THE VET SYSTEM IN THE

NETHERLANDS

Rob Versteeg
Amersfoort, October 16th 2015

Content of the presentation

Qualification framework Hospitality
Process of developing and
maintaining qualification files
Contents of a qualification file
Model of competences developed by
SHL

Vocational Education & Training in NL

National level
Sector-social partners
Employers
& unions

Ass. of VETcolleges

Working and
learning

Reg. VET
colleges

Education and
training
Teachers-Trainees

Ass. of VET education and labourmarket (SBB)

Ministry of Education

Vocational Education & Training in NL

Regional/local level
Work placement company
Mentor /
coach

Regional VET college

Education and
training

Teacher
/ coach

Trainee

Association of VET colleges and labourmarket (SBB)

And sector skills councils
Regional consultants

Qualification framework
Hospitality Bakery & Tourism

Process development and maintenance

Phase 1: Labour market research

Purpose:

To gain insight in the developments of the labour market, which can be of

influence on the practice of an existing profession or to identify a new
profession.

Examples of activities:

Monitoring trends and innovations (short and long term)

Research of sector developments
Occupational research (Quality)
Inflow, transfer and outflow research (Quantity)
Research of international aspects

Who:

The sector/sector skills councils or SBB if there are no soc. partners

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Phase 2: Adapt or develop occupational

standards
Purpose:

Develop a new occupational standard or adapt a occupational standard in

association with the sector.

Examples of activities:

Quality standards (ISO-proces): developing occupational standards

Format occupational standards

Who:

The sector or sector skills council or SBB if there are no soc. partners

Phase 3:
Developing and maintaining of
qualification files
How:

Format dossier
Quality standards (ISO-procedure): Developing and maintaining of
qualification files

Who:

SBB/sector skill council: developing

Sector councils (representatives of the school and work placement
companies): advice
National Assessment Body: quality check

Phase 4:
Implementation of the
qualification files
Role ROCs:

Schools develop curricula on the basis on the qualifications files

Role SBB/Sector skills councils:

Guiding the implementation of the qualification files
publishing files
Communicate the contents of the qualification files
(Infomation) workshops for teachers, work placement companies, etc.
National examination standards
Recognize workplacement companies

Other partners:

Institutions of examination
Editors
Workplacement companies
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Phase 5:
Check user experience in practise
Purpose:

Customer satisfaction research schools / companies / secondary education

Signals for research

How:

The monitor is develop by Cinop, national agency in collaboration with the

Ministry of Education, in association with SBB and sector skills councils
expertise (it might change in the coming years)

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Process development and maintenance

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Qualification file in parts

(as an example)

Parts of a qualification file:

A: Picture of the profession

in general terms

B: The qualification profile

the description of the main

principles of a profession
more elabourate description
of the qualification file
accountability report

C: Specification profile
D: Justification

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Core task 1:
Work process 1.1:
Description of the work process in proceedings
Result:
Competences

Components

Performance
indicator

Specific skills
and knowledge

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Model of competences
(as example it was used)

The model of competences powered by SHL

is internationally used and consists of:

8 behaviour areas;
25 competences;
120 components;
several hundred behaviour anchors.

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Model of competences
(example)

Take
action

Leading
and
deciding

Deciding
and
initiating
action

Selfconfidenc
e

Delegate

Leading
and
supervisio
n

Behaviour area

Competences

Practise

Components Behaviour
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anchors

The role of the mentor / coach

Core Task 1:
Organizing the learning process of the (learning) employee in practice

1.1 Performs with the (learning) employee the selection interview

1.2 Creates an induction program
1.3 Sets and determines the initial situation and learning needs of the (learning)
employee
1.4 Determines, in consultation with the (apprentice) employee learning activities

1.5 Sets a schedule

1.6 Maintains contacts with the supervisor of the institution and the consultant in the
region

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The role of the mentor / coach

Core Task 2
Leading the (learning) employee in practice

2.1 Educates the (learning) employee in the workplace

2.2 Monitors and controls the process of learning of the (learning) employee
2.3 Performs guidance or progress meetings with the (learning) employee
2.4 Assesses progress in the learning process of the (learning) employee
2.5 Evaluates the practical training period
2.6 Will develop himself

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The role of the consultant

Core Task 1
Certification of work placement companies

1.1 Assesses the work placement company on the approved quality criteria.
1.2 Identify available training options in the certified work placement
company.
1.3 Acquisition of new or extra work places in existing or new certified work
placement companies.
1.4 Collect data and information over the certified work placement companies
and/or the work places. Stimulate the certified work placement companies to
identify and register possible training needs.

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The role of the consultant

Core Task 2
Improve the quality of the certified work placement company

2.1 Identify and/or improve the necessary points for working and learning
methodology in the certified work placement company during the preparation
and/or the execution of the working and learning and give advice concerning
these matters.
2.2 Support the certified work placement company by the implementation of
these improvements and the improvement of the training situation in the
company and its policy.
2.3 Support and advise mentor coach of the certified work placement
company to organise the working and learning methodology and the
assessment of students/trainee.
2.4 Identify and translate needs of the certified work placement company into
new or existing training or education products/trainings.
2.5 Advise certified work placement companies in the organisation of the
working and learning methodology.
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The role of the consultant

Core Task 3
Advise the regional educational or training institute in the working
and learning methodology
3.1 Match the supply and demand on work places for students and/or
trainees together with the regional educational or training institute.
3.2 Advise the regional educational or training institute concerning the
educational or training offer in relation to the regional labour market.
3.3 Stimulate and participate in regional activities that are initiated by
regional (chain) stakeholders or partners.
3.4 Request attention of the regional educational and or training institutes
and the certified work placement companies for services and activities
concerning the match between education and labour market.

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The role of the consultant

Core Task 4
Networking and commercial activities

4.1 Identify and maintain data of the regional stakeholders of working and
learning in vocational education and learning (VET).
4.2 Identify relevant trends of development in the regional market that might
offer commercial activities.

4.3 Inform regional stakeholders about relevant developments in the market

and possible new training products. Maintain internal contacts within the own
organisation about new developments.
4.4 Identify and relate customer demands towards existing education and
training programmes.
4.5 Translate customer needs to concrete (innovative) services or (training)
products.
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The role of the consultant

4.6 Propose new to develop services or (training) products to the
management of the own educational institute.

4.7 Inform and advise certified work placement companies and regional
educational institutes about developments in occupations and questions over
competence based education and training.
4.8 Register appointments and results, report and administer data in a digital
data bank.

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Other roles?

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?
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My Concern/my question
is .

In general
gest
What I sug
Is .

What I like
is