0 0.8 0.2 0.6 1.3 Result after taxes -34.7 27.4 27.6 -27.3 21.2 Third-party share in result 0.0 0.0 0.1 0.1 -0.3 Net result -34.7 27.4 27.5 -27.3 21.5 Extraordinary result 1.7 7.0 -0.1 -1.5 0.0 Total result -33.0 34.4 27.3 -28.9 21.5

Key Figures 2009-2013 | Education, Culture and Science 70 5 Vocational and adult education

Students in MBO In the technology sector, 37 per cent of students were enrolled in BBL courses, which was significantly more than in the DGO sector (22 per cent) or the In 2013, enrolment in MBO fell by 4,200 students once more in comparison with economics sector (19 per cent). The overwhelming majority of students in the the year before, to 467 thousand (based on the preliminary surveys for 2013). DGO sector opt for levels 3 or 4 (84 per cent); this concentration is less marked Full-time vocational training (BOL-ft) grew by more than 14 thousand students in the technology sector (70 per cent) and the economics sector (74 per cent). to a total of 347 thousand students, a growth of more than 4 per cent. BOL-ft programmes account for 74 per cent of total enrolment. The majority of the students in BOL-ft take courses at levels 3 or 4 (79 per cent). Enrolment in block Enrolment in adult general secondary education or day-release programmes (BBL; 117 thousand) fell sharply compared with 2012 Enrolment in adult general secondary education (VAVO; 13.4 thousand) grew by (by 12 per cent). Numbers in part-time vocational training (BOL-pt) fell by 43 per 10 per cent compared to 2012. The majority of the students (61 per cent) attend cent to 2.9 thousand. general secondary education courses (HAVO).

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

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

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

Figure 5.5 Enrolment in vocational education (MBO) Figure 5.6 Enrolment in adult education Numbers (x 1,000), by programme and level (incl. green education) Number of participants (x 1,000)

300 12 250 10 200 8 150 6 100 4 50 2 0 BBL BBL BOL-ft BOL-ft BOL-pt BOL-pt 0 VMBO TL HAVO VWO 1/2 3/4 1/2 3/4 1/2 3/4

2009 2010 2011 2012 2013 2009 2010 2011 2012 2013

Key Figures 2009-2013 | Education, Culture and Science 71

Table 5.4 Enrolment in vocational and adult education (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO) Vocational education (MBO) overall (OCW) 486.1 489.4 478.6 471.3 467.1 EZ: information department BBL 155.4 153.4 142.7 132.7 116.5 BOL-ft 321.9 327.3 328.3 333.6 347.8 Notes BOL-pt 8.8 8.7 7.5 5.0 2.9 • Reference date: 1 October. MBO green overall 29.4 30.1 30.3 29.0 28.1 • See Appendix Notes and BBL-green 11.7 11.5 11.7 10.3 9.0 Definitions, Part C. BOL-green 17.7 18.6 18.6 18.6 19.1 VAVO overall 17.1 16.5 14.7 12.1 13.4 Adult education (ages 16-17) 3.4 3.4 3.3 3.0 2.7 VAVO (other) 13.7 13.1 11.5 9.1 10.7

Table 5.5 Students in vocational and adult education by level (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO) Vocational education (MBO) overall (OCW) 486.1 489.4 478.6 471.3 467.1 BBL 155.4 153.4 142.7 132.7 116.5 Notes Level 1 9.9 10.7 8.5 7.6 5.4 • Excluding green education. Level 2 59.2 57.3 51.2 45.6 36.6 • See Appendix Notes and Level 3 54.9 54.4 52.0 50.1 47.5 Definitions, Part C. Level 4 31.4 30.9 30.9 29.4 27.0 BOL-ft 321.9 327.3 328.3 333.6 347.8 Level 1 9.5 9.4 9.9 10.8 10.8 Level 2 60.5 60.8 58.6 59.4 63.5 Level 3 74.7 76.9 78.4 78.0 78.8 Level 4 177.3 180.3 181.4 185.4 194.6 BOL-pt 8.8 8.7 7.5 5.0 2.9 Level 1 0.9 0.7 0.5 0.3 0.2 Level 2 1.5 1.7 1.6 1.1 0.5 Level 3 2.5 2.5 2.1 1.3 0.6 Level 4 3.8 3.9 3.4 2.4 1.6 Adult education overall 17.1 16.5 14.7 12.1 13.4 VMBO TL 2.6 2.4 2.2 1.7 2.3 HAVO 10.0 10.1 9.2 7.2 8.2 VWO 4.6 4.0 3.4 3.2 3.0

Table 5.6 Students in vocational and adult education by age bracket, 2011 (numbers x 1,000) Source <24 years 24-30 years >30 years Total OCW (DUO) BBL 64,124 20,061 32,281 116,466 BOL-pt 817 758 1,319 2,894 BOL-ft 332,951 13,411 1,408 347,770 Total 397,892 34,230 35,008 467,130

Key Figures 2009-2013 | Education, Culture and Science 72 5 Vocational and adult education

Movements and success rates Transfer rates and number of school-leavers The number of students leaving MBO (in relation to total enrolment) amounted Intake to 37 per cent in 2013 (174 thousand students), which is more or less on a par In 2013, 155 thousand students entered MBO, i.e., some 33 per cent of the total with the years before. Of this group, 86 per cent left the education system enrolment. Entrants from outside the education system (indirect entrants) altogether. Therefore, MBO is largely regarded as final education. The totalled more than 69 thousand. proportion moving on to HBO amounted to 14 per cent in 2013 (60 thousand students), a slight rise vis-à-vis 2012. Virtually all this flow was composed of Of the students entering full-time vocational training programmes (BOL-ft) students who had completed a full-time BOL programme at level 4. Nearly half in 2013, 64 per cent were VMBO certificate holders, 10 per cent had left VMBO of these graduates (40 per cent) transferred directly to a professional higher without earning a diploma, 25 per cent did not come directly from any form of education programme. The other 60 per cent left the education system. education and another 1 per cent transferred from elsewhere. Of those entering part-time vocational training programmes (BOL-pt), 95 per cent did not come directly from other types of education. In block/day-release programmes (BBL), 82 per cent of students came from outside the education system, 14 per cent were VMBO certificate holders and 4 per cent came from other backgrounds (secondary special education, elementary vocational training, unqualified secondary school-leavers, HAVO certificate holders and adult education).

Figure 5.7 Transfers within the vocational sector Figure 5.8 Internal transfers within MBO As a percentage of outflow (qualified/unqualified, incl. green), 2012 Percentage of MBO graduates transferring to a higher MBO level (incl. green)

70 VMBO MBO HBO 60 26 Quali ed Levels 50 1+2 57 40 30 Unquali ed 64 Levels 20 3+4 10 HAVO 3 83 Quali ed 0 Quali ed BOL 1 BOL 2 BOL 3 BBL 1 BBL 2 BBL 3 Unquali ed 32 (BOL- level 4) 49 2008 2010 2012

Key Figures 2009-2013 | Education, Culture and Science 73

Table 5.7 Numbers entering and leaving MBO by background and destination Source 2009 2010 2011 2012 2013 OCW (DUO: Education Matrices) New entrants as a percentage of total enrolment 35 35 34 34 33 Educational backgrounds in percentages Notes VMBO (unqualified) 3 4 4 4 4 • Including green education. VMBO (qualified) 47 45 46 46 50 • See Appendix Notes and HAVO (qualified) 1 1 1 1 1 Definitions, Part C. • Figures from 2010 have been No form of education / other 49 50 49 49 45 adjusted according to the most Transfers of qualified MBO leavers to higher level as a percentage of origin recent education matrices. From BOL 1 to MBO 2 or higher 64 59 58 62 62 From BOL 2 to MBO 3 or higher 58 55 51 50 50 From BOL 3 to MBO 4 46 45 43 43 43

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

Table 5.8 Success rates in MBO and adult education (numbers x 1,000) Source 2009 2010 2011 2012 2013 OCW (DUO) MBO overall (OCW) 152.4 159.6 163.9 167.3 168.8 of which external students 19.1 21.0 25.0 25.7 24.2 Notes BBL 60.7 65.3 66.8 66.1 63.3 • Qualifications obtained in school Level 1 4.6 5.8 6.0 5.1 4.8 year prior to reference date, 1 Level 2 26.5 26.4 28.3 28.1 26.2 October. Level 3 19.3 20.9 21.2 20.8 20.0 • Excluding green education. Level 4 10.3 12.3 11.3 12.2 12.3 • See Appendix Notes and BOL ft 87.8 90.0 93.0 97.8 103.0 Definitions, Part C. Level 1 6.2 7.0 7.3 8.4 9.4 Level 2 20.8 21.2 22.6 23.5 24.8 Level 3 18.2 19.3 19.5 21.4 22.5 Level 4 42.6 42.5 43.6 44.5 46.2 BOL pt 3.9 4.3 4.1 3.4 2.6 Level 1 0.6 0.5 0.4 0.3 0.1 Level 2 0.9 1.4 1.2 0.9 0.7 Level 3 0.9 0.9 0.8 0.8 0.7 Level 4 1.5 1.4 1.6 1.3 1.0 Adult education overall 8.5 9.2 10.2 9.2 9.6 VMBO TL 1.4 1.4 1.4 1.3 1.5 HAVO 5.2 4.9 5.9 5.5 5.3 VWO 2.0 3.0 2.8 2.4 2.8

Key Figures 2009-2013 | Education, Culture and Science 74 5 Vocational and adult education

Institutions and staff Age Staff in the BVE sector has aged considerably over recent years. The proportion Institutions of staff over 50 among teachers rose from 51 per cent in 2009 to 55 per cent in In 2013, the vocational and adult education (BVE) sector comprised 43 Regional 2013. Training Centres (ROCs; not including green education), 12 specialist trade colleges and one “other” institution (this category comprises institutions for Female staff the deaf and institutions with a denominational character). The number of In recent years, the proportion of female teachers in the vocational and adult institutions and the differentiation in size (enrolment) have remained fairly education sector has risen slightly. Women account for 51 per cent of staff in this stable. sector. The proportion of women in management positions is growing: from 37 per cent in 2009 to 46 per cent in 2013. The sector comprises 16 sector-oriented Knowledge Centres (not including agriculture) divided over three domains (personal/social services and healthcare, economics and technology). Their statutory tasks are: developing qualifications for intermediate vocational education, monitoring the examinations administered by education institutes, recruiting new companies offering training places (for practical training) and monitoring the quality of the companies offering training places.

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

Figure 5.9 Vocational/adult education institutions by size Figure 5.10 Age distribution of teachers in the BVE sector By number of participants (excluding AOCs) In FTEs (excluding green education)

24 1,400 22 1,200 20 1,000 18 800 16 600 14 400 12 200 10 0 Small Medium-sized Large <= 20 25 30 35 40 45 50 55 60 >= 65 (< 5 thousand) (5 - 10 thousand) (> 10 thousand)

2009 2011 2013 2003 2008 2013

Key Figures 2009-2013 | Education, Culture and Science Table 5.9 Sectors of education, knowledge centres, branches of industry and participants (x 1,000) Source 75 Sector Knowledge centre Branch of industry 2008 2009 2010 2011 2012 www.colo.nl Total 480 486 489 479 473 OCW (DUO: funding surveys) DGO KOC Nederland Beauty care, hairdressing 14 14 14 13 13 Calibris Health care, services, welfare, sports 143 146 150 150 150 Notes Kenwerk Catering, tourism, food 2 1 1 0 0 • Reference date: 1 October. Economics Ecabo Economics, office work 83 84 83 80 77 • Excluding Aequor (Agriculture). KC Handel Distribution, wholesale 40 40 40 39 42 • DGO: Personal/social services and Kenwerk Catering, tourism 38 39 39 39 39 health care. SVO Catering, tourism 2 3 3 3 3 Combined sector of industry 1 2 2 2 1 Technology KC Handel Distribution, wholesale 3 3 3 3 3 Fundeon Construction, development, civil engineering 23 22 20 19 16 GOC Graphics industry 12 15 15 16 18 Innovam Groep Motor vehicles, bicycles, car trade 14 14 14 14 13 Kenteq Metal, electrical engineering, fitting 44 42 39 38 37 Savantis Decorators, advertising 9 9 10 10 9 SH&M Wood and furniture 4 4 4 4 4 SVGB Health technology 2 3 3 3 3 PMLF Process industry 13 15 14 12 13 VOC Body works, car repairs 2 2 2 1 1 VTenL Transport, logistics 12 13 18 15 14 Combined sector of industry 7 6 5 5 4 Combination Knowledge centre Combined sector 12 11 12 13 13

Table 5.10 Staff in vocational and adult education, key statistics (excluding green education) Source 2009 2010 2011 2012 2013 OCW (DUO: institutions’ salary A) Staff in FTEs (x 1,000) 39.4 39.6 38.2 37.5 35.8 records) Management 0.4 0.4 0.4 0.6 0.9 Teachers 21.7 22.0 21.3 21.4 20.4 Notes Ancillary staff 15.5 17.1 16.3 15.2 14.3 • Reference date: 1 October (the Trainee teachers 0.0 0.1 0.1 0.2 0.2 available figures have been levelled Unknown 1.8 0.0 0.1 0.1 0.1 up because of missing data on B) Staff in numbers (x 1,000) 49.4 49.4 47.8 47.4 45.0 some institutions). Management 0.4 0.4 0.4 0.7 0.9 • Excluding green education; Teachers 27.4 27.6 26.8 27.2 25.6 excluding VO staff in BVE Ancillary staff 19.3 21.2 20.2 19.1 17.9 institutions. Trainee teachers 0.1 0.1 0.2 0.2 0.3 • The category “Ancillary staff” Unknown 2.2 0.0 0.2 0.2 0.2 comprises support staff, organizational staff and C) Percentage of women (in FTEs) 49.1 49.5 49.8 50.3 50.7 administrative staff. Management 37.0 36.0 33.8 39.5 45.7 • Totals in numbers: without Teachers 44.9 45.2 45.6 46.0 46.4 duplications within the (sub)sector. Ancillary staff 55.1 55.3 55.8 56.6 57.1 1 FTE corresponds to 1 full-time job. Trainee teachers 63.8 60.8 63.3 64.7 61.5 • See Appendix Notes and D) Percentage of staff aged 50 and older (in FTEs) 50.8 51.4 50.4 53.8 55.0 Definitions, Part D. Management 65.1 67.8 70.2 63.8 65.1 Teachers 55.9 57.2 55.4 58.0 59.3 Ancillary staff 42.8 43.7 43.7 48.1 49.3 Trainee teachers 3.0 4.4 1.4 4.6 4.0

Key Figures 2009-2013 | Education, Culture and Science 76 5 Vocational and adult education

Labour market position of MBO graduates Early school-leavers In 2012, the Research Centre for Education and the Labour Market (ROA) once again The annual school-leavers study, conducted by the Research Centre for Education conducted a national sample survey among early school-leavers who dropped and the Labour Market (ROA), provides a picture of the destinations of the students out of education in the 2010/11 school year. The study showed that the years of that have completed MBO programmes. This data is gauged one and a half years economic crisis offer hardly any chance of finding work, particularly for early after the students leave school. More than half of BOL graduates (56 per cent) school-leavers who have left an MBO level 1 or 2 programme without a diploma. continue studying, versus only 23 per cent of BBL graduates. More than 28 per cent of them are unemployed. Some 17 per cent of the group who have left an MBO level 3 or 4 programme without a diploma are also still unable to Employment and unemployment find employment. With respect to job opportunities, there is a clear difference between BBL and BOL. Among those leaving BBL, the unemployment rate is quite low (3 per cent), even The sample survey shows that the reasons for leaving school early have remained in times of economic crisis. There is a marked difference between training levels 1 consistent over time: the wrong choice of studies, (mental) health and the and 2 on the one hand (5 per cent and 4 per cent, respectively) and training levels 3 attraction of the job market are the three main reasons given by students for and 4 (unemployment rate of 2 per cent). Unemployment rates are highest among leaving school early. The economic crisis has had little influence on these reasons. graduates of the Economics sector (level 2: 11 per cent, level 3: 7 per cent and level Although the crisis has led to a slight fall in the proportion of students that have 4: 5 per cent). dropped out of school primarily to enter the job market, from other perspectives the crisis has had little effect on the reasons given. The statistics for BOL graduates clearly demonstrate that job opportunities increase with the level of programmes. The level 1 study programmes hold out relatively The study also shows that between 45 per cent (MBO levels 1 and 2) and 51 per cent little promise with respect to job opportunities. Unemployment rates among this (MBO levels 3 and 4) of dropouts indicate that no-one attempted to prevent them group of young people went up further during the economic crisis; in 2012, 30 per from leaving school early. This means that, according to these students, neither the cent were unemployed in this group. Unemployment rates are relatively high for school nor any other agency made any attempt to help them on their way to still level 2 programmes too: 19 per cent. At 21 per cent, unemployment rates are above earning a diploma or transfer to another study programme. average among those leaving level 2 of Agriculture and Health Care sectors and, at 17 per cent, lowest among those leaving the Technology sector. With regard to the Finally, the study shows that in hindsight, only some 12 per cent of MBO dropouts level 3 and level 4 programmes (average unemployment rates of 15 and 11 per cent, regret their decision to quit the programme they were enrolled in. In addition, some respectively), the Health Care sector (levels 3 and 4) and the Technology sector (level 30 per cent indicate that they regret their decision but at the time did not have 4) seem to offer students a relatively good start. any other option considering the circumstances, which implies that if the situation arises, they would (have to) make the same choice once again. The average time school-leavers need to find a job (initial unemployment) amounted to just over one month for BOL programmes and some two working Figure 5.11 Opinion on alignment of education and employment weeks for BBL programmes. With more than three months, entering the labour Percentage judging alignment as good or sufficient, 2012 market appeared to be most difficult for those leaving BOL level 1. BOL 1 BOL 2, Agriculture Another indication of the position of starters on the job market is the income BOL 2, Technology BOL 2, Economics position. The gross hourly wages at BOL level 3 were 9.20 euros, versus 10.05 euros BOL 2, Health care for level 4. Those with BOL qualifications earn lower wages than those with BBL BOL 3, Agriculture qualifications: the gross hourly wages for those who have completed a BBL level BOL 3, Technology BOL 3, Economics 3 programme were 12.10 euros and for level 4 even 13.40 euros. Across the board, BOL 3, Health care BOL 3, Behav. & Soc. students who complete a BBL programme are older than those who complete a BOL 4, Agriculture BOL programme; they also tend to have more work experience. BOL 4, Technology BOL 4, Economics BOL 4, Health care Good BOL 4, Behav. & Soc. Su cient 0 20 40 60 80 100

Key Figures 2009-2013 | Education, Culture and Science Table 5.11 Initial unemployment (in months) Source 2008 2009 2010 2011 2012 ROA: School-leavers between 77 BOL level 1 1.9 1.7 0.8 1.9 3.2 education and the labour market BOL level 2 0.8 0.4 0.9 1.3 1.6 BOL level 3 0.3 0.6 0.5 0.9 1.2 Notes BOL level 4 0.2 0.4 0.6 0.7 0.9 • Initial unemployment: average of total number of months school- BBL level 1 0.5 0.1 0.0 0.3 1.5 leavers stated “unemployed” as social status since leaving school. BBL level 2 0.1 0.1 0.3 0.4 0.4 BBL level 3 0.1 0.2 0.3 0.2 0.6 BBL level 4 0.1 0.0 0.1 0.4 0.2

Table 5.12 Labour market position after BOL/BBL, 1.5 years after obtaining qualifications, 2012 Source BOL 1 BOL 2 BOL 3 BOL 4 BBL 1 BBL 2 BBL 3 BBL 4 ROA: School-leavers between Initial unemployment (in months) 3.2 1.6 1.2 0.9 1.5 0.4 0.6 0.2 education and the labour market 2011 Unemployment (in percentages) 30 19 15 11 5 4 2 2 Flexible employment (in percentages) 79 65 58 59 17 33 31 18 Subsequent study programme (in percentages) 74 59 45 58 20 29 18 19 Same/related discipline (in percentages) 67 62 73 74 46 73 85 90 Would select same study programme again (%) 80 77 76 77 83 85 84 86 Correspondence of skills acquired to current job (in percentages) Good 35 29 35 30 40 41 45 36 Sufficient 43 45 42 44 40 43 39 48 Moderate/poor 22 25 24 26 21 16 17 16

Table 5.13 Labour market position of MBO certificate holders after BOL/BBL (2009/10) Source Total Total outflow with Level 1 Level 2 Level 3 Level 4 CBS MBO qualifications Labour market positions overall 83,900 6,590 22,520 23,980 30,810 Notes Employed, total 72,800 5,180 18,850 21,660 27,110 • Figures have been rounded off to On social security, total 5,810 1,710 2,180 1,020 910 nearest ten. Paid work (only) 69,940 4,140 17,860 21,220 26,720 • Figures are provisional. Social security (only) 2,940 660 1,190 580 520 Both work and social security 2,870 1,040 990 440 390 No work, no social security 8,150 750 2,490 1,740 3,180 Labour market positions overall, men 41,180 4,230 13,420 10,730 12,810 Employed, total 35,680 3,380 11,400 9,770 11,140 On social security, total 2,970 990 1,210 430 340 Paid work (only) 34,150 2,730 10,830 9,590 10,990 Social security (only) 1,440 350 640 260 200 Both work and social security 1,530 640 570 170 150 No work, no social security 4,060 500 1,380 710 1,470 Labour market positions overall, women 42,710 2,370 9,110 13,250 18,000 Employed, total 37,120 1,810 7,450 11,900 15,970 On social security, total 2,840 720 970 580 570 Paid work (only) 35,790 1,410 7,020 11,630 15,730 Social security (only) 1,500 310 550 320 320 Both work and social security 1,340 400 420 270 250 No work, no social security 4,090 250 1,110 1,030 1,700

Key Figures 2009-2013 | Education, Culture and Science 78 6 Professional higher education

System and funding in professional higher Funding education The national funds earmarked for professional higher education comprise an education component, a design and development component, and System performance funding. 80 per cent of the budget is divided among the The Higher Education and Research Act (Wet op het hoger onderwijs en institutions in proportion to the number of students enrolled within the official wetenschappelijk onderzoek, WHW) governs a wide range of matters, including length of a programme and the number of degrees earned, 10 per cent on the the planning, funding, administration and organization of the universities of basis of percentages per institution. The rest of the education component is applied sciences. Universities of applied sciences provide professional higher allocated to the institutions for specific policy objectives, such as for quality, education. They perform design and development activities or research focused vulnerable programmes and special facilities. In addition, the universities of on professional practice. They offer Bachelor’s programmes with a professional applied sciences receive funding earmarked for design and development, and orientation and, in some cases, Master’s programmes. They pass on knowledge performance funding corresponding to the performance agreements. for the benefit of society and contribute to the development of the professions on which the programmes are focused. The universities of applied sciences The grants given by the national government to the institutions are paid as a focus attention on personal development and promote an awareness of lump sum. In other words, an institution may spend its government grant at social responsibility. The national government funds 37 universities of applied its own discretion for the performance of its statutory tasks. In addition to the sciences. The Ministry of Economic Affairs (EZ) funds professional higher government grant, a university of applied sciences also receives tuition fees and education in the fields of agriculture and the natural environment, provided at revenue from work performed for third parties, primarily contract teaching. three of these universities.

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

Figure 6.1 Flows of funds in professional higher education Figure 6.2 OCW expenditure per university student Amounts for 2013 (x € 1 million) Price level 2013, based on actual wage and price adjustments (x € 1,000)

7

Student support 6 OCW Students 1,602 5 Other income 2,508 4 3 Tuition fees 390 2 Universities of 708 Applied Sciences 1 Instructional materials 0 2009 2010 2011 2012 2013 Cost of living Professional higher education (HBO) Academic higher education (WO)

Key Figures 2009-2013 | Education, Culture and Science 79

Table 6.1 Financial key statistics for professional higher education Source 2009 2010 2011 2012 2013 A) and B) OCW annual reports A) Expenditure and revenue (x € 1 million) C) Turnover according to institutions’ annual accounts Total expenditure 2,317.7 2,489.2 2,509.4 2,543.1 2,610.9

Central government grant 2,220.3 2,379.1 2,466.6 2,491.9 2,568.8 Notes Subsidies 82.6 92.0 28.2 30.4 23.7 • OCW expenditure per student: Contract work 0.2 0.7 0.6 0.4 0.1 total netted OCW expenditure and Overhead costs 14.6 17.4 14.0 20.4 18.3 revenue, excluding overheads, divided by calculated total number Attributed to DUO 14.6 17.4 14.0 20.4 18.3 of students per calendar year. OCW overheads Annual grants have been calculated Total revenue 11.4 3.5 3.9 8.6 6.4 on the basis of price level for the B) Expenditure per student (x € 1,000) year concerned. OCW expenditure per student 6.0 6.2 6.1 6.2 6.4 • Tuition fees per student: revenue from tuition fees divided by Tuition fees per student 1.5 1.6 1.6 1.7 1.7 calculated number of students per Grants to institutions per student 7.6 7.8 7.8 7.9 8.1 calendar year. C) Turnover of UAS per student (x € 1,000) 8.5 8.7 8.7 8.7 -- • Turnover of institutions per student: total running costs divided by calculated number of students per calendar year. • FES resources received are not netted. With effect from 2011, FES resources are no longer available. • With effect from 2012, overhead costs are calculated under one item rather than included in the policy items. • See Appendix Notes and Definitions, Part B.

Key Figures 2009-2013 | Education, Culture and Science 80 6 Professional higher education

HBO institutions: financial data Profitability

Financial position In 2012, profitability from ordinary operations fell from 2.7 per cent to 1.7 per The annual accounts submitted by the universities of applied sciences for 2012 cent. This considerable fall is caused by a decrease in the results after taxes, show that the financial position of this sector as a whole (excluding the “green” from 96.6 million in 2011 to 61.0 million in 2012. programmes) can be regarded as good. Compared to 2011, solvency (including provisions) grew, while liquidity fell slightly. Profitability fell from 2.7 per cent in 2011 to 1.7 per cent in 2012. The operating result after taxes for 2012 amounted to 60.9 million euros, versus 96.0 million in 2011.

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

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

Figure 6.3 Solvency of universities of applied sciences Figure 6.4 Liquidity of universities of applied sciences Spread in solvency (including provisions) Spread in liquidity (current ratio)

12 18 16 10 14 8 12 10 6 8 4 6 Numer of universities Numer of universities 4 2 2 0 0 >= 6.0 <= .1 <= 0.5 >= 0.9 1.0 - 1.5 1.5 - 2.0 3.0 - 3.5 0.5 - 1.0 2.5 - 3.0 3.5 - 4.0 2.0 - 2.5 0.1 - 0.2 4.0 - 5.0 5.0 - 6.0 0.2 - 0.3 0.3 - 0.4 0.6 - 0.7 0.7 - 0.8 0.4 - 0.5 0.5 - 0.6 0.8 - 0.9 2006 2009 2012 2006 2009 2012

Key Figures 2009-2013 | Education, Culture and Science 81

Table 6.2 Balance sheet and operating data of Universities of Applied Sciences (HBO) Source 2008 2009 2010 2011 2012 OCW (DUO: Institutions’ annual A) Financial indicators accounts) Solvency (including provisions) 0.43 0.41 0.41 0.44 0.46 Notes Liquidity 0.70 0.76 0.96 1.04 1.02 • Excluding green education. Profitability (in percentages) 0.8 1.3 3.9 2.7 1.7 • A) Solvency: equity capital B) Accumulated balance sheet (x € 1 million) (including provisions) / total capital. Total assets 2,859.0 3,077.4 3,342.8 3,449.8 3,413.6 • A) Liquidity (current ratio): current assets / short-term debts. Fixed assets 2,168.6 2,291.1 2,301.8 2,307.5 2,318.1 • A) Profitability of ordinary of which tangible fixed assets 2,124.6 2,247.6 2,264.3 2,283.0 2,269.9 operations: result / (total revenues Current assets 690.4 786.4 1,041.0 1,142.3 1,095.5 + interest received). of which liquid assets 371.0 451.1 721.5 830.2 785.3 • See Appendix Notes and Definitions, Part B. Total liabilities 2,859.0 3,077.4 3,342.8 3,449.8 3,413.6 Equity capital 1,044.1 1,093.2 1,238.1 1,335.1 1,396.2 Provisions 171.7 161.3 149.0 170.4 163.2 Long-term debts 655.8 789.9 873.4 847.0 777.2 Short-term debts 987.4 1,033.0 1,082.3 1,097.4 1,077.0 C) Accumulated operating accounts (x 1 million) Revenues 3,068.1 3,227.6 3,451.2 3,574.6 3,605.2 OCW grants 2,088.6 2,226.3 2,386.5 2,477.5 2,507.8 Other government grants 28.6 32.6 37.5 43.1 34.3 Tuition fees 546.4 582.4 636.9 674.8 707.7 Revenue from contract work 216.8 203.6 210.2 203.5 186.4 Other revenues 187.7 182.7 180.0 175.7 169.1 Expenses 3,030.3 3,163.1 3,288.3 3,445.4 3,518.2 Staff costs 2,178.8 2,296.9 2,395.2 2,545.0 2,631.4 Depreciations 180.3 186.5 206.3 197.7 211.2 Accommodation expenses 214.3 210.6 216.4 216.4 219.6 Other institutional costs 456.9 469.1 470.3 486.4 456.1 Revenues and expenses balance 37.8 64.5 162.9 129.2 87.0 Actual revaluation 0.0 0.0 1.1 0.0 0.0 Financial revenues and expenses balance -14.2 -23.6 -30.5 -32.5 -25.0 Result 23.6 41.0 133.5 96.6 62.0 Taxes 0.7 0.6 0.4 0.7 0.5 Participations 0.0 7.2 0.2 0.1 -0.6 Result after taxes 22.9 47.6 133.3 96.0 60.9 Third-party share in result 0.2 0.1 0.1 0.0 0.0 Net result 22.7 47.5 133.2 96.0 60.9 Extraordinary result 0.0 0.0 0.0 0.0 0.0 Total result 22.7 47.5 133.2 96.0 60.9

Key Figures 2009-2013 | Education, Culture and Science 82 6 Professional higher education

Enrolment in professional higher education Work-based programmes Dual education or work-based learning covers courses in which the student Student numbers is employed by a company, on the basis of an educational labour contract, in Following a decline in 2012, enrolment in professional higher education picked a position which is relevant to the programme he is enrolled in. In 2013 the up considerably in 2013. On 1 October 2013, the number of students totalled number of entrants in this mode of study fell compared to 2012; it now totals nearly 430 thousand (excluding green programmes). The increase can entirely some 1,600 . be attributed to a sharp rise in full-time programmes. With regard to part-time programmes and work-based learning programmes, the downward trend in Graduates enrolment figures still continues. Over recent years, the number of graduates has gradually increased. In 2013, however, the number of graduates fell to 57.8 thousand. This decline can be Intake observed in all sectors. Until 2000, the number of first-year students rose to approximately 81 thousand. After a decrease in 2001 and 2002, intake figures went up each Since 1995, students have been graduating in dual education. In 2012, some subsequent year until 2010. The slight decline that set in during 2010 continued 1,900 students completed a work-based programme; in 2013, the number of in 2011 and 2012. In 2013, however, intake figures rose sharply again. In 2013, the graduates totalled some 1,500. number of new enrollees totalled 99.6 thousand, i.e., 5.5 thousand more than in 2012.

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

Figure 6.5 Enrolment in professional higher education Figure 6.6 HBO bachelor’s degrees by sector Number of students enrolled x 1,000, including green education In percentages of total (full-time + dual + part-time), 2013

500 Agriculture 2% Behaviour & Society 17% 450 400 350 Engineering & Technology 17% 300 250 200 Health 11% 150 100 50 Language & Culture 5% 0 2009 2010 2011 2012 2013 Education 15% Economics 33% Full-time Part-time Work-based learning

Key Figures 2009-2013 | Education, Culture and Science Table 6.3 First-year students in professional higher education (numbers x 1,000) Source 83 2009 2010 2011 2012 2013 OCW (DUO: 1 HE Figure 2013) Overall excluding green education 96.6 96.4 95.7 93.7 99.2 Education 12.6 12.6 11.6 10.7 11.3 Notes Engineering & Technology 16.9 17.0 17.0 17.6 18.8 • Reference date: 1 October. • First enrolments HBO Netherlands: Health 9.4 10.0 10.2 10.4 11.8 students enrolled for the first time Economics 38.3 37.4 37.9 36.2 37.8 in an HBO bachelor’s programme Behaviour & Society 15.5 15.7 15.3 15.2 15.9 on the reference date, 1 October. Language & Culture 3.9 3.8 3.7 3.5 3.5 • Excluding intake in master’s Cross-sector programmes 0.0 0.0 0.0 0.1 0.1 programmes. HBO-green overall 2.3 2.4 2.3 2.3 2.6 • Disciplines in accordance with HOOP categories. Per type of programme (including HBO-green) • See Appendix Notes and Full-time 86.5 86.8 87.3 87.2 94.1 Definitions, Part C. Part-time 10.0 9.7 8.4 6.9 6.1 Work-based learning programmes 2.4 2.4 2.2 2.0 1.6 Source Table 6.4 Enrolment in professional higher education (numbers x 1,000) OCW (DUO: 1 HE Figure 2013) 2009 2010 2011 2012 2013 Overall excluding green education 393.9 407.0 414.2 411.9 429.7 Notes Education 66.7 67.7 64.7 60.5 61.7 • Reference date: 1 October. Engineering & Technology 63.8 65.7 67.9 69.6 73.9 • HBO enrolment: students enrolled Health 35.7 37.7 39.3 41.0 44.4 in HBO bachelor’s or master’s Economics 148.1 153.1 157.6 156.4 162.5 programmes on the reference date, Behaviour & Society 61.9 65.3 67.2 67.5 70.3 1 October. Language & Culture 17.8 17.7 17.4 16.9 16.8 • Disciplines in accordance with Cross-sector programmes 0.0 0.0 0.1 0.1 0.2 HOOP categories. • See Appendix Notes and HBO-green overall 8.5 8.9 9.1 9.3 10.0 Definitions, Part C. Per type of programme (including HBO-green) Full-time 326.3 339.1 350.6 356.6 378.1 Part-time 63.8 64.1 60.4 53.1 50.8 Work-based learning programmes 12.4 12.8 12.3 11.6 10.8

Table 6.5 Professional higher education graduates (numbers x 1,000) 2009 2010 2011 2012 2013 Source Bachelors OCW (DUO: 1 HE Figure 2013) Overall excluding green education 60.2 60.6 60.3 63.7 57.8 Education 10.1 9.8 9.8 10.1 8.8 Notes Engineering & Technology 10.2 10.2 9.9 10.6 9.7 • HBO graduates: students Health 6.5 6.6 6.7 6.8 6.7 graduating in the Netherlands Economics 21.2 21.2 20.7 22.4 19.7 between 1 October of the year Behaviour & Society 9.4 9.9 10.2 10.8 10.0 stated and 1 October of the year Language & Culture 2.7 2.9 3.0 3.0 2.9 before. Cross-sector programmes 0.0 • Disciplines in accordance with HBO-green overall 1.5 1.5 1.4 1.4 1.3 HOOP categories. Per type of programme (including HBO-green) • Figures for masters pertain Full-time 50.0 50.6 50.4 53.4 49.4 to graduates in HOOP sectors Part-time 9.6 9.5 9.4 9.8 8.1 Education, Health, Behaviour & Work-based learning programmes 2.0 2.1 1.9 1.9 1.5 Society, Language & Culture. Masters • See Appendix Notes and Overall excluding green education 4.0 4.0 4.8 4.6 3.4 Definitions, Part C.

