Secondary Education in the netherlands
The Dutch secondary education system is designed to provide students with pathways that match their abilities, interests, and career aspirations. Starting around age 12, students enter a comprehensive system that balances academic rigor with practical skills development, preparing them for higher education or direct entry into the workforce.
Understanding this system is crucial for parents and students navigating educational choices that will significantly impact future opportunities. The Dutch approach emphasizes early specialization while maintaining flexibility for students to change paths as they develop and discover their strengths and interests.
This guide provides everything you need to know about Dutch secondary education, from the initial placement process to graduation requirements, helping families make informed decisions about their educational journey.
General Organization and Compulsory Education
Age and Duration
Secondary education in the Netherlands typically begins around age 12, following completion of eight years of primary school. Education remains compulsory until age 18 or until a student obtains a basic qualification such as HAVO, VWO, or MBO Level 2 or higher. This extended compulsory period ensures that all students either complete their secondary education or gain the qualifications necessary for successful entry into the workforce.
School Types and Funding
The Dutch secondary education system maintains the same diverse school structure found in primary education, reflecting the Netherlands’ constitutional commitment to educational freedom. Public schools (Openbare Scholen) are government-run and secular in nature, serving all students regardless of background or beliefs. These schools provide neutral educational environments that welcome students from diverse communities.
Special schools (Bijzondere Scholen) are privately governed institutions that may have religious foundations such as Catholic, Protestant, or Islamic affiliations, or they may follow specific educational philosophies. General-special schools represent neutral or private institutions that receive state funding while maintaining independence from religious or philosophical orientations.
All three types receive equal government financial support when they meet established criteria, ensuring that quality education remains accessible regardless of the school’s organizational structure. While officially free, schools may request voluntary parental contributions to support enhanced programs and activities, similar to the primary education system.
Quality Assurance
The Dutch Inspectorate of Education monitors all schools to ensure compliance with national standards and educational quality. This oversight body has the authority to demand changes to educational policies and practices, with the ultimate sanction of school closure for institutions that fail to meet requirements. This rigorous quality assurance system ensures that all students receive education that meets national standards regardless of which type of school they attend.
Types of Secondary Education
Upon completing primary school, students are placed into one of three main educational streams based on their primary school’s advice and national test results. This placement system aims to match students with educational programs that best suit their abilities and interests, though the system maintains flexibility for students to change paths as they develop.
VMBO (Voorbereidend Middelbaar Beroepsonderwijs)
Pre-vocational Secondary Education serves as the foundation level of secondary education, combining theoretical learning with practical vocational training. This four-year program typically runs from age 12 to 16 and enrolls approximately 60% of students nationally. The focus is on integrating academic subjects with hands-on vocational preparation, ensuring students develop both theoretical knowledge and practical skills.
VMBO Learning Pathways
The VMBO system offers four distinct learning paths (leerwegen) that vary in their balance of theoretical education and practical training. The Theoretical Path (VMBO-TL) emphasizes academic subjects while including some vocational elements, preparing students for middle management roles and providing access to MBO (tertiary vocational education) or HAVO programs. Previously known as MAVO, this track offers the strongest academic foundation within VMBO.
The Mixed Path (VMBO-GL) balances theoretical education with practical training, offering similar progression opportunities to VMBO-TL while providing more hands-on learning experiences. The Middle Vocational Path (VMBO-KBL) equally divides theoretical education and vocational training, preparing students for middle management positions and MBO programs with stronger practical skills emphasis.
The Basic Vocational Path (VMBO-BBL) emphasizes vocational training with minimal theoretical components, designed for students seeking direct workforce entry or basic MBO programs. Additionally, Practical Education (Praktijkonderwijs) provides primarily vocational training tailored for students who might otherwise struggle to obtain a VMBO diploma, focusing on immediate employability skills.
Learning Path Supporting Education (Leerwegondersteunend onderwijs) provides additional support for students with educational or behavioral challenges, ensuring that all students can succeed within the VMBO framework through specialized attention and adapted teaching methods.
VMBO Curriculum Structure
The first two years of VMBO include core subjects such as mathematics, Dutch, English, physical education, arts, and social studies components including history, geography, or combined “people and society” courses. Additional subjects cover biology, health education, economics, technical skills, and integrated physics/chemistry (NaSk), providing students with a broad foundation before specialization.
During years three and four, all VMBO students continue with Dutch, English, cultural and artistic education (CKV), civics, and physical education. Students in the BB and KB tracks select two subjects from their chosen specialization among ten official program options, while GL and TL students must include a second foreign language and choose additional subjects from four main programs: Care & Welfare, Economics, Technology, or Green/Agriculture.
