2018
The added value of internationalisation
News item | 04-06-2018
Internationalisation in secondary vocational education (MBO) and higher education brings added value. But to ensure the greatest possible added value, a number of conditions must be met. Quality must always have priority, and institutions must always have places for students from the Netherlands. International experience can only benefit the Dutch student, education system and knowledge economy if internationalisation is in balance. This is what education minister Ingrid van Engelshoven wrote in the letter she sent to the House of Representatives today.
‘I believe in an open Dutch society where we are not afraid to look beyond our borders. We mustn’t be put off by negative portrayals of internationalisation as an unstoppable force,’ the minister wrote. ‘I am not blind to the possible downside, and for that reason I shall ensure that there is a place in higher education for every Dutch student, and that sufficient courses have Dutch as the language of instruction.’
Higher education is becoming increasingly international, but the data show that the large majority of students are Dutch and that by far the majority of courses are taught in Dutch. University master’s degree courses are an exception. ‘The fact is that many international students come to the Netherlands because they know they will receive a good education here. That is something to be proud of,’ said Ms Van Engelshoven. ‘But it must not lead to undesirable effects, crowding out of Dutch students, or courses taught in English merely to attract more students from abroad. Internationalisation may not become an end in itself.’
Statistical data
At present, 6% of all students doing bachelor’s degree courses at universities of applied science (HBO institutions) come from abroad. For HBO master’s degree courses, this figure is 17%. At other universities, 14% of undergraduate students and 23% of postgraduate students are from abroad. At HBO institutions, 87% of bachelor’s degree programmes and 70% of master’s degree programmes are taught in Dutch. At other universities, these figures are 65% and 15% respectively.
The statistics disprove the claim that many Dutch students cannot study where they want because their places are being taken by foreign students. Of the 3,000 higher education courses on offer in the next academic year, there are only three English-language courses with a quota, and these are taught at the same institution. All other courses are provided by at least one other institution in the Netherlands, without a quota or in Dutch.
International experience
Ms Van Engelshoven’s aim is for every Dutch student to gain international experience, through a work experience placement, an exchange, study mobility, online lectures or an international classroom. So the influx of foreign students brings added value, but access for Dutch students must be safeguarded. For this reason, Ms Van Engelshoven is exploring the scope for universities and HBO institutions to manage student flows.
English
The quality of Dutch education always has priority and internationalisation should be a means to raise it. That also applies to the decision to teach courses in English, which may certainly provide added value if students are being trained for the international job market or international research. It is also essential that lecturers’ English is good, and that considered choices are made about the language of instruction of each course, with right of consent for staff and student participation councils.
The minister also plans to ensure that universities, HBO institutions and MBO schools look beyond their own four walls in deciding on the language of instruction. She calls on them to take joint responsibility for a well-balanced ratio of Dutch-language and English-language courses in each sector. The aim is for students always to have the option of a course taught in Dutch.
In order to enforce these agreements, Ms Van Engelshoven plans to review the legislation on choice of language in secondary vocational and higher education, focusing on access to education for Dutch students and the need to give reasons why teaching a course in a language other than Dutch would have demonstrable added value. The Inspectorate of Education will oversee compliance with the amended legislation. In assessing the quality of courses, the Netherlands-Flanders Accreditation Organisation (NVAO) will also consider the language of instruction, and the language proficiency of teachers and lecturers.
Investment in Dutch-language education abroad
News item | 12-12-2017
Education ministers Ingrid van Engelshoven and Arie Slob are investing in Dutch education abroad. They are providing €3 million a year so that more than 14,000 Dutch and Flemish children abroad can be taught in their native language.
Ms Van Engelshoven announced this news today during a meeting with her Flemish counterpart Hilde Crevits. ‘Thousands of Dutch and Flemish children go to school abroad,’ Ms Van Engelshoven said. ‘If they receive good Dutch-language education abroad they will be better prepared to enter or re-enter Dutch or Flemish schools when they return to the Netherlands or Flanders. This investment helps ensure these children have a smooth school career.’
Undoing cutbacks In 2013 the previous government decided to cut back on Dutch education abroad. This year the Inspectorate of Education found that a growing number of Dutch schools abroad were being forced to close their doors due to these cuts. From the 2016/2017 school year fewer Dutch and Flemish children abroad were being educated in Dutch. The current government has decided to undo the cutbacks and will invest €3 million per year. Schools will be allocated an amount per pupil.
ET2020
Education and training have a prominent place in the Europe 2020 Strategy for smart, sustainable and inclusive growth. A headline target has been set for education which specifies twin goals on early school leaving and higher education attainment, while under the European semester of economic governance, the key messages of the 2014 Annual Growth Survey (AGS) as well as the Country-specific Recommendations have strong links with education and training. Moreover, the ‘Strategic framework for cooperation in education and training until 2020’ (ET 2020) and the ‘Rethinking education’ strategy focus attention on the major challenges facing European education systems, and highlight the areas that need to be improved.
For information on reforms in the EU Member States that are explicitly linked to the Europe 2020 Strategy see the 2017 National reform programmes.