Key Figures 2009-2013 | Education, Culture and Science 84 6 Professional higher education

Duration of study and success rates Success rates The expected success rates present a somewhat fluctuating picture. After Expected duration of study peaking to 75 per cent in 2003, success rates have shown a gradually declining The overall average duration of study in professional higher education, as trend over the years that followed. The average expectation for 2013 rose by 4 anticipated for the students enrolled, increased in 2012 compared with the per cent compared to 2012 and now amounts to 69 per cent. years before. On average, students graduate after approximately 5.1 years. The duration of study is longest in the Economics courses (close to 5.1 years) and The overall success rates exceed the sum total for the various sectors; this is due shortest in the Healthcare, Language & Culture, and Agriculture & the Natural to the fact that some students switch disciplines (and sectors), which affects the Environment courses (4.3 years). figures. Average scores are now highest for Language & Culture, followed by Health and Engineering & Technology.

Figure 6.7 Expected duration of study for graduates Figure 6.8 Expected success rates In years, by HOOP category In percentages of cohort entering, by HOOP category

5.5 75

5.0 70 65 4.5 60 4.0 55

3.5 50

3.0 45 Education E&T Health Economics B & S L & C Agriculture HBO overall Education E&T Health Economics B & S L & C Agriculture HBO overall

2009 2011 2013 2009 2011 2013

Key Figures 2009-2013 | Education, Culture and Science 85

Table 6.6 Expected duration of study and success rates in professional higher education Source 2009 2010 2011 2012 2013 OCW (DUO: 1 HE Figure 2013) A) Expected duration of study for graduates by sector, in years Notes Education 4.3 4.3 4.3 4.2 4.6 • Disciplines in accordance with Engineering & Technology 4.5 4.6 4.6 4.6 4.8 HOOP categories. Health 4.0 4.1 4.1 4.2 4.3 • C) and D): in percentages of cohort Economics 4.7 4.8 4.8 4.8 5.1 entering. Behaviour & Society 4.3 4.3 4.4 4.3 4.6 • The success rates for HBO overall are higher than the success rates Language & Culture 4.4 4.3 4.3 4.3 4.3 in each of the sectors, as some Agriculture & the Natural Environment 4.1 4.1 4.2 4.3 4.3 students graduate in a sector B) Expected duration of study for HBO graduates (in years) 4.7 4.7 4.8 4.7 5.1 other than the one they started in. C) Expected success rates by sector, in percentages For the same reason, the overall Education 59 56 54 52 55 duration of study is longer than the average of the durations per sector. Engineering & Technology 65 60 60 58 59 • See Appendix Notes and Health 66 66 63 62 64 Definitions, Part C. Economics 63 60 57 55 56 Behaviour & Society 64 62 58 56 57 Language & Culture 66 63 66 65 68 Agriculture & the Natural Environment 66 63 58 55 48 D) Expected success rates for HBO programmes 74 70 68 65 69

Key Figures 2009-2013 | Education, Culture and Science 86 6 Professional higher education

Institutions and staff Over recent years, the proportion of women in the total number of staff has gradually increased to 51.3 per cent in 2012. In 2012, women accounted for Institutions nearly 59 per cent of the support staff (2011: 58 per cent). Among teaching staff, By now, the process of scale expansion that began in the mid 1980s has stabilized. the proportion of women rose slightly to 46 per cent (2011: 45.5 per cent). In 2013, only 34 government-funded institutions (boards of governors) were left. Note: each board may govern a number of institutions, operating with varying Slightly more than 7 per cent of staff at the universities of applied sciences hold forms of independence. posts above salary scale 13, which is a minor increase vis-à-vis 2011. Women account for slightly more than 37 per cent of this category of staff, i.e., another Because of administrative mergers, the average size of the institutions is increasing: slight increase vis-à-vis 2011 (36.4 per cent). from 5,430 students in 2000 to nearly 13 thousand students in 2013. This is not the result of scale expansion (mergers) alone, but is also due to the continuing growth The average age of staff has stabilized at 46 over the past year. The number of in student numbers at the universities of applied sciences. staff aged 50 and older fell slightly; in 2012, the over-50s accounted for 42.5 per cent of total staff numbers. Among teachers, the number of staff aged 50 and Staff older is higher than among support staff and among male staff, the proportion During the period from 2009 to 2012, the total number of staff (expressed in FTEs) of over-50s is higher than among female staff. increased. In addition to the increase in teaching staff numbers, the figures show that support staff numbers have been on the rise as well since 2009. From 2009 to 2012, the total number of teaching staff rose from 16,900 to 18,400 FTEs. Support staff numbers grew from 12,500 FTEs in 2009 to 12,900 FTEs in 2012 (42 per cent of the total number of staff). The overall number of staff rose to 31,400 FTEs in 2012.

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

Figure 6.9 Universities of applied sciences by size Figure 6.10 Student-staff ratio in HBO Number of universities by size (number of students) Number of students per member of the teaching staff

40 35 26 30 25 25 20 24 15 23

10 22

5 21 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 0 2009 2010 2011 2012 2013

Small Medium-sized Medium to large Large (0-1,000 students) (1,000-5,000 students) (5,000-10,000 students) (> 10,000 students)

Key Figures 2009-2013 | Education, Culture and Science 87

Table 6.7 Institutions and staff in professional higher education, key statistics Source 2009 2010 2011 2012 2013 OCW (DUO: CRIHO, situation as of A) Number of institutions 36 35 35 35 34 December) RAHO (excl. EZ) Small institutions (0-1,000 students) 7 8 9 9 8

Medium-sized institutions (1,000-5,000 students) 13 11 10 10 10 Notes Medium to large institutions (5,000-10,000 students) 3 2 2 2 2 • C) to F) inclusive: based on number Large institutions (over 10,000 students) 13 14 14 14 14 of FTEs. B) Number of staff in FTEs (x 1,000) • Staff: numbers per school year, excluding green education. Total 29.4 30.0 31.1 31.4 • See Appendix Notes and Teaching staff 16.9 17.3 18.1 18.4 Definitions, Part D. Support staff 12.5 12.7 13.0 12.9 C) Percentage of women (in FTEs) Total 49.2 50.0 50.7 51.3 Teaching staff 42.7 43.7 45.5 46.0 Support staff 58.0 58.6 57.8 58.9 D) Percentage of staff aged 50 and older Total 42.0 42.6 42.6 42.5 Teaching staff 47.3 47.6 46.9 46.2 Support staff 34.8 35.8 36.7 37.1 Men 51.9 52.4 50.5 50.3 Women 31.7 32.8 35.0 35.0 E) Average age in years 45.7 45.9 45.9 45.9 F) Percentage in salary scales 13 and higher (in FTEs) Total 6.8 7.1 7.2 7.3 Men 9.4 9.6 9.3 9.5 Women 4.2 4.6 5.1 5.3 G) Staff in salary scales 13 and higher (in FTEs) Total (number x 1,000) 2.0 2.1 2.2 2.2 Percentage of women 28.6 32.4 36.4 37.1 H) Ratios Student - staff 13.4 13.6 13.3 13.1 Student - teaching staff 23.3 23.5 22.9 22.3 Support staff as a percentage of total staff 42.5 42.3 41.9 41.2

Key Figures 2009-2013 | Education, Culture and Science 88 7 Academic higher education

System and funding in academic addition to the government grant, a research university also receives tuition higher education fees and separate resources for research.

System Research The Higher Education and Research Act (WHW) governs a wide range of University research is financed via three different flows of funds. The first flow matters, including the planning, funding, administration and organization of the of funds is the portion of the central government grant outlined above, which research universities. Research universities provide university-level education is earmarked for research (direct government funding). The second flow of and conduct scientific/academic research. They educate students to become funds is comprised of subsidies allocated by the Netherlands Organization for scientific/academic researchers or technological designers and they pass on Scientific Research (NWO) to specific research projects (indirect government knowledge for the benefit of society. The research universities focus attention funding). The third flow of funds is generated by research commissioned by on personal development and promote awareness of social responsibility. international and national government bodies and non-profit institutions. The private sector’s share in the third flow of funds amounts to approximately 10 The national government funds 18 research universities. These include the Open per cent. University for distance learning, four religious and/or philosophical institutions of learning, three technical universities and Wageningen University. The latter is funded by the Ministry of Economic Affairs.

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

Funding The national budget for the research universities is divided into a teaching component, a research component, performance funding and a component for medical education and research. The research universities involved channel this last component of the budget in its entirety to the teaching hospitals. 65 per Figure 7.1 Flows of funds in academic higher education cent of the education component is divided among the research universities Amounts for 2012 (x € 1 million) in proportion to the number of students enrolled within the official length of a study programme and the number of degrees earned; 30 per cent is divided on NWO OCW 1.1 SF the basis of percentages per institution. The remainder (5 per cent) is allocated First ow of funds to the institutions for specific policy objectives, such as for quality, vulnerable Second ow 3.3 programmes and special facilities. of funds 0.45 Tuition fees 36 per cent of the part of the budget earmarked for research is allotted in Universities 0.5 proportion to the number of PhDs and degrees earned. The remainder is Third ow Students dispensed in the form of fixed amounts for each institution and an amount that of funds Teaching 2.0 is distributed on the basis of percentages per university. 1.2 Research 3.4 European Union Government grants to Cost of living In addition, the universities receive funds earmarked for medical programmes National government teaching hospitals and research, and performance funding corresponding to the performance Non-pro€t institutions Private sector 0.6 agreements. The grants given by the national government to the institutions are Staƒ paid as a lump sum. In other words, an institution may spend its government Students Teaching hospitals grant at its own discretion for the performance of its statutory duties. In

Key Figures 2009-2013 | Education, Culture and Science 89

Table 7.1 Financial key statistics for academic higher education Source 2009 2010 2011 2012 2013 A), B): OCW annual reports C), D): university annual reports A) Expenditure and revenue (x € 1 million) Total expenditure 3,781.9 3,823.0 3,954.9 3,984.9 4,065.7 Notes Government grant 3,719.3 3,758.1 3,888.3 3,930.8 4,015.1 • OCW expenditure per student: OCW grants for teaching divided by the Subsidies 37.5 38.9 39.7 26.2 22.7 number of students per calendar Contract work 1.5 1.4 1.6 1.6 1.6 year. Annual grants: calculated on Contributions to ZBOs/RWTs 4.1 3.9 3.3 4.0 3.9 the basis of price level of the year concerned. Per capita expenditure Contributions to national and international organizations 19.5 20.7 22.0 22.3 22.5 does not include overheads and non- Total revenue 13.9 13.9 25.1 0.1 1.0 education related expenditure for B) Amounts converted into student years (x € 1,000) students enrolled at the universities. • Tuition fees per student: tuition OCW expenditure per student 5.9 5.9 6.1 6.2 6.6 fees received divided by calculated Tuition fees per student 1.8 1.9 1.9 2.1 2.1 number of students per calendar Institutional grant per student 7.7 7.8 8.0 8.2 8.6 year. • FES resources received are not C) Actual costs according to annual accounts (x € 1 million) netted. With effect from 2011, FES Research 3,242.2 3,316.7 3,406.5 3,425.3 -- resources are no longer available. Teaching 1,870.4 1,913.4 1,965.1 1,976.0 -- • Figures under C) include effects of indirect funding and contract income Medical care 246.5 252.1 259.0 260.4 -- (second and third flows of funds); D) Educational resources per student according to annual 8.1 7.9 7.9 7.9 -- figures under A) and B) do not. accounts (x € 1,000) • With effect from 2012, overhead costs are calculated under one item rather than included in the policy items. • Figures presented have been adjusted to the new budget structure for 2013.

Source Table 7.2 Key statistics for teaching hospitals A) Annual reports from teaching 2008 2009 2010 2011 2012 hospitals A) Financial data (x € 1 million) B) http://statline.cbs.nl Total operating costs 5,841.2 6,264.4 6,638.0 6,870.5 7,194.5 Notes B) Data on medical degrees • B) Data on medical degrees: figures (Gross) number of medical students enrolled 18,395 18,711 18,894 18,753 18,714 pertain to students graduating Admissions quota (medical degrees) 2,850 2,850 2,790 2,780 2,780 between 1 October of the year Postgraduate degrees awarded (qualified trainee stated and 1 October of the year 2,022 2,075 2,276 2,429 2,459 doctor) before.

Key Figures 2009-2013 | Education, Culture and Science 90 7 Academic higher education

Research universities: financial data Solvency and liquidity The solvency of the academic higher education sector as a whole fell slightly Financial position compared with 2011. Solvency (including provisions) stands at 0.55. The annual accounts pertaining to 2012 submitted by the research universities show that the financial position of the sector as a whole is good (indicators The liquidity of the academic higher education sector grew from 0.96 to 1.02. excluding Wageningen University and Open University). Solvency (including This means that the upward trend from 2011 on continued. provisions) has been good for a number of years now. In 2011, the slightly negative trend in liquidity that has been manifest since 2007 changed into Profitability an increase. Profitability increased as well. The operating result after taxes Profitability from ordinary operations went up compared to 2011. The value amounted to 114.6 million euros in 2012, versus 86.8 million euros in 2011. increased from 1.5 per cent to 1.9 per cent. Profitability is calculated on the basis of the result, including the result from financial revenues and expenses.

Figure 7.2 Research universities, balance sheet data Figure 7.3 Research universities, operating data Summed total for all the universities (excluding WU and OU), x € 1 million Summed total for all the universities (excluding WU and OU), x € 1 million

3,500 4,000

3,000 3,500

2,500 3,000 2,500 2,000 2,000 1,500 1,500 1,000 1,000 500 500 0 0 2008 2009 2010 2011 2012 2008 2009 2010 2011 2012

Current assets Short-term debts Equity capital Government grants Revenue from contract work Sta costs

Key Figures 2009-2013 | Education, Culture and Science 91

Table 7.3 Balance sheet and operating data of the research universities Source 2008 2009 2010 2011 2012 OCW (DUO: Institutions’ annual A) Financial indicators accounts) Solvency (including provisions) 0.62 0.58 0.57 0.57 0.55 Notes Liquidity 0.94 0.92 0.91 0.96 1.02 • Excluding Wageningen University Profitability (in percentages) 2.8 0.5 0.8 1.5 1.9 and Open University. B) Accumulated balance sheet (x € 1 million) • A) Solvency: equity capital Total assets 4,928.8 5,328.7 5,551.6 5,773.1 6,169.3 (including provisions) / total capital. • A) Liquidity (current ratio): current Fixed assets 3,451.4 3,720.0 3,865.7 3,895.8 3,965.7 assets / short-term debts. of which tangible fixed assets 3,292.1 3,555.2 3,675.1 3,692.0 3,749.7 • A) Profitability of ordinary Current assets 1,477.4 1,608.6 1,685.9 1,877.3 2,203.6 operations: result / (total revenues of which liquid assets 610.7 670.9 788.4 1,000.4 1,369.5 + interest received). Total liabilities 4,928.8 5,328.7 5,551.6 5,773.1 6,169.3 Equity capital 2,705.7 2,739.5 2,796.1 2,869.6 2,965.0 Provisions 352.1 365.8 357.9 407.6 398.2 Long-term debts 293.1 478.6 538.2 547.4 648.2 Short-term debts 1,577.9 1,744.7 1,859.5 1,948.6 2,157.8 C) Accumulated operating accounts (x € 1 million) Revenues 5,146.5 5,382.3 5,535.7 5,724.3 5,796.8 OCW central government grants 3,008.0 3,141.8 3,153.2 3,238.3 3,259.6 Other government grants 7.3 8.5 9.2 9.2 9.2 Tuition fees 333.8 395.0 435.0 457.7 486.2 Revenues from contract work 1,214.1 1,339,6 1,426.9 1,497.6 1,537.3 Other revenues 583.3 497.5 511.3 521.4 504.5 Expenses 5,015.4 5,359.1 5,482.2 5,630.6 5,661.7 Staff costs 3,106.3 3,428.8 3,602.9 3,648.2 3,692.4 Depreciations 311.4 294.2 314.2 375.2 361.6 Accommodation costs 396.6 418.5 407.9 443.6 426.0 Other institutional expenses 1,201.1 1,217.6 1,157.2 1,163.7 1,181.8 Revenues and expenses balance 131.1 23.2 53.5 93.6 135.1 Financial revenues and expenses balance 16.3 3.9 -7.0 -10.2 -22.2 Result 147.4 27.1 46.5 83.5 112.9 Taxes 0.3 -0.1 0.0 0.0 0.4 Participations 1.7 1.4 1.9 3.4 2.2 Result after taxes 148.8 28.7 48.4 86.8 114.6 Third-party share in result 23.1 11.3 11.0 13.1 14.6 Net result 125.7 17.4 37.5 73.7 100.1 Extraordinary result 0.0 1.2 2.5 0.4 -0.8 Total result 125.7 18.6 39.9 74.1 99.3

Key Figures 2009-2013 | Education, Culture and Science 92 7 Academic higher education

Enrolment in academic higher education Numbers enrolled The total number of students is affected by trends in intake levels and the General average duration of study. In recent years, the average duration of study has Applicants to research universities must have successfully completed pre- gradually decreased, partly as a result of government policy aimed at reducing university education (VWO), the propaedeutic part of professional higher course durations. Since 1999, the effect of the decline in intake up to 1996 and education (HBO), an HBO Bachelor’s programme, certain training courses the reduction of the average duration of study has been balanced out by the abroad or a viva voce entrance examination. Students are free to apply for growth in intake. Factors contributing to the rise in enrolment numbers are any university or programme, although many programmes require a specific the increasing number of five-year courses, changes in the student grants and combination of examination subjects. Some disciplines (such as dentistry and loans system and the possibility of leaving university with a Bachelor’s degree. medicine) have an admissions quota: they admit a limited number of first-year For 2013, the average expected duration of study is approximately 5.3 years. students. Enrolment figures rose by 7,700 in 2013 compared to the year before.

In 2002, the Bachelor’s – Master’s degree structure was introduced in Dutch Graduates tertiary education. The research university Bachelor’s degree, which can be The number of graduates is strongly related to the intake in previous years earned in three years, can also be considered a final diploma. The minimum and the average duration of study. Since 2002, the number of Bachelors has course duration for a Master’s degree is four years. The technical disciplines and been increasing, due to the conversion of existing study programmes and as a dentistry take five years; (veterinary) medicine and pharmacy take six years. result of new arrangements within the Bachelor’s-Master’s degree structure. The numbers in Table 7.4C are summed totals of graduates under the old The Open University has been providing distance learning courses for tertiary (terminating) degree system and new Masters. Table 7.7 shows that the number education since 1984. of Bachelors, at 32,300 in 2013, is still lower than the total number of graduates under the old degree system and new Masters (35,200). The figures in Table First-year students 7.4C reflect the final degrees awarded, with retroactive effect from 2011, in the The number of first-year students rose again in 2013. The number of entrants Pharmacy, Medicine, Dentistry and Veterinary Medicine programmes, rather grew by some 3,100 compared to the academic year before. The increase is most than the interim Master’s degrees. manifest in the Science sector, the Engineering & Technology sector and the Health sector. The Economics sector is the only one showing a slight decrease in intake figures.

Figure 7.4 First-year WO students by discipline Figure 7.5 Number of first-year WO students First enrolments in percentages of total, 2013 Including green education, numbers x 1,000

Cross-sectoral 4% 60 Agriculture 4% Behaviour & Society 20% 50 Engineering & Technology 13% 40 30 Science 10% Economics 19% 20 10 Health 10% 0 1970 1975 1980 1985 1990 1995 2000 2005 2010 Language & Culture 11% Law 10%

Key Figures 2009-2013 | Education, Culture and Science 93

Table 7.4 Academic higher education: intake, enrolment and graduates Source 2009 2010 2011 2012 2013 OCW (DUO: 1 HE Figure 2013) A) First enrolments, including external students (x 1,000) Total excluding Agriculture 50.2 49.7 50.3 49.4 52.5 Notes Cross-sector programmes 0.9 1.0 1.1 1.6 2.0 • A) First enrolments: students Science 4.2 4.3 4.6 4.8 5.4 enrolled for the first time at Engineering & Technology 6.5 6.1 6.3 6.5 7.1 a research university in the Health 4.7 5.0 5.0 4.9 5.4 Netherlands on the reference date, Economics 10.1 9.9 10.3 10.4 10.3 1 October. Law 5.6 5.3 5.5 5.2 5.3 • A) The university teacher-training Behaviour & Society 11.4 11.5 11.2 10.5 11.1 courses are follow-up courses; Language & Culture 6.8 6.7 6.2 5.6 6.0 therefore, the students enrolling University teacher-training courses (0.0) (0.1) (0.1) (0.1) (0.1) in these courses have not been WO-green overall 1.6 1.8 1.8 1.9 2.2 included in the total number of Educational background in percentages first-year students. VWO-d direct 49.7 48.1 48.2 47.8 50.0 • A) The percentages indicate the VWO-d indirect 8.1 8.3 8.1 8.7 8.8 differentiation by educational HBO-d direct 11.5 10.6 9.2 8.3 5.9 background rather than the HBO-d indirect 5.4 5.4 4.2 3.7 3.8 transfer rates (background vis à vis HBO propaedeutic course 5.7 6.0 6.4 5.8 6.3 total, including green). Other 19.6 21.6 23.8 25.8 25.1 • B) Enrolments: students enrolled B) Enrolled university students, including external students (x 1,000) at a research university in the WO-green overall 226.1 234.3 236.8 232.4 240.1 Netherlands on the reference date, Cross-sector programmes 2.4 2.8 3.2 4.1 5.2 1 October. Science 18.1 19.0 20.1 20.8 22.8 Engineering & Technology 29.2 29.9 30.7 31.2 33.4 • C) Graduates: students earning a Health 30.2 31.2 31.6 31.7 32.5 master’s degree between 1 October Economics 36.8 38.9 39.4 39.1 39.6 of the year stated and 1 October of Law 28.2 28.4 28.0 26.8 26.7 the year before. Behaviour & Society 47.3 49.4 49.6 47.4 48.1 • See Appendix Notes and Language & Culture 32.5 33.2 32.3 29.7 30.0 Definitions, Part C. University teacher-training courses 1.3 1.6 1.7 1.7 1.8 WO-green overall 5.7 6.4 7.0 7.4 8.2 C) Master’s degrees awarded (x 1,000) Total excluding Agriculture 29.2 31.3 35.0 39.1 35.2 Cross-sector programmes 0.0 Science 1.9 2.1 2.2 2.5 2.5 Engineering & Technology 3.3 3.4 3.6 3.9 3.7 Health 3.8 4.1 4.4 4.5 4.6 Economics 5.2 5.5 6.9 8.1 7.3 Law 3.8 4.2 4.4 5.0 3.9 Behaviour & Society 7.1 7.5 8.2 9.1 8.3 Language & Culture 3.6 3.9 4.4 4.9 3.9 University teacher-training courses 0.6 0.7 0.8 1.1 0.9 WO-green overall 1.0 1.0 1.0 1.4 1.3 Source Table 7.5 Open University, enrolment and degrees awarded (numbers x 1,000) CBS Statline Open University, annual report 2012 2008 2009 2010 2011 2012 Total number of active students (x 1,000) 13.7 13.1 13.3 13.5 13.3 Notes First-year students 5.1 5.0 5.0 5.1 5.1 • See Appendix Notes and University degrees 485 562 597 585 560 Definitions, Part C.

Key Figures 2009-2013 | Education, Culture and Science 94 7 Academic higher education

Duration of study and success rates The success rates differ widely from one discipline to another. To some extent, this is due to the differences in the nominal durations of study. In 2013, the General Health sector had the highest success rate – the measure of overall performance In September 2002, the Bachelor’s - Master’s structure was broadly introduced – viz. 81 per cent. Expected success rates are lowest in the Language & Culture in the Dutch academic higher education sector. New three-year Bachelor’s discipline: 50 per cent. programmes were launched and current study programmes were converted to the new structure. Some continued on to completion under the old structure. Success rates: Bachelor’s programmes In the phase during which these two structures run parallel to each other and Since 2006, four years after the introduction of the Bachelor’s – Master’s interweave, the value of result figures is highly relative. However, the first structure, the number of Bachelor’s degrees awarded has clearly picked up. The results of the Bachelor’s programmes are now available. Behaviour & Society sector produced by far the highest number of graduates. This corresponds to the comparatively high intake in this sector over recent Expected duration of study and success rates years. In recent years, the average expected duration of study has gradually decreased to approximately 5.3 years. It must be noted in this regard that Engineering & Technology programmes and several Science programmes are five years in length, which increases the average. The majority of the programmes, however, are four years in length. The calculated success rate as a measure for the overall performance amounts to 76 per cent. This average total success rate is attained after approx. eight years. This year, average total success rates rose in all sectors, compared to the years before, with the exception of the Agriculture & the Natural Environment sector.

Figure 7.6 Expected duration of study for graduates Figure 7.7 Expected success rates In years, by HOOP category In percentages of cohort entering, by HOOP category

6.5 90 6.0 80 5.5

5.0 70

4.5 60 4.0 50 3.5

3.0 40 Science E&T Health Econo- Law B & S L & C Green WO Science E&T Health Econo- Law B & S L & C Green WO mics Overall mics Overall

2009 2011 2013 2009 2011 2013

Key Figures 2009-2013 | Education, Culture and Science 95

Table 7.6 Expected duration of study and expected success rates at the research universities Source 2009 2010 2011 2012 2013 OCW (DUO: 1 HE Figure 2013) A) Expected duration of study for graduates per sector (in years) Science 5.2 5.2 5.2 4.9 5.3 Notes • Sectors in accordance with HOOP Engineering & Technology 6.1 6.0 6.0 5.6 6.1 categories. Health 6.2 6.1 6.1 6.0 6.1 • The success rates for WO overall Economics 4.6 4.6 4.2 3.9 4.1 are higher than the success rates Law 5.4 5.3 5.0 4.8 5.2 in each of the sectors, as some Behaviour & Society 4.6 4.5 4.4 4.1 4.3 students graduate in a sector Language & Culture 5.2 5.2 4.9 4.3 4.9 other than the one they started in. For the same reason, the overall Agriculture & the Natural Environment 4.1 4.2 4.5 4.1 4.3 duration of study is longer than the B) Expected duration of study for WO graduates (in years) 5.5 5.5 5.3 4.9 5.3 average of the durations per sector. C) Expected success rates by sector, in percentages • C) and D): in percentages of cohort Science 52 51 52 48 57 entering. Engineering & Technology 59 57 56 59 66 • See Appendix Notes and Health 74 73 74 72 81 Definitions, Part C. Economics 60 61 62 64 67 Law 58 61 58 62 63 Behaviour & Society 59 60 60 58 66 Language & Culture 43 43 43 42 50 Agriculture & the Natural Environment 81 78 77 79 78 C) Expected success rates by sector, in percentages 70 70 70 69 76

Table 7.7 Bachelor’s degrees awarded at the research universities (numbers x 1,000) Source OCW (DUO: 1 HE Figure 2013) 2009 2010 2011 2012 2013 Total excluding Agriculture 25.7 26.8 30.0 34.5 32.3 Notes Cross-sector programmes 0.5 0.6 0.6 0.8 0.9 • WO bachelors: bachelor’s degrees Science 2.0 2.0 2.4 2.6 2.4 awarded between 1 October of the Engineering & Technology 2.5 2.6 3.4 4.1 3.6 year stated and 1 October of the Health 2.6 3.2 3.6 4.4 4.5 year before. Economics 3.9 4.1 4.7 5.1 5.1 Law 3.8 3.6 3.8 4.2 3.7 Behaviour & Society 6.3 6.6 7.0 8.0 7.7 Language & Culture 4.2 4.2 4.6 5.2 4.4 WO-green overall 0.5 0.6 0.6 0.9 0.8

Key Figures 2009-2013 | Education, Culture and Science 96 7 Academic higher education

Institutions and staff Female staff Expressed in FTEs, women represent 43.8 per cent of university staff. A break- Institutions down shows that women accounted for 37.7 per cent of academic staff in 2012. In addition to the ordinary research universities and the Open University, the Among support and administrative staff, the share of women came to 52 per Netherlands also has a number of approved private institutions and institutes cent in 2012. for international education. The former category includes Nijenrode University. The quantitative data on these institutions is too diverse to provide any Women are still strongly under-represented among professors and (senior) meaningful statistical survey. Many of them are very small and sometimes have university lecturers. The proportion of female staff is, however, rising gradually highly specific characteristics. Generalized figures would not reflect their specific across the board, also among professors, but at 15.8 per cent, women are still individual natures. far from equally represented.

Trends in staffing The universities bear primary responsibility for the staff policy to be pursued and developed. For example, the universities are free to deploy staff in either teaching or research.

After a slight growth in staff numbers over recent years, staff establishment totalled 39,700 FTEs in 2012, which is on a par with 2011. Academic staff numbers have grown since 2007, while support staff numbers continued to fall in 2012. After a period of slight increase since 2008, numbers in the trainee research assistants category (doctoral candidates) fell to 7,900 in 2012.

Figure 7.8 Female academic staff Figure 7.9 Composition of university staff In percentages of total, as of 31 December 2012 (including WU and OU) In percentages of total, as of 31 December 2012

80 70 Professors 6.3% 60 Senior university lecturers 5.0% 50 University 40 lecturers 10.8% Support sta 42.3% 30

20 Trainee research 10 assistants 19.9% 0 Professors Senior Lecturers Other AS Doctoral lecturers candidates Other academic sta 15.6%

Under 30 Aged 30 - 39 Aged 40 - 49 Aged 50 and older

Key Figures 2009-2013 | Education, Culture and Science 97

Table 7.8 Key statistics for institutions and staff in academic higher education Source 2008 2009 2010 2011 2012 A) OCW (DUO: BRIN registers) A) Number of institutions 12 12 12 12 12 B), C), D), E) VSNU: WOPI B) Number of staff (FTEs (x 1,000) Notes Total 37.7 39.1 39.8 39.7 39.7 • Reference date for staff: 31 Support staff 16.5 17.1 17.2 16.9 16.8 December. Academic staff 21.2 22.0 22.6 22.8 22.9 • Excluding Open University, Professors 2.3 2.4 2.5 2.5 2.5 Wageningen University and 4 universities set up on a religious/ Senior university lecturers 2.0 2.0 2.0 2.0 2.0 ideological basis. University lecturers 4.0 4.1 4.3 4.3 4.3 • Staff: excluding a significant Other academic staff 5.8 6.1 6.2 6.0 6.2 proportion of university staff Trainee research assistants 7.2 7.4 7.6 8.0 7.9 working at medical departments. Most universities have transferred C) Percentage of female staff these staff entirely or partially to Total 41.0 42.0 43.0 43.2 43.8 the University Medical Centres. Academic staff 34.0 35.0 36.0 37.3 37.7 • With effect from 2005, WOPI Senior university lecturers 18.0 19.0 21.0 21.8 22.5 statistics no longer include student Professors 12.0 12.0 13.0 14.9 15.8 assistants. • Staff: total funded staff (both D) Age structure central government grant and third Percentage <= 29 23.0 23.0 22.0 21.2 22.6 flow of funds). Percentage 30-39 26.0 26.0 26.0 26.7 26.8 • B) Trainee research assistants Percentage 40-49 22.0 22.0 22.0 22.4 20.9 include trainee design engineers Percentage 50-59 22.0 22.0 22.0 21.7 21.5 and trainee research assistants with two-year contracts. Percentage >= 60 7.0 7.0 8.0 8.0 8.2 • B) Other academic staff: including E) Ratios student assistants, figures from Students - academic staff 10.1 10.3 10.4 10.4 10.1 2005 excluding student assistants. Students - total staff 5.7 5.8 5.9 6.0 5.9 • C) to E) inclusive: based on FTEs.

Key Figures 2009-2013 | Education, Culture and Science 98 8 Student grants and loans

Student grants and loans, system and funding WSF expenditure and revenue Some components of the student finance expenditure and revenue are General irrelevant to the financial framework of the budget (EMU balance), which is Student finance (SF) encompasses three policy areas: Student finance, Study why they are discussed separately. Irrelevant expenditure includes the interest- costs and school fees allowances, and Course fees. These policy areas are bearing loans granted under the WSF 2000. The student loans are not included laid down in three Acts: the Student Finance Act (WSF 2000), the Study Costs in the EMU balance, as they are balanced out by interest-bearing claims. and School Fees Allowances Act (WTOS) and the School and Course Fees Act Consequently, revenue resulting from repayment of these loans is irrelevant as (LCW). The implementation and the expenditure and revenue under these Acts well. Irrelevant expenditure also includes expenditure for performance-related are in the hands of a government agency, Dienst Uitvoering Onderwijs (DUO), in grants, as long as these have not been converted into a definite non-repayable Groningen. This section discusses each of these SF policy areas in turn. grant. Once the performance-related grants have been converted into non- repayable grants, this expenditure counts as relevant to the EMU balance. Student grants and loans The Student Finance Act (WSF 2000) specifies that student finance applies to The sharp growth in revenue over the period from 2009 to 2013 keeps pace full-time students in tertiary education and to full-time participants over the with the increase in the number of students taking out a loan and the increase age of 18 in vocational training programmes (BOL) within vocational education in the expenditure on – repayable – interest-bearing loans (cf. Table 8.6). The (MBO). The WSF 2000 offers students flexibility in taking up what grants they fluctuations in the expenditure for travel allowances in the period from 2009 are entitled to. Student finance comes as a mixed funding: it is partly a non- to 2013 is primarily due to advance payments to the joint public transport repayable grant, partly a loan and for some students, depending on parental companies in those years. income, partly a supplementary grant. In addition to the study allowance, student finance also encompasses travel allowances. With regard to students in tertiary education and BOL levels 3 and 4, the grants and travel allowances are awarded as a loan. When the student in question graduates within ten years, this loan is converted into a non-repayable grant. More information on loans to students under the WSF 2000 is provided in the section on Supplementary earnings and loans.