HAVO (Hoger Algemeen Voortgezet Onderwijs)
Senior General Secondary Education represents the intermediate level of Dutch secondary education, preparing students for higher professional education. This five-year program typically runs from age 12 to 17 and provides comprehensive academic preparation for universities of applied sciences (HBO). HAVO graduates can access HBO programs directly or transfer to the final years of VWO for university preparation, maintaining flexibility in educational pathways.
The first three years of HAVO follow the same broad curriculum as VWO (basisvorming), ensuring that students receive a comprehensive academic foundation. The final two years allow for specialization through profile selection, enabling students to focus on areas aligned with their interests and career goals.
VWO (Voorbereidend Wetenschappelijk Onderwijs)
Pre-University Education provides the highest level of secondary education, preparing students for research universities. This six-year program typically runs from age 12 to 18 and offers rigorous academic preparation for scientific education and research universities (WO). VWO diploma holders can enter any university program in the Netherlands, providing maximum flexibility for higher education choices.
VWO Tracks
The standard VWO curriculum is offered through the Atheneum track, which covers all academic subjects without classical languages. The Gymnasium track includes the full atheneum curriculum plus mandatory Latin and Greek courses, maintaining the classical education tradition for students interested in languages, philosophy, or classical studies.
VWO+ Programs, also known as atheneum-plus, Masterclass, or lyceum programs, offer additional subjects like philosophy, extra foreign languages, and research methodology courses. While not an official school level, these enhanced programs provide exceptional students with additional academic challenges and preparation for highly competitive university programs.
Curriculum Structure
The Dutch secondary curriculum is organized into two distinct phases that provide both breadth and specialization opportunities, ensuring students develop comprehensive knowledge before focusing on their chosen fields.
Basisvorming (Basic Formation) – Years 1-3
All HAVO and VWO students follow a common broad curriculum during their first three years, ensuring a comprehensive educational foundation. Core academic subjects include Dutch language and literature, mathematics, English, and at least two additional foreign languages, typically German and French. This language emphasis reflects the Netherlands’ international orientation and prepares students for global communication.
The sciences and social studies component includes biology, integrated physics and chemistry (NaSk) in years one and two with separate subjects in year three, history, geography, and economics introduced in year three. Personal development areas encompass physical education, arts education, and cultural studies, ensuring students develop both intellectual and personal competencies.
This broad foundation ensures that students develop competencies across all major academic areas before specializing in their chosen field, preventing premature narrowing of educational opportunities and maintaining flexibility for future career choices.
Tweede Fase (Second Phase) – Upper Secondary
The specialization phase begins in the final years of secondary education, specifically the last two years of HAVO and the last three years of VWO. Students select one of four specialized profiles that align with their interests and career aspirations, though the system allows for flexible combinations to create personalized educational pathways.
Culture & Society (Cultuur en Maatschappij – C&M)
This profile focuses on arts, languages, and cultural studies, with mandatory subjects including history and an arts subject. Mathematics is not required for HAVO students, while VWO students take Math A or C with emphasis on statistics and stochastics. This profile prepares students for artistic training, cultural studies, and language-based university programs.
Students choosing this profile typically pursue careers in literature, history, languages, arts, cultural preservation, or promotion. The profile emphasizes critical thinking about cultural phenomena, creative expression, and understanding of historical and social contexts.
Economy & Society (Economie en Maatschappij – E&M)
Focusing on social sciences, economics, and business, this profile requires history and economics as mandatory subjects. Mathematics A, with emphasis on statistics and stochastics, is required for both HAVO and VWO students. The profile prepares students for business administration, management, social sciences, and economics programs.
Students choosing this profile typically pursue careers in business, economics, social work, public administration, or policy development. The curriculum emphasizes understanding of economic systems, social structures, and quantitative analysis skills essential for these fields.
Nature & Health (Natuur en Gezondheid – N&G)
This profile concentrates on biological sciences and health-related studies, with chemistry and biology as mandatory subjects. Students choose between Math A (statistics focus) or Math B (algebra, geometry, calculus) depending on their specific interests and career goals. The profile provides essential preparation for medical training, health sciences, and biological research.
Students interested in careers in medicine, nursing, veterinary science, biological research, or health policy typically select this profile. The curriculum emphasizes scientific methodology, understanding of biological systems, and analytical thinking required for health-related professions.
Nature & Technology (Natuur en Techniek – N&T)
Focusing on physical sciences and engineering, this profile requires physics, chemistry, and advanced mathematics (Math B) including calculus. The profile prepares students for engineering, natural sciences, and technology programs at university level.
