News item | 13-06-2023 | 11:45
Make it more attractive for workers and job seekers to follow a course. And make sure they can get to work sooner in, for example, shortage sectors such as education, technology and healthcare. That is an important goal of a legislative proposal by Minister Dijkgraaf and Minister Wiersma (education) on the organization of flexible learning routes at colleges and universities. For example, the bill offers more scope for lateral entrants to capitalize on their work experience and to apply for exemptions for the parts of the program that they have already demonstrably mastered. In addition, the bill also gives students the freedom to make choices about how, where and when they learn. This shortens the training time, makes the training more efficient and therefore more attractive.
Dijkgraaf and Wiersma are informing the House of Representatives today about a number of changes to the ‘learning outcomes’ bill. This should legally stipulate that as a student you can choose your own route. In addition to part-time and dual courses, students will also be able to choose their own route in some full-time courses. These are courses in which a lot is learned in practice. In this way, agreements on making teacher training courses more flexible are also met. In teacher training courses, practical learning accounts for about 40% of the training.
Minister Dijkgraaf: “I want to ensure that programs at universities of applied sciences and universities can be organized more flexibly. More room for the learning path you want to go through as an individual. In this way, programs better match the specific situation and needs of the student.”
Minister Wiersma adds: “It is usually not financially possible for lateral entrants to be without work and income for a long time. With this bill we shorten the training duration for them, so that they can go to class faster. Study can also be combined more easily and better with work. The aim is that more lateral entrants will follow a course as a result.”
Record experiment in law
Successful experiments are already underway with flexible learning routes; both ministers therefore now want to enshrine the experiment in law. Institutions are very interested in offering these learning routes.
The proposal makes it possible for students to contribute their own work experience, matters they have already mastered. If they can demonstrate that they have already acquired the knowledge in another way, they can receive exemptions for parts of the training. This shortens the training time. Students are also given the opportunity to make choices in how, where and when they learn for the programme. This can be done, for example, in the student’s own working environment. They can also use the working environment to learn things that are important for the course.
Students with a flexible learning route ultimately complete the program with the same amount of knowledge and skills as students who do not follow such a route. This is guaranteed by the ‘Learning Outcomes’ Act.
Teacher Training
In teacher training programs based on learning outcomes, students receive an appropriate training path. This is in line with the relevant knowledge and experience they already have, for example as a lateral entrant. This shortens the training process. Knowledge can also be gained and demonstrated (partly) at the workplace, so that students can integrate and combine work and study.
Students who do not opt for a flexible design of their training program and who are unable or unwilling to contribute appropriate relevant knowledge or work experience can make use of the ‘ordinary’ educational programme. The question of whether all full-time courses can be made flexible is included in the current Outlook for the Future of Secondary Vocational Education, Higher Education and Science.