School fees and study costs allowance Under the Study Costs and School Fees Allowances Act (WTOS), allowances are provided for school fees (insofar as these are due) and study costs for Figure 8.1 Total student finance expenditure secondary school students aged 18 and over, BOL participants under 18 and Amounts x € 1 billion students in adult education or the university teacher-training programmes. 4.5 Allowances are dependent on the income of the parents or the student’s own 4.0 income. Secondary school students 18 and over also receive a basic allowance, 3.5 irrespective of parental income. 3.0 2.5 School and course fees 2.0 The School and Course Fees Act (LCW) specifies when school and course fees 1.5 have to be paid. The manner in which the amount of the school fees due is 1.0 determined, is also laid down in this Act (see Revenue from school fees). 0.5 0.0 2009 2010 2011 2012 2013

WTOS Travel allowances WSF irrelevant WSF relevant

Key Figures 2009-2013 | Education, Culture and Science 99

Table 8.1 Financial key statistics for student finance / WTOS Source 2009 2010 2011 2012 2013 OCW annual reports, DUO records A) Expenditure and revenue (x € 1 million) Total expenditure 3,786.8 3,917.4 4,248.8 3,920.1 4,263.3 Notes WSF and travel allowances overall 3,541.2 3,698.4 4,043.4 3,693.8 4,023.3 • Expenditure for travel allowances of which irrelevant 1,863.5 1,838.3 1,806.8 1,886.7 1,939.9 includes postponed and advanced travel allowances 440.6 450.8 803.2 292.9 450.3 payments. • Vocational and adult education: WTOS 145.5 100.4 97.0 93.3 88.2 full-time vocational training Overhead costs 100.1 118.7 108.4 133.0 151.7 programmes (BOL-ft) only. Attributed to DUO (including cost of collecting school fees) 100.1 118.7 108.4 133.0 151.7 • Professional higher education OCW overheads . . . . . (HBO) and Academic higher Revenue (repayments + interest) 557.4 643.2 679.3 699.6 742.1 education (WO): full-time courses B) Expenditure per sector (x € 1 million) only. WSF / WTOS expenditure overall 3,686.7 3,798.8 4,140.4 3,787.1 4,111.6 • Figures under C have been Secondary education 95.5 68.9 68.6 67.6 67.2 rounded off to the nearest € 10. Vocational and adult education (BOL) 1,065.9 1,075.8 1,092.0 1,044.7 1,134.7 • Substantially higher per capita Professional higher education 1,523.9 1,568.5 1,575.6 1,607.3 1,766.9 expenditure for WSF claimants is due to an advance payment for Academic higher education 1,001.4 1,085.6 1,404.2 1,067.5 1,142.7 public transport arrangements. C) Per capita expenditure WSF/WTOS (x € 1) Secondary education 100 70 70 70 70 Vocational and adult education (BOL) 3,140 3,110 3,150 2,970 3,090 Professional higher education 4,500 4,460 4,340 4,370 4,540 Academic higher education 4,320 4,510 5,760 4,450 4,600 Table 8.2 Financial key statistics for WSF (x € 1 million, unless stated otherwise) 2009 2010 2011 2012 2013 Source A) WSF expenditure overall (incl. travel allowances), by sector 3,541,2 3,698,4 4,043.4 3,693.8 4,023.3 OCW annual reports, DUO records Vocational and adult education (BOL) 1,025.7 1,051.8 1,068.9 1,023.8 1,118.3 Notes Professional higher education 1,514.2 1,561.0 1,570.3 1,602.4 1,762.3 • Total expenditure for WSF and Academic higher education 1,001.4 1,085.6 1,404.2 1,067.5 1,142.7 travel allowances (per claimant) B) WSF expenditure overall (incl. travel allowances), by type includes extra allowances for Basic grants (relevant) 707.0 808.1 873.1 915.9 1,001.2 students supporting a family and Supplementary grants (relevant) 473.5 523.7 489.8 499.9 528.1 arrears of previous entitlements. Travel expenses (relevant) 440.6 450.8 803.2 292.9 450.3 • Regular loans include progress- Other 56.6 77.4 70.5 98.5 103.7 related grants and performance- Interest-bearing loans 1,863.5 1,838.3 1,806.8 1,886.7 1,939.9 related grants converted into loans. Regular loans 1,187.9 1,207.5 1,252.6 1,300.7 1,434.5 • C) Figures rounded off to the Performance-related grants 608.5 544.3 452.4 463.2 363.3 nearest € 10. • Substantially higher per capita Tuition fees credit 67.2 86.6 101.9 122.7 142.2 expenditure for WSF claimants is C) WSF & travel allowances expenditure per WSF claimant per year (x € 1) due to an advance payment for Vocational training (BOL) 4,870 4,800 4,850 4,590 4,870 public transport arrangements. Professional higher education 6,070 5,990 5,880 5,910 6,360 • C) BOL: full-time participants 18 Academic higher education 8,300 8,560 10,670 7,910 8,260 and over only.

Key Figures 2009-2013 | Education, Culture and Science 100 8 Student grants and loans

Grants and loans for vocational and tertiary Trend in the average supplementary grant education Until 2010, across all types of education, the average supplementary grant generally showed an upward trend, mainly as a result of the rise in the standard Performance-related grants in tertiary education supplementary grant by way of compensation for inflation (indexation). In 2010, The government provides students in tertiary education with a basic grant the measures taken to counter the economic crisis comprised an amendment (2013: 98 euros for students living at home, 272 euros for those living away from aimed at limiting the WSF expenditure; consequently, the standard amounts home) and a travel allowance. Some of the students, depending on parental were not indexed in 2011 and 2012. income, receive an additional grant. The maximum supplementary grants are reflected in Table 8.3.

The 1996/97 academic year saw the introduction of performance-related grants for new students in tertiary education. For the nominal duration of the programme, students are entitled to a grant in the form of a provisional loan. Subsequently, they are entitled to take out a full interest-bearing loan for a period of three years. The provisional loan is converted into a non- repayable grant if the student meets the performance requirements, i.e., graduating within a period of ten years (the “degree term” under the WSF 2000). From 2000/01 onwards, the supplementary grant for the first year was always provided directly as a non-repayable grant. As from the academic year 2010/11, the supplementary grant for tertiary education students is covered by the performance-related grants scheme after the first five months. Travel allowances are also covered by the performance-related grants system.

Grants in vocational education (BOL) Full-time students aged 18 and older in vocational training programmes (BOL) within intermediate vocational education (MBO) also qualify for grants. In 2005/06, the performance-related grant system was introduced for new participants in BOL levels 3 and 4. For BOL participants in levels 1 and 2, grants are non-repayable. Students are, however, required to attend school: if a Figure 8.2 Students receiving grants student is absent for a longer period of time, his grant is converted into an Basic grants (numbers x 1,000) interest-bearing loan. 300

250

200

150

100

50

0 2009 2010 2011 2012 2013

BOL HBO WO

Key Figures 2009-2013 | Education, Culture and Science 101

Table 8.3 Standard WSF amounts per month (in euros) Source 2009 2010 2011 2012 2013 OCW budgets A) Basic grant Notes Living away from home Vocational training 240 246 246 246 252 • In 2011 and 2012, the standard Tertiary education 260 266 266 266 272 basic grants were not indexed to Living at home Vocational training 74 75 75 75 77 price movements. The standard Tertiary education 93 96 96 96 98 supplementary grants and B) Maximum supplementary grant maximum interest-bearing loans were adjusted to accommodate the Living away from home Vocational training 319 327 328 329 337 increase in school and tuition fees. Tertiary education 231 239 241 243 250 • All amounts have been rounded off Living at home Vocational training 300 307 308 309 316 to the nearest euro. Tertiary education 212 219 221 223 230 C) Maximum interest-bearing loan Living away from home Vocational training 160 164 164 164 168 Tertiary education 284 289 288 286 291 Living at home Vocational training 160 164 164 164 168 Tertiary education 284 289 288 286 291

Table 8.4 Average supplementary grant per month (in euros) Source 2009 2010 2011 2012 2013 OCW annual surveys (DUO) Vocational training (BOL) 283 292 283 291 286 Professional higher education (HBO) 182 193 185 193 191 Academic higher education (WO) 180 189 182 196 190

Key Figures 2009-2013 | Education, Culture and Science 102 8 Student grants and loans

Students entitled to grants and loans Travel costs allowances Up until 2012, the number of students qualifying for travel costs allowances Number of WSF claimants showed an upward trend. In 2013, their number started to fall slightly. The The number of students entitled to a basic grant has been on the increase number of students qualifying for travel allowances exceeds the number of since 2003. Over the years, the number of claimants in vocational training students entitled to a basic grant. This is caused by the fact that a group of (BOL) programmes has fallen, while the number of BOL performance-related students no longer qualify for a basic grant, as they have used up the maximum grants increased. This is related to the introduction of performance-related duration, while they are still entitled to travel costs allowances. Students grants in BOL levels 3 and 4 as from 1 August 2005. Over the period from 2009 studying abroad receive a grant to cover travel costs. to 2013, approximately one-third of students with a basic grant qualified for a supplementary grant.

In all three sectors of education, the percentage of students living away from home has been fairly stable during this period. More than 70 per cent of research university students with a basic grant live away from home, versus only about 30 per cent of students in vocational training.

Claimants rates To qualify for student finance, students must satisfy a number of general conditions with regard to nationality, age, type of education and duration of study. Not all students are therefore entitled to financial assistance. The number of students qualifying for and actually awarded financial aid is expressed in the so-called claimants rate. This percentage is calculated in relation to the relevant age bracket. For the tertiary education sector this is the 17 to 30 age group, for vocational training the 18 to 30 age bracket. In vocational training, 92 per cent of students were entitled to a grant in 2013; in professional higher education 76 per cent and in academic higher education 61 per cent.

Figure 8.3 Students with a travel pass/travel allowances By type of education (numbers x 1,000)

800 700 600 500 400 300 200 100 0 2009 2010 2011 2012 2013

BOL HBO WO

Key Figures 2009-2013 | Education, Culture and Science 103

Table 8.5 WSF claimants (numbers x 1,000 and percentages) Source 2009 2010 2011 2012 2013 OCW annual reports, DUO records A) Basic grant: numbers by type of education Notes Total 580.8 606.4 618.7 629.2 645.1 • C) 2013: of which more than 10,100 Vocational training (BOL) 61.8 59.9 57.4 55.3 55.5 in higher education and more than Vocational training: performance-related grant 148.9 159.2 162.9 167.8 174.0 600 in vocational training. Professional higher education (HBO): performance-related grant 249.4 260.4 266.9 271.0 277.3 • E) Percentage of WSF claimants Academic higher education (WO): performance-related grant 120.7 126.8 131.6 135.0 138.3 in relation to age bracket: for BOL 17-30, for HE 18-30. B) Supplementary grant: numbers by type of education Total 204.5 211.6 209.3 211.4 216.4 Vocational training (BOL) 100.5 103.5 102.3 103.5 106.8 Professional higher education (HBO) 79.3 82.1 81.3 81.8 82.9 Academic higher education (WO) 24.7 26.0 25.8 26.1 26.8 In percentages as compared to numbers receiving basic grants 35 35 34 34 34 C) Portable grants Total 7.5 8.0 8.4 9.2 10.8 D) Tuition fees credit Total 38.4 48.5 56.0 64.6 74.0 Professional higher education (HBO) 23.6 29.8 34.1 38.5 43.6 Academic higher education (WO) 14.8 18.7 22.0 26.1 30.4 E) Students receiving financial aid, by type of education (percentages) Total 80 80 78 76 76 Vocational training (BOL) 97 97 91 93 92 Professional higher education (HBO) 79 79 79 77 76 Academic higher education (WO) 61 61 63 60 61 F) Basic grant: percentage of students living away from home, by type of education Total 47 46 45 44 43 Vocational training (BOL) 32 32 31 29 28 Professional higher education (HBO) 47 47 44 43 43 Academic higher education (WO) 72 71 71 70 70 G) Students entitled to travel allowances (numbers) Total 607.1 618.3 644.7 675.5 660.3 Vocational training (BOL) 188.1 186.2 192.5 197.2 207.1 Professional higher education (HBO) 282.3 290.5 286.5 296.4 294.7 Academic higher education (WO) 136.6 141.5 165.6 181.9 158.6

Key Figures 2009-2013 | Education, Culture and Science 104 8 Student grants and loans

Supplementary earnings and loans Number of students with an interest-bearing loan The number of loans taken up and the associated expenditure has been Supplementary earnings and loans increasing sharply for years. The increase in the expenditure for interest-bearing The maximum level of student aid (basic grant, supplementary grant and loans can be attributed to the increasing sums borrowed by individual students loan options), excluding the value of the travel costs allowances, is legally and an increase in the tuition credit taken out. established: this is the standard budget. The amount of the standard budget is based on the study costs and the costs of living. On top of their basic grant In recent years, particularly during the nominal phase, students are more and supplementary grant, all students may borrow additional money up to hesitant in taking out basic and supplementary loans in addition to a the maximum of the standard budget. From the start of the 2007/08 academic performance-related grant. This might be related to the introduction of the year, students can also borrow the tuition they owe up to a ceiling of five times tuition credit. Especially first-year students seem to be willing to use the tuition the statutory tuition. After a student has used up his basic grant rights (i.e., credit to borrow money in order to invest in their further education, yet they after the official length of a course), he is still entitled to a loan for three years. are not willing to borrow money to cover their living expenses. For them, After they graduate, students must repay the loans they have taken out under “borrowing to buy food” is not the same as “funding your educational costs”. the WSF 2000. Generally, repayment must take place within 15 years; this term commences two years after graduation. The debtor’s financial resources are The information policy aimed at alerting students to the ramifications of taken into account. At the end of the term, the debtor will be released from borrowing money may also play a role. Since the end of 2008, students have paying the remaining debt. In 2009, the conditions for repayment of student been told that they should not borrow more than is strictly necessary. loans were simplified and eased, which will improve their payability.

Students may supplement their income up to a certain limit without jeopardizing their grant. In 2013, this limit was set at some 13,500 euros.

Figure 8.4 Students with a loan Numbers x 1,000

120

100

80

60

40

20

0 2009 2013 2009 2013 Nominal phase Loan phase

BOL HBO WO

Key Figures 2009-2013 | Education, Culture and Science 105

Table 8.6 Key statistics for loans taken out Source 2009 2010 2011 2012 2013 OCW annual reports, DUO records A) Number of students with a loan (x 1,000) Total 188.0 193.8 199.1 206.3 221.4 Notes • B) Expenditure including Vocational training (BOL) 29.4 32.4 34.3 36.9 41.1 spending on tuition fees credit of whom without basic grant 1.0 1.0 1.2 3.4 4.1 and performance-related grants Professional higher education (HBO) 85.7 87.9 90.5 94.2 102.5 converted into interest-bearing of whom without basic grant 24.0 25.8 27.5 29.1 31.9 loans. Academic higher education (WO) 72.9 73.5 74.2 75.2 77.7 of whom without basic grant 32.1 32.8 33.0 32.7 32.7 B) Expenditure for interest-bearing loans (x € 1 million) Total 1,255.0 1,294.1 1,354.4 1,423.4 1,576.7 Vocational training (BOL) 157.9 172.1 234.2 153.2 174.4 Professional higher education (HBO) 586.2 593.3 623.5 694.3 782.0 Academic higher education (WO) 510.9 528.6 496.7 575.9 620.3

Key Figures 2009-2013 | Education, Culture and Science 106 8 Student grants and loans

Study Costs and School Fees Allowances Act The allowances are dependent on the income level of the parents (TS17- and VO18+), or, as the case may be, the income earned by the students themselves Study costs and school fees allowances (WTOS18+). In addition, the VO18+ category comprises a basic allowance The Study Costs and School Fees Allowances Act (WTOS) came into force on 1 irrespective of parental income. August 2001. It provides for study costs allowances to be paid to: • young people under 18 who are in full-time secondary education (VO) or Expenditure under the WTOS attending full-time vocational training courses (BOL); abbreviated to TS17-. Until 2007 inclusive, expenditure for TS17-, WTOS18+ and VO18+ tended to keep Students under the age of 18 who fall under the WSF as of 1 October rather pace with the trends in the numbers of claimants. than 1 September qualify for TS17- until that date; • students aged 18 and over in (part-time) secondary general adult education From 2008, WTOS expenditures for students have fallen considerably. Main (VAVO) or teacher-training courses in tertiary education; abbreviated to reasons for this decrease are the fact that schools have started to provide WTOS18+; textbooks to their students free of charge and the integration of WTOS grants • full-time students aged 18 and over in secondary education; abbreviated to into the personal budgets. VO18+.

Number of WTOS claimants The TS17- category has been stable for several years, until 2006. In recent years, numbers in this category have fallen. This decline can be attributed to both the decreasing school rolls and a decrease in the number of actual claims. The introduction of free school books in 2008 also contributed to the decrease in claimants. The number of claimants has fallen even further with effect from January 2010, when the WTOS for secondary school students under 18 was fully integrated into the personal budgets. Numbers in the WTOS18+ category have been decreasing in the period from 2009 to 2013. The number of VO18+ claimants has stabilized more or less over the period from 2011 to 2013.

Standard amounts The WTOS distinguishes various standard amounts for the various categories, Figure 8.5 WTOS expenditure by category depending on age and study programme. The standard amounts are indexed Expenditure (x € 1 million) annually. 250 The TS17- allowance is composed of: • a contribution towards teaching materials / direct study costs; 200 • a component to cover course fees (school fees), if still applicable. 150 The WTOS18+ allowance is composed of: 100 • a component to cover course, tuition or school fees;

• a contribution towards direct study costs. 50

The VO18+ allowance, finally, comprises: 0 • a basic allowance, including an extra amount for students living away from 2009 2010 2011 2012 2013 home; • help with school and tuition fees (if still applicable); TS17- WTOS18+ VO18+ • help with other study costs.

Key Figures 2009-2013 | Education, Culture and Science 107

Table 8.7 Key statistics for WTOS by type of education Source 2009 2010 2011 2012 2013 OCW annual reports A) WTOS expenditure (x € 1 million) Total 145.5 100.4 97.0 93.3 88.2 Notes Expenditure TS17- 71.0 24.7 23.1 20.9 16.5 • WTOS18+: including VAVO. Secondary education 30.7 0.6 0.0 0.0 0.0 • As from 1 January 2010, expenditures went down sharply Vocational training + tertiary education 40.3 24.0 23.1 20.9 16.5 due to the integration of WTOS in Expenditure WTOS18+ 11.0 9.1 6.8 6.2 6.1 the personal budgets. Secondary education 1.4 1.6 1.4 1.4 1.5 Tertiary education 9.6 7.5 5.3 4.8 4.6 Expenditure VO18+ 63.4 66.6 67.1 66.2 65.7 B) Number of WTOS claimaints (x 1,000) TS17- 235.9 148.1 42.3 36.0 27.7 Secondary education 182.7 102.2 0.1 0.0 0.0 Vocational training + tertiary education 53.2 45.9 42.2 36.0 27.7 WTOS18+ 10.3 8.5 6.6 6.3 6.0 Secondary education 2.6 2.6 2.4 2.5 2.6 Tertiary education 7.7 5.8 4.2 3.8 3.4 VO18+ 33.7 34.3 35.9 35.8 35.6 C) Expenditure per WTOS claimant per year (x € 1) TS17- 301 167 547 579 594 Secondary education 168 6 0 0 0 Vocational training + tertiary education 758 523 549 579 594 WTOS18+ 1,071 1,081 1,025 987 1,004 Secondary education 546 613 593 555 562 Tertiary education 1,245 1,293 1,277 1,278 1,350 VO18+ 1,885 1,939 1,868 1,852 1,846 Table 8.8 Standard WTOS amounts (in euros) 2009 2010 2011 2012 2013 Source TS17- per year OCW national budgets School costs in lower secondary education 287 0 0 0 0 Notes School costs in upper secondary education 369 0 0 0 0 • Total WTOS 18+ allowance School costs in vocational training 1,012 659 659 659 674 comprises study costs and school/ School fees in secondary education and vocational 1,013 1,031 1,043 1,065 1,090 course/tuition fees. training • In 2011 and 2012, the standard WTOS18+ per year amounts were not indexed to price Maximum total allowance in secondary education 593 610 614 624 641 movements. Total allowance in tertiary education 1,225 1,241 1,241 1,241 1,257 • All amounts have been rounded off VO18+ per month to the nearest euro. Basic allowance for students living away from home 236 242 242 242 248 Basic allowance for students living at home 101 104 104 104 106 School fees in VO and BOL 84 86 87 89 91 School costs 31 80 80 80 82

Key Figures 2009-2013 | Education, Culture and Science 108 8 Student grants and loans

School/course/tuition fees

School and course fees The School and Course Fees Act (LCW) states for whom, when and how the level of school fees is to be decided. This Act also contains further stipulations with regard to the course fees. School fees are collected by DUO in Groningen; course fees are collected by the institution providing the course; tuition fees are collected by the tertiary education institutions.

Revenue from school fees At the start of the 2005/06 school year, school fees were abolished for all 16 and 17-year-old students in BOL and adult general secondary education (VAVO), and for all students in full-time secondary education (VMBO, HAVO, VWO), special education (SO) and secondary special education (VSO). Starting in the 2005/06 school year, only BOL and VAVO participants who are 18 or older on 1 August of the school year are required to pay a fee when enrolled in education.

The amount of school fees received depends on the numbers required to pay school fees and the level of the school fees. School fees are indexed annually on the basis of inflation. In the period from 2009 to 2013, school fee revenues have more or less kept pace with the numbers required to pay school fees. School fee revenues fell in 2013, whereas the numbers required to pay school fees rose that year. This ensues from the option of paying in instalments: with effect from the 2004/05 school year, school fees may be paid in a maximum of six instalments. In 2013, some 120 thousand people took advantage of this option, versus some 100 thousand in 2012. For comparison, tuition fees due are also presented in Table 8.9 opposite.

Figure 8.6 Standard school and tuition fees Expenditure (x € 1)

2,000 1,750 1,500 1,250 1,000 750 500 250 0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

School fees Tuition fees

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Table 8.9 School fees and tuition fees Source 2009 2010 2011 2012 2013 OCW national budgets, OCW annual A) Revenue (school fees) (x € 1 million) reports Total 187.2 202.6 207.1 221.7 205.7 Notes Secondary education, (secondary) special education 0.0 0.0 0.0 0.0 0.0 • Figures pertain to situation at the Vocational training (BOL) 187.2 202.6 207.1 221.7 205.7 end of the year. B) Numbers obliged to pay school fees, per school year (x 1,000) Total 197 205 209 215 225 Secondary education, (secondary) special education 0 0 0 0 0 Vocational training (BOL) 197 205 209 215 225 C) Standard school fees and tuition fees per school year (x € 1) School fees 1,013 1,031 1,043 1,065 1,090 Tuition fees 1,620 1,672 1,713 1,771 1,835

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System and funding in the culture and media sector The Media The Minister of Education, Culture and Science is responsible for the national, Culture regional and local public broadcasting systems and for legislation governing this The Ministry of Education, Culture and Science is responsible for the creation domain. In addition, the Minister bears responsibility for the funding of national of preconditions for the maintenance, management, development, social public broadcasting and several other institutions associated with broadcasting. and geographical distribution or other dissemination of cultural expressions. The 2008 Media Act covers the responsibilities and tasks of the government with Traditionally, leading factors are considerations regarding quality and diversity. regard to public broadcasting, commercial broadcasting and the press. In order to be able to realize this general objective, the government bears (joint) responsibility for the maintenance of a number of systems: the arts, museums, Funding in the culture sector historic monuments and buildings, archaeology, archives and libraries. The Funding is governed by the Cultural Policy Special-Purpose Funding Act (WSC), the government aims to promote quality and diversity in the programmes on offer 1988 Historic Buildings and Monuments Act and the 1995 Archives Act. The WSC and by, for example, supporting the so-called basic cultural infrastructure (BIS) and the regulations it underpins distinguish three different types of funding, viz.: insti- funds in the following areas: the Arts (performing arts, visual arts, architecture tutional subsidies, project subsidies and special-purpose grants. The institutional and design, new media and film, amateur arts and cultural education), Cultural subsidies are divided into single-year and multi-year grants. The current multi-year Heritage (historic buildings and sites, museums, archives, archaeology), and grants (the main flow of funds) have been allocated for the period from 2013 to 2016 Literature and Libraries. Advice on policy and subsidies is sought from the on the basis of a balanced consideration of subsidy applications and the budgets Council for Culture. In addition to subsidies for infrastructure and funds, the submitted by the funds. Subsidies are provided in the form of a block grant, so that policy takes shape in a range of specific measures aimed at promoting, for institutions can reserve any operating surplus, within the subsidy term, to use later example, cultural entrepreneurship and cultural education. In this edition of Key for extra activities or to cover operating deficits. For the 2013-2016 subsidy planning Figures, key data are presented over the period up to 2013 inclusive. For data period, the Minister of Education, Culture and Science maintains direct subsidy derived from the annual reports submitted by subsidized institutions, the most relations with institutions that are active in the Basic Cultural Infrastructure (BIS). In recent year is 2012 (annual figures pertaining to 2013 will become available in addition to (multi-year) institutional grants, the culture funds provide project subsi- the course of 2014). The new four-year subsidy planning period started in 2013 dies and working grants. In 2011 and 2012, several cutbacks were implemented with and will run up to and including 2016. regard to culture policy: institutional subsidies were subjected to a generic reduction and some incidental flows of funds were discontinued, including the matching scheme and the innovation scheme. In Amsterdam, Rotterdam, The Hague, Utrecht and some other larger cities, institutions are subsidized jointly by central and local government. The relevant administrative agreements are recorded in covenants. In 2009, the flows of funds to the local and provincial authorities within the framework Figure 9.1 Flows of funds in the culture and media sector of the Regional Dynamism programme (Cultural Outreach Action Plan and Funding Amounts for 2013 (x € 1 million) of Visual Arts and Design) were decentralized to the municipal funds.

Media 194 Funding in the media sector The media sector is funded on the basis of the Media Act 2008. The responsibility Ministry and 893 for funding the regional broadcasting companies now lies with the provinces; un- government 76 OCW 27 Regional / local agencies authorities der the Rutte II coalition agreement, it will be transferred to the Ministry of OCW Culture subsidies 491 Funds as from 1 January 2014. The local authorities are responsible for funding the local 157 broadcasting companies.

Cultural establishments For the national broadcasting stations, 2013 was the third full year of the new licence individual artists period, which runs until 1 January 2016. The broadcasting companies receive their budget via the sliding scale system and they work together in new relationships. The new performance agreement, which is linked to the licensing plan, consists of Artists’ own revenue quantitative and qualitative objectives for the media supply and audience reach.

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Table 9.1 Financial key statistics with regard to culture and the media (x € 1 million) 2009 2010 2011 2012 2013 Source Expenditure and revenue in the culture and media sector OCW Annual reports A) Total expenditure for culture and the media 1,768.3 1,830.6 1,779.3 1,842.5 1,597.7 A1) Total expenditure for the arts 438.8 449.3 445.5 484.7 339.5 Notes > Total expenditure for the arts, excl. Funds 271.0 275.6 270.3 312.2 192.9 • The 6.8 million euros of the Visual arts, architecture and design 33.8 37.9 37.3 39.7 15.0 Mondrian Foundation Heritage Film 13.4 14.2 13.6 11.7 11.2 Fund have been included under the Performing arts 184.9 179.3 180.5 233.7 121.8 Arts Funds. Amateur arts and art education (incl. Culture and School project) 25.7 17.6 18.0 16.1 17.7 • A3) In the figures pertaining to Other subsidies (until 2008, incl. Cultural Outreach Action Plan) 13.2 26.7 20.9 11.1 27.2 2010, the sum earmarked for the > Total Funds expenditure for the arts 167.9 173.7 175.2 172.4 146.6 development of new services Visual Arts Funds (incl. Mondriaan, Heritage) 45.0 44.9 45.9 41.0 32.8 has been incorporated under Architecture Fund 8.8 9.1 9.1 13.3 14.8 the incentive funds to boost Performing Arts Fund 64.3 64.2 64.6 63.4 53.5 programmes. Film Fund 37.1 37.1 37.4 36.8 30.7 • B2) Revenue from interest and Participation Fund 12.6 18.4 18.2 17.9 14.8 radio/TV advertising is based on A2) Total expenditure for literature and libraries 87.0 111.6 65.6 74.0 59.8 media budgets and estimates Libraries 37.7 36.7 37.0 37.5 33.2 adjusted in September of the year Literature 12.9 15.7 13.5 13.9 12.4 concerned. Images for the Future 24.6 46.9 0.0 8.2 0.0 The final figures are presented Dutch Language Union 1.4 1.4 1.4 1.3 1.3 in the annual accounts of the Literature and Libraries Fund 10.4 10.9 10.9 10.7 10.5 Broadcasting Commission and the Creative industry (CRISP) 2.8 2.4 2.4 Radio and Television Advertising A3) Total expenditure for the media 902.1 901.8 912.4 951.5 892.9 Authority. Dutch World Service 46.8 46.5 46.3 46.3 0.0 Other expenditure 128.1 99.8 119.1 160.1 146.1 National broadcasting services 727.2 755.5 747.0 745.1 746.8 Broadcasting corporations and NPS 306.6 305.0 311.5 311.0 307.6 NOS RTV 103.7 112.8 101.2 105.2 102.5 NOS services 89.5 101.3 100.5 94.7 100.0 Other broadcasting services 46.3 48.8 48.6 47.8 48.8 Incentive funds to boost programmes 143.1 187.6 185.2 186.4 187.9 Development of new services 38.0 . . . A4) Total expenditure for culture management 314.3 342.2 331.7 302.1 273.9 Museums 196.0 200.5 189.8 184.4 167.8 Historic buildings and sites 90.4 110.7 111.5 94.2 82.4 Archaeology 0.7 1.1 0.5 0.3 0.1 Public records 27.2 29.9 29.9 23.2 23.6 A5) Other expenditure 3.3 3.5 2.6 1.4 2.0 A6) Overhead costs 22.7 22.2 21.5 28.9 29.5 National Archives 22.7 22.2 21.5 28.9 29.5 B) Total revenue in the culture and media sector 283.4 264.4 225.9 232.6 203.2 B1) Culture management revenue 9.1 11.1 30.2 16.3 4.6 B2) Media revenue: origin of broadcasting funds 247.6 228.2 191.0 215.5 193.5 Revenue from radio/TV advertisements 209.0 197.0 190.0 215.0 193.0 Revenue from interest 2.0 2.0 0.5 0.5 0.5 Other revenue 6.8 -0.3 0.0 0.0 0.0 Revenue from distribution of radio frequencies 29.8 29.5 0.5 0.0 0.0 B3) Other revenue 26.7 25.1 4.8 0.8 5.0

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The Arts performing arts institutions in the basic infrastructure scheme was reduced as of the new subsidy period that started in 2013 and funding is now based Sector on standard amounts. For example, as of 2013, youth ballet and music The arts domain comprises the visual arts, architecture, design, film, new media, are subsidized by the Performing Arts Fund rather than under the basic the performing arts, amateur arts and education in the arts. To a large extent, infrastructure scheme. In all disciplines, with the exception of orchestras, policy in these sectors is implemented via institutional subsidies, awarded under the number of domestic performances fell in 2012 compared with 2011. This the Culture Agenda and its concrete details outlined in the subsidy plan. Funding might be explained by the generic subsidy cutback of 2.2 per cent for 2012 is governed by the Cultural Policy Special-Purpose Funding Act (WSC), the Specific and the preparations for the subsidy cutback with respect to the 2013-2016 Cultural Policy Decree (BSC) and the Specific Cultural Policy Arrangements (RSC). period. The number of domestic performances totalled 9,159 in 2012, as compared with 9,448 in 2011. In relative terms, overall domestic attendance Funds figures decreased less than did the number of performances. In 2012, domestic A part of government policy in the area of culture is carried out by the culture attendance totalled 2,538,000; as compared with 2,605,000 in 2011. It is also funds: the Netherlands Performing Arts Fund, the Netherlands Film Fund, not uncommon for the number of performances and visits to institutions the Mondrian Foundation, the Creative Industries Fund NL, the Cultural to fluctuate from one year to the next, depending on their programming. Participation Fund and the Netherlands Literature Fund. Under the “more The number of visits has risen since the previous subsidy planning period. for fewer” policy, some of the institutions that are not covered by the basic The performance figures of Dutch performing arts abroad show the same infrastructure receive multi-year institutional subsidies from the Performing trend. Remarkable in this respect is the continued increase in the number of Arts Fund or the Cultural Participation Fund. In addition, institutions or performances and attendance figures for youth theatre abroad. individual artists can apply to the funds to garner support for productions, projects or (work) grants.

Policy The policy for the arts sector (and the broader cultural policy) is periodically set out in general outline. In 2013, Minister Jet Bussemaker presented her future cultural policy agenda in the Memorandum entitled Culture in Motion; the Meaning of Culture in a Changing Society. The memorandum features the following spearheads: cultural education, bolstering talent, the creative industries, digitalization, the social dialogue on culture and internationalization. In addition, Figure 9.2 Flows of funds in the arts sector the Minister is making a case for entrepreneurship in the culture sector. Amounts for 2013 (x € 1 million)

Regional/local The basic infrastructure scheme runs from 2013 to 2016. During the current Culture funds OCW scheme (2013-2016), the number of subsidized institutions was further reduced 147 27 authorities to 84. In the Culture System 2017-2020 memorandum, the Minister presented Regional / local 193 proposals for the continued improvement of quality in the culturalauthorities institutions system. The goal is to boost the quality of the system through increased collaboration between the authorities. In addition, the Minister intends to keep a sharper eye on performances when assessing the cultural institutions. Art establishments

In 2013, the Johannes Vermeer Award, a state prize to honour and enhance Individual artists outstanding artistic talents, was awarded to architect Rem Koolhaas.