Students interested in engineering, physics, chemistry, computer science, and technical fields typically select this profile. The curriculum emphasizes mathematical modeling, scientific analysis, and technical problem-solving skills essential for success in technological fields.
Flexible Combinations
Beyond the core profile requirements, students can customize their education through the compulsory segment, which includes Dutch, English, mathematics, civics, and cultural and artistic education (CKV). The free choice segment allows students to select additional subjects that can create combined profiles, such as N&G combined with N&T, providing even greater flexibility in preparation for specific career paths.
Admission and Progression
Initial Placement Process
The placement process for secondary education involves multiple factors designed to ensure students enter programs that match their abilities and potential. Primary school advice represents the most influential factor, based on teachers’ comprehensive assessment of student abilities, work habits, and potential for success at different educational levels.
National testing through the Cito Eindtoets Basisonderwijs provides standardized assessment data, though schools cannot refuse students based solely on test results. Alternative tests like NIO-toets or Schooleindonderzoek may also be used, depending on the school’s preferences and the student’s circumstances.
Parental input and student opinions remain important factors in the final placement decision, recognizing that families understand their children’s interests and motivations. Individual school boards or their appointed admissions committees make final enrollment decisions considering all available information, ensuring a holistic approach to student placement.
Transition and Flexibility
The Dutch system recognizes that students develop at different rates and may need to adjust their educational paths. The bridge class (Brugklas) serves as the first year of secondary education, often combining different educational levels to allow for adjustment and reassessment of student placement.
When appropriate placement is uncertain, schools may offer mixed-level programs combining VMBO/HAVO or HAVO/VWO to help determine the best educational path. This orientation period allows students to demonstrate their capabilities before committing to a specific track.
The system maintains significant flexibility for students to move between levels throughout their secondary education. VMBO graduates can attend the final two years of HAVO, while HAVO graduates can complete the last two years of VWO. Students struggling at higher levels can transfer to more appropriate programs, though such movement may require additional effort and time to complete graduation requirements.
Challenges with Early Streaming
Research indicates several concerns about placing students into educational tracks at age 12. Approximately 30% of academically gifted children may be incorrectly advised to attend VMBO, potentially limiting their future opportunities. A strong correlation exists between lower parental income and recommendations for lower education levels, raising questions about equity in the placement process.
IQ and academic potential continue developing beyond age 12, potentially limiting opportunities for late bloomers who might thrive in more academically challenging environments. These concerns have led to ongoing discussions about optimal placement practices and the need for continued flexibility in the system.
School Organization and Calendar
Comprehensive School Structure
Most Dutch secondary schools operate as comprehensive institutions or school communities, offering multiple education types under one roof. This arrangement allows for shared resources and facilities, easier transitions between educational levels, collaborative teaching and learning opportunities, and reduced travel distances. The average distance to the nearest secondary school is 2.4 kilometers, making education accessible to most students.
Academic Calendar
The school year runs from August 1 to July 31, with summer holidays lasting six weeks. These summer breaks are staggered across three regions to prevent simultaneous national vacations and distribute tourism impacts. Other breaks include a one-week autumn holiday, two-week Christmas holiday, one-week spring holiday, and one to two-week May holiday.
Public holidays include Good Friday, Easter Monday, King’s Day, and others, with a maximum of 55 holiday days, 12 rostered days off, and 4 public holidays per school year. This calendar balances educational time with family life and cultural celebrations.
Teaching Requirements
Since 2015-2016, schools have gained flexibility in scheduling while meeting minimum teaching hour requirements. VMBO programs must provide 3,700 hours over four years, HAVO requires 4,700 hours over five years, and VWO needs 5,700 hours over six years. Schools must offer a minimum of 189 teaching days per year.
This flexibility allows schools to innovate in their scheduling and teaching approaches while ensuring adequate instructional time. Schools may choose to offer intensive blocks, project-based learning periods, or other innovative scheduling approaches that better serve their students’ needs.
Bilingual and International Education
Bilingual Secondary Education (TVWO)
Bilingual secondary education programs teach at least 50% of subjects in English while maintaining Dutch curriculum requirements and academic standards. Schools must demonstrate teacher English proficiency and focus on international orientation that extends beyond language acquisition. All bilingual schools participate in monitoring systems ensuring compliance with quality standards.
These programs incorporate European and International Orientation, preparing students for global citizenship and international career opportunities. The curriculum integration helps students develop cross-cultural competencies while maintaining strong foundations in Dutch culture and academic standards.
International Schools
International schools offer completely English-taught curricula and are particularly suitable for older non-Dutch-speaking children. As of 2015, 152 international schools operated in the Netherlands, though these are typically fee-paying institutions unlike state-funded Dutch schools.
