The Netherlands – A Proper Emphasis on Vocational Education

Today we wrap up our four-part series on education in the Netherlands with a final look at the vocational training track available to students. Whereas in America we continue to try and force feed students of all abilities and interests through a high school program that is almost entirely academic-based, the Dutch school system has created an extremely viable option for students who prefer hands on learning and a career in the skilled trades.

Though we have used the term track to refer to this option, particularly since students are assigned to one of the secondary school options based on test results and performance at the primary level, it should be noted that the model does not mirror American school tracking. Instead of students essentially taking the same classes as they progress through school but being placed in those classes based on ability (the American tracking system), the Dutch offer both different programming and outcome expectations for the various tracks.

There is an understanding that students may not be able to (or for that matter, want to) pursue academics at a university. More importantly, there is an understanding that students who do not attend such a post-secondary option must develop specific labor skills to have some form of work option available to them. Yet, even within that component of studies there is additional delineation between those who will become laborers and those who will become designers, administrators and even company owners.

As we complete our look at the vocational strand, we will refer to our visit to an MBO school in Amsterdam, Hout-en Meuberlingscollege. We will use this vocational college to provide concrete examples of the delineation in programming available to students. Hout-en Meuberlingscollege is a school that focuses on woodworking of all types and interior decoration. Other craft school options do exist at other MBO schools with programs such as the graphic arts and print media, photography, transportation and logistics, jewelry making, agriculture, technology, automotives, health care, fashion design, etc.

VMBO Feeds to Post-Secondary Vocational School
In our earlier articles, we noted the pre-vocational secondary school option called the VMBO. Students from a VMBO secondary school generally go on to further study at a post-secondary school called an MBO (Middelbaar Beroeps Onderwijs -middle-level vocational education). We previously noted the four options available at each VMBO school – if students at VMBO take the theoretical option, they can do either BOL 2, 3 or 4 at MBO. If they take one of the other tracks, those students must take the BOL 2 program.

The basic hours of schooling feature a near fifty-fifty split in hours in the vocational craft setting and in the classroom doing theoretical work. The finewoodworking department of the Hout-en Meuberlingscollege features programs in furniture making, furniture restoration, furniture design and construction, boat building, house building restoration and interior decoration. Besides construction projects and woodworking and drafting tasks, students also take classes in art history, technology, maintaining power equipment, machine safety, and all aspects of wood working (types of woods, laminates, joinery, etc.). Beside practical building skills the HM college teaches about basic aero & hydro dynamics, stability, building history, computerized drafting methods and manual as well as computerized (CNC) machining.

In the two year BOL 2 program, students see little in the way of autonomy. They are closely supervised by staff and given little in the way of independence. In simplest terms, students are given plans and told what to do. In the BOL 2 program, students generally do not have very good reading and writing skills. Because of those limitations, the program is designed towards training individuals to do specific tasks. Graduates of BOL 2 in essence become skilled laborers having learned the basic aspects of woodworking and how to use the various machines.

In the four year BOL 3 program, students are given greater autonomy and work independence. At Hout-en Meuberlingscollege, students train to handle all aspects of woodworking. Decision making is incorporated as students plan a construction project. Instead of being given a plan to execute, students themselves create a simple project design, choose the appropriate joinery for the project and even select the materials to use to construct that design.

In addition, students take Dutch and work on their writing and communication skills. Students focus on all aspects of correspondence, writing letters and constructing reports. The key is that all of the reading and writing are relevant to their trade work.

In the four year BOL 4, students are given a rigorous program that transcends the vocational training. In addition to all of the aspects of BOL 3, there are real design skills and complex work planning skills required as students are trained to administer their own company. For that reason, more theory is incorporated and economics is taught. Students are also required to take three languages (English, German and Dutch) so that they can communicate effectively with people from other nearby countries. Students also study production, the cost basis of materials, and the fundamental aspect of any business venture including how to make a profit. Ultimately students are given even greater levels of autonomy and independence to pursue more significant projects.

As but one example, again at Hout-en Meuberlingscollege, many students choose the boat building segment, a program where students construct their own wooden boat. Students are free to select the design as well as the building method: carvel; lapstrake; coldmolding; or batten building. There are only two basic criteria, the boat must be completed by the time the school year ends and it must fit through the window at the end of the building area so that students may take it home. With such a project, there is a clear indication that students must be able to work independently and to sort through issues that develop rather than rely on an instructor to lead them every step of the way. As the final part of the entire process, students are free to sell the boat for a profit and keep an account ledger as they construct.

Study Center
One very interesting change in focus at an MBO school is the study center/library. At Hout-en Meuberlingscollege, the room was filled with woodworking books and magazines, as well as computers. But in the center of the room are a number of chairs, each featuring a different design. Some of them have been designed and constructed by students while many other chairs are based upon world famous designs. Upon entering the room, students wanting to use one of the computers must go to the center of the room to select a chair and place it at the computer. When done working, the student then returns the chair to the center of the room.

The idea is to have students explore the many options available, to experiment and determine which chairs provide the greatest comfort. It is but one way that the school tries to instill in students the possible contrast that consists of functionality and artistic flare against those that combine both aspects.

At each computer, a book stand prominently displays a woodworking/design book. In addition, to help students understand the craft information available to them within the study center, the librarian brings two books to each classroom and changes them weekly. The Study Center acts as both a resource and a source of inspiration, clearly offering information through written materials as well as within the practical arena.

Opportunities for America
As we close our series on the Dutch school system, we remind our readers of two things. First, given their results on the International PISA exam, the Dutch have put together a solid educational system. Second, the socio-economic diversity in the Netherlands is more in line with what we see in America than that of the Scandinavian countries such as Finland.

We applaud the Dutch for the development of a very complex educational system that meets the needs of students and society. The recognition that a one size fits all approach to education at the secondary and post-secondary levels is simply not appropriate seems incredibly obvious. However, educational officials in America are actually narrowing the school focus as we speak.

At the same time, each year we hear more and more about the outdated American high school as well as the horrific drop out rates occurring across the country. While many educational officials are insisting that increased academic standards and a revamped school structure at the high school level is needed, very few of these individuals ever raise the topic of vocational education when discussing such changes.

As we send contingents of experts overseas to examine possible school concepts, it is important that we look not only at the Finns and their system. It is imperative that we examine a multitude of options. Most importantly, we must examine the educational systems of those countries that mirror our socio-economic diversity.

It is time America to take a hard look at the vocational education strand utilized by the Dutch. It is time to begin exploring pre-vocational program options for students beginning in middle school, programs that create meaningful studies around hands-on trade work, with options to continue on to post-secondary school.

We believe such options would do more to increase student outcomes than further raising academic standards. Our current approach, a one size fits all push to force-feed all students towards a college education track, is simply wrong.