Performances and visits Table 9.2 shows the trends in performances and attendance for the subsidized Artists’ own performing arts in the period running from 2009 to 2012. The number of revenue

Key Figures 2009-2013 | Education, Culture and Science 113

Table 9.2 Performances and ticket sales by OCW-subsidized performing arts companies Source 2009 2010 2011 2012 OCW policy database A) Number of performances Notes Total In the Netherlands 8,102 8,846 9,448 9,159 • Figures for performances Ballet and dance 1,014 1,029 1,146 1,112 and tickets sold pertain to Children’s ballet and dance 293 268 231 199 BIS establishments only; FPK Children’s theatre 751 1,049 952 743 subsidized establishments are not Music 859 942 1,059 1,056 included. • Figures for performances do not Opera 256 234 218 212 include specific performances Orchestras 689 707 718 733 such as school events and Theatre 4,240 4,617 5,124 5,104 accompanying performances. Total Abroad 1,227 1,216 1,654 1,467 • For orchestras this means that ballet accompaniments are not Ballet and dance 194 195 216 239 included, nor are performances by Children’s ballet and dance 39 74 79 60 broadcasting orchestras. Children’s theatre 85 81 107 153 • Theatre: including mime and Music 14 38 16 11 puppet shows. Opera 5 3 24 2 Orchestras 77 69 78 49 Theatre 813 756 1,134 953 B) Number of tickets sold (x 1,000) Total In the Netherlands 2,298 2,449 2,605 2,583 Ballet and dance 342 302 377 363 Children’s ballet and dance 29 31 25 28 Children’s theatre 93 138 111 86 Music 266 186 166 216 Opera 214 202 180 190 Orchestras 686 708 718 711 Theatre 668 882 1,028 989 Total Abroad 365 405 433 369 Ballet and dance 80 102 126 109 Children’s ballet and dance 5 8 10 10 Children’s theatre 10 11 17 30 Music 13 10 1 1 Opera 4 2 3 1 Orchestras 140 116 131 77 Theatre 113 156 145 142

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Film

Film is a medium that clearly appeals to all sections of the Dutch population. The commercial significance of the Dutch feature film has risen sharply. In 1994 it had a market share of only 0.8 per cent; this market share rose to 16.3 per cent by 2012 (following the record year 2011 with 22.4 per cent, which can primarily be attributed to the box office success of the feature film “Gooische Vrouwen”). Over the past few years, overall cinema attendance figures have continued to rise (30.7 million tickets sold in 2012). The Netherlands thus shows a positive picture compared to the downward trend in overall cinema attendance across Europe. The number of long feature films produced in the Netherlands continued to rise in 2012, to 43 titles.

Figure 9.3 Cinema attendance Figure 9.4 Receipts per film distributed Number of tickets sold (x 1 million) Amounts (x € 1,000)

1,200 35 1,000 30 800 25 20 600 15 400

10 200 5 0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Per lm Per Dutch lm

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Table 9.3 Grants from (semi-) government funds to funding of film productions Source 2008 2009 2010 2011 2012 Film Facts and Figures of the Nether- Number of feature films 28 42 34 27 43 lands (Netherlands Film Fund) www.filmfonds.nl Number of films supported by Film Fund 21 33 28 23 36 Number of co-productions with public broadcasting services 17 7 22 22 -- Notes Number of films without subsidy from (semi-) public funds 4 3 6 4 7 • Film Fund = Netherlands Film Fund. • Feature films: all feature films Number of documentaries 17 11 16 19 22 released in the relevant year, inclu- Number of documentaries supported by Film Fund 15 7 13 17 19 ding popular films created under Total subsidy from Film Fund (x € 1,000) 1,665 763 1,863 1,822 2,484 CV scheme, with or without subsidy Number of animated films 5 7 14 10 8 from the Film Fund. • (Semi-)public funds: Film Fund, Total subsidy from Film Fund (x € 1,000) 260 406 1,078 804 929 Cobo, Stifo and public broadcasting Number of experimental films 18 24 10 26 24 services, Fine BV, excluding local Total subsidy from Film Fund (x € 1,000) 432 672 250 1,002 468 funds and grants from regional or local governments. • Data on film production in a year (films that have been produced) does not equal data on distribution in that year (films shown in the cinema).

Table 9.4 Proportion of Dutch feature films in the cinema 2008 2009 2010 2011 2012 Source Number of tickets sold (x 1 million) 23.5 27.2 28.2 30.4 30.6 Annual reports by the Dutch of which to all Dutch films in circulation (%) 17.6 17.4 15.8 22.3 16.3 Association of Cinema Owners (www.nvbinfocentrum.nl) Number of films released 296 334 325 343 364 www.nvbinfocentrum.nl of which Dutch feature films 30 37 32 48 63 Gross receipts (x € 1 million) 164.6 200.4 219.3 239.9 244.6 Notes of which from all Dutch films in circulation 25.8 34.3 32.5 52.5 37.3 • Gross receipts per film distributed: figures are obtained by dividing Gross receipts per film distributed (x € 1,000) 556 600 675 699 672 the total gross receipts by the Gross receipts per Dutch film (x € 1,000) 859 1, 009 1,014 1,117 591 number of new releases in the year concerned.

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The Media Performance indicators The key indicators for the media are outlined in the policy agenda and the OCW The public broadcasting system report Trends in Beeld (Trends in Focus). Other important indicators for public The public broadcasting system is composed of domestic national, regional and broadcasting include the share of viewing time. The arrival of new competitors local services and the Dutch world service. The year 2013 was largely marked by on the broadcasting market put pressure on the share of viewing time; for the austerity cuts and the revision of the public broadcasting system ensuing the three public stations it fell to 33 per cent in 2007. In 2008, the public from the coalition agreement of the Government Cabinet Rutte I. The merger of broadcasters’ share of viewing time started to pick up. The situation stabilized six broadcasting corporations to form three new broadcasting organizations is an after a recovery in 2008; in the even years (event years), the public broadcasters’ important condition for realising the planned cutbacks in the budget of the public share of viewing time is higher than during the odd years. broadcasting system. The NPO and the broadcasting corporations energetically set to work on this objective last year. The so-called 2.42 broadcasters have also The press joined a broadcasting organization. As a result, in the coming years the number of The Media Act comprises support measures for press organizations. The broadcasting organizations will be reduced from 21 to 8. implementation of these measures is the responsibility of the Netherlands Press Fund. Since 2001, the Press Fund has implemented two temporary support With the amendment of the Media Act 2008 dated 28 June 2012, the transfer of schemes – one for minority newspapers and one for journalistic information the Dutch World Service to the Ministry of Foreign Affairs was orchestrated as of products on the Internet. The policy of the national government is aimed 1 January 2013. In addition to these broadcasters, there are also a few institutions at preserving the plurality of the broadsheet press as much as possible. The that are entrusted with specific public duties related to the public broadcasters circulation of subscription newspapers has shown a steady decline in recent (Netherlands Institute for Sound and Vision, NOB and SOM). The regional broad- years. This decrease is attributed to increasing competition from television, casting companies are funded via the Provincial Fund. In the Rutte II Coalition radio and the Internet; a decreasing willingness among consumers to pay Agreement it has been decided to transfer the funding of regional broadcasters to for information; a decreasing interest, among young people in particular, in the Ministry of Education, Culture and Science (OCW) as of 1 January 2014. (subscription) newspapers.

Funding The broadcasting resources available in the media budget are composed of the national TV and radio licence fees, the advertising income from the STER (radio and television advertising authority), and the interest on the general broadcasting reser- ves. In accordance with the Media Act, the statutory basic level of the national TV and radio licence fee is indexed annually on the basis of the CBS consumer price index forecast and the CBS index for the growth in the number of households in the Nether- lands. The STER income can fluctuate annually, depending on the market situation.

Figure 9.5 Flows of funds in the media sector Amounts for 2013 (x € 1 million)

Flows of funds National Service from Advertising 747 193 OCW

Other to the Interest and other Media 146 1

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Table 9.5 Circulation figures for national and regional daily papers (x 1,000) Source 2008 2009 2010 2011 2012 MediaMonitor 2012, based on Number % Number % Number % Number % Number % information derived from HOI-online Total circulation 5,381 100 4,630 100 4,537 100 4,364 100 3,919 100 Notes National daily papers overall 1,881 35 1,821 39 1,798 40 1,750 40 1,700 43 • Figures relate to domestic Regional daily papers 1,696 32 1,578 34 1,545 34 1,484 34 1,402 36 circulation. Specialist papers 96 2 91 2 82 2 60 1 54 1 Free daily papers 1,708 32 1,140 25 1,112 25 1,070 25 763 19 National daily papers overall 1,881 100 1,821 100 1,798 100 1,750 100 1,700 100 De Telegraaf 667 35 644 35 626 35 598 34 565 33 Algemeen Dagblad 458 24 441 24 440 24 427 24 419 25 De Volkskrant 261 14 256 14 260 14 258 15 259 15 NRC Handelsblad 216 11 205 11 199 11 200 11 198 12 Trouw 108 6 107 6 106 6 103 6 104 6 Reformatorisch Dagblad 56 3 55 3 54 3 53 3 50 3 Nederlands Dagblad 32 2 30 2 30 2 28 2 26 2 NRC next 83 4 83 5 83 5 83 5 79 5

Table 9.6 Viewing figures per television channel (in percentages)

2009 2010 2011 2012 2013 Source Ned1 21.9 23.3 20.8 23.5 20.8 Annual reports Rating Foundation Ned2 6.9 7.3 6.7 7.3 7.1 Ned3 8.0 7.0 6.9 6.9 7.2 Notes • From 18.00 to 24.00 hrs, among RTL4 15.1 16.2 17.6 17.3 17.8 Dutch population aged 6 and older. RTL5 5.5 5.0 5.2 4.1 4.2 RTL7 4.6 4.9 5.1 5.0 5.2 RTL8 2.2 2.2 2.3 2.0 2.2 Net5 4.7 4.0 3.9 3.6 4.1 SBS6 12.6 11.3 10.6 9.1 8.7 Veronica 4.3 4.4 4.8 4.3 4.3 Other (foreign/regional/video channels) 14.2 14.4 16.1 16.9 18.4

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Literature and libraries The public library has a total of five key functions: a. making knowledge and information available; The public library system b. providing opportunities for development and education; The responsibilities and funding of public libraries rest on three levels: local, regional c. promoting reading and providing people with an opportunity to become and national. The national government spends an amount equal to 1 per cent of its familiar with literature; total budget on the implementation of its system responsibility. d. organizing meetings and debates between people; e. enabling people to become familiar with art and culture. A new Public Library Act The new Public Library Act, which was presented to the House of Representatives on The public library works using both physical and digital formats 17 January 2014, aims to anchor the public library system in the Netherlands in law, for Based on the Act, the public library can perform its tasks using both physical now and in the future. The Dutch language is spoken in a relatively small geographic and digital formats. Public libraries have long had digital activities, but much of area (by approximately 25 million people in the Netherlands and Flanders). Along it was fragmented. All digital activities are now being brought together at the with publishers, booksellers and writers, public libraries ensure there is a vital reading Royal Library (KB). The KB is going to organize the digital library. For users of culture in the Netherlands. For this reason, it is necessary to keep the public library the public library system, there will be one central access point for the physical sector strong and up to date. and digital collections. The digital library will thus be given a clear structure and obtain certainty with regard to the budgets for infrastructure and content. The What does the new Public Library Act regulate? KB is an important national library with a large physical collection and large The Public Library Act establishes again what important social service is provided by digital collection. The Act links the KB with the public library sector. In this way, public libraries and what the duties of a public library are. The public library provides members of the public library will gain access to the collections of the KB. the public access to knowledge and information. The public library operates according to the public values of accessibility, independence and reliability. Public libraries working together in a network There are 162 local, regional and provincial library organizations in the Netherlands. The tasks of the public library are to provide the opportunity for “reading, teaching and The Act organizes the public library system as a network of cooperating facilities. informing”. The public library thus contributes to the education of society as a whole, The Act expects libraries to do a number of things in collaboration with one another which is enormously important in a knowledge-based economy. The public library is and in the same manner. This is necessary to establish a robust, interconnected also a place where people can meet and debate. It also provides people with opportu- network. This effort is focused on the following subjects and activities: nities to become familiar with art and culture. • a single shared catalogue. • inter-library lending; • a single digital infrastructure; • libraries arrange among themselves who will purchase what; a collection plan. Figure 9.6 OCW spending on literature and libraries Figure 9.7 Public libraries Amounts (x € 1 million) Membership, collections and check-outs; 2000=100

120 100 95 100 90 85 80 80 60 75 70 40 65 60 20 55 0 50 2009 2010 2011 2012 2013 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Libraries Literature Images of the future Collections Check-outs Membership

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Table 9.7 Key statistics for public libraries Source 2008 2009 2010 2011 2012 CBS-Statline A) Organization Notes Number of institutions 194 171 166 163 162 - Total revenues: excluding reserves B) Collections (x 1,000) and provisions. Total collections 31,047 29,299 28,532 27,922 26,487 Total numbers of books for adults 18,382 16,782 16,194 15,552 14,775 Fiction 9,524 8,999 8,791 8,677 8,205 Non-fiction 8,858 7,783 7,403 6,875 6,570 Total numbers of children’s books 12,665 12,517 12,338 12,370 11,712 Fiction 9,052 8,954 8,982 9,082 8,663 Non-fiction 3,613 3,563 3,356 3,288 3,049 C) Memberships (x 1,000) Total number (including mobile libraries) 3,969 4,027 3,996 4,009 3,970 Children under 18 2,052 2,079 2,113 2,189 2,230 Adults 18 and older 1,917 1,948 1,883 1,820 1,740 D) Check-outs (x 1,000) Total number (including mobile libraries) 106,789 98,342 93,398 93,028 85,193 Total numbers of books for adults 57,731 52,251 49,961 48,832 44,397 Fiction 42,554 39,737 38,258 37,391 34,014 Non-fiction 15,177 12,514 11,703 11,441 10,383 Total numbers of children’s books 49,058 46,091 43,437 44,196 40,796 Fiction 40,676 38,344 36,269 37,064 34,535 Non-fiction 8,382 7,747 7,168 7,132 6,261 E) Financial data (x € 1 million) Total revenues 544.5 568.6 574.2 576.3 570.6 Revenue from users 71.1 72.3 71.8 71.4 69.8 Total subsidies 445.8 463.6 473.5 471.3 464.6 Municipal subsidies 422.9 445.7 457.8 456.8 452.1 Regional subsidies 15.7 14.2 13.0 10.9 9.0 Other subsidies 7.2 3.7 2.7 3.6 3.5 Other revenues 27.6 32.7 28.9 33.6 36.2

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Cultural heritage and Historical Sites Preservation Act. The Heritage Inspectorate monitors complian- ce with legal requirements and regulations governing excavation permits. Sectors The Cultural Heritage policy area encompasses four sectors: museums, historic In the public records sector, the principal responsibility of the Ministry of OCW is buildings and sites, archaeology and public records. to manage and preserve the records of central government and to ensure public access. This task is undertaken by the National Archives (NA) and eleven regional In the museum sector, the main (ministerial) responsibility relates to the preserva- historic centres (RHCs), located in the provincial capitals. The NA and the RHCs tion, management and accessibility of the national collections. These tasks have preserve the national archives of the province in question, the provincial archives been delegated to the semi-privatized national museums. The Cultural Heritage and those of specific municipalities, water authorities and other cultural-historical Inspectorate is responsible for monitoring the management of collections. The institutions. The spearheads of the public records sector policy are digitalization National Cultural Heritage Service (RCE) provides services and information to of the archives and improving public access via virtual services. For the years 2013, the entire museum world. In addition, the Minister of OCW aims to improve the 2014 and 2015, funds have been made available for a number of efforts to intensify accessibility of the Dutch cultural heritage through education and culture funds the implementation of the national government’s digital tasks. These funds are schemes to bolster collection mobility. The museum system will be reviewed on earmarked for the further development of the national digital infrastructure and the basis of the recommendations provided by the Council for Culture. the digitalization of those public records consulted most frequently. In June 2011, the Ministry of OCW submitted its Archiefvisie [Memorandum on Archives] to the The work of the historic buildings and sites sector centres on the duty to preserve House of Representatives. In its wake, OCW, IPO, VNG and UvW signed the 2012- historic buildings and sites. Responsibility for implementing national policy in this 2016 public records covenant at the end of 2012, thus joining forces to promote area is delegated to the National Cultural Heritage Service (RCE). Key instruments a sustainable archives system in the digital future. The National Archives will are the subsidies for the maintenance of historic buildings. Under the Monuments supervise the implementation of the covenant via the Archief 2020 programme. The and Historic Buildings Act of 1988, a structural budget is made available, not only Heritage Inspectorate / Public Records sector supervises the quality of public records for the maintenance but also for the restoration of monuments and historic buil- management. The statutory basis is the Public Records Act of 1995. dings, with effect from 2010. The permits that are required to modify national his- toric buildings are granted by the municipal authorities. The Heritage Inspectorate Funding monitors compliance with statutory regulations pertaining to historic buildings Most Cultural Heritage funding goes to the RCE government services (with effect and sites. At the end of 2009, the Dutch House of Representatives approved the from 2011, including ICN), the national archives and the subsidized institutions. reform of the organization responsible for the preservation of historic buildings The largest flows of funds go to the museums and to historic buildings and sites. and sites. The relevant amendments took effect on 1 January 2012. Their primary In addition, subsidies are granted to institutions concerned with public records aim is to adapt the preservation and development of heritage to the innovative and archaeology. Payments relating to the preservation of historic buildings and approach society requires: from object-oriented to environment-oriented, from sites are made by the National Restorations Fund (NRF). preserving to developing. The position of cultural history in spatial planning plays an important role in this regard. The Act stipulates that local authorities are to take Figure 9.8 Flows of funds in the cultural heritage sector cultural-historical values into account when drawing up zoning plans. Rules and Amounts for 2013 (x € 1 million) regulations will be simplified; owners will have more say regarding historic buil- 5.4 82.4 dings. A key issue is new uses for historic buildings; the national government aims Culture Fund OCW to encourage and facilitate new uses by additional regulations. Archaeological 0.1 46.1 In the archaeology sector, the main (ministerial) responsibility is primarily to preser- institutions RCE & ICN NRF ve and protect the archaeological treasures in the soil, incorporate them into physi- Support institutions cal planning and grant excavation permits. These principles are established in the Public record 23.6 29.5 NA institutions Archaeological and Historical Sites Preservation Act that took effect on 1 September Own revenue Historic 2007. With the adoption of this Act, the principles of the Valletta Treaty were imple- 167.8 Museums building mented within Dutch law. An evaluation of the Act in 2012 demonstrated its effec- owners tiveness. The RCE bears responsibility for the implementation of the Archaeological

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Table 9.8 Visits to subsidized museums (x 1,000) Source 2008 2009 2010 2011 2012 Various annual reports by the Total Location 5,522 5,556 5,512 6,115 7,886 museums concerned Afrika Museum Berg en Dal 67 71 67 69 66 Notes Nederlands Filmmuseum / EYE (1) Amsterdam 86 84 58 51 515 • (1) EYE Film Museum opened in Nederlands Fotomuseum Rotterdam 52 51 53 65 65 April 2012. Geld- en Bankmuseum Utrecht 48 55 60 59 66 • (2) Closed for repairs from early Gevangenpoort (2) The Hague 45 4 22 54 51 2009 until September 2010. Hollandsche Schouwburg Amsterdam 36 38 46 41 43 • (3) Reopened in March 2010 Huis Doorn Doorn 25 25 24 26 28 following repairs. Jewish Historical Museum Amsterdam 115 177 184 187 232 • (4) Closed for repairs; part of the collection on display at other Keramiekmuseum Het Princessehof Leeuwarden 24 39 30 28 47 locations for two years with effect Kröller-Müller Museum Otterlo 252 258 281 302 311 from 1 April 2012. Nederlands Letterkundig Museum (3) The Hague 9 7 22 45 62 • (5) Closed for part of 2010 Mauritshuis (4) The Hague 232 206 239 278 1,396 because of renovation of climate Museum Meermanno The Hague 16 12 14 19 25 installation. Museum Boerhaave Leiden 42 42 47 55 61 • (6) Reopened in October 2011 after repairs. Museum Catharijneconvent (5) Utrecht 81 83 49 90 93 • (7) Closed for repairs from early Museum Slot Loevestein Poederoijen 101 122 116 116 114 2009 until the autumn of 2010. Natuurhistorisch Museum Naturalis Leiden 245 267 263 267 255 • (8) Closed for repairs; part of the Nederlands Openluchtmuseum Arnhem 451 462 436 456 524 collection is on display at other Nederlands Scheepvaartmuseum (6) Amsterdam 115 101 119 176 419 locations. Paleis Het Loo Nationaal Museum Apeldoorn 316 355 323 325 249 Persmuseum (7) Amsterdam 11 8 16 26 58 Rijksbureau voor Kunsthist. Doc. The Hague 5 5 5 5 6 Rijksmuseum (8) Amsterdam 976 876 896 994 894 Source Rijksmuseum Muiderslot Muiden 131 119 110 109 113 A) RACM / RCE annual reports B) NA annual reports Rijksmuseum Twenthe Enschede 41 46 42 44 47 Rijksmuseum van Oudheden Leiden 120 134 131 153 143 Notes Rijksmuseum voor Volkenkunde Leiden 76 95 104 118 131 • Currently, the total number of listed Teylers Museum Haarlem 90 119 101 128 147 historic buildings is the sum of the Van Gogh Museum Amsterdam 1,475 1,451 1,433 1,600 1,499 number of independent objects / Zuiderzeemuseum Enkhuizen 239 244 221 229 226 historic buildings and the number of objects / historic buildings that are part of a complex. In the past, Table 9.9 Historic buildings and state archives the number of independent objects 2008 2009 2010 2011 2012 / historic buildings and the number A) Listed historic buildings (x 1,000) 61.1 61.1 61.3 61.5 61.6 of complexes were added up. B) Number of visits to state archives via the Internet (x 1,000) • Genlias was a national genealogy database. The services were Genlias visits 4,232 21,946 25,617 27,241 1,226 discontinued as from 1 January Visits to Regional Historical Centres (excluding GenLias) 7,827 8,729 10,547 14,482 14,168 2013. Visits to National Archives (excluding GenLias) 704 1,215 1,184 1,264 1,688

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System and funding of the science sector Intermediary organizations Part of the OCW budget for research is allocated by the intermediary organization Research in the Netherlands overall NWO. The bulk of this money goes to the research universities, the NWO institutes and The aggregate research and development work performed in the Netherlands in 2012 a limited number of other institutes. Other ministries also have intermediary organiza- involved a sum of 12.9 billion euros. Spending on research went up by 0.7 billion euros tions, such as the Netherlands Enterprise Agency (formerly: NL Agency) for the Ministry between 2011 and 2012 (i.e., 5.6 per cent). The increase is most marked in the private of Economic Affairs. sector (395 million euros or 5.7 per cent) and the higher education sector (228 million euros or 5.7 per cent). Spending in the research institutes sector rose by 68 million Implementing (research) institutes euros, i.e., 5.2 per cent. In real terms, the growth between 2011 and 2012 equals 4.9 per In 2012, the research universities, university medical centres and universities of applied cent. In 2012, R&D accounted for 2.16 per cent of GDP, which represents an increase of sciences were responsible for 33 per cent of research conducted in the Netherlands, on 0.12 per cent of GDP vis-à-vis 2011. a par with 2011. The group of (semi) public research institutes conducted 11 per cent of Dutch research in 2012. In addition to the NWO and KNAW institutes, which focus on The financiers of research fundamental research, this diverse group comprises institutes that primarily conduct Research in the Netherlands is funded from three major sources: companies, the go- applied research such as TNO, the large technological institutes (GTIs), the institutes vernment and abroad (both foreign companies and the EU). In 2011 (Statistics Nether- active in the area of agricultural research (DLO) and a number of institutes associated lands only publishes data on funding sources in the odd years), government funding with a particular Ministry, such as RIVM and KNMI. accounted for a share of 34 per cent, companies were responsible for 51 per cent and 11 per cent of funding came from sources abroad. The remaining 4 per cent were funded Companies are responsible for conducting the bulk of research in the Netherlands: 57 from research organizations’ own resources and other national sources. In addition to per cent in 2012. Most of the research is carried out within industry, by a number of direct funding, R&D is increasingly funded indirectly, on the basis of fiscal instruments large companies such as Philips, ASML, Shell and DSM, followed by the service sector such as the WBSO (Promotion of Research and Development Work Act) and the RDA and finally the “Miscellaneous” category. (Research and Development deductions). This indirect funding totalled 1,073 million euros in 2013.

Within the government, the Ministry of OCW remains the leading financier, with a share of 70 per cent in 2013. Key components are the funding of research universities, the university medical centres and the universities of applied sciences under items 6 and 7 of the OCW budget. Within item 16, the proportion of fixed grants to institutes is gradually declining in favour of the funding earmarked for specific policy items such as the Innovational Research Incentives Scheme and Large-scale Infrastructure: from 92 Figure 10.1 Flows of funds to R&D per cent in 2003 to 66 per cent in 2013. At 54 per cent, NWO tops the list in 2013 when Amounts for 2012 (x € 1 billion) it comes to utilizing fixed grants (in 2010, NWO accounted for no more than 41 per cent). This increase can be attributed to the transfer of the TNO budget to the Ministry Government 3.2 Government 1.0 Government 0.3 of Economic Affairs (EZ). The budget for specific policy items (Economic Structural Companies 0.4 Companies 0.2 Companies 6.0 Reinforcement (FES) funds and programmes focusing on bolstering talents) went up Other sources NLD 0.3 Other sources NLD 0.1 Other sources NLD 0.0 Abroad 0.3 Abroad 0.2 Abroad 1.0 significantly in recent years: from 52 million in 2003 to 440 million in 2010. In 2012, however, this budget fell to 293 million euros.

Other major budget items are the subsidies awarded to the Royal Netherlands Aca- Tertiary education Research institutes Companies demy of Arts and Sciences (KNAW), the science libraries and international research / UMCs organizations such as CERN, ESA and EMBL. 4.2 1.4 7.3

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Table 10.1 Financial key statistics for research and science (x € 1 million) Source 2009 2010 2011 2012 2013 OCW annual reports Expenditure and revenue (x € 1 million) Total expenditure 1,163.9 1,231.7 906.8 934.1 891.1 Notes National and international coordination 12.8 10.3 12.5 10.8 8.5 • Up to and including 2010, the OCW Research institutes 797.3 781.4 591.6 611.8 589.3 budget amount for TNO includes a) KNAW 94.1 90.8 91.1 94.3 93.4 grants from all other Ministries. b) NWO 325.6 317.5 323.4 327.0 320.9 • Specific policy themes: FES, c) TNO 199.8 192.8 0.0 0.0 0.0 Genomics, Vernieuwingsimpuls, d) BPRC (Primates Centre) / Foundation AAP 9.6 9.6 9.7 10.4 9.9 Aspasia, EET. e) Nationaal Herbarium 1.1 1.1 1.1 1.1 1.1 f) GTIs 4.0 4.7 0.0 0.0 0.0 g) Academic libraries 56.6 56.5 56.6 61.3 54.3 h) Other institutions 19.0 19.1 19.2 20.6 20.5 i) International institutions 81.5 82.5 84.4 91.3 84.3 j) Advisory councils (COS and STT) 0.2 0.2 0.2 0.2 0.2 k) Public information 3.8 3.8 3.9 4.1 4.1 l) Measures relating to statutory benefits 2.0 2.8 2.0 1.4 0.4 Specific policy issues 353.2 439.7 302.4 311.3 293.1 Attributed to DUO 0.5 0.3 0.3 0.3 0.3 Total revenue 186.9 174.6 1.5 0.0 4.3 Source CBS Table 10.2 Dutch R&D by source of funding and sector of implementation (x € 1 billion) 2008 2009 2010 2011 2012 Notes A) Source of funding • Figures do not include spending Total 10.0 9.9 10.2 12.2 12.9 outside the Netherlands. Government (in % of total) -- 36.7 -- 34.1 -- • Government funds do not include Companies’ own funds (in % of total) -- 47.3 -- 51.0 -- WBSO. • From 2011, figures include Research organizations’ own funds (in % of total) -- 4.6 -- 3.6 -- companies with fewer than 10 Abroad (in % of total) -- 11.4 -- 11.3 -- employees. B) Sector of implementation • 2011 percentages by source of Total 10.0 9.9 10.2 12.2 12.9 funding: excluding companies with Companies 5.3 4.9 5.2 6.9 7.3 fewer than 10 employees. Research institutes 1.3 1.3 1.3 1.3 1.4 Research institutes 1.1 1.1 1.0 1.1 1.4 Government institutions 0.1 0.1 0.1 0.1 -- Care and welfare institutions 0.1 0.1 0.1 0.1 -- Other institutions 0.0 0.0 0.0 0.0 -- Tertiary education establishments and UMCs 3.5 3.7 3.7 4.0 4.2 Source CBS Table 10.3 R&D expenditure in the Netherlands as a percentage of GDP, by sector 2008 2009 2010 2011 2012 Notes Total 1.68 1.73 1.74 2.03 2.16 • From 2011, figures include Private sector (companies) 0.89 0.85 0.89 1.16 1.22 companies with fewer than 10 employees. Public sector (universities and research institutes) 0.80 0.88 0.85 0.89 0.94

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Science institutes: financial data Operating data for each institute The financial position of NWO deteriorated in 2012. Solvency and liquidity fell. Although the operating result from ordinary operations of the three largest science Profitability rose because of a lower negative result in 2012, but is still negative institutes (NWO, KNAW and KB; following the transfer of the responsibility for TNO to (minus 2.5 per cent). The operating result decreased from minus 10.5 million in the Ministry of EZ, TNO is no longer included in the financial figures of the Ministry of 2010 to minus 48.0 million in 2011 and minus 17.7 million in 2012. The improved OCW) was negative in 2012, it had still improved vis-à-vis 2011 (from minus 47.8 million negative result is caused by an increase in total revenue, combined with a slight to minus 16.7 million). After a negative result in 2006, the years from 2007 to 2009 saw increase in total expenditure. positive results. The joint negative result in 2012 can mainly be attributed to the nega- tive result of NWO (minus 17.7 million). KB realised a positive result of 1.5 million, while The financial position of KNAW is still “good”. Solvency rose slightly. The KNAW showed a negative result (minus 0.4 million). Following a decrease in 2011, the downward trend in liquidity since 2007 has stopped. Profitability continued capital base of the institutes picked up again in 2012, to 631 million euros. Since 2010, to fall in 2012, from minus 0.1 per cent to minus 0.3 per cent, as a result of the the revenues of the institutions have exceeded the expenses. decrease in revenue which outweighs the decrease in expenses. The operating result fell to minus 0.4 million euros in 2012. Solvency, liquidity and profitability The solvency of the joint institutes (both excluding and including provisions) can be The financial position of KB remained stable in 2012. Solvency, liquidity and classified as “sufficient”. Solvency including provisions has been on the rise since 2006 profitability increased. The capital base grew following the addition of the but fell from 1.74 in 2011 to 0.97 in 2012. Profitability, albeit still negative, rose from positive result (1.4 million euros). Total revenue and expenses fell. minus 5.2 per cent in 2011 to minus 1.8 per cent in 2012. Trends in turnover and external funding at institutions The positive trend in the first few years of the decade, for both TNO and the joint GTIs, took a turn for the worse towards the end, especially with TNO. Consolidated turnover at TNO fell in 2009 and 2010, but picked up again in 2011 and 2012. Aggregate turnover at the GTIs increased slightly between 2011 and 2012; Deltares is the only institute showing a minor decrease.

TNO and the GTIs are largely dependent on income from market parties for their funding. In 2012, income from orders accounted for 60 per cent of the TNO budget; among GTIs, it ranged from 59 to 88 per cent in 2012 (average: 71 per cent).