International schools may better serve families expecting to relocate internationally or students who struggle with Dutch language acquisition. The Foundation for International Education in the Netherlands provides comprehensive information about available international schools and their programs.
Performance and Current Challenges
International Standing
According to PISA rankings from 2018, Dutch education ranked 16th globally, though this represents a decline from higher positions since 2006. Current academic performance levels are described as “slightly above average” internationally, indicating room for improvement in educational outcomes.
Identified Concerns
School inspectors report that reading standards among students are lower than 20 years ago, with similar declining trends in writing, mathematics, and science. The distribution of student performance shows an increasing share of low-performing students in core subjects and a declining proportion of top-performing students. Growing achievement gaps between different student populations raise concerns about educational equity.
Systemic challenges include a persistent teacher shortage affecting all educational levels, potential effects of early streaming that may misplace academically capable students, and correlation between family income and educational track placement. These challenges require ongoing attention and systemic responses.
Ongoing Reforms and Adaptations
Educational authorities continue working to address these challenges through teacher recruitment and retention initiatives, curriculum updates and pedagogical improvements, enhanced support for disadvantaged students, and research into optimal streaming and placement practices. These efforts aim to maintain the Netherlands’ reputation for educational excellence while addressing contemporary challenges.
Support for Newcomers and International Families
Newcomer Support Services
The LOWAN database provides comprehensive information about schools with special facilities for newcomer students. These schools offer expertise in teaching refugee children, trauma-informed educational approaches, intensive Dutch language instruction, and cultural integration support. This specialized support helps international families find appropriate educational placements for their children.
Educational Pathway Considerations
Bilingual education may suit some international students, though Dutch proficiency requirements for final examinations must be carefully considered. International schools often provide smoother transitions for students with limited Dutch language skills, while many regular schools offer additional Dutch language instruction for non-native speakers.
Cultural orientation programs help international students understand Dutch educational expectations and social norms. These programs recognize that educational systems vary significantly between countries and that successful integration requires understanding of both academic and social expectations.
Integration Strategies
Schools employ various approaches to support international students, including buddy systems pairing international students with Dutch peers, modified assessment approaches during language development periods, family orientation programs explaining the Dutch education system, and connections with community integration services. These comprehensive support systems help ensure successful integration for international families.
Useful Resources
Official Organizations
Nuffic, the Dutch organization for internationalization in education, provides comprehensive information about the Dutch education system, including detailed guidance on secondary education structures and international programs. Their resources help families understand how Dutch education compares to systems in other countries.
Government.nl serves as the official government website offering authoritative information on education policies, legal requirements, and procedural guidance for students and families. The Dutch Inspectorate of Education provides quality reports and educational standards information for all secondary schools.
Support for International Families
All About Expats offers specialized services and knowledge for highly skilled migrants, international students, and their employers, including detailed guidance on navigating the Dutch education system. The LOWAN database provides comprehensive information about schools offering specialized support for newcomer students and refugee families.
School-Specific Information
Direct contact with individual schools provides the most accurate and current information about specific programs, admission requirements, and support services. School administrators are generally welcoming to prospective families and happy to provide tours and answer questions about their programs.
Parent networks and school-based parent organizations often provide valuable informal guidance and support for families new to the Dutch system. Municipal education services at the local government level can provide area-specific information and support services tailored to regional needs and resources.
Conclusion
The Dutch secondary education system successfully balances academic excellence with practical preparation for adult life and career development. Its multi-track approach allows students to pursue pathways aligned with their abilities and interests while maintaining flexibility for change and growth throughout their educational journey.
While the system faces challenges including teacher shortages and concerns about early streaming, it continues to provide comprehensive education that prepares students for success in higher education and the modern workforce. The emphasis on student choice, educational autonomy, and quality assurance creates an environment where diverse learning needs can be met effectively.
For families navigating this system, understanding the structure, progression pathways, and available support services enables informed decision-making that can significantly impact a student’s educational and career trajectory. The system’s flexibility allows for course corrections and adjustments as students develop and discover their strengths and interests.
With proper guidance and support, students can thrive in this comprehensive and flexible educational environment. The Dutch commitment to educational accessibility, combined with high academic standards and innovative teaching approaches, ensures that students are well-prepared for the challenges and opportunities of the 21st century, whether they pursue further education or enter the workforce directly upon graduation.
The integration of practical skills with academic knowledge, combined with the system’s respect for diverse educational philosophies and approaches, creates a robust foundation for lifelong learning and career success. This comprehensive approach to secondary education reflects the Netherlands’ broader commitment to social mobility, educational equity, and preparation for an increasingly complex and interconnected world.