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OECD vs the Netherlands

This article discusses the stratified education system in the Netherlands, the impact of early tracking on equal opportunities, and the characteristics of school careers for non-Western migrant students. It explores the paradox of learning outcomes and differentiation, and the need for a mix of approaches to address inequalities. The article also highlights the importance of social capital and the issue of under-advising for non-Western migrant students.

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OECD vs the Netherlands

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  1. OECD vs the Netherlands Early tracking – or: are we flexible enough?

  2. A stratified education system • students are subject to institutionalised differentiation from age 12 • OECD 2007: differentiation diminishes opportunities for disadvantaged and non-Western migrant pupils to enter Tertiary Education • Tension: stratified system is efficient, but what about equal opportunities for all?

  3. What about equal opportunities? • Most research results suggest that early tracking reinforces inequality through: * strengthening socio-economic deficit * more inequality in learning outcomes However: causal relationship between systemic characteristics and (un)equal opportunities appears problematic

  4. Systemic characteristics do not explain everything • School careers: social, cultural and organisational characteristics are more important than systemic features • “Education cannot compensate for society” • Paradox in the Netherlands? Despite inequality in learning outcomes, their differentiation is relatively limited

  5. Learning outcomes and non-Western migrant pupils in the Netherlands • Lower learning outcomes follow from lower socio-economic status • However: in Primary Education migrant pupils catch up a lot (not all) and this continues in Secondary Education • Participation of non-Western migrant students in Tertiary Education has strongly increased • Yet migrant school careers retain peculiar characteristics

  6. School career characteristics of non-Western migrants • In general achievement is lower • Within the group there are major differences (some without qualification, others in Tertiary Education) • Succesful migrant students achieve better than native students (after correction for socio-economic deficit) • They are highly motivated • They make extensive use of roundabout routes through the system (flexibility)

  7. Careers of HBO-starters in 2007

  8. Careers of University (WO)-starters

  9. Flexibility goes even further • In the 3d year of Secondary Education, 24 % of pupils is no longer in the school-type where he/she started (13 % upward, 11 % downward) • Mobility within vmbo and with havo/vwo is substantial during the first years (upward from vmbo to havo 6 – 7 %) • There are no impermeable walls between the school-types

  10. Early tracking and flexibility • A substantial flexibility exists – but is it enough? • A mix of approaches is advisable * post-selection mobility (as shown above) * timely compensation for disadvantages * investing in education time (ECEC)

  11. The verdict is ambiguous (?) • Non-Western migrant students need the roundabout routes to gather social capital • Non-Western migrant students are duped because they are structurally “under-advised” and thus are selected on perseverance instead of talent and capacity

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