Figure 10.2 Applied research institutes, turnover and sources of funding Figure 10.3 NWO, KNAW and KB: aggregate revenues and expenses In percentages of total and millions of euros, 2012 In absolute values (x € 1 million), 2000-2012

100% 600 1,000 90% 500 900 80% 800 70% 400 700 60% 600 50% 300 500 40% 30% 200 400 300 20% 100 10% 200 0% 0 100 TNO ECN MARIN Deltares NLR DLO 0 2000 2001 2002 2003 2004 2005 2006 2007 20082009 2010 2011 2012 Programme funding Commissions overall Public commissions OCW grant Other revenue Total expenses Private commissions Other Total (right-hand axis) (right-hand axis)

Key Figures 2009-2013 | Education, Culture and Science Table 10.4 Balance sheet and operating data of the science institutes (x € 1 million) Source 125 2008 2009 2010 2011 2012 OCW (DUO: institutions’ annual A) Accumulated balance sheet accounts) Total assets 846.0 944.0 945.4 895.2 1,978.6 Fixed assets 191.0 232.2 259.2 274.4 1.174.8 of which tangible fixed assets 149.0 184.2 206.5 222.7 226.0 Current assets 655.0 711.8 686.2 620.8 803.8 of which liquid assets 486.5 546.7 515.8 458.2 444.2 Total liabilities 846.0 944.0 945.4 895.2 1,978.6 Equity capital 490.2 566.6 564.8 515.6 630.6 Provisions 24.9 22.1 29.1 23.4 16.7 Long-term debts 16.4 0.0 0.0 0.0 504.9 Short-term debts 314.6 355.3 351.4 356.2 826.5 B) Accumulated operating accounts (x € 1 million) Revenues 794.4 906.8 929.4 912.1 936.0 OCW grants 642.0 753.1 764.9 727.3 755.9 Other revenues 152.4 153.8 164.6 184.8 180.0 Expenses 700.2 847.8 940.8 966.8 958.5 Staff costs 214.5 276.8 235.4 242.3 269.8 Depreciations 10.1 9.0 9.5 10.3 22.6 Accommodation costs 28.9 30.1 31.1 32.1 40.5 Other institutional expenses 446.8 531.9 664.9 682.3 625.6 Revenues and expenses balance 94.2 59.0 -11.4 -54.8 -22.5 Financial revenues and expenses balance 18.5 11.6 4.0 7.0 5.4 Result 112.7 70.6 -7.4 -47.8 -17.1 Taxes 0.0 0.0 0.0 0.0 0.0 Participations 0.0 0.0 0.0 0.0 -0.3 Result after taxes 112.7 70.6 -7.4 -47.8 -17.3 Third-party share in result 0.0 0.0 0.0 -0.7 Net result 112.7 70.6 -7.4 -47.8 -16.7 Extraordinary result -0.3 0.0 0.0 0.0 0.0 Total result 112.5 70.6 -7.4 -47.8 -16.7

Table 10.5 Balance sheet and operating data per institute, 2012 (x € 1 million) Source NWO KNAW KB Total OCW (DUO: institutions’ annual Balance sheet total 1,622.3 307.1 49.3 1,978.6 accounts) Total revenues 734.0 148.9 53.1 936.0 Result from ordinary operations -18.1 -0.4 1.5 -17.1 Result from extraordinary operations 0.0 0.0 0.0 0.0

Table 10.6 Trends in solvency and liquidity of science institutes Source 2008 2009 2010 2011 2012 OCW (DUO: institutions’ annual Solvency (including provisions) accounts) NWO 0.67 0.70 0.70 0.67 0.29 KNAW 0.54 0.53 0.55 0.55 0.56 Notes KB 0.22 0.18 0.18 0.19 0.20 • Solvency: equity capital (including Liquidity provisions) / total capital. NWO 2.70 2.64 2.60 2.25 0.90 • Liquidity (current ratio): current KNAW 1.62 1.49 1.39 1.29 1.30 assets / short-term debts. KB 1.00 1.04 1.06 1.10 1.14

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Staff and researchers in the science sector Within the public institutions, the share of female researchers is the largest at the universities. In international terms, however, the Netherlands is lagging be- Science is people work hind when it comes to the proportion of female researchers in the various sectors. Research cannot be conducted without academic staff. Staff costs are a signi- ficant part of the expenditures on R&D. The academic staff group is composed Researchers in the various organizations of qualified researchers, personnel who perform direct support activities for the Until 2009, due to a partial transfer of NWO staff to the universities, the number research and personnel that support the research indirectly. In the Netherlands, of staff formally employed by NWO gradually decreased. By 2012, staff numbers the proportion of total academic staff in relation to the professional population had risen to 2,397 FTEs again. The increase in staff numbers between 2011 and is lower than in many of the surrounding nations (with the exception of the UK), 2012 can be attributed to the transfer of the Centre for Estuarine and Marine but slightly higher than the EU-15 average. With regard to the group of qualified Ecology (CEME) to NWO/NIOZ as from January 2012, as well as an increase at researchers among the total number of personnel involved in R&D activities, FOM and the NWO office. the Netherlands is bringing up the rear compared with other countries. Swit- zerland and China are the only countries with a lower proportion of researchers Changes in the institute portfolio (including the transfer of CEME to NWO) among the professional population. reduced KNAW staff numbers between 2011 and 2012. The life sciences institutes employ 52 per cent of staff; 39 per cent work at the humanities and R&D staff by sector social sciences institutes and 9 per cent work at the KNAW office. TNO staff Following a sharp increase in 2011, total staff numbers fell slightly in 2012, both numbers have been declining for several years and continued to fall in 2012. within the private sector and among research institutes. Between 2000 and Among the GTIs, MARIN is the only organisation in which staff numbers are 2010, the proportion of researchers within the total group of R&D staff rose rising. Deltares showed a slight fall and staff numbers at NLR remained virtually within the higher education sector and at the research institutes. The increase stable. continued in the education sector; among the institutes, a slight decline can be observed. In the private sector, the proportion of researchers rose gradually University staff show a strong variation in a number of key figures. The until 2006; a slight fall in the period from 2007 to 2009 was followed by a sharp proportion of academic staff fluctuates between 55 and 64 per cent, the drop between 2010 and 2011. Women occupy a modest position in academic percentage of female academic staff ranges from 23 to 48 per cent, the research, though their numbers are growing. The proportion of women at pu- percentage of female professors ranges from 7 to 22 per cent, the proportion of blic institutions is higher than it is at private institutions. This is related, among non-Dutch academic staff varies from 24 to 51 per cent, and the percentage of other things, to the strong focus on the exact sciences in the research conducted non-Dutch doctoral students varies from 31 to 64 per cent. by companies, whereas the public institutions conduct relatively more research in the arts and humanities, as well as in the social sciences.

Figure 10.4 R&D staff in the Netherlands Figure 10.5 Proportion of female researchers in the Netherlands As a permillage of the labour force, 2012 By sector, in percentages of total staff in each sector 45 25 40 20 35 30 15 25 20 10 15 10 5 5 0 0 Companies Research institutes HE sector FIN DNK SWE NOR AUT FRA DEU CHE NLD BEL GBR EU CHN Researchers Other R&D-sta -27 2001 2003 2005 2007 2009 2011

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Table 10.7 R&D staff in the Netherlands (in 1,000 FTEs and percentages) Source 2008 2009 2010 2011 2012 CBS Total R&D staff (in FTEs) 89.3 83.3 95.7 117.4 119.5 R&D staff at universities and UMCs (in FTEs) 29.1 29.5 30.2 32.2 32.5 Notes R&D staff at research institutes (in FTEs) 12.2 11.4 11.4 11.2 11.7 • From 2011, figures include Research institutes (in percentages) 80.7 80.5 80.2 78.4 77.0 companies with fewer than 10 Government services (in percentages) 8.0 9.0 8.5 8.3 4.9 employees. Care and welfare institutions (in percentages) 9.4 8.8 9.8 11.9 15.9 • Percentages pertaining to Other (in percentages) 1.9 1.7 1.4 1.5 2.1 companies in 2011 do not include R&D staff at companies (in FTEs) 48.0 42.3 54.1 74.0 75.3 companies with fewer than 10 Industry (in percentages) 66.1 67.5 58.2 52.3 46.8 employees. Services (in percentages) 29.9 28.9 37.9 42.6 74.5 Other (in percentages) 3.9 3.6 3.9 5.0 5.7 Percentage of researchers per sector All sectors 54.3 53.4 53.4 45.3 53.4 Tertiary education 56.6 57.6 57.7 65.1 64.6 Research institutes 57.4 59.7 60.9 58.7 63.9 Companies 51.9 48.4 49.1 40.8 52.2

Table 10.8 Staffing at research institutes Source 2007 2008 2009 2010 2011 2012 Data provided by institutions, NWO NWO (FTEs) 2,228 1,957 2,080 2,228 2,258 2,397 and KNAW annual reports KNAW (FTEs) 1,289 1,223 1,291 1,289 1,327 1,177 TNO (numbers) 4,634 4,572 4,363 4,189 3,932 3,892 Notes • NWO: excluding staff funded by ECN (FTEs) 603 622 628 603 475 -- NWO but employed by the univer- MARIN (numbers) 302 298 305 302 307 329 sity. GeoDelft (FTEs) 231 ------• KNAW: excluding associated WL (FTEs) 330 ------institutions. Deltares (numbers) -- 709 722 862 831 821 • Deltares: amalgamation NLR (numbers) 679 684 693 679 655 658 of GeoDelft, WL and some departments of TNO and DG Public Works / Water University staff indicators per university, 2012 Tablel 10.9 Management. AS staff overaLl % AS % fem. AS %fem.Prof. %non-Dutch %non-Dutch AS • TNO: organization including group Total 42,300 57.8 38.1 15.6 33.2 44.8 companies. Leiden University 3,219 55.9 39.1 19.7 32.2 39.8 Utrecht University 4,911 55.8 44.5 18.9 23.7 32.8 University of Groningen 3,634 56.7 38.6 19.4 34.2 45.1 Source Erasmus University Rotterdam 1,997 58.7 40.7 9.6 31.6 43.2 VSNU / WOPI Maastricht University 3,227 56.9 47.8 17.4 39.6 45.2 University of Amsterdam 4,255 58.4 42.7 17.9 28.8 39.3 Notes • AS = academic staff. VU University Amsterdam 3,655 59.3 42.1 16.2 24.0 35.4 • Reference date: December 2012 Radboud University Nijmegen 3,238 54.9 41.5 21.8 25.6 31.1 • Figures only cover part of the Tilburg University 1,602 57.9 39.3 11.2 32.8 41.6 “Health” discipline. Delft University of Technology 4,348 57.3 23.2 10.3 45.8 63.9 Eindhoven Technical University 2,766 64.0 24.4 6.6 50.9 58.0 University of Twente 2,812 59.8 28.1 11.5 36.7 49.1 Wageningen University 2,635 60.6 42.9 7.6 31.8 46.5

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University research Trends in output The output also shows a diverse growth: between 1990 and 2012, the number of academic publications rose by 63 per cent (on average: 2.9 per cent annually). University input The number of doctoral theses even rose by 147 per cent (on average: 6.7 per The research conducted by the universities is funded from different sources: a cent annually). The distribution of doctoral theses across the disciplines is quite block grant from the government (first flow of funds), project and programme stable. Some three-quarters of doctorates are earned in science and technology funding via NWO (the second flow of funds) and contract research for a diversity disciplines, nearly 20 per cent in social sciences and a little less than 10 per cent of contract partners (the third flow of funds). Between 1990 and 2012, the first in arts subjects. In the academic publications the proportion of social sciences is flow of funds fluctuated around the same level; in 2010-2012, it was slightly higher slightly higher; that of the liberal arts and the science and technology disciplines than in 1990. It reached its lowest level in 2007 (7 per cent lower vis-à-vis 1990). is slightly lower. After some fluctuations, the second and third flows of funds are now showing an upward trend and seemed to stabilize in 2001-2012. The aggregate funding Room for talented researchers flow also seems to stabilize. These trends in funding flows have resulted in a In 2000, NWO launched a major, extensive programme aimed at making a considerable shift in interrelationships over the years: the share of the first flow contribution to modernizing research at Dutch universities and para-university has fallen from 58 per cent in 1990 to 43 per cent in 2012. This primarily benefited institutions and improving the career prospects for young researchers: the the second flow of funds, which grew from 15 per cent in 1990 to 25 per cent in Vernieuwingsimpuls [Innovational Research Incentives Scheme]. With effect from 2012. The share of the third flow of funds rose from 27 per cent in 1990 to 33 per 2002, this individual subsidy system focuses on three target groups: new PhDs cent in 2012. (VENI), post-graduates (VIDI) and experienced researchers (VICI). From 2000 through 2013, 2,907 grants were already awarded. 2,598 of these grants were Universities differ in size and areas of focus, which has repercussions for various awarded to universities. The universities of Leiden, Utrecht and Amsterdam top aspects of their performance. For example, universities vary widely with respect the list in this respect, the universities of Tilburg, Twente and Wageningen are to the proportion of staff funded from first-flow resources (ranging from 31 to 68 last on the list. A comparison of all categories with the distribution per subsidy per cent), the proportion funded from second-flow resources (ranging from 14 to category shows that Maastricht University scores relatively high among VENIs, 37 per cent) and the proportion funded from third-flow resources (ranging from 11 the universities of Groningen and Twente score relatively high among VIDIs and to 54 per cent). It goes without saying that the number of academic publications those of Tilburg, Eindhoven and Twente among VICIs. and theses is related to the size of the university. Obviously, differences can be observed. The universities of Rotterdam, the two universities in Amsterdam and Tilburg University stand out positively when it comes to the number of academic publications per FTE of academic staff.

Figure 10.6 Academic publications and doctoral theses, 1990 = 100 Figure 10.7 Trends in university output Academic staff by flow of funds, 1990 = 100 Academic publications and doctoral theses, 1990 = 100 240 260 220 240 200 220 200 180 180 160 160 140 140 120 120 100 100 80 80 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

AS 1 AS 2 AS 3 AS overall Doctoral theses Academic publications

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Table 10.10 Research capacities in tertiary education (in FTEs) Source 2008 2009 2010 2011 2012 VSNU (KUOZ database) Total 16,730 17,318 18,920 19,696 19,584 First flow of funds (in percentages) 47.0 46.2 44.8 43.0 42.5 Notes Second flow of funds (in percentages) 23.5 22.9 23.4 24.7 24.9 • The figures do not present a full national picture. Third flow of funds (in percentages) 29.5 30.9 31.8 32.3 32.6 • No data available on capacity in Health sector in Leiden (until 2010) Table 10.11 Output of the universities and Amsterdam (UvA) from 2008. 2008 2009 2010 2011 2012 Academic publications excl. doctoral theses 62,822 61,794 65,083 66,622 68,753 Doctoral theses 3,254 3,499 3,701 3,853 4,136 Source Specialist publications 13,294 13,819 12,732 12,527 11,800 VSNU (KUOZ database)

Table 10.12 University indicators per university (national), 2012 (total and in percentages) Source AS overall AS 1 AS 2 AS 3 Theses Ac. publ. VSNU: KUOZ (data on AS and output) (in FTEs) (% of total) (% of total) (% of total) (x 1) (x 1) NWO: figures on second flow of funds Total 19,584 42.5 24.9 32.6 4,136 68,753 Leiden University 2,166 34.5 36.7 28.8 383 5,345 Notes Leiden University 2,463 43.5 27.0 29.5 518 8,074 • AS = academic staff. Utrecht University 1,836 48.3 19.9 31.8 436 5,884 • The figures do not present a full University of Groningen 1,311 61.5 27.7 10.9 339 5,588 national picture. Erasmus University Rotterdam 1,431 48.3 14.2 37.5 245 4,214 • Total including Open University. Maastricht University 1,336 50.5 29.9 19.5 449 9,167 VU University Amsterdam 1,758 39.8 25.6 34.6 312 6,920 Radboud University Nijmegen 2,072 36.6 30.4 33.0 330 6,358 Tilburg University 453 67.6 20.2 12.2 133 1,901 Delft University of Technology 1,462 31.3 15.0 53.7 303 5,301 Eindhoven Technical University 1,083 34.1 21.7 44.2 245 3,088 University of Twente 1,125 38.2 22.5 39.3 196 3,018 Wageningen University 983 34.4 20.0 45.6 229 3,225 Open University 106 80.5 16.0 3.5 18 670

Table 10.13 Results of Innovational Research Incentives Scheme across the universities 2000-2012 Source Grants Total NWO data 2000/2001 VENI VIDI VICI Total % Total 96 1,467 812 319 2,694 100 Notes Leiden University (LEI) 11 158 99 35 303 11 • VENI focuses on researchers who Utrecht University (UU) 14 250 132 53 449 17 have recently obtained a PhD. University of Groningen (RUG) 6 119 81 31 237 9 • VIDI focuses on PhD holders with Erasmus University Rotterdam (EUR) 4 100 62 18 184 7 several years of experience. Maastricht University (UM) 4 84 31 11 130 5 • VICI focuses on senior researchers. University of Amsterdam (UvA) 15 198 104 39 356 13 • Excluding 282 grants to non- VU University Amsterdam (VU) 11 137 64 32 244 9 university institutions. Radboud University Nijmegen (RU) 10 149 77 25 261 10 Tilburg University (UvT) 6 40 19 10 75 3 Delft University of Technology (TUD) 3 98 56 18 175 6 Eindhoven Technical University (TU/e) 4 43 34 26 107 4 University of Twente (UT) 5 38 29 14 86 3 Wageningen University (WU) 3 53 24 7 87 3

Key Figures 2009-2013 | Education, Culture and Science 130 10 Science

NWO and KNAW Output of NWO The output of the research funded by NWO is diverse, but can be divided into The Netherlands Organisation for Scientific Research (NWO) and the Royal Nether- two main categories: scientific publications in journals that have a system lands Academy of Arts and Sciences (KNAW) are two important organisations for of peer review in place and the category of “other professional products and fundamental research within the Dutch arts and sciences: NWO primarily as a funder publications”. The latter has grown particularly sharply over the years. This of research conducted at universities and its own institutes, KNAW as a funder of category comprises publications for professionals, the general public, as well research conducted within its own institutes. KNAW also serves as an important as membership of the editorial staff of a scientific journal, inaugural speeches, forum for scientists/academics and fulfils an advisory role to the government. designs and prototypes and media events.

NWO revenue and expenditures Revenue and expenditures of KNAW The revenue of NWO has risen sharply over the years, from 433 million euros in 2001 to The (operating) budget of the KNAW has increased considerably in the period 734 million euros in 2012, an average annual rise of 6.3 per cent. The income from the from 2001 to 2011. In 2012, however, it remained on a par with 2011. The share Ministry of Education, Culture and Science (both the government grant and a number contributed by the Ministry of Education, Culture and Science accounted for 62 of specific subsidies) is the most important source of income: 84 per cent of the total in per cent of the income in 2012 (versus 77 per cent in 2001). The largest share 2012 (80 per cent in 2011). Research at universities is the largest expenditure of NWO’s of the income, 87.5 per cent, goes to the KNAW’s own institutes in the field of resources, amounting to 60 per cent of the total in 2011. Its own institutes receive 22 the humanities, social sciences and the life sciences. In addition to conducting per cent. A small share of the budget, some 6 per cent, goes to administration (such as scientific research, the KNAW institutes also have a task to fulfil in the area developing and putting out calls, organizing the assessment process). of supplementing, managing and making available to the public scientific/ academic collections. A limited share of the KNAW budget is earmarked for NWO acceptance rates administrative and management tasks: 3.1 per cent in 2012. The work method of NWO is, to a significant degree, based on the assessment and funding of research proposals. A total of 5,875 preliminary and fully detailed Output of KNAW applications were submitted and assessed in 2012. 24 per cent were accepted, The majority of the output of the research funded by the KNAW finds its way versus 22 per cent in 2011. The acceptance rates differ between the various spear- to scientific/academic journals and is subject to peer review. This category has heads in the NWO strategy. The “talent and independent research” category grown over the years, whereas several other categories (contributions to books (accounting for 70 per cent of applications), had an acceptance rate of 17 per cent; the and monographs) have fallen. In addition, the KNAW institutes have a non- other spearheads – thematic research, internationalization and research infrastructure scientific output, such as publications for the general public. – have an acceptance rate of 28 per cent, 46 per cent and 60 per cent, respectively.

Figure 10.8 NWO sources of funding, 2002-2012 Figure 10.9 KNAW sources of funding, 2002-2012 In absolute values (x € 1 million) and percentages of total In absolute values (x € 1 million) and percentages of total

100% 800 100% 180 90% 700 160 80% 80% 140 600 70% 120 500 60% 60% 100 50% 400 40% 80 40% 300 60 30% 200 40 20% 20% 20 10% 100 0% 0 0% 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

OCW government grant OCW special-purpose subsidies OCW government grant Revenues from contract work Revenues from contract work Other revenues Total revenues Other revenues Total revenues (right-hand axis) (right-hand axis)

Key Figures 2009-2013 | Education, Culture and Science 131

Table 10.14 NWO spending by destination (in millions of euros and percentages) Source 2008 2009 2010 2011 2012 NWO annual accounts Total (in millions of euros) 520.7 652.3 741.3 748.6 756.5 • Universities (in percentages) 54.9 57.7 57.7 59.7 57.5 • NWO institutes (in percentages) 25.8 21.6 22.3 22.0 22.9 • Other (in percentages) 13.2 15.5 14.7 12.6 14.0 • Management costs (in percentages) 6.2 5.2 5.3 5.7 5.6

Table 10.15 Net NWO acceptance rates by action line, 2012 Source Applications Grants % accepted Acceptance rate, women NWO annual account 2012 (x1) (x1) total Applications Grants Total 5,875 1,393 24 29 25 Notes Talent programmes and Independent research 4,119 700 17 33 30 • Figures pertain to proportion Theme-based research.and knowledge utilization 965 270 28 18 17 of fully detailed applications programmes submitted and accepted. Internationalization 387 179 46 27 27 Research infrastructure 404 244 60 16 16

Table 10.16 Academic output of research funded by NWO Source 2008 2009 2010 2011 2012 NWO annual reports Publications in peer-reviewed journals 10,674 9,525 8,943 9,528 9,861 Publications in other academic journals 1,766 1,228 714 488 402 Contributions to books 1,218 1,334 1,237 1,017 772 Studies 336 385 327 293 244 Doctoral theses 794 832 774 698 739 Other professional products and publications 5,476 5,906 6,949 6,796 8,834 Patents 57 53 42 56 34

Table 10.17 KNAW spending by destination (in millions of euros and percentages)) Source 2008 2009 2010 2011 2012 KNAW office Total 134.2 143.6 139.5 149.3 141.7 Institutes / research (percentage) 86.6 87.0 87.1 87.3 87.5 Internationalization (percentage) 3.6 3.5 3.7 3.5 3.5 Forum function (percentage) 1.6 1.7 1.8 1.7 1.6 Quality (percentage) 4.0 3.6 3.1 3.3 3.5 Consultation (percentage) 1.0 0.9 0.8 0.7 0.8 Administration / management (percentage) 3.3 3.3 3.5 3.3 3.1

Table 10.18 Academic output of research funded by KNAW Source 2008 2009 2010 2011 2012 KNAW annual reports, KNAW office Publications in peer-reviewed journals 1,316 1,231 1,173 1,315 1,458 Publications in other academic journals 100 73 47 62 48 Contributions to books 443 355 459 357 341 Studies 109 138 89 58 50 Doctoral theses 46 60 42 56 54 Other professional products and publications 347 382 322 382 324

Key Figures 2009-2013 | Education, Culture and Science 132 10 Science

Science in an international perspective Scientific output and quality In 2012, Dutch researchers (or more accurately: researchers at an institution R&D expenditure as a percentage of GDP with an address in the Netherlands) published some 36 thousand scientific In 2012, the Netherlands spent 2.16 per cent of its GDP on R&D, i.e., 0.12 articles, some 2.5 per cent of the world total of scientific publications. The percentage points more than in 2011. Taken over a longer period, Dutch R&D largest producer by far is the United States. China has now ascended to second expenditures have fluctuated around 2 per cent of GDP. In the period from 2000 position. Clear differences in the pace of growth can be seen with respect to to 2010, the percentage fluctuated around 1.8 to 1.9 per cent. Internationally, these scientific publications during the 2004-2012 period, ranging from 1 to 86 the Netherlands occupies a position that is lower than most of its surrounding per cent (the Netherlands: 59 per cent). 53 per cent of the Dutch scientific output countries (except for the UK) and the Scandinavian countries (except for Norway). is reported in a publication in which a Dutch researcher co-publishes with a Most of the countries show an increase in comparison with 2005. The EU average researcher from another country. Many countries have such a share of so-called is lower than the average in the Netherlands, while the OECD average has for international co-publications. years been above that of the Netherlands. Interesting is the trend in the GDP percentage of China, which has risen since 1995 from 0.57 to 1.98 in 2012. Within the Netherlands, the research universities and university medical centres (UMCs) account for the largest share of the output. A measure of the quality Despite the increase in 2011 and 2012, the comparatively low R&D spending by of scientific research is the number of citations that a publication receives. To the private sector largely determines the overall position of the Netherlands. make meaningful comparisons possible, the citations are standardized at the Norway and the UK are the only countries with a lower private R&D spending international average, which is equated with the value 1. In the period from rate. In the public sector (higher education and research institutes, including the 2008 to 2011, Dutch research scored 47 per cent above the world average. private non-profit sector), R&D spending accounted for 0.93 per cent of GDP in This means that the Netherlands occupies third position internationally, 2012, which is higher than the EU-15 average (0.77) and the OECD average (0.78). behind Switzerland and Denmark. A distinction between all publications and Among the EU countries, Germany, Sweden, Finland and Denmark spend more international co-publications shows that in all countries the latter group of on R&D than the Netherlands in this respect. publications score higher with respect to citations than all publications together. The Netherlands then scores 70 per cent above the world average and thus R&D funding shares second position behind Switzerland. In most countries by far, companies were the leading sponsors of R&D in 2011. The EU-15 average is 55 per cent, the OECD average even 60 per cent. Govern- ment funding averages 33 per cent for the EU and 30 per cent for the OECD. In the Netherlands, too, companies are the largest financiers, although the respec- tive funding levels of government (34 per cent) and companies (51 per cent) are much closer than in most other countries.

Figure 10.10 Citation impact of academic publications Figure 10.11 Citation impact By type of publication, 2008-2011 by sector in the Netherlands, 2004-2007 and 2008-2011 2.00 1.80 Research institutes 1.60 1.40 Government agencies 1.20 Research univ. (incl. UMCs) 1.00 Companies 0.80 Hospitals 0.60 UAS 0.40 International organisations 0.20 Museums 0.00 0.0 0.5 1.0 1.5 2.0 CHE DNK NLD USA GBR SWE BEL NOR CAN IRL FIN AUS AUT DEU FRA CHN KOR JPN 2008/11 2004/07 All publications International co-publications

Key Figures 2009-2013 | Education, Culture and Science 133 Table 10.19 R&D expenditure as a percentage of GDP, overall and by financier (2012) Source 2011 2012 OECD / MSTI Total Total Companies Higher Education Institutes Other Belgium 2.21 2.24 1.52 0.52 0.18 0.02 Notes Denmark 2.98 2.98 1.96 0.95 0.07 0.00 • Switzerland 2011 = 2008 Finland 3.80 3.55 2.44 0.77 0.32 0.02 • Switzerland 2012: total estimated France 2.25 2.26 1.45 0.47 0.31 0.03 on the basis of 3 sectors. Germany 2.89 2.92 1.95 0.53 0.43 0.00 The Netherlands 2.04 2.16 1.22 0.70 0.23 0.00 Norway 1.65 1.65 0.87 0.52 0.27 0.00 United Kingdom 1.78 1.72 1.09 0.46 0.14 0.03 United States 2.76 2.79 1.95 0.39 0.34 0.11 Sweden 3.39 3.41 2.31 0.92 0.16 0.02 Switzerland 2.87 3.12 2.17 0.88 0.02 0.05 OECD 2.37 2.40 1.62 0.44 0.28 0.06 EU-15 2.11 2.11 1.34 0.50 0.26 0.01

Table 10.20 R&D expenditure as a percentage of GDP, overall and by financier (2011) Source 2009 2011 OECD / MSTI Total Total Government Companies Other nat’l Abroad Belgium 2.03 2.21 0.52 1.33 0.08 0.29 Notes Denmark 3.16 2.98 0.86 1.80 0.11 0.22 Switzerland 2011 = 2008 Finland 3.94 3.80 0.95 2.55 0.05 0.25 France 2.27 2.25 0.80 1.24 0.04 0.17 Germany 2.82 2.89 0.86 1.90 0.01 0.12 The Netherlands 1.82 2.03 0.72 1.01 0.07 0.22 Norway 1.76 1.65 0.77 0.73 0.02 0.13 United Kingdom 1.82 1.78 0.54 0.82 0.11 0.32 United States 2.82 2.76 0.86 1.62 0.18 0.10 Sweden 3.62 3.39 0.94 1.94 0.13 0.38 Switzerland -- 2.87 0.66 1.96 0.09 0.17 OECD 2.38 2.37 0.71 1.42 0.12 0.12 EU-15 2.07 2.11 0.70 1.17 0.05 0.19

Table 10.21 Indicators relating to academic publications Source All publications Co-publications Top 10% WTI2 Number in 2012 Growth rate Share in Growth rate Publications (x 1,000) 2004-2012 total 2004-2012 2006-2009 Notes Belgium 19 55 % 60 86 % +34% • Based on Thomson Reuters/CWTS Denmark 15 65 % 58 99 % +55% Web of Science. Adaptation: CWTS/ Germany 98 34 % 49 70 % +22% NIFU. Finland 11 1 % 52 73 % +18% • Top 10% pertains to proportion France 68 30 % 50 66 % +15% of citations vis-à-vis statistically The Netherlands 36 59 % 53 101 % +54% expected number. Norway 11 86 % 55 111 % +30% United Kingdom 104 34 % 48 81 % +41% United States 368 26 % 30 79 % +50% Sweden 23 37 % 57 75 % +31% Switzerland 25,8 57 % 65 0,92 % +67%

Key Figures 2009-2013 | Education, Culture and Science 134 11 Gender equality and sexual diversity

Gender equality and sexual diversity per cent). In the rest of Europe – particularly Russia, Eastern European countries and Turkey – the populations are less positive on the subject of homosexuality. On 10 May 2013, the Minister of Education, Culture and Sciences (and for Gender Social acceptance of homosexuality among the Dutch population as a whole has Equality / Sexual Diversity) submitted the outline paper on emancipation policy risen to 94 per cent. At the same time, 28 per cent of the Dutch population find sex for 2013-2016 to the House of Representatives. The principles of the emancipation between two gay men repulsive and 12 per cent find sex between two gay women policy are: equal rights for women and LGBT people (lesbian women, gay men, repulsive. Also, 41 per cent of Dutch people find it offensive if two men kiss each bisexuals and transgender people) are human rights.– emancipation pertains not other in public2. Young people, older people and (orthodox) religious people on only to the autonomy, self-preservation and equality of individuals, but also to average have greater difficulty accepting homosexuality than do others. There society as a whole. Emancipation policy provides tools for solving social problems, are also differences in acceptance between different population groups. Among both nationally and internationally. For women’s emancipation, security and native Dutch people, 2 per cent have a negative view of homosexuality. Among participation (education and the labour market) are the recurring themes. For Surinamese and Antillean Dutch citizens, 7 and 15 per cent, respectively, have a LGBT emancipation, recurring themes are security and social acceptance. negative view, and among citizens of Moroccan and Turkish descent, 26 and 32 per cent, respectively, have a negative view of homosexuality (SCP, 2012). New themes for women’s emancipation are women and health, women in the media, and boys and girls in education. New theme for the LGBT policy is giving LGBT emancipation: security greater attention to people with intersex conditions. These themes are being It is not yet always safe for gay men and women, bisexual men and women and explored.In the autumn of 2014, a mid-term review of the current policy will be transgender people to simply be themselves. They are, on average, 1.5 times conducted and more data on the new themes will become available. more often a victim of crime and disrespectful behaviour than are heterosexuals (CBS, 2012). 28 per cent of gay men and 14 per cent of gay women have recently LGBT emancipation experienced negative reactions from people at school, work, in sports, public It is estimated that our country has at least 900,000 gay men and women and bisexual spaces or in their own neigHBOurhood. 40 per cent of transgender people have men and women and 48,000 transgender people1 . Three per cent of Dutch men are experienced the same (SCP, 2012). The figures kept by police, the public prosecutor romantically/sexually attracted to other men and 1.4 per cent of Dutch women are and anti-discrimination organizations confirm this picture, taking into account romantically/sexually attracted to other women. In addition, 6 per cent of men and the fact that many incidents are not reported. The number of incidents involving 15 per cent of women are somewhat attracted romantically/sexually their own sex as discrimination against LGBT people is on the rise. This is in part due to the fact well as to the opposite sex or are equally attracted to both sexes (i.e. bisexual). It is that more of these incidents are being reported when they occur (a positive estimated that 0.5 per cent of the population are transgender. (SCP, 2012). development). In 2012, 1,143 incidents were reported, 36 per cent of the total number of incidents reported involving discrimination. (POLDIS, 2012). In 2013 two amendments to the law were adopted by parliament that are relevant for LGBT emancipation: a law that gives lesbian parents the same rights as heterosexual The lack of social acceptance and security has repercussions for the well-being families and a law that makes it easier for transgender people to bring their legally of LGBT people. For example, 12 per cent of gay young people have attempted recognized sex into correspondence with their gender identity. This makes the suicide (9 per cent among the boys and 16 per cent among the girls). Netherlands one of the leaders in Europe and globally in terms of LGBT emancipation. Among heterosexual young people, this happens much less often – the different LGBT emancipation: social acceptance studies vary from 3 to 7 per cent. Half of students (both homosexual and A European public opinion poll (ESS, 2002-2010) revealed that the vast majority heterosexual) think that it is better not to reveal your homosexuality at school. of people in the Netherlands have a neutral to positive response to the idea that At the same time, young people are increasingly coming out as gay at a younger gay and bisexual people should be able to lead their lives as they want to. In the age. This is true particularly for boys, who in 2011 came out as gay on average countries surrounding us, there is a comparable degree of acceptance (above 80 at the age of 16.6 years. Six years previous to this, this average coming-out age was 17.8 years (SCP, 2010).

1 People whose gender identity (the feeling of being a man or woman) does not or does not entirely correspond with their biological sex. This is separate from the issue of their 2 As a comparison: 28% find two women kissing in public to be offensive, while 13% find sexual orientation. a man and a woman kissing in public offensive.

Key Figures 2009-2013 | Education, Culture and Science 135

Table 11.1 Attitude of the population towards homosexuality (in percentages) Source Entirely Entirely SCP (CV 06); SCP (SLI 08 and 10) Negative Neutral Positive negative positive Notes • Figures for 2008 and 2010 pertain Cultural Changes 2006 3 12 33 40 12 to citizens aged 18 and older. SCP Living Situations Index 2008 2 7 27 46 19 • Analyses of data on 2006 relating SCP Living Situations Index 2010 2 8 31 43 17 to that age group only yield the same results as the data in the table.

Table 11.2 Reports to police of discrimination against homosexuals Source 2008 2009 2010 2011 2012 Police (Poldis) Number 380 428 659 623 1,143 Percentage in relation to total number of reports 17 19 26 27 36

Key Figures 2009-2013 | Education, Culture and Science 136 11 Gender equality and sexual diversity

Women’s emancipation: safety and defences Employment from a European perspective Many girls and women feel unsafe or have to deal with actual violence. It is In the context of the new European 2020 Strategy, a participation objective estimated that annually more than 200,000 people in the Netherlands are of 75 per cent was agreed for the sum total of the European population, victims of obvious, systematic domestic violence. Approximately one million both men and women, by 2020. This pertains to a net labour participation by victims experience incidental cases of domestic violence. More than two-thirds people between the ages of 20 and 64 in a job of at least 1 hour a week. The of domestic violence is committed by partners or ex-partners. Women are almost Netherlands has already realised this objective (women 70 per cent, men 80 per always the victim in these cases. cent). The Dutch Cabinet translated the 2020 strategy into an objective of 80 per cent gross labour participation by people between the ages of 20 and 64 in Girls and women have always been victims of sexual violence on a large scale. The a job of at least 12 hours a week. In 2012, our country had a labour participation Population Study on Sexual Health in the Netherlands 2011 showed that 34.3 per of 76 per cent according to this definition – based on the total supply of labour cent of (all) women and 7.7 per cent of men have experienced one or another form rather than actual employment. The gross labour participation among men is of sexual violence in the course of their lives. According to the most recent version 10 percentage points higher than it is among women: 84 per cent versus 74 per of “Sex Under 25”, a study into the sexual health of young people, 17 per cent of cent, respectively. girls and 5 per cent of boys have at some time been forced to engage in sexual acts against their will. Economic independence Economic independence means that the income from work is enough to Women’s emancipation: labour participation of women support oneself. In 2000, 39 per cent of women between the ages of 15 and In recent decades, it has become commonplace for women to work. Over the past 64 were economically independent. By 2012 this figure had grown to 48 per twelve years, the proportion of working mothers from the younger generation cent of women. 67 per cent of Dutch women between the ages of 25 and 35 has risen from 55 per cent to 78 per cent. Among fathers, 92 per cent work and are economically independent. Part-time employment and the lower (average) among young fathers 94 per cent work. Among women with children, the level hourly wages earned by women explain why the percentage of economically of education makes a large difference in this respect. Highly-educated women independent women is lower than the percentage of women that have a paid work nearly as often as men. Women with a lower level of education (up to and job. The average workweek for working women in 2012 was 25.4 hours a week, including a basic qualification) are relatively frequently financially dependent on a versus 36.5 hours a week for men. breadwinner. Nearly one million women with low levels of education between the ages of 15 and 65 are currently not a part of the working population.

Figure 11.1 Attitude of the population towards homosexuality, in percentages Figure 11.2 Economic independence Proportion believing homosexuals should be able to live the life they choose, 2010 By age and gender (in percentages)

90 80 RUS 70 POL 60 PRT 50 FIN 40 ESP 30 DEU 20 GBR 10 BEL 0 SWE 1995 2000 2010 2011 2012 NLD 0 20 40 60 80 100 Women aged 15-64 Women aged 25-34 Men aged 15-64 Men aged 25-34

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Table 11.3 Average working hours per week, employed labour force aged 15 to 64 Source 2005 2007 2009 2010 2011 2012 CBS (Labour Force Survey, 2001-2011) Women 24.5 25.1 25.3 25.4 25.4 25.4 Men 37.4 37.3 37.0 36.9 36.7 36.5 Notes • Average working hours of people Table 11.4 Net labour market participation by couples with children, by level of education, 2012 working 1 hour or more per week. HAVO/ VWO/ PO VBO/MAVO HBO WO Total MBO Source CBS (Labour Force Survey, 2001-2011) Women overall 47.0 63.5 81.0 88.2 87.2 78.1 Youngest child aged 0-5 38.6 57.8 80.5 88.5 87.7 79.3 Notes Youngest child aged 6-11 47.7 62.0 81.9 87.9 87.6 79.0 • Labour market participation in Youngest child aged 12-17 52.9 70.0 82.4 90.6 86.5 79.9 percentages by age of youngest child living at home. Men overall 76.3 88.8 93.3 95.3 96.6 92.3 • Net labour market participation: Youngest child aged 0-5 79.6 89.1 94.3 96.7 97.8 93.9 employed labour force in percentages Youngest child aged 6-11 79.0 91.7 94.9 96.8 97.1 94.2 of the population. Youngest child aged 12-17 77.7 87.7 93.2 95.2 95.3 91.8 Source Table 11.5 Net labour market participation CBS (Labour Force Survey, 2001-2011) 2009 2010 2011 2012 2013 Notes Women 70 69 70 70 70 • Among age group 15-64. • At least 1 hour a week. Table 11.6 Gross labour market participation among women and men (80% by 2020) 2009 2010 2011 2012 2013 Source Total 77 77 76 78 79 CBS (income statistics) Women 67 68 68 73 74 Men 87 86 84 84 84 Notes • Employment participation target for age bracket 20-64: 80 per cent in 2020. Table 11.7 Economic independence by gender and age (in percentages) • Gross labour market participation: 2008 2009 2010 2011 2012 total labour force in percentages of population. Women (age group 15-64) 47.3 47.6 47.5 48.1 48.6 • At least 12 hours a week. Women (age group 25-34) 69.1 68.8 67.7 67.1 66.6 Men (age group 15-64) 70.4 69.1 67.9 68.1 67.1 Men (age group 25-34) 84.7 82.0 80.6 80.1 78.9 Source CBS (income statistics) Table 11.8 Economic independence among women (ages 15-64), by background (in percentages) 2008 2009 2010 2011 2012 Notes • Someone is considered economically Overall 47.3 47.6 47.5 48.1 48.5 independent when he/she earns 70% Native Dutch 49.4 49.9 50.0 50.8 51.2 of the net minimum wages. Turkey 23.3 23.7 23.4 23.4 24.2 • Figures for 2012 are provisional. • In percentages of the total group. Morocco 24.9 24.6 25.0 24.4 24.0 • See appendix Notes and Definitions, Surinam 52.4 52.0 51.9 51.4 51.8 part G. Antilles/Aruba 39.2 40.5 38.7 38.1 36.2

Key Figures 2009-2013 | Education, Culture and Science 138 11 Gender equality and sexual diversity

Pay gap here perform considerably better and are rapidly catching up in education. In In 2010, the average hourly wage paid to men was 22.44 euros and the average 2012, nearly 50 per cent of Surinamese and Antillean women between the ages of hourly wage paid to women was 18.22 euros. In government jobs, the hourly 18 and 23 were enrolled in tertiary education (universities of applied sciences and wage of women (22.51 euros) is 13 per cent lower than that of men (25.83 euros). research universities). This is significantly higher than the figure for native Dutch In trade and industry, men earn 21.96 euros and women 17.48 euros an hour; women, for which the proportion is approximately 42 per cent. The proportion the uncorrected difference is 20 per cent. After a correction for background of Turkish and Moroccan women enrolled at a university of applied sciences or a characteristics (age, education level, part-time work), this pay difference research university is also increasing and now lies at around 30 per cent. in government jobs and in private sector jobs decreases to 8 per cent. This percentage, which has been stable over the years, is the inexplicable pay gap Girls and women in the exact sciences and technology between men and women. In education there are remarkable differences between men and women with respect to their choice of certain subjects and disciplines. Girls choose care Promotion of talent and education relatively often; they are under-represented in the technology/ At the top of Dutch trade and industry there is a clear distinction between men and engineering sectors. women. The proportion of women in top positions at companies almost never corresponds with the proportion of women in the sector in question. The Female In HAVO (senior general secondary education) and VWO (pre-university Board Index 2012, which includes data from 96 large listed public companies, shows education), the percentage of girls that choose a science subject cluster that, out of 711 board members, 74 are women, i.e., 10.4 per cent of total. The (combination of examination subjects with mathematics A or B, chemistry and proportion of women sitting on the boards of directors at these companies is 4.6 biology or physics) has increased in recent years. In the 2011/12 school year, 32 per cent. The proportion of women sitting on the boards of commissioners is 13.3 per cent of the girls in HAVO 4 had a science subject cluster, versus 53 per cent per cent. Fortunately, the long term has seen an upward trend: the Female Board of VWO girls. In the 2006/07 school year, these percentages were significantly Index 2007 showed that 44 of the 748 board members were women, 5.9 per cent, lower: 20 and 41 per cent, respectively. and the proportion of women sitting on the boards of directors was 2.7 per cent. In the upper years of VMBO (pre-vocational secondary education), the In academia, too, there has been an increasing tendency to promote women percentage of girls that choose a technology programme has been 5 per cent to top positions. At the end of 2012, the proportion of women among Dutch for years. As a result, girls make up only 10 per cent of the 25 thousand students university professors was 13.5 per cent, some one and a half percentage points in VMBO technology. As a comparison: in VMBO care girls account for 88 per higher than the previous year. cent. In MBO (intermediate vocational education) proportionally more girls have enrolled in the technology sector in recent years; here the proportion has Differences in the level of education increased from 9 per cent in the 2006/07 school year to 10 per cent in 2010. In initial education, the achievements of boys and girls are comparable. CITO scores and the final examination results show them at equal levels of In exact sciences/technology UAS programmes (professional higher education) performance. The human capital of women and men at the start of their careers there are large differences with respect to the proportion of female students. is approximately equal. Girls and women, however, tend to graduate more often (Interface) programmes that combine the exact sciences, technology or IT with and sooner than boys and men. A clear disadvantage is visible when it comes to one or more other disciplines often attract relatively more girls. The proportion the first generation of female immigrants from non-Western backgrounds. Ethnic of women entering exact sciences/technology programmes at UAS level is minority women have significantly lower levels of education than native Dutch showing an upward trend: from 13.9 per cent in 2004 to 20.6 per cent in 2013. women of the same age, and they also have lower levels of education than the men from their own cultural group. Among women older than 40, 80 per cent of Just as in the UAS sector, there are also large differences with respect to the Turkish women and 90 per cent of Moroccan women have completed no more proportion of female students enrolled in exact sciences/technology programmes at than primary school. A large proportion of these women have never learnt to read the academic level, but the differences are less large. The percentage of women that and write. Surinamese and Antillean women older than 40 are significantly better are enrolled in academic engineering and technology programmes has risen from educated than Turkish and Moroccan women, but they do not rise to the level of 17 per cent in 2005/06 to 20.6 per cent in 2010/11. Academic science programmes education of native Dutch women. The ethnic minority women born and raised showed a visible rise from 32 per cent in 2005/06 to 39.3 per cent in 2013.

Key Figures 2009-2013 | Education, Culture and Science Table 11.9 Female administrators and board members (in percentages) Source 2009 2010 2011 2012 Female Board Index (Lückerath- Women on Boards of Directors 2.4 3.6 4.4 4.6 Rovers 2012) 139 Women on Boards of Commissioners 9.5 11.1 11.8 13.3 Notes Table 11.10 Companies with female board members, 2009 - 2012 (in percentages) • Figures for 2012 pertain to 2009 2010 2011 2012 96 largest quoted companies At least one woman on Board of Directors 8.2 9.3 11.3 11.5 (Euronext). At least one woman on Board of Commissioners 38.1 38.1 41.2 43.8 At least one woman on either Board 41.2 41.2 45.4 47.9 No women 58.8 58.8 54.6 52.1 Source Female Board Index (Lückerath- Table 11.11 Educational level among women (age bracket 25-35), 2012 (in %) Rovers 2012)

PO VMBO/ MBO 1 HAVO/VWO/MBO 2-4 HBO/WO bachelor WO Unknown Notes • Figures for 2012 pertain to Total 41 117 442 315 174 15 96 largest quoted companies Native Dutch 19 69 318 248 125 8 (Euronext). Turkey 4 10 20 7 2 0 Morocco 4 9 18 7 2 0 Source Surinam 2 5 14 7 4 0 CBS (Labour Force Survey 2012) Antilles/Aruba 1 2 6 4 2 0 Table 11.12 Pay gap M-F, government and business sector, by specific characteristics, 2010 Government Business sector Source Gross hourly wages Difference Gross hourly wages Difference in % in % CBS Women Men crude Women Men crude Government 22.51 25.83 -13 17.48 21.96 -20 Age 15 to 23 11.44 11.10 3 8.72 8.81 -1 23 to 35 19.47 19.33 1 16.39 17.42 -6 35 to 45 23.57 25.03 -6 19.82 23.80 -17 45 to 55 24.31 28.17 -14 19.07 25.99 -27 55 to 65 25.02 29.93 -16 18.75 25.47 -26 Background / generation Native Dutch 22.64 26.02 -13 17.67 22.43 -21 First-generation immigrants 21.86 23.02 -5 16.51 18.87 -13 Second-generation immigrants 21.97 26.32 -17 17.01 21.19 -20 Level of education Primary school 16.16 15.95 1 11.96 14.75 -19 VMBO, MBO1, AVO lower years 16.46 17.47 -6 12.71 16.20 -22 HAVO, VWO, MBO2-4 18.55 21.18 -12 16.36 19.85 -18 HBO, WO bachelor’s degree 22.92 27.29 -16 21.13 27.98 -24 WO master’s degree, PhD 29.03 34.78 -17 27.78 36.99 -25 Academic discipline Teachers 22.90 27.60 -17 18.82 23.62 -20 Humanities, social sciences, commun. arts 25.95 30.22 -14 21.32 23.13 -8 Economics, commerc. management, office work 21.05 27.54 -24 18.62 26.56 -30 Maths, physics, computer science 24.50 28.80 -15 20.72 26.07 -21 Men (age group 25-34) 23.68 22.96 3 17.56 21.27 -17 Health care, social services, care 22.31 30.70 -27 17.98 26.51 -32

Key Figures 2009-2013 | Education, Culture and Science 140 12 Green education

System and funding in green education EZ policy The Ministry of EZ primarily uses its education budget to promote the dissemination System of knowledge among target groups (trade and industry, regions and citizens). This Responsibility for green education in the Netherlands lies with the Ministry budget, the so-called Green Plus Resources, will be available up to and including 2015. of Economic Affairs (EZ). The provision of green education conforms to the general education policies, as established in the general education legislature. In 2012, a discussion was begun with the institutions about a different set-up for the Green education encompasses pre-vocational secondary education (VMBO), subsidy system based on this education budget. The aim, among other things, is to intermediate vocational education (MBO), professional higher education (HBO) reduce the “administrative load” and to improve the connection to the Human Capital and academic higher education (WO). Green VMBO and MBO are provided at Agenda of the top sectors of Agro & Food and Horticulture & Cultivation Material. As agricultural training centres (AOCs). In addition, several combined secondary of 2013, the institutions have been given access to an “investment budget” consisting schools have a green VMBO department. of subsidy funds previously separated. This investment budget should enable them to optimise their collaboration with and services for the region and (top) sectors and to Funding continue these efforts after 2015 (without Green Plus resources). In 2013, all institutions The institutions which provide green education are directly funded by the submitted a Multi-year Investment Programme (MIP). A National Agenda – agreed to Ministry of EZ, under the general legislation and regulations for education. between institutions, the business community and government, and adopted by the The same rules apply with regard to school fees, course fees, tuition fees and State Secretary of Economic Affairs – determined the possible campaigns from which student finance. each institution could choose. After being approved by the State Secretary, this MIP determines the spending of the institution for the years 2014 and 2015. Integrated sector policy Green education is entirely in line with the integrated sector policy pursued by Via Groen Kennisnet (Green Knowledge Network), relevant knowledge tailored to the the Ministry of EZ. It is carefully embedded in the knowledge system of the food various target groups is made available, focusing on knowledge (co)funded by EZ. and green issues sector and contributes to the dissemination of knowledge pertaining to the various policy themes to relevant target groups.

Figure 12.1 EZ spending on green education Figure 12.2 Enrolment in green education Actual expenditure per type of education (x € 1 million), 2013 Index 2000 = 100

220 200 WO-green 172 180 160 140 HBO-green 87 VMBO/LWOO+BOL/ 120 BBL-green 551 100 80 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

VMBO-green LWOO-green BOL-green BBL-green HBO-green WO-green

Key Figures 2009-2013 | Education, Culture and Science 141

Table 12.1 EZ financial key statistics with regard to green education Source 2009 2010 2011 2012 2013 EZ annual reports A) Expenditure and revenue (x € 1 million) Total actual expenditure 755.7 756.3 761.6 769.2 809.4 Notes VMBO/LWOO-green, BOL-green, BBL-green 511.6 515.8 515.8 515.0 551.1 • Total actual expenditure: including HBO-green 76.0 79.8 79.8 86.0 86.7 redundancy payments. WO-green 168.1 160.7 166.0 168.2 171.6 Total revenue 1.1 0.2 1.1 5.2 3.9 B) Per capita expenditure for education by type of school (x € 1,000) LWOO-green 10.6 10.6 10.6 10.7 10.7 VMBO-green 6.9 7.0 7.0 7.1 7.1 BOL-green 7.1 7.3 6.9 6.2 6.3 BBL-green 4.1 4.2 4.0 3.6 3.6 HBO-green 8.2 8.1 7.4 7.6 7.5 WO-green 8.1 8.7 8.3 7.8 7.6

Table 12.2 Expenditure and revenue, 2013 (x € 1 million) Source Total Normative General Subject-related EZ (DAK) Total actual expenditure 809.4 723.5 24.2 61.7 VMBO/LWOO-green, BOL-green, BBL-green 551.1 485.7 24.2 41.2 HBO-green 86.8 71.1 0.0 15.7 WO-green 171.5 166.7 0.0 4.8 Total revenue 3.9 0.0 3.9 0.0

Table 12.3 Key statistics on staffing at AOCs Source 2009 2010 2011 2012 2013 OCW (DUO: institutions’ salary records) A) Staff size (FTEs x 1,000) Total 5.6 5.7 5.5 5.5 5.3 Notes Management 0.1 0.1 0.2 0.2 0.1 • Reference date: 1 October. Teachers 3.9 3.9 3.6 3.6 3.5 • Figures for AOC staff include Ancillary staff 1.6 1.7 1.6 1.6 1.6 staffing for green VMBO and MBO Trainee teachers 0.0 0.0 0.0 0.0 0.0 programmes. B) Numbers (x 1,000) • The category “Ancillary staff” Total 6.8 6.9 6.7 6.8 6.5 comprises support staff, Management 0.1 0.2 0.2 0.2 0.2 organizational staff and Teachers 4.7 4.6 4.4 4.4 4.3 administrative staff. Ancillary staff 2.1 2.1 2.0 2.0 2.0 These staff are included in the total Trainee teachers 0.0 0.0 0.0 0.0 0.0 number; therefore, the total may C) Percentage of women (in FTEs) differ from the sum of all individual Total 41.3 42.2 43.1 44.5 44.6 categories. Management 23.2 27.8 26.3 27.8 28.4 • Totals in numbers: without Teachers 38.6 40.0 41.4 42.5 42.8 duplications within the (sub)sector. Ancillary staff 48.5 48.7 49.0 50.7 49.9 • 1 FTE (full-time equivalent) Trainee teachers 64.0 61.2 50.0 64.5 59.6 corresponds to 1 full-time position. D) Percentage aged 50 and older (in FTEs) • See Appendix Notes and Total 42.2 43.6 44.4 44.7 45.7 Definitions, Part D. Management 71.8 60.7 58.7 62.7 68.2 Teachers 42.4 43.8 44.2 43.8 44.4 Ancillary staff 40.2 41.7 43.7 45.5 47.0

Key Figures 2009-2013 | Education, Culture and Science 142 12 Green education

Institutions and staff

Enrolment Institutions The trend in enrolment in green education differs between levels of education. Green education is provided at a relatively large number of locations. The Enrolment in green VMBO (pre-vocational secondary education), HBO Ministry of EZ attaches great importance to local provision, particularly with (professional higher education) and WO (academic higher education) has risen respect to secondary education in rural areas. in recent years. Enrolment in green MBO (intermediate vocational education) is falling, especially in block/day release programmes. In 2013 the green education sector comprised twelve agricultural training centres (AOCs) providing VMBO and MBO, 32 combined secondary schools with The highest number of female students in green education can be found a green department, one regional training centre (ROC) with MBO-green, 3 in vocational training (MBO). The number of women in professional higher agricultural universities of applied sciences (HBO-green) and one university of education and academic higher education has risen significantly over recent applied sciences with a green department. years. The Netherlands has one green research university: Wageningen University. Intake Intake in VMBO-green, HBO-green and WO-green rose in the period from 2009 to 2013. Intake in full-time vocational training programmes in MBO-green remained stable; in block/day release programmes it fell.

Figure 12.3 Female participants in green education Figure 12.4 Students in VMBO / LWOO green at AOCs Per sector (numbers x 1,000) By programme (numbers x 1,000)

12 Years 1 + 2 10 Basic vocational

8 VMBO Middle management 6 Combined Years 1 + 2 4 Basic vocational

2 LWOO Middle management

0 Combined VMBO-green LWOO- BOL-green BBL-green HBO-green WO-green 0 2 4 6 8 10 12 yrs 3+4 green yrs 3+4

2009 2010 2011 2012 2013 2013 2011 2009

Key Figures 2009-2013 | Education, Culture and Science 143

Table 12.4 Enrolment, intake and qualifications obtained in green education, by level Source 2009 2010 2011 2012 2013 EZ (DAK), OCW (DUO) A) Participants (numbers x 1,000) Total 76.6 77.3 78.2 78.2 80.3 Notes VMBO-green 18.6 17.9 18.0 18.6 20.3 • Student numbers in VBO/LWOO- LWOO-green 14.0 13.3 13.0 13.3 13.4 green, BOL-green, BBL-green based VMBO-MBO2 route 0.4 0.4 0.3 0.2 0.1 on actual enrolment. VMBO(LWOO)-MBO2 route -- 0.3 0.4 0.3 0.2 • Figures for VMBO/LWOO-green BOL-green 17.7 18.6 18.6 18.6 19.1 do not include students at MAVOs BBL-green 11.7 11.5 11.7 10.3 9.0 merged with AOCs. HBO-green 8.5 8.9 9.1 9.3 10.0 • Student numbers in HBO/WO WO-green 5.7 6.4 7.0 7.4 8.2 based on actual enrolment. B) Intake (number of first-year students x 1,000) Total 24.8 24.9 25.5 24.9 25.7 VMBO-green 5.1 5.2 5.4 6.1 6.8 LWOO-green 3.3 3.2 3.3 3.4 3.3 BOL-green 6.3 6.6 6.4 6.4 6.6 BBL-green 6.1 5.6 6.3 4.8 4.2 HBO-green 2.3 2.4 2.3 2.3 2.6 WO-green 1.6 1.8 1.8 1.9 2.2 C) Numbers obtaining qualifications (x 1,000) Total (excluding WO bachelor’s degrees) 19.6 20.7 20.3 20.7 20.3 VMBO-green 4.6 4.5 4.1 4.1 3.9 LWOO-green 3.4 3.3 3.0 2.8 2.9 BOL-green 4.7 4.9 5.2 5.5 5.7 BBL-green 4.3 5.4 5.5 5.4 5.3 HBO-green 1.5 1.5 1.4 1.4 1.3 WO-green old degrees and master’s degrees 1.0 1.0 1.0 1.4 1.3 bachelor’s degrees 0.5 0.6 0.6 0.9 0.8 Source Table 12.5 Enrolment in green education as a percentage of total enrolment per school type OCW 2009 2010 2011 2012 2013 VMBO-green / VMBO overall(incl. LWOO) 8.0 7.8 7.6 7.6 7.8 Notes MBO-green / MBO overall 5.7 5.8 6.0 5.8 5.7 • VMBO overall: VMBO-green, HBO-green / HBO overall 2.1 2.1 2.2 2.2 2.3 LWOO, VMBO 3-4 (VO) and a WO-green / WO overall 2.5 2.7 2.9 3.1 3.3 proportion of VO 1-2).

Table 12.6 Number of green educational establishments by type of education Source 2009 2010 2011 2012 2013 EZ (DAK), OCW (DUO)) Total 56 56 53 54 50 VO combined schools (VMBO-green, LWOO-green) 36 34 32 35 32 Notes VO combined schools (VMBO-green) 1 3 2 0 0 • VO combined schools: green ROCs (green department) (BOL-green) 1 1 1 1 1 departments only. AOCs (VMBO / LWOO / BOL / BBL-green) 12 12 12 12 12 • Institutions which actually Agricultural university of applied sciences (HBO-green) 4 4 4 4 3 have students enrolled in green University of applied sciences (green dept.) (HBO-green) 1 1 1 1 1 programmes. Agricultural research university (WO-green) 1 1 1 1 1

Key Figures 2009-2013 | Education, Culture and Science 144 13 Appendices

OCW expenditure in the national context The rise in 2006 was due to the transfer of FES resources; the rise in 2007 can be attributed to the incorporation of Childcare (employers’ contributions). In 2011, OCW expenditure and revenue since 2000 revenues fell again, in part as a result of the transfer of Childcare back to the The expenditure of the Ministry of OCW has risen considerably in recent years: Ministry of Social Affairs and Employment. from approximately 21.3 billion euros in 2000 to some 35.2 billion in 2013. Spending on Student Grants and Loans peaked in 2008 and 2011. These fluctuations are Netted expenditure primarily related to the advance payments for public transport passes. The trans- The actual OCW expenditure is the amount spent after the deduction of fer of Childcare expenditure (some 2 billion euros) in 2006 resulted in an additio- the income received in repayments or settlements for earlier years. Netted nal increase in the OCW budget for 2007. In 2011 and 2012, several cutbacks were expenditure is also used in the education statistics provided by Statistics implemented in the culture budget. In 2011, Childcare was transferred back to the Netherlands and to calculate the per capita expenses in education. OCW revenues Ministry of Social Affairs and Employment; as a result, overall OCW expenditures that contribute to an increase in the level of expenditure, including specific fell again by more than 3 billion euros. subsidies awarded by other Ministries, are not netted; neither are the contributions of education participants (school fees), advertising funds and FES funds (up to and “Other programme expenditure” fell slightly this year, after peaking in 2010. including 2010). The netted childcare expenditures are not reflected in Figure 13.1. “Other expenditure” includes expenditure on policy items relating to International Education policy, Labour Market and Staff policy, as well as spending on Gender OCW expenditure, GDP and Government expenditure Equality. The category of “Other non-policy items” pertains to the advisory coun- Since 2000, the relative rise in OCW expenditure has often exceeded the growth in cils and inspectorates. The overheads item went up substantially, as the overhead the Gross Domestic Product (GDP). The picture over the past few years is reversed. expenses are no longer itemized but grouped together under one item with effect Dutch spending on education institutions as a percentage of GDP has shown an from 2009. The overhead expenses also include the other non-policy items. upward trend since 2009 (5.1 per cent in 2000 versus 6.2 per cent in 2012). In part, this is due to the lower GDP figures over 2009.In 2013, OCW expenditure remained The significant fluctuation in the flow of income is related to policy measures and fairly constant vis-à-vis 2012; in 2011, however, expenditure fell sharply compared shifting responsibilities between the Ministries. For example, the decrease in income to 2010 due to the transfer of childcare to the Ministry of Social Affairs and in 2005 was due to the abolition of school fees in the secondary education sector. Employment. Central government expenditure fell by 2.7 per cent in 2013.

Figure 13.1 Net expenditure per policy area Figure 13.2 Annual growth in GDP and OCW expenditure Indexed to total expenditure, 2000 = 100 In percentages over the years

200 10 8 150 6 100 4 2 50 0 0 -2 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 -4 Primary education Secondary education Vocational education -6 Professional higher education Academic higher education Student nance 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Growth in OCW expenditures Growth in GDP Culture Research and science policy Other expenditures

Key Figures 2009-2013 | Education, Culture and Science 145

Table 13.1 OCW expenditure and revenue according to Annual Report of the Ministry (x € 1 million) Source 2006 2007 2008 2009 2010 2011 2012 2013 OCW annual reports Total OCW expenditure 29,341.3 31,920.4 34,732.9 36,285.5 37,172.4 33,964.3 34,169.2 35,160.7 Notes Total OCW revenue 1,422.4 1,984.5 2,122.9 2,216.0 2,549.5 1,191.0 1,244.7 1,256.0 • With effect from 2012, overhead Primary education Expenditure 8,315.0 8,599.8 8,981.0 9,562.3 9,466,2 9,549.5 9,746.7 10,166.8 expenses are grouped together Revenue 115.9 101.8 71.4 61.4 45.0 20.7 52.4 39.9 under the overheads item rather Secondary education Expenditure 5,735.3 5,999.0 6,484.9 6,782.5 6,950.1 6,942.5 7,131.7 7,436.1 than included in the policy items. Revenue 99.7 123.0 67.7 63.7 62.5 9.5 4.3 20.1 • With effect from 2013, the other Vocational/adult education. Expenditure 3,147.2 3,204.4 3,345,2 3,513.7 3,508.7 3,476.1 3,501.8 3,496.3 non-policy items have been included in the OCW overheads; ontvangsten 106.8 99.4 88.5 33.9 24.8 11.3 14.9 18.9 these now comprise the total OCW Professional higher education Expenditure 1,881.8 2,030.9 2,158.9 2,317,7 2,489.2 2,509.4 2,543.1 2,610.9 overheads, including Councils and Revenue 46,8 7,0 9,6 11,4 3,5 3,9 8,6 6,4 Inspectorates). Academic higher education Expenditure 3,396.6 3,511.5 3,676.7 3,781.9 3,823.0 3,954.9 3,984.9 4,065.7 Revenue 1.5 11.5 11.6 13.9 13.9 25.1 0.1 1.0 Student grants and loans Expenditure 3,864.6 3,550.2 4,060.1 3,786.8 3,917.4 4,248.8 3,920.1 4,263.3 Revenue 533.5 601.4 670.8 744.6 845.8 886.4 921.4 947.8 Childcare Expenditure (931.0) 2,064.2 2,838.1 3,078.8 3,352.8 0.0 0.0 0.0 Revenue (71.0) 517.4 736.0 802.3 1,106.1 0.0 0.0 0.0 Culture and the Media Expenditure 1,691.3 1,657.6 1,834.9 1,768.3 1,830.6 1,779.3 1,842.5 1,597.7 Revenue 265.0 276.0 287.2 283.4 264.4 225.9 232.6 203.2 Research and science Expenditure 926.2 971.9 1,018.3 1,163.9 1,231.7 906.8 934.1 891.1 ontvangsten 204.0 189.4 178.1 186.9 174.6 1.5 0.0 4.3 Other programme expenditure Expenditure 212.5 161.4 140.0 209.5 299.0 301.6 288.7 372.6 Revenue 48.8 56.3 1.8 8.0 6.7 5.3 7.4 9.4 Overheads Expenditure 116.0 112.7 127.4 320.4 303.9 295.5 275.5 260.1 Revenue 0.3 0.1 0.2 6.4 2.2 1.4 3.0 5.1 Other non-policy items Expenditure 54.8 56.8 67.1 0.0 0.0 0.0 0.0 0.0 Revenue 0.1 1.2 0.0 0.0 0.0 0.0 0.0 0.0

Table 13.2 The Netherlands: socio-economic data Source 2006 2007 2008 2009 2010 2011 2012 2013 OCW annual reports Total population on 1 January (x 1,000) 16,334 16,358 16,405 16,486 16,575 16,656 16,730 16,780 Notes Of which aged 0 to 64 14,004 13,990 13,991 14,014 14,037 14,061 14,014 13,955 • Central government spending Adult inhabitants (aged 18-64) 10,422 10,425 10,444 10,486 10,522 10,559 10,527 10,492 corresponds to total expenditure Total labour force (x 1,000) 7,507 7,653 7,801 7,846 7,817 7,811 7,894 7,939 according to the National Annual Unemployed labour force (x 1,000) 410 344 300 377 426 419 507 656 Reports less the expenditure for Registered unemployment (x 1,000) 271 191 153 201 231 213 252 335 the National Debt. • In 2008, central government Price index figure (pGDP) (index 2000 = 100) 117.1 119.2 121.8 121.9 122.9 124.3 126.0 128.2 spending went up sharply because GDP (at market prices x € 1 billion) 540.2 571.8 594.5 573.2 586.8 599.0 599.3 603.7 of the credit crisis. Government expenditure (x € 1 billion) 136.5 145.8 169.0 174.1 185.9 170.9 168.4 163.8

Key Figures 2009-2013 | Education, Culture and Science 146 13 Appendices

National and international spending on education Public education expenditure The bulk of OCW education expenditure goes directly to educational institutions Comparability of data (in 2012, 26.2 billion euros). The remainder goes to local authorities and families The education systems in other countries are set up differently and the methods of (in 2012, 0.6 and 3.9 billion euros respectively). Other ministries also contribute funding may differ too. To nonetheless be able to make comparisons, definitions to the total amount spent on education. For example, they fund agricultural or and indicators have been agreed at the international level. These generate health care programmes (EZ and VWS), or grant subsidies and tax benefits to information that is as unequivocal as possible. Statistics Netherlands (CBS) companies that provide work placement opportunities or training places. Lower provides the data on Dutch education to the OECD, UNESCO and Eurostat. authorities (municipalities in particular) spend more on education than they receive from OCW (2.5 billion euros more in 2012). In 2012, public expenditure OECD and Eurostat publish several indicators, including Expenditure on educational on education totalled 35.4 billion euros. institutions and Public spending on education. In Table 13.3, these indicators have been combined to calculate the total spending on education. Total expenditure for education The total expenditure of the Netherlands on education presented in Table Statistics Netherlands publishes the StatLine table Spending on education and CBS/ 13.3 comprises public expenditure and private expenditure on educational OECD indicators. The total education expenditure in this table also covers education institutions plus public spending on families (predominantly student grants and spending by families and companies other than on education institutions. Student loans) and companies (subsidies and tax benefits). loans are not taken into consideration in the calculations, because loans are not actual expenditures: they are repaid after a period of time. The StatLine table Private expenditure on education establishments comprises spending by the also reflects government spending on education (C) and spending on educational business community for the supervision of students in work-based learning institutions (D) according to the OECD definition. programmes and contract research at universities. It also covers payments by families for course or tuition fees and spending by foreign organizations on International harmonization of OCW expenditure contract research commissioned to Dutch higher education institutions. The Together with Statistics Netherlands, an overview has been drawn up that bulk of spending goes to work-based training programmes. The figures in illustrates the link between spending on education by OCW and OECD data. The Table 13.3 do not cover private education spending other than on educational figures for OCW expenditure are based on the expenditure accounted for in the institutions. annual reports to parliament. The harmonized table therefore begins with the data relating to OCW. The adjustments to OCW expenditure, required to conform to international definitions, are subsequently presented.

Figure 13.3 Flows of funds in Dutch education Expenditure for government-funded education, 2012 (x € 1 billion)

f2 0.0 a3. 3.9 Abroad Other OCW (a4. 0.2) Parents / Ministries Participants a2. 0.6 b2. 0.1 a1. 26.2 Lower e2. 0.1 d2. 1.5 governments d1. 2.7

f1. 0.3 c2. 0.2 c1. 2.9

b1. 1.7 Educational establishments e1. 3.8 Companies Total expenditure 36.9 b3. 0.5

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Table 13.3 National spending on education (x € 1 million); harmonized table OECD / OCW 2007 2008 2009 2010 2011 2012 2013 Source A) OCW expenditure OCW Total expenditure 31,920 34,733 36,285 37,172 33,964 34,169 35,161 CBS Total revenue 1,985 2,123 2,216 2,549 1,191 1,245 1,256 http://statline.cbs.nl Onderwijs – Onderwijs financieel Net expenditure 31,317 34,090 35,502 36,276 33,203 33,377 34,312 CBS has provided detailed data. Spending on Childcare (other expenditure apportioned) -2,037.2 -2,788.4 -3,003,9 -3,235.5 . . . Spending on Culture (other expenditure apportioned) -1,628.7 -1,824,6 -1,758,5 -1,834.1 -1,806.5 -1,872.5 -1,621.5 Notes Spending on Science (other expenditure apportioned) -982.1 -1,028,4 -1,181,1 -1,252.4 -923.4 -950.0 -907.5 • B) Education expenditure by other OCW education expenditure 26,669 28,449 29,559 29,954 30,473 30,555 31,783 Ministries: spending by the Ministries B) Central government spending on education of EZ and VWS, FES resources pro- Adjustment of OCW expenditure to OECD definition -459 -217 -146 52 110 153 vided to OCW (up to and including OCW education expenditure according to OECD 26,211 28,232 29,413 30,006 30,583 30,707 2010), tax benefits and subsidies for Spending on education by other Ministries 1,830 1,956 2,064 2,483 2,397 2,234 companies providing training places, Central government spending on education 28,041 30,188 31,477 32,489 32,980 32,941 central government spending for C) Public spending on education contract research by universities. • B) School fees for BVE are included in Education expenditure lower governments (net) 2,400 2,519 2,609 2,597 2,548 2,498 the private spending by families on Government spending on education 30,441 32,708 34,086 35,085 35,529 35,438 educational institutions, item D. D) Total education expenditure • C) Education expenditures of lower By families (parents / education participants) 2,309 2,426 2,479 2,563 2,624 2,701 governments: spending by local By companies / non-profit organizations 2,840 3,155 3,394 3,447 3,636 3,764 governments, joint schemes and Education expenditure abroad 154 242 244 277 292 304 regional governments. Consolidation -390 -582 -666 -789 -929 -707 • D) Spending by families: school fees, Total education expenditure 35,354 37,949 39,536 40,583 41,153 41,501 course fees, tuition fees and (volun- of which to educational institutions 31,823 33,628 35,769 36,681 36,875 36,899 tary) parental contributions paid to subsidized and private education Figure 13.4 Key to Figure 13.3 institutions. • D) Education spending by compa- nies/non-profit agencies: spending Flow Key to expenditure a1. From OCW directly to educational institutions on non-subsidized education, con- a2. From OCW to lower governments (municipalities) tract research in the university sector a3. Student grants and loans (gross OCW expenditure) and the supervision of trainees and a4. Student support component (subsidy for school/tuition fees) students in work-based learning b1. From other Ministries to educational institutions (Including government spending on contract research conducted by programmes. higher education institutions) • D) Education spending abroad: EU b2. From other Ministries to lower governments subsidies to education institutions b3. Tax benefits and subsidies for companies offering training places c1. From local and regional governments to educational institutions and spending on contract research c2. Spending by local governments on companies (offering training places) conducted by Dutch universities. d1 Spending by families on subsidized and private education establishments • D) Total education expenditure com- d2. Education spending by families on non-education establishments prises public and private spending on e1. From companies to educational institutions formal educational establishments e2. Scholarships provided by companies to families and public education expenditure on f1. From organisations abroad to educational institutions families and companies according to f2. European subsidies to central government for education the OECD definition. Composite flows In Table 13.3 • D) The consolidation item precludes Total public expenditure for education: a1+a3+b1+b3+c1+c2 Total under C double counts of certain flows of Spending on educational institutions a1+b1+c1+d1+e1+f1 Last line under D funds in the aggregate education Total expenditure for education: a1+a3-a4+b1+c1+c2+d1+e1+f1 Total under D expenditure.

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Figures and the structure of tertiary education The two classification systems differ to such an extent that it is impossible to make a direct interface table. Not a single HOOP category fits integrally into OCW, CBS and international organizations compared an ISCED category or vice versa. However, most cells with a high student count This appendix explains the differences and similarities in the figures and the can be explained in general terms. The students from the HOOP category classification structures of OCW and Statistics Netherlands (CBS) relating to “Education”, for example, are practically all in the ISCED category “Education”. tertiary education. In the other direction, this does not work – 16.1 thousand enrolled students from the ISCED category “Education” are counted under “Behaviour and Total enrolment in higher education Society” in the HOOP system; these are students in educational studies and The figures for tertiary education, as they appear in Key Figures 2009-2013, are educational theory. based on the DUO “One HE Figure” data. Statistics Netherlands (CBS) bases the figures that it publishes on tertiary education on exactly the same data. In the ISCED system, the HOOP category of “Agriculture and Natural Yet there are differences between the two sets of figures. The total number of Environment” is divided between different ISCED categories. This is primarily students enrolled in tertiary education is the same, but the numbers of students due to the fact that Wageningen University as a whole is classified under the enrolled in professional higher education (HBO) and in academic higher HOOP category of “Agriculture”. Programmes with a more social, economic or education (WO) differ. This is because the OCW figures have been corrected business management orientation in Wageningen are classified under “Social for double enrolments, as required by the funding guidelines. These double Sciences, Business and Law” in the ISCED system, whereas programmes such enrolments pertain to students that are enrolled in both HBO and WO. In the as biotechnology, food technology and garden and landscape design fall under OCW figures, the totals for HBO and WO together make up the total for tertiary “Engineering, Manufacturing and Construction”. Veterinary medicine from education. In the CBS publications, the total numbers of students enrolled the ISCED category “Agriculture and Veterinary Medicine” is classified under in HBO and WO do not add up to the total enrolment in tertiary education, “Healthcare” in the HOOP system. because students that are enrolled in both an HBO study programme and a WO study programme are counted in both figures. To obtain the total number of The HOOP category “Technology” is divided over different ISCED categories as students enrolled in tertiary education, these students are counted only once. well. Graphic and industrial design or “Art and Technology”, for example, are In Table 13.4 this is expressed in figures. The figures pertain to the 2013/14 classified under “Linguistics, History and Art” in the ISCED system; technical academic year. business and public administration is classified under “Social Sciences, Business and Law”; biomedical technology and medical laboratory research Classification by discipline are classified under the ISCED category of “Health and Welfare”. The ISCED A second difference between OCW and CBS is the classification structure. OCW category “Personal Services, Transport, Environment and Safety”, finally, has no distinguishes nine HOOP categories; CBS and international organizations, such comparable category in the HOOP system and is therefore divided over different as Eurostat and OECD, use the ISCED classification of education into eight HOOP categories, predominantly in the HOOP area of “Economics”. categories. HOOP stands for Hoger Onderwijs en OnderzoeksPlan [Higher Education and Research Plan]; ISCED stands for International Standard Classification of Education. Table 13.5 shows how these two classification systems relate to one another with respect to the number of students enrolled in tertiary education in the 2013/14 academic year.

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Table 13.4 Enrolment in tertiary education, 2013/14 (x 1,000) Source OCW EZ Total 1 HE Figure, OCW, CBS Professional higher education 429.7 10.0 439.7 Notes Academic higher education 240.1 8.2 248.3 • Numbers at the reference date, 1 Tertiary education overall 669.8 18.2 688.0 October 2013 (provisional figures). CBS figures Professional higher education 440.2 Academic higher education 250.1 Total including duplications 690.3 Duplications -2.3 Tertiary education overall 688.0

Table 13.5 Enrolment in tertiary education by discipline, 2013/14 (x 1,000) Source HOOP categories 1 HE Figure, OCW, CBS Cross- Education Agriculture Natural Eng. & Health Economics Law Behaviour Lang. & Total sector & Nat.Env. sciences Tech- & Society Culture Notes nology • Numbers at the reference date, 1 ISCED categories October 2013 (provisional figures). Education 0.0 62.7 0.6 0.4 0.0 0.0 0.0 0.0 16.1 0.0 79.8 Linguistics, history, art 3.4 0.2 0.0 0.1 9.9 0.0 2.1 0.1 2.0 38.8 56.6 Social sciences, 1.4 0.6 3.2 0.3 8.9 0.1 160.3 26.7 53.7 7.4 262.6 business studies, law Natural sciences, maths, computer 0.0 0.0 2.8 15.7 25.5 0.2 6.2 0.0 0.0 0.0 50.4 science Engineering, manu- 0.1 0.0 3.6 1.0 52.1 0.1 0.0 0.0 0.9 0.5 58.2 facturing, construction Agriculture, veterinary 0.0 0.0 6.0 0.0 0.0 1.5 0.0 0.0 0.0 0.0 7.5 medicine Health care, welfare 0.0 0.0 0.4 4.5 6.5 73.2 0.2 0.0 41.6 0.1 126.5 Personal services, transport, 0.4 0.0 1.5 0.5 4.4 1.8 33.3 0.0 4.2 0.0 46.0 environment, safety Unknown 0.0 0.0 0.0 0.4 0.0 0.0 0.0 0.0 0.0 0.0 0.4 Total 5.4 63.5 18.2 22.8 107.3 76.9 202.0 26.7 118.4 46.8 688.0

Key Figures 2009-2013 | Education, Culture and Science 150 13 Appendices Notes and Definitions

A. General B. Financial data

Related to OCW budget 2008 review of education expenditure statistics The information on trends and achievements in the field of education, culture In this review, newly available sources were used. This means that the largest and science, presented in this publication, relates primarily to the sectors missing components in the statistics have now been filled in: the expenditures which appear in the budget of the Ministry of Education, Culture and Science on private education and the expenditures of companies for students in work- (OCW). Data on students and expenditure in agricultural education, which is the based learning programmes and trainees. In addition, the current statistics responsibility of the Ministry of Economic Affairs (EZ), is stated separately. were reviewed, resulting in various improvements for, among other things, the integration of government funding flows, expenditures on R&D and family Definitions expenditures. In this publication, we have aimed to use unequivocal definitions permitting inter-comparison of the figures for the different sectors of education. The Expenditure by families and companies on private-sector education totalled definitions are primarily based on those customary in the budget and the nearly 1.2 billion euros in 2006, for approximately 190 thousand participants. Ministry’s annual report. Therefore, they may vary from those used in other Families pay an average of two-thirds of the participants’ contribution, sources, such as CBS statistics and the Education Report. companies pay an average of one-third of the contributions for their employees. More information about the expenditures on private-sector International comparisons often use different definitions. For this reason, the education can be found in the CBS web article Particulier onderwijs groeit sneller dan figures presented here are not directly comparable with international figures, gesubsidieerd onderwijs [Private-sector education is growing faster than subsidized although they can be converted for that purpose. education].

Provisional data Education expenditure (main mutations; source: CBS) Data presented for the last year under review is provisional, with the exception 1995 2000 2006 of financial data. Millions of euros Rounding off Before revision 16,600 21,210 29,935 Where figures have been rounded off, totals may not exactly match the sum of Total adjustment 1,625 2,617 4,022 the figures given. Private-sector education 608 748 1,154 Key to symbols Work-based learning 820 1,177 1,694 . not applicable Integration of government funding -- not (yet) available flows –17 578 938 0.0 less than 5 per cent of the relevant unit of measurement (so not always R&D 155 129 404 actually zero) (xx) figure xx not included in total Spending by families 106 99 233 2009 expenditures in the 2009 calendar year, numbers at a given reference date Other adjustments -47 -114 -402 in 2009, numbers leaving in 2008/09 school year or intake in 2009/10 After revision 18,225 23,828 33,956 school year; the reference date is 1 October, unless stated otherwise.

For example: the figure for numbers leaving in 2009 pertains to the numbers The expenditures of companies on workplace training amounted to nearly obtaining qualifications in school year 2008/09. 1.7 billion euros in 2006; this sum was largely spent on vocational training in

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MBO. To ameliorate the costs of companies, the government has granted a were established (National Accounts 2006). The most recent estimates were tax deduction of 180 million euros. More information on this subject can be published in a CBS announcement dated 26 March 2009. found in the web article Bedrijven besteden 1,7 miljard euro aan beroepsonderwijs [Companies spend 1.7 billion euros on vocational training]. Financial concepts

The other adjustments led to an increase in total education expenditures by 1.2 GDP and GNP billion euros in 2006. • Gross Domestic Product (GDP) is the sum of wages, salaries and social insurance contributions, indirect taxation minus subsidies, depreciation and The following document provides more information on the CBS other income (net). revision:http://www.cbs.nl/NR/rdonlyres/9210FC61-D9C9-484F-AC42- • Gross National Product (GNP) is GDP plus net primary income from abroad. 67B3A974B360/0/13J998_Toelichtingopderevisievandeonderwijsuitgaven.pdf Other journals may use different amounts and GDP percentages for the (in Dutch). education expenditures. These rely on other definitions or values established earlier, that are subsequently adjusted (revised). They may, therefore, differ Revised GDP from the values presented here. Every five to ten years, Statistics Netherlands reviews the National Accounts. At the same time, the GDP is updated to reflect current insights. Current values and constant values Unless otherwise stated, all financial figures in this publication are expressed in Review 1999 actual amounts for the year under consideration (at current values). Where the Based on EU regulations, some definitions and methods of calculation for the trend in financial indicators over time is being assessed, the figures sometimes determination of GDP were changed as of 1 May 1998. The revision reflects take into account the value expressed in prices for a particular year. In these the increased importance of service provision and the knowledge/information cases, they are based on the price index for the GDP (pGDP). economy. Netted OCW expenditures Due to the revision and the improved quality of statistical data, Statistics These are OCW expenditures minus part of the OCW revenues. Expenditures Netherlands (CBS) uprated its GDP figures for 1995 up to and including 1998 by are netted with revenues if these are the result of repayments or settlements of approximately 14.5 billion euros in 1999 (+ 4.2 per cent). excess amounts paid out by OCW.

Review 2005 Revenue received from external sources of funding, such as the Ministry of The results pertaining to the revision year 2001 were published in the CBS press Finance, other Ministries, education participants and advertising funds are not release dated 20 April 2005 and extensively explained in the review publication netted with the OCW expenditures. These revenues contribute to raising the Nationale rekeningen 2004 - Revisie 2001 [National Accounts 2004 Review 2001] level of expenditures. Examples include: school fees, specific subsidies from other dated August 2005. Ministries (such as the TNO subsidies), advertising revenue (Media) and FES funds.

The object of the 2005 review was to modify concepts and definitions, in line With student grants, all revenue is subtracted, including repayments of loans with international agreements. The National Accounts are now more in keeping awarded earlier and interest on these loans. with the economic reality, as assessed on the basis of new and revised statistics. Other OCW expenditure As a result of the revision of definitions and estimation methods, the 2001 Gross In addition to the expenditures accounted for in the budget items of the Domestic Product turned out to be over 18 billion euros higher than published policy areas of PO, VO, BVE, HBO, WO, SF, Science and Culture, OCW has other earlier. This corresponds to an adjustment of 4.3 per cent. In 2006, the revised expenditures, such as miscellaneous programme expenditure and overheads figures pertaining to the period from 1995-2000 became available on Statline; not included in the aforementioned budget items. in early 2007, the figures from 1987 onwards were included.

In 2007, the figures from 2004 were adjusted and revised figures from 1969

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In certain figures and tables, these “other expenditures” are attributed to the Per capita OCW expenditure for education OCW expenditures for the policy areas of PO, VO, BVE, HBO, WO, SF, Science “Netted OCW expenditures for an education sector” in a year, divided by the and Culture, in proportion to the netted expenditure for these policy areas. “number of students in an education sector” on the reference date in the same year. The key figures on expenditures for each education participant, as a rule, OCW expenditures for an education sector include all expenditures in the policy area earmarked for the education provided The total spending by OCW for maintaining and running a sector within the to the participant in question at government-funded schools or institutions. education system. These figures do not include OCW overheads. Figures relating to tertiary education are based on the student rolls per calendar year. These were calculated on the basis of the numbers enrolled at two Netted OCW expenditure for an education sector consecutive reference dates, in a ratio of 2:3 for year t-1 and 1:3 for year t. “OCW expenditures for an education sector” minus OCW revenues from repayments or settlements of excess amounts paid out by OCW. Other sources of funding in the education sector Alongside the direct government funding by the Ministry of OCW, education OCW spending on education institutions also have other sources of income. These involve revenues via The total of the netted OCW expenditures, insofar as they are intended to local governments (including OCW grants for adult education and for the provide education to participants in formal education. accommodation of primary and secondary schools) and contributions from the participants themselves. The latter involves course and tuition fees which are Main differences in OCW funding of the various sectors of education: paid to regional training centres (ROCs) and the universities. • Primary and secondary education: excluding accommodation costs (financed by the local governments); In addition to the aforementioned flows of funds, an institution can also • Secondary education and vocational education (MBO): including school fees generate other revenue, for example, through voluntary parental contributions, (collected by OCW); local government grants for participating in projects or income from third • Vocational/adult education (MBO): adult education listed separately; parties (contract teaching and research). excluding course fees; • Professional higher education and academic higher education: excluding Per capita grants to institutions tuition fees; The costs that institutions incur through providing education are mainly based • Academic higher education: including spending on research and teaching on the resources that they receive from third parties. This institutional budget hospitals; encompasses funding from the national government and funding from local • All expenditure: excluding student grants and loans; governments, as well as tuition. The only items missing from this summation • All expenditure: excluding other programme expenditure and overheads. are private contributions other than course fees and tuition, such as voluntary parental contributions, sponsor funds and similar funding. Information on these Spending on university teaching and research sources is incomplete and therefore not included under the grants provided to In the universities, teaching and research are intertwined. So that the per institutions. capita figures can nevertheless be compared with those for the other sectors of education, total expenditure has been broken down into separate figures The grants to institutions (in previous editions of Key Figures OCW also referred for teaching and research. To calculate spending on university teaching, to as institutional costs) are calculated as follows: expenditure is multiplied by a factor based on the ratio between the • for primary education, secondary education and vocational training: OCW deployment of academic staff for research according to the statistics on university expenditures per participant plus an additional sum for local government research (KUOZ) and the total academic staff establishment (WOPI). The central grants (for primary education and secondary education: primarily government grant for teaching hospitals and funding of other institutions in the accommodation); university sector are also taken into consideration in this calculation. • for tertiary education: OCW expenditures per student (including accommodation) plus tuition fees per student. Funding of other university-level institutions This category includes the institutes for international education, theological Spending on adult education per adult inhabitant training colleges and the Open University. The direct expenditures on adult education divided by the number of

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inhabitants aged 18 to 64 inclusive in the Netherlands on 1 January of the Financial key statistics for institutions relevant year. Annual Report Regulations for the education sector Expenditure as a percentage of public expenditure As of the 2008 report year, all state-funded schools and universities have been Both the aggregate OCW expenditures and the separate OCW expenditures required to submit an annual report. The Annual Report regulations contain for education, culture and science are expressed as a percentage of the total the structural requirements and models for the annual report and replace expenditures of the national government. The numerator is based on the netted the various former brochures. The new regulations are largely adapted to the expenditures of OCW and the denominator is based on the total of national rules laid down in the civil code (BW) and drawn up by the Dutch Accounting government expenditures according to the annual government report (for Standards Board (RJ); thus, the structure of the annual accounts ties in with the forecasts of the National Budget), less the expenditures on national debt on a usual practices in the private sector. transaction basis (and in the National Budget: also additional items). However, annual reports for schools contain more than annual figures. On the Education and research expenditure as a percentage of GDP subject of non-financial information, in particular, schools are encouraged in For the purpose of international comparisons, education expenditure is a number of ways to provide a full and accessible description in their annual expressed as a percentage of GDP, as is research expenditure. report of important operating processes and of the financial implications of these processes, and to actively engage in a dialogue with all stakeholders in the Figures published earlier or in other publications may be based on GDP immediate surroundings of the school or university. amounts calculated prior to the revision of GDP in 2005; such figures are not comparable with the figures presented in this edition of Key Figures. The website with up-to-date information on the Annual Report regulations for the education sector is visited by many. (http://www.minocw.nl/publicatie/982/ Sources of funding Richtlijn-Jaarverslag-Onderwijs.html; in Dutch) The figures presenting flows of funds also display data on sources of funding other than the Ministry of OCW, such as private contributions and local Assets and liabilities government grants. Other sources of funding include other Ministries and the Assets and liabilities are included in the information on the annual accounts Economic Structural Reinforcement Fund (FES). Data on these sources has of the education institutions. Figures pertain to the consolidated revenue primarily been provided by Statistics Netherlands. (assets) and expenditure (liabilities) of the sectors of VO, BVE, HBO, WO and Science. The data is provided by DUO. The tables also include the financial and Local government grants extraordinary assets and liabilities. The figures presented, therefore, pertain to The figures given for local government grants are based on expenditure data on the overall operations of the institutions. for education minus revenue from education, as calculated by Statistics Netherlands. Statistics Netherlands derives this data from the local government • Solvency 1 accounts. Solvency indicates which part of the assets on the credit side of the balance sheet have been financed with equity capital (excluding provisions). Solvency 1 The figures for local government expenditure and revenue are based on the is defined as equity capital / total capital. data Statistics Netherlands uses in its national education statistics. • Solvency 2 FES (Economic Structural Reinforcement Fund) As Solvency 1, except here this indicator is not affected by the level of the The FES is managed by the Minister of Economic Affairs and the Minister of provisions. Solvency 2 is defined as (equity capital + provisions) / total capital. Finance and is funded from certain natural gas income and revenues from the sale of capital assets of the national government, such as radio frequencies. FES • Liquidity (current ratio) funds are used to allocate grants to other national budgets to fund investment The liquidity ratio indicates the degree to which the institution can meet its projects of national interest, intended to enhance the economic structure. obligations in the short term. Liquidity is defined as current assets / short-term The fund is therefore a distributable fund; the actual project expenditures are debts. estimated and accounted for in the other budget chapters.

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• Profitability • School fees for secondary education (up to 2004) and vocational/adult This figure indicates that part of the total income or revenues that remains after education are collected by OCW on behalf of the education institutions; they deducting the expenditures or costs. The profitability of ordinary operations is have not been netted. defined as the results from ordinary operations / total revenues from ordinary operations (revenues + financial revenues) x 100 per cent. Adjustment of OCW expenditure to international definition • Of the government grant to teaching hospitals, only the education • Financial resilience component is included in the education expenditures. The key figure for financial resilience shows the relationship between the size • Only the VAVO component of adult education is reflected in the aggregate of of the equity capital and the total income received, including interest received. education expenditures. This key figure is expressed as a percentage. • OCW revenue for student finance is not netted with the expenditures. This pertains to repayments, instalments and interest received within the Government grants by sector framework of the WSF and WTOS schemes. The aggregate of the government grants awarded to education institutions • School fees in secondary and vocational/adult education: Statistics Netherlands according to their annual accounts does not exactly equal the OCW government regards OCW as an intermediary for the school fees, which is why they are grant provided to the institutions according to the OCW annual accounts. The included as private spending by families on the education institutions. main differences can be found in: “other” (part of these funds also goes to the • The consolidation method used for government expenditures was modified institutions), revenue (sometimes balanced with another budget year) and in 2004. From 2004 on, the government grants paid to local authorities grants to institutions from other policy areas (e.g., from BVE to HBO) or grants according to OCW serve as the point of departure, rather than the allocated via the local authorities. government grants received according to the local government accounts. Both consolidation methods yield the same figure for overall public spending International on education and overall education expenditures. A comparison between the education expenditures of the Netherlands and • In the figures on the adjustment of OCW expenditure to the CBS/OECD definition, those of other countries requires several adjustments. The point of departure “settlements with other Ministries” are taken into account. These include the FES will be the OECD / Eurostat definitions. The various adjustments are outlined grants attributed to OCW. Statistics Netherlands regards these grants as spending below, based on the overall OCW expenditures. These adjustments are processed on education by other Ministries, rather than OCW expenditure. by Statistics Netherlands in the data it provides to the OECD and Eurostat. • The other differences between the OCW calculation and that of Statistics Netherlands are primarily the result of different methods for apportioning OCW expenditures for education (basis for calculation) the other expenditures (overheads) and corrections made in the past. The netted OCW expenditures serve as the basis for the calculation. Expenditures for science and culture, including the apportioned other Public spending on education expenditure, will be deducted from this basis. The following characteristics are • The CBS figures for government expenditure also include spending on relevant to the result: education by the Ministry of Economic Affairs and the Ministry of Public • The OCW expenditure for education includes spending on university research Health, Welfare and Sport. The figures for “Spending on education by other and the net spending on student finance. Ministries” include FES grants. • The government grant for teaching hospitals is intended as a compensation for • The education expenditures of lower authorities comprise the spending by the costs of the workplace function these hospitals offer. The government grant the municipalities and provinces on primary education, secondary education and covers education, research and medical care, but is included in its entirety. vocational/adult education. Expenditures of lower authorities are presented net, • Adult education comprises, on the one hand, educational self-reliance, i.e., the government grants received for education have been deducted. including adult general secondary education (VAVO) and, on the other, adult basic education. Private spending on education • Trend interruption in adult education and integration courses: with effect • Spending by families concerns school, course and tuition fees, (voluntary) from 2003, the Ministry of Justice has been responsible for the expenditures parental contributions and spending on private-sector education. relating to integration. From 2003 on, figures pertain to expenditure for adult education only.

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• Spending by companies pertains to expenditure for students in work-based C. Participants in education learning programmes and contract research conducted by universities. • Public spending on families does not include the subsidies for tuition fees; Generally, the enrolment figures on the last year presented are provisional. this component goes to the institutions via the families and, therefore, forms part of the public spending on institutions. Reference date In all sectors of education, the reference date is 1 October. Total spending on education • Figures for overall education expenditures comprise public and private One Figure spending on families and institutions for regular education. They do not The One Figure project set up by OCW, CBS and other parties aims to make the include spending on books and teaching materials other than provided by individual pupil/student data in the basic DUO files available in an unequivocal education institutions (education-related private spending on non-education manner according to pre-established definitions and algorithms. The figures in institutions). this publication are based on the numbers of pupils/students according to the definitions for “VO domain”, “MBO domain” and “HE domain”, i.e., without Adjustments and consolidation double counts within the sector concerned (secondary education, vocational The harmonized table (CBS (OECD) / OCW) contains various adjustments and education and tertiary education). In other publications, different definitions consolidations. The adjustments are intended to align with international can be used, for example “institution domain”, and in this case students that are definitions. Consolidations preclude that expenditures are counted twice. enrolled at more than one institution are counted more than once.

International student finance figures are corrected for two reasons. | The figures in this publication are based on One Figure data available in January The first is to align the OCW definition of netted expenditures with the 2014. international definition. OCW nets the instalments and interest paid on study loans, since these payments lower the expenditures. According to the Number of participants in an education sector international definition, this is not allowed, since those that pay back are not The number of education participants enrolled in a sector of education on the the ones receiving student finance grants (delay effect). reference date.

The second reason concerns a consolidation based on the assumption that part Primary education: of the student finance grant is intended to cover school and tuition fees. This Numbers enrolled on the reference date of the relevant school year. part, therefore, lowers the private contribution. Secondary education: Consolidation also takes place in the local government expenditures. In 2004, Numbers enrolled on the reference date of the relevant school year. Statistics Netherlands changed its consolidation method for these expenditures. From 2004 on, the figures are based on the OCW government grants paid Vocational and adult education: to local governments, as booked by OCW. Before 2004, they were based on Students enrolled in MBO courses or adult education courses on the reference the sums laid down in the local government accounts. The harmonized table date and qualifying for funding. includes the net spending on education by the local governments. Professional higher education: School fees are collected by OCW and subsequently form part of OCW Numbers at government-funded institutions enrolled on the reference date of spending on education. Originally, therefore, these were private contributions. the relevant academic year (according to the definition of “One HE Figure” for Consequently, school fees are deducted from the OCW expenditures, in order to the HE domain). be included in the spending by families. Academic higher education: Statistics Netherlands does not include spending on books and teaching Numbers at government-funded institutions enrolled on the reference date of materials in the overall figures, because these are subsidized through the the relevant academic year (according to the definition of “One HE Figure” for student finance grants; otherwise, these expenditures might be counted twice. the HE domain). Total numbers include part-timers and external students.

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First enrolments (HBO and WO) Early school-leavers Students enrolling for the first time in a tertiary education programme in the School-leavers are pupils/students who leave the education system entirely. Netherlands. Early school-leavers are those who leave school without obtaining at least a basic qualification.

Numbers entering and leaving sectors EU-indicator These figures pertain to the number of pupils/students enrolling in or leaving Young people aged 18-24 who do not have a basic qualification at the time of primary, secondary, vocational/adult, professional or academic higher the Labour Force Survey (LFS) and who did not participate in regular education, education. Transfers within the same sector are not counted. training courses or other short programmes during the four weeks prior to the survey. • Numbers entering relate to pupils/students enrolled on the reference date of the current school/academic year, who had not been enrolled in that same New dropouts sector of education during previous school/academic years. All students between the ages of 12 and 22 who leave the education system • Numbers leaving relate to pupils/students who were enrolled in that sector without a basic qualification in a given school year. Figures relate to the of education during the previous school/academic year, but are no longer difference between two reference dates. For example, the number of early enrolled on this year’s reference date. Figures pertain to the year of the first school-leavers for the 2012/13 school year is determined by verifying whether reference date on which they were no longer enrolled. each individual participant enrolled on 1 October 2012 was still enrolled on 1 October 2013. Names that are missing from the list are checked: has the With respect to MBO, it should be noted that the figures for numbers entering participant in question dropped out or are there other reasons why he is no and leaving up to and including 2004 are unreliable. Individual data on MBO longer enrolled (e.g., transferred to a subsequent study programme, basic participants for those years is not available; therefore, estimates were made qualification obtained, etc.). Students leaving VSO and PRO are not included in on the basis of statements on the origin of incoming participants made by the the numbers of dropouts presented. institutions and on the basis of the age distribution of the participants. In 2004, the personal education number was introduced in the BVE sector, which means Numbers obtaining qualifications / graduates that data on numbers entering and leaving for 2005 and beyond can be derived Figures for the numbers of students obtaining qualifications relate to the period from the individual education number data. This generated an interruption in between two reference dates. For example, 2006/07: the numbers obtaining the trend in the series of figures between 2004 and 2005. The figures from 2005 qualifications between 1 October 2006 and 1 October 2007, also referred to as on provide a reliable picture. the year 2007).

Entrance cohorts Weightings in primary education A cohort is a fixed group of pupils/students entering a sector of education at Pupils are weighted on the basis of a number of criteria. Schools receive extra a given time. These various fixed groups are monitored over time. Data on staff and other resources on the basis of these weightings. These weightings the entrance cohorts provide insight into the educational careers of all the do not have a direct effect on funding. In order to qualify for extra funds under education participants. the weighting system, a school must meet a number of additional criteria, such as a minimum percentage of pupils with a weighting. The sum of the Participation rates weightings must amount to more than 6 per cent of the total number of pupils. The proportion of the total population participating in education funded by the No additional funds are allocated if the school fails to meet this minimum Ministries of OCW and EZ. requirement.

Basic qualification For example: a school with 100 pupils, 5 of whom have a weighting of 1.2, will A completed study programme at upper secondary level or higher. In the not receive any extra funds (5 x 1.2 = 6 – 6 = 0). For 6 pupils with a weighting Netherlands: at least HAVO, VWO or MBO level 2 qualifications. The basic of 1.2, the school will receive one standard weighting grant (6 x 1.2 = 7.2 – 6 = qualification is considered internationally as a necessary condition for rounded off to 1). participating fully in the modern knowledge-based society.

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The old weighting arrangements, which were in force until 1 August 2006, were and C2 are not used in practice for DSL. Since 2007, courses provided in the as follows: context of the integration requirement are no longer paid from the Adult • weighting of 0.25: children from a Dutch cultural background whose parents Education budget and are therefore not registered on the Basic Register of have a low level of education; Education (BRON). • weighting of 0.40: children of barge-operators; • Since 2006, adult education funds may also be used for teaching ethnic • weighting of 0.70: children of caravan dwellers and gypsies; minorities to read and write. These lessons will be registered as a separate • weighting of 0.90: children from a non-Dutch cultural background whose programme. parents have a low level of education and low-skilled occupations; • all other children: no weighting. Adult education comprises a wide variety of short study programmes at levels 1 and 2, for which generally no diplomas are awarded. Successful completion of a In the new weighting system, which has been implemented on a step-by-step VAVO course, on the other hand, does entitle students to a diploma . basis from 1 August 2006, the weighting criteria are: • 0.3 for children whose parents have no more than LBO/VBO qualifications; Since the implementation of the Adult and Vocational Education Act in 1996, the • 1.2 for children of whom one of the parents has no more than a primary local governments have been responsible for adult education. education and the other no more than LBO/VBO qualifications. Expected chances of success Adult education (BVE) The expected chance of success is the expected percentage of the entering Adult education encompasses self-reliance (SR), broad social functioning pupils/students who ultimately earn a diploma in the education sector in (BMF), Dutch as a Second Language (DSL), reading / writing lessons for ethnic question. The expected chance of success is calculated by multiplying the minorities and adult general secondary education (VAVO). With the introduction participant movement coefficients derived from the educational matrix of the Adult and Vocational Education Act (WEB) in 1996, these study concerning the numbers transferring/obtaining qualifications/leaving in programmes were classified in the Qualification Structure for Adult Education each course year/enrolment year. For tertiary education (HBO and WO), the (KSE) and DSL Competency Levels respectively. possibility of students interrupting their programme has been taken into account. In HBO only the first Bachelor’s diploma earned counts, in WO only the • SR and BMF are indicated as KSE level 1 (elementary skills for general social first doctoral or Master’s diploma earned. functionality), KSE 2 (enables students to train to assistant worker level) and KSE 3 (enables them to take basic vocational training). Around the year 2000, For MBO, only data since 2005 has been included owing to a trend interruption the Vocational and Adult Education Council (predecessor of the MBO Council) caused by the introduction of the personal education number in MBO. proposed a new classification system which consists of educational self- reliance (ER), social self-reliance (SR), professional self-reliance unqualified A comparison between this data and the “real” outcomes produced by cohort (PRO) and professional self-reliance qualified (PRG). The number of levels studies shows that the estimates do not differ much. The advantage of this was reduced from 6 to 4, such that the outer levels are merged (old 1 and approach with expected outcomes is that they are quickly available and that 2 form new 1, 3 becomes 2, 4 becomes 3 and 5-6 become 4.) Upon the they are comparable across the different sectors. Once the data on participant introduction of the personal education number, it was decided, in advance of movements on the basis of the education number becomes available, the actual the amendment, to adopt this classification system for the enrolment figures. school career will serve as the basis. • VAVO up to 2004 consisted of KSE 4 (MAVO/VMBO TL), KSE 5 (HAVO), KSE 6 (VWO). Since 2004, VAVO has consisted of OSE 3 (VMBO TL) and OSE 4 Expected duration of study (HAVO/VWO). The duration of study is the expected number of years that a certificate holder • DSL consists of programmes focused on Dutch as a second language. remains in the type of education concerned. The expected duration of study is These study programmes aim to improve the language skills of non-native estimated in a similar way as the expected chance of success, i.e., by multiplying speakers. Adult education originally had DSL programmes at five levels. the participant movement coefficients concerning the numbers transferring/ A sixth one was added after the transition to the Common European obtaining qualifications/leaving in each school year/enrolment year from the Framework of Reference for Languages (CEF). The old levels 1-5 are now education matrix. For tertiary education (HBO and WO), the possibility of classified as A1-2, B1-2 and C1, respectively, the new level as C2. Levels C1 students interrupting their programme has been taken into account. In HBO

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only the first Bachelor’s diploma earned counts, in WO only the first doctoral or one parent who was born abroad. The second generation consists of persons Master’s diploma earned. who were born in the Netherlands and who have one or two parents who were born abroad. In MBO there are no course years; consequently, the expected duration of study is difficult to determine. • Non-Western non-native population The category dubbed “non-Western” consists of non-native persons from The durations of studies have been compared with durations of studies from Turkey, Africa, Latin America and Asia, with the exception of Indonesia and the cohort studies, the differences are only minor. Japan. Because of their socio-economic and socio-cultural position, non- native people from these last two countries are considered as Western non- Bachelor’s programme outcomes (WO) natives. This group primarily comprises people who were born in the former The percentage of full-time students from the cohort that earn a Bachelor’s Dutch Indies and employees from Japanese companies and their families. degree in the nth enrolment year at the latest. The figures concern only students that have earned a VWO diploma no more than one year before entering the • Western non-natives WO Bachelor’s programme. The diplomas earned at another university or in The category “Western” comprises non-natives from Europe, North America, another discipline also count. Oceania, Indonesia and Japan. Because of their socio-economic and socio- cultural position, non-native people from these last two countries are Open University (WO) considered as Western non-natives. This group primarily comprises people • Enrolled students: all students enrolled with the Open University on 31 who were born in the former Dutch Indies and employees from Japanese December. companies and their families. • New students: all students enrolled in the relevant calendar year for the first time for one or more courses with the OU. Labour force • WO degrees: all academic degrees awarded in the relevant calendar year. • Employed labour force Persons aged 15 to 64 inclusive who work at least twelve hours a week in paid G4 and G27 employment. • G4: The four largest cities in the Netherlands: Amsterdam, Rotterdam, The • Unemployed labour force Hague and Utrecht Persons aged 15 to 64 inclusive who are available for paid work at least • G27: twelve hours a week and who are actively seeking but have not found such 27 large cities in the Netherlands involved in metropolitan policy: Alkmaar, employment. Almelo, Amersfoort, Arnhem, Breda, Deventer, Dordrecht, Eindhoven, Emmen, Enschede, Groningen, Haarlem, Heerlen, Helmond, Hengelo, • Non-active / non-labour force | ’s-Hertogenbosch, Leeuwarden, Leiden, Lelystad, Maastricht, Nijmegen, Persons aged 15 to 64 inclusive who are not a part of the labour force. Schiedam, Sittard-Geleen, Tilburg, Venlo, Zaanstad and Zwolle. Non-subsidized education CBS definitions Education that is not funded by either the Ministry of OCW or the Ministry of EZ. All participants in government-funded education are recorded in the Ethnic origin pupil/student registers of the Ministries of OCW and EZ. All the educational • Native population activities of the population in the 15-64 age bracket are registered by Statistics Persons of whom both parents were born in the Netherlands, irrespective of Netherlands in its Labour Force Survey (EBB). Linking the EBB data to the OCW/ the country of birth of the persons themselves. EZ registers makes it possible to establish who is enrolled in government- funded education. Persons listed in the EBB who do not appear in the OCW/EZ • Non-native population registers are designated as participants in non-subsidized education. Persons who have at least one parent that was born abroad. The first generation consists of persons who were born abroad with at least • For a detailed explanation and more detailed figures, see the statistical

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database Statline on the Statistics Netherlands website: http://statline.cbs.nl D. Institutions and Staff

• Sectors in non-subsidized education Institutions The categorization by discipline is based on the ISCED categories. Depending on the use and the type of school (education sector), a distinction can be made between school boards or competent authorities, institutions • Correspondence courses or schools and ancillary sites or locations. Several institutions or schools can This category comprises all distance learning. be placed under one school board or competent authority. An institution or school can comprise several locations or ancillary sites. In this publication, • Company training courses “institutions” refers to the main premises of educational institutions recognized Programmes given under the responsibility of the company or organization and funded by the Ministry of OCW. where people work (only employees with a job of 12 hours a week or more). Only participants in courses with a duration of less than six months were requested to Primary education: specify whether they were participating in a company training course. Figures for mainstream primary education exclude schools for the children of itinerant workers (e.g., schools for barge operators’ children or circus children); • Full-time education those for special schools exclude hospital schools. The figures relate to numbers In the survey, the respondents indicated whether they are taking a full-time of schools on the reference date. or part-time programme. Secondary education: • Work-related Numbers of institutions on the reference date. Whether a study programme is work-related or not is determined on the basis of five questions answered by the respondents in the EBB, concerning Vocational and adult education: their motivation for enrolling in a certain study programme (to keep up to Regional training centres (ROCs), regional training centres in consortiums, date, compulsory study, to be promoted, to get another job or to increase specialist trade colleges and, within the green education sector, Agricultural training their chances of finding a job). If one of these questions is answered with a centres (AOCs). Figures refer to numbers of institutions on the reference date. yes, then the study programme is designated as work-related. Tertiary education: Numbers of institutions on the reference date. For all sectors of education, the reference date is 1 October.

Types of education at (secondary) special schools Within special and secondary special education, different target groups are distinguished. The letter designations correspond to those used in the Expertise Centres Act (WEC).

a. Deaf children (DOVN) b. Hearing-impaired children (SH) c. Children with severe speech disorders who do not also fall into categories a or b (ESM, special education only) d. Visually handicapped children (VGK) f. Physically handicapped children (LG) h. Chronically ill children (LZ) 1- with a physical handicap 2- other than with a physical handicap

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j. Children with severe learning difficulties (ZMLK) • Professional higher education: k. Severely maladjusted children (ZMOK) For HBO, the percentage of women is calculated on the basis of RAHO staff m. Children in paedological institutes (PI) numbers (in FTEs) on the reference date, 1 October. n. Multi-handicapped children (MG) • Academic higher education: Average school size / size of institutions The percentage of women is based on the number of staff in FTEs on the The average size of institutions is calculated by dividing the number of pupils or reference date, 31 December. students on the reference date by the number of institutions. Staff, average age In academic higher education, the average size of institutions is calculated on • Primary education, secondary education, vocational/adult education: the basis of student numbers, including external students. The average age of staff is calculated on the basis of the salary records of the institutions (staff numbers in FTEs). Reference date: 1 October of each year. Staff numbers / FTEs All staff members appointed in the educational institutions and employed on • Professional higher education: the reference date. One FTE corresponds to a full-time appointment (1659 hours For HBO, the average age is calculated on the basis of RAHO staff numbers (in on an annual basis). FTEs) on the reference date, 1 October.

Primary education, secondary education, vocational/adult education: • Academic higher education: The figures are based on the salary records of the educational institutions; data There are no data on average age. The Association of Dutch Universities has been collected by DUO. Figures pertain to total staff numbers excluding (VSNU, WOPI register) does provide percentages per age bracket. substitute staff on the reference date, 1 October. Staff, percentage aged 50 and older Figures pertain to staff numbers at institutions at which pupils/students were • Primary education, secondary education and vocational/adult education: enrolled on one or more reference dates in the years under consideration The percentage of staff aged 50 or over is derived from the salary records of the and staff employed by competent authorities but not assigned to a specific institutions (staff numbers in FTEs). Reference date: 1 October of each year. institution. • Professional higher education: Professional higher education: The percentage of staff aged 50 or over is calculated on the basis of RAHO The figures presented relate to staff funded from both the central government staff numbers (in FTEs) on the reference date, 1 October. grant and the third flow of funds and are based on the numbers on 1 October of the academic year. Green (agricultural) education is not included. • Academic higher education: The percentage of staff aged 50 or older is based on staff numbers in FTEs on Academic higher education: the reference date, 31 December. The figures relate to staff funded from both the central government grant and the third flow of funds and are based on the numbers on the reference date, 31 Intake into HBO teacher-training programmes December of the academic year (WOPI). The Open University and Wageningen First HBO enrolments are students enrolling for the first time in a professional University are not included. higher education programme in the Netherlands.

Staff, percentage of women In this publication, figures pertaining to intake into the HBO teacher-training • Primary education, secondary education and vocational/adult education: programmes are based on the above definition. Other reports, for instance The percentage of women in FTEs is derived from the salary records of the those of the Netherlands Association of Universities of Applied Sciences (HBO- institutions (staff numbers in FTEs) on the reference date, 1 October of each year. Raad), base these figures on the definition of “first year at institution”.

The number of first HBO enrolments can be regarded as the “real” number

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of first-year students, as these students have not been enrolled at other E. Gender equality and sexual diversity professional higher education institutions in the Netherlands. Economic independence Participant-staff ratios A person is economically independent when he or she earns 70 per cent of the The ratios are calculated by dividing the numbers of pupils/students on minimum wage. This is the subsistence level for a single adult. Only income the reference date by the number of staff (cf. definitions of participants in received for work and from self-employment is taken into consideration. Social education. benefits, therefore, do not contribute to economic independence, but may bolster a breadwinner’s financial independence. Absences due to illness • The figures for mainstream primary education, special education, secondary Labour participation rate education, vocational/adult education and academic higher education • Net labour participation rate reflect the total absence due to illness over the first two years of illness. In The proportion of the employed workforce in the total population (the the figures for professional higher education and the research institutes, proportion of the population that actually works). absences with a duration shorter than one year are not taken into • Gross labour participation rate consideration. The proportion of the employed and unemployed workforce in the total population (the proportion of the population that, in principle, could work). • The figures pertaining to the research institutes are combined figures, • European definition provided by WVOJ and KNAW. The Lisbon objectives were formulated on the basis of European definitions of labour participation. These definitions also include jobs for 1 to 12 hours a • For the secondary education sector, coverage in 2008 is 70 per cent. In the week when determining the degree of participation. In the Dutch definition, academic higher education sector, the figures for 2008 are based on nearly 90 this is not the case. As a result, the European figures are higher than the per cent of the fourteen institutions. figures calculated according to the Dutch definitions.

Social acceptance of homosexuality The proportion of the population that adopt a positive or neutral attitude towards the statement that homosexuals have the right to live their lives as they want to (SCP survey).

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List of figures 2.17 Vacancies in primary and secondary education Regioplan: Labour market barometers Cover 2.18 Intake in teacher-training programmes 0 The Dutch education system OCW (DUO) OCW 2.19 Graduates of university teacher-training programmes OCW (DUO) Education, Culture and Science at a Glance 2.20 Government spending on education 1.1 Net OCW expenditure OCW (DUO) OCW 2.21 OCW expenditure as a percentage of GDP CBS and OCW Education national 2.22 OCW spending on education per participant 2.1 Movements in Dutch education OCW OCW 2.23 Institutional grants per participant 2.2 Spending on educational institutions CBS and OCW OECD Education at a Glance 2013, Table B1.4 2.24 School rolls in SO and VSO 2.3 Supervision arrangements in primary education, 2013 OCW (DUO) Education Inspectorate 2.25 National targets and achievement 2.4 Supervision arrangements in secondary education, 2013 OCW (DUO) Education Inspectorate 2.26 New dropouts by type of school, 2012/13 2.5 Unsatisfactory MBO programmes OCW (DUO) Education Inspectorate 2.27 New dropouts by age, 2012/13 2.6 Alignment of education and labour market OCW (DUO) ROA 2.28 Trends in dropout rates across Europe 2.7 Learning continuity pathways Eurostat OCW (DUO: education matrices) 2.29 Enrolment by level of the programme 2.8 Unfilled vacancies CBS ECORYS / ResearchNed, Labour market barometer primary education, secondary education , 2.30 Enrolment by discipline (ISCED) vocational-adult education CBS 2.9 Trends in enrolment levels 2.31 Secondary bilingual education OCW (DUO) European Platform 2.10 Dutch participation in education by age 2.32 Enrolment (BVE) in Leonardo da Vinci programmes CBS, OCW (DUO) CINOP, 2013 2.11 Differentiation in secondary year three 2.33 Trends in foreign enrolment in tertiary education OCW (DUO) OCW (DUO) 2.12 Transfers to subsequent education 2.34 Relative increase/decrease in diploma mobility, 2000-2011 OCW (DUO) Eurostat 2.13 Trends in success rates OCW (DUO) 2.14 Qualified school-leavers by destination OCW (DUO) 2.15 Number of establishments, incl. green OCW (DUO) 2.16 Age distribution of staff OCW (DUO)

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Primary education 4.11 Secondary school staff aged 50 and older 3.1 OCW expenditure per pupil OCW (DUO) OCW 4.12 VWO students in the subject clusters 3.2 Solvency of primary schools OCW (DUO) OCW (DUO) 4.13 HAVO students in the subject clusters 3.3 Liquidity of primary schools OCW (DUO) OCW (DUO) 3.4 Number of pupils in primary education OCW (DUO) Vocational and adult education 3.5 Weighting averages in primary education 5.1 Types of vocational and adult education courses OCW (DUO) OCW 3.6 Referrals to special primary education 5.2 Flows of funds in vocational and adult education OCW (DUO) OCW 3.7 School boards by number of primary schools governed 5.3 Solvency of vocational and adult education institutions OCW (DUO) OCW (DUO) 3.8 Class sizes in primary education in percentages, 2013 5.4 Liquidity of vocational / adult education institutions OCW (DUO) OCW (DUO) 3.9 Age distribution of primary school teachers 5.5 Enrolment in vocational education (MBO) OCW (DUO) OCW (DUO) 3.10 Primary school staff aged 50 and older 5.6 Enrolment in adult education (VAVO) OCW (DUO) OCW (DUO) 5.7 Internal transfers within the vocational sector Secondary education OCW (DUO) 4.1 Flows of funds in secondary education 5.8 Internal transfers within MBO OCW OCW (DUO) 4.2 Solvency of secondary schools 5.9 Vocational/adult education institutions by size OCW (DUO) OCW (DUO) 4.3 Liquidity of secondary schools 5.10 Age distribution of teachers in the BVE sector OCW (DUO) OCW (DUO) 4.4 Enrolment in VMBO course year 3 (1) 5.11 Opinion on alignment of education and employment OCW (DUO) ROA 4.5 Enrolment in VMBO course year 3 (2) OCW (DUO) Professional higher education 4.6 Qualified leavers by destination (1) 6.1 Flows of funds in professional higher education OCW (DUO) OCW 4.7 Qualified leavers by destination (2) 6.2 OCW expenditure per university student OCW (DUO) OCW 4.8 Unqualified leavers by destination (1) 6.3 Solvency of universities of applied sciences OCW (DUO) OCW (DUO) 4.9 Unqualified leavers by destination (2) 6.4 Liquidity of universities of applied sciences OCW (DUO) OCW (DUO) 4.10 Age distribution of secondary school teachers 6.5 Enrolment in professional higher education OCW (DUO) OCW (DUO)

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6.6 HBO Bachelor’s degrees by sector Culture and the Media OCW (DUO) 9.1 Flows of funds in the culture and media sector 6.7 Expected duration of study for graduates OCW OCW (DUO) 9.2 Flows of funds in the arts sector 6.8 Expected success rates OCW OCW (DUO) 9.3 Cinema attendance 6.9 Universities of applied sciences by size Annual reports by the Dutch Association of Cinema Owners OCW (www.nvbinfocentrum.nl) 6.10 Student-staff ratio in HBO 9.4 Receipts per film distributed OCW Annual reports by the Dutch Association of Cinema Owners (www.nvbinfocentrum.nl) Academic higher education 9.5 Flows of funds in the media sector 7.1 Flows of funds in academic higher education OCW OCW 9.6 OCW spending on literature and libraries 7.2 Research universities, balance sheet data OCW OCW (DUO) 9.7 Public libraries 7.3 Research universities, operating data Association of Public Libraries, (www.bibliotheekonderzoek.nl) OCW (DUO) 9.8 Flows of funds in the cultural heritage sector 7.4 First-year WO students by discipline OCW OCW (DUO) 7.5 Number of first-year WO students Science OCW (DUO) 10.1 Flows of funds to R&D 7.6 Expected duration of study for graduates OCW and CBS OCW (DUO) 10.2 Applied research institutes, turnover and sources of funding 7.7 Expected success rates Data provided by institutions OCW (DUO) 7.8 Female academic staff 10.3 NWO, KNAW and KB: aggregate revenues and expenses VSNU and OCW NWO, KNAW and KB annual reports 7.9 Composition of university staff 10.4 R&D staff in the Netherlands VSNU and OCW OECD 10.5 Proportion of female researchers in the Netherlands Student grants and loans CBS 8.1 Total student finance expenditure 10.6 Trends in university research OCW VSNU 8.2 Students receiving grants 10.7 Trends in university output OCW VSNU 8.3 Students with a travel pass / travel allowances 10.8 NWO sources of funding, 2001-2012 OCW NWO annual report 8.4 Students with a loan 10.9 KNAW sources of funding, 2001-2012 OCW (DUO) KNAW annual report 8.5 WTOS expenditure by category 10.10 Citation impact of academic publications OCW (DUO) NOWT 8.6 Standard school and tuition fees 10.11 Citation impact OCW NOWT

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Gender equality and sexual diversity 11.1 Attitude of the population towards homosexuality, in percentages SCP 11.2 Economic independence CBS, Income statistics

Green education (EZ) 12.1 EZ spending on green education EZ 12.2 Enrolment in green education OCW (DUO) 12.3 Female participants in green education OCW (DUO) 12.4 Students in VMBO / LWOO green at AOCs OCW (DUO) Appendices 13.1 Net expenditure per policy area OCW 13.2 Annual growth in GDP and OCW expenditure CBS and OCW 13.3 Flows of funds in Dutch education CBS and OCW 13.4 Key to Figure 13.3 CBS and OCW

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List of tables 2.30 New dropouts by level of education and diploma status in 2012/13 2.31 Number of dropouts and dropout rates by gender in 2012/13 Education, Culture and Science at a glance 2.32 Number of dropouts and dropout rates by ethnic background in 2012/13 1.1 Results 2.33 Enrolment in non-subsidized education, 17-64 age bracket 1.2 Institutions and staff 2.34 Enrolment in specific types of non-subsidized education, 2012 1.3 Expenditure (x € 1 million) 2.35 Numbers enrolled abroad 2.36 Number of teachers employed abroad Education national 2.37 Number of schools and pupils/students participating in special language 2.1 Enrolment in education (numbers x 1,000) programmes 2.2 Numbers receiving pupil-specific funding (x 1,000) 2.38 Participation in Leonardo da Vinci programmes (vocational training) 2.3 Participation in secondary year three by gender (numbers x 1,000) 2.39 Pupil/student and teacher exchanges in BAND projects (vocational 2.4 Direct movements between school types (numbers x 1,000) training) 2.5 Expected chances of success (in percentages) 2.40 Dutch diploma students abroad 2.6 School expectancy for qualified leavers (in years) 2.41 Foreign students in subsidized tertiary education 2.7 Qualified leavers with and without basic qualification (numbers x 1,000) 2.42 Mobile students enrolled in Dutch tertiary education 2.8 Educational establishments, numbers and size 2.43 Mobility of HE students in Europe (incoming and outgoing numbers x 2.9 Staff 1,000) 2.10 Age distribution of staff in primary and secondary education (FTEs x 2.44 Percentage of outgoing credit mobility, HE, HBO and WO graduates 1,000) 2.45 Top 5 of incoming and outgoing diploma mobility (numbers of students) 2.11 Average number of unfilled vacancies 2.12 Numbers on unemployment benefits in the education sectors Primary education 2.13 Numbers on WAO or WIA benefits in the education sectors 3.1 Financial key statistics for primary education 2.14 Absence due to illness in education 3.2 Balance sheet and operating data of primary schools 2.15 First-year students and graduates of teacher-training colleges 3.3 Key statistics for primary school pupils 2.16 Job mix in primary education (full-time jobs, in percentages) 3.4 Movements in primary education by type of school (numbers x 1,000) 2.17 Job mix in secondary education (full-time jobs, in percentages) 3.5 Pupils leaving primary education by type of school (numbers x 1,000) 2.18 Government spending on education according to CBS / OECD definition 3.6 Primary schools (x € 1 million) 3.7 Trend in average class size in primary education s 2.19 OCW spending on education, netted and including other expenditure (x € 3.8 Labour market figures for the primary education sector 1 million) 2.20 OCW spending on education in relation to GDP and central government Secondary education spending 4.1 Financial key statistics for secondary education 2.21 OCW expenditure per participant (in current values x € 1) 4.2 Per student expenditure by type of school, 2013 (x € 1,000) 2.22 Institutional grants per participant (in current values x € 1) 4.3 Balance sheet and operating data of secondary schools 2.23 OCW expenditure per sector divided by numbers obtaining qualifications 4.4 Enrolment per type of school and course year (numbers x 1,000) (current values x € 1) 4.5 Qualified school-leavers by destination (numbers x 1,000) 2.24 Enrolment in (special) secondary education by cluster, x 1,000 4.6 Unqualified school-leavers by destination (numbers x 1,000) 2.25 Early school-leaving, national results, in numbers and percentages 4.7 Schools and enrolment by type of school (in percentages) 2.26 Top 10 of RMC regions with lowest dropout rates in 2012/13 4.8 Schools with and without additional funding facilities, 2013 (in 2.27 The four largest cities, measured by enrolment in 2012/13 percentages) 2.28 New dropouts by level of education (VO) in 2012/13 4.9 Staff in secondary education, key statistics 2.29 New dropouts by level of education (MBO) in 2012/13 4.10 HAVO and VWO students in the subject clusters (numbers x 1,000)

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Academic higher education Vocational and adult education 7.1 Financial key statistics for academic higher education 5.1 Financial key statistics for vocational and adult education 7.2 Key statistics for teaching hospitals 5.2 Vocational and adult education institutions, key statistics 7.3 Balance sheet and operating data of the research universities 5.3 Balance sheet and operating data of vocational and adult education 7.4 Research universities: intake, enrolment and graduates institutions 7.5 Open University, enrolment and degrees awarded (numbers x 1,000) 5.4 Enrolment in vocational and adult education (numbers x 1,000) 7.6 Expected duration of study and success rates at the research universities 5.5 Students in vocational and adult education by level (numbers x 1,000) 7.7 Bachelor’s degrees awarded at the research universities (numbers x 5.6 Students in vocational and adult education by age bracket (numbers x 1,000) 1,000), 2013 7.8 Key statistics for institutions and staff in academic higher education 5.7 Numbers entering and leaving MBO by background and destination 5.8 Success rates in MBO and adult education (numbers x 1,000) 5.9 Sectors of education, knowledge centres, branches of industry and Student grants and loans participants (x 1,000) 8.1 Financial key statistics for student finance and WTOS (x € 1 million, 5.10 Staff in vocational and adult education, key statistics (excluding green unless stated otherwise) education) 8.2 Financial key statistics for WSF (x € 1 million, unless stated otherwise) 5.11 Initial unemployment (in months) 8.3 Standard WSF amounts per month (in euros) 5.12 Labour market position after BOL/BBL, 1.5 years after obtaining 8.4 Average supplementary grant per month (in euros) qualifications, 2012 8.5 WSF claimants (numbers x 1,000 and percentages) 5.13 Labour market position of MBO certificate holders after BOL and BBL 8.6 Key statistics for loans taken out (2009/10) 8.7 Key statistics for WTOS by type of education 8.8 Standard WTOS amounts (in euros) Professional higher education 8.9 School fees and tuition fees 6.1 Financial key statistics for professional higher education 6.2 Universities of Applied Sciences, balance sheet and operating data Culture and the Media 6.3 First-year students in professional higher education (numbers x 1,000) 9.1 Financial key statistics with regard to culture and the media (x € 1 million) 6.4 Enrolment in professional higher education (numbers x 1,000) 9.2 Performances and ticket sales by OCW-subsidized performing arts 6.5 Professional higher education graduates (numbers x 1,000) companies 6.6 Expected duration of study and success rates in professional higher 9.3 Grants from (semi-) government funds to funding of film productions education 9.4 Proportion of Dutch feature films in the cinema 6.7 Institutions and staff in professional higher education, key statistics 9.5 Circulation figures for national and regional daily papers (x 1,000)

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9.6 Viewing figures per television channel (in percentages) 11.9 Female administrators and board members (percentages) 9.7 Key statistics for public libraries 11.10 Companies with female administrators, 2009 to 2012 (in percentages) 9.8 Visits to subsidized museums (x 1,000) 11.11 Educational level among women (age bracket 25-35), 2012 (x 1,000) 9.9 Historic buildings and state archives 11.12 Pay gap M-F, government and business sector, by specific characteristics, 2010 Science 10.1 Financial key statistics for research and science (x € 1 million) Green education (EZ) 10.2 Dutch R&D by source of funding and sector of implementation (x € 1 12.1 EZ financial key statistics with regard to green education billion) 12.2 Expenditure and revenue, 2013 (x € 1 million) 10.3 &D expenditure in the Netherlands as a percentage of GDP, by sector 12.3 Key statistics on staffing at AOCs 10.4 Balance sheet and operating data of the science institutes (x € 1 million) 12.4 Enrolment, intake and qualifications obtained in green education, by 10.5 Balance sheet and operating data per institute, 2011 (x € 1 million) type of school 10.6 Trends in solvency and liquidity of science institutes 12.5 Enrolment in green education as a percentage of total enrolment per 10.7 R&D staff in the Netherlands (in 1,000 FTEs and percentages) school type 10.8 Staffing at research institutes 12.6 Number of green educational establishments by type of education 10.9 University staff, indicators per university, 2012 10.10 Research capacities in tertiary education (in FTEs) Appendices 10.11 Output of the universities 13.1 OCW expenditure and revenue according to Annual Report of the 10.12 University indicators per university (national),2012 (total and in Ministry (x € 1 million) percentages) 13.2 Socio-economic data 10.13 Results of Innovational Research Incentives Scheme across the 13.3 National spending on education (x € 1 million); harmonized table OECD / universities, 2000-2013 OCW 10.14 NWO spending by destination (in millions of euros and percentages) 13.4 Enrolment in tertiary education, 2013/14 (x 1,000) 10.15 Net NWO acceptance rates by action line, 2012 13.5 Enrolment in tertiary education by discipline, 2013/14 (x 1,000) 10.16 Academic output of research funded by NWO 10.17 KNAW spending by destination (in millions of euros and percentages) 10.18 Academic output of research funded by KNAW 10.19 R&D expenditure as a percentage of GDP, overall and by sector (2012) 10.20 R&D expenditure as a percentage of GDP, overall and by financier (2011) 10.21 Indicators relating to academic publications

Gender equality and sexual diversity 11.1 Attitude of the population towards homosexuality (in percentages) 11.2 Reports to the police of discrimination against homosexuals 11.3 Average working hours per week, employed labour force aged 15 to 64 11.4 Net labour market participation by couples with children, by level of education, 2012 11.5 Net labour market participation 11.6 Gross labour market participation among women and men (80 per cent in 2020) 11.7 Economic independence by gender and age (in percentages) 11.8 Economic independence among women (ages 15-64), by background (in percentages)

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EET Economics, Ecology, Technology Abbreviations EMU Economic and Monetary Union EU European Union A EUR Erasmus University Rotterdam AOC Agricultural Training Centre Eurostat European Union statistics agency AS Academic staff EZ Ministry of Economic Affairs AZ Teaching hospital F B FES Economic Structural Reinforcement Fund BAO Mainstream primary education FRE Staff unit of account BBCU Cultural Expressions Funding Decree ft Full-time BBL Block or day-release in secondary vocational education FTE Full-time equivalent BL Basic vocational programme BOL Full-time vocational training (MBO) G BPRC Biomedical Primate Research Centre GBA Municipal Basic Administration BPV Workplace training GDP Gross Domestic Product BRIN Basic Register of Institutions GGD Municipal Health Service BVE Vocational and adult education GGZ Mental Healthcare Service BZK Ministry of the Interior GKC Green Knowledge Cooperation GL Combined programme (VMBO) C GNP Gross National Product CBS Statistics Netherlands (Dutch central bureau of statistics) GTIs Large Technological Institutes CKV Culture and the arts COC Cultural Entertainment Centre H COS Sector Councils Consultations Commission HAO Tertiary agricultural education CPB Netherlands Bureau for Economic Policy Analysis HAVO General secondary education CPI Consumer Price Index HAVO d HAVO with certificate CRIHO Central Register of Higher Education Enrolment HBO Professional higher education CROHO Central Register of Higher Education Study Programmes HBO-d HBO with certificate CuMi Cultural minorities HKS Police regional recognition service systems CWI Centre for Work and Income HO Higher / tertiary education HOOP Higher Education and Research Plan D HRST Human Resources in Science and Technology DGO Personal and social services and healthcare education DSL Dutch as a second language I DUO Dienst uitvoering onderwijs, governmental implementation agency for ICN Netherlands Collections Institute the education sector ICT Information and Communication Technology IEA International Association for the Evaluation of Educational E Achievement EAG Education at a Glance ILT Integrated survey of school rolls EBB Dutch National Labour Force Survey IPO Interprovincial Consultation Agency ECN Netherlands Energy Research Centre ISCED International Standard Classification of Education ECTS European Credit Transfer and Accumulation System ITS Institute for Applied Social Sciences EEA European Economic Area

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K OWB Research and science policy KB Royal Library KBB Vocational education and industry knowledge centre P KL Middle-management vocational programme PABO Primary school teacher-training college KNAW Royal Netherlands Academy of Arts and Sciences PIRLS Progress in Reading Literacy Study KSE Adult Education Qualification Structure PISA Programme for International Student Assessment KUOZ Statistics on university research PO Primary education PRO Elementary vocational training L LCW School and Course Fees Act R LEI Agricultural Economics Institute R&D Research and development LFS Labour Force Survey RACM National service for archaeology, cultural landscape and built LGF Pupil-specific financing heritage LOM Education for children with learning and behavioural difficulties REC Regional Expertise Centre LWOO Learning support (formerly IVBO, since 1999/00 including VSO-LOM) RHC Regional History Centre RIVM National Institute for Public Health and the Environment M RK Roman Catholic MARIN Netherlands Maritime Research Institute RMC Regional Registration and Coordination Centre MAVO Junior general secondary education ROA Research Centre for Education and the Labour Market MBO Vocational education (BOL + BBL) ROC Regional Training Centre MBO-d MBO with certificate RU Radboud University Nijmegen MCO Music centre of the broadcasting system RUG University of Groningen MLK Education for children with learning difficulties S N SBAO Special primary education NA State archives SER Social and Economic Council of the Netherlands NAS Non-academic staff SFB Student finance policy NFPK+ Netherlands Fund for the Performing Arts sgs Combined school NLR National Aerospace Laboratory SME Small and medium-sized enterprises NOB Netherlands Broadcasting Company SO Special education NRF National Restorations Fund SPD Higher national diploma in bookkeeping NT2 Dutch as a second language STER Radio and television advertising authority NVAO Accreditation Organisation of the Netherlands and Flanders STT Netherlands Study Centre for Technology Trends NWO Netherlands Organization for Scientific Research SVO Institute for Educational Research in the Netherlands SVO Special secondary education (VSO-LOM + VSO-MLK) O SZW Ministry of Social Affairs and Employment OAB Policy on eliminating educational disadvantages OCW Ministry of Education, Culture and Science T OECD Organization for Economic Cooperation and Development TIMSS Trends in International Mathematics and Science Study OPDC Special Education Centre TL Theoretical programme OSA Institute for Labour Studies TNO Netherlands Organization for Applied Scientific Research OU Open University TS17- Study cost allowance for students aged 17 and under OV Public transport TU/e Eindhoven University of Technology OVSK Public transport pass for students TUD Delft University of Technology

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U WSF Student Finance Act UAS University of applied sciences WSNS “Going To School Together” consortiums of mainstream and special ud University lecturer schools uhd Senior university lecturer WTOS Study Costs and School Fees Allowances Act UL Leiden University WTOS18+ Study costs allowances for participants aged 18 and over in adult UM Maastricht University education (part-time) or teacher-training programmes (full-time) UMC University medical centre WU Wageningen Agricultural University UNESCO United Nations Educational, Scientific and Cultural Organization WVO Secondary Education Act UT University of Twente UU Utrecht University UvA University of Amsterdam UvT Tilburg University UWV Executive agency for employee insurances V VAVO Adult general secondary education VBO Pre-vocational education VBTB From Policy Budget to Policy Justification project VMBO Pre-vocational secondary education (combination of MAVO, VBO, LWOO and PRO) VNG Association of Dutch municipalities VO 18+ Study cost allowances for secondary school pupils aged 18 and over VO Secondary education VOA Preparatory and support activities VSNU Association of Dutch Universities VSO Secondary special education VSV Early school-leaving, school failure VU VU University Amsterdam VVE Pre-school and early childhood education VWO Pre-university education VWO-d VWO with certificate VWS Ministry of Health, Welfare and Sports W WBSO Promotion of Research and Development Act WEB Adult and Vocational Education Act WEC Expertise Centres Act WHW Higher Education and Research Act WL Delft Hydraulics WO Academic higher education WOPI University staff information system WP Academic staff WPO Primary Education Act WSC Cultural Policy Special-Purpose Funding Act

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Contributors Statistics Netherlands (CBS) Anouschka van der Meulen (SQS) Ministry of Education, Culture and Science (OCW) Daniëlle Andarabi-van Klaveren (EOC) Jan van Reeken (PO) Marijke Hartgers (SQS) Dennis van Gessel (MBO/VSV) Mersiha Tepić (SQS) Roy Tjoa (MBO) Nelet Kuipers (SQS) Jan de Graaf (HO&S) Tanja Traag (SAL) Joop den Ouden (HO&S/SF) Theo van Miltenburg (SQS) Hans Ruesink (DL) Jean de Goeij (DCE) Dienst Uitvoering Onderwijs (DUO) Bert van der Kooij (MLB) Arrian Rutten (INP) Jan van Steen (OWB) André Dickmann (INP) Els Veenis (DE) Dick Ravenstein (INP) Gert Korteweg (Kennis) Ed Stevenhagen (INP) Pauline Thoolen (Kennis) Erik Fleur (INP) Ria Groeneveld (Kennis Hans Plomp (INP) Linda De Paepe (Kennis) Jaap Jan Bakker (INP) Priscilla Middleton (Kennis) John Niemeijer (INP) Rozemarijn Missler (Kennis) Joost Schaacke (INP) Marc Meurs (INP) Ministry of Economic Affairs (EZ) Mark Dekkers (INP) Sjaak Keetman (Kennis) Mia Looyestijn (INP) Michel Quak (INP) Robin Mulder (INP) Sarelies Weijer (INP) Ton van Essen (INP) Ton Veugen (INP)

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Key Figures 2009-2013 | Education, Culture and Science

Key Figures 2009-2013 Education, Culture and Science Published July 2014 Additional copies: www.rijksoverheid.nl Translation Eurotext Leidschendam Printed by Vijfkeerblauw Design VijfKeerBlauw Compilation Rozemarijn Missler (06 46849203) Ria Groeneveld (06 46849211) Production Rozemarijn Missler A publication of the Dutch Ministry of Education, Culture and Science