Pre-university education (vwo) takes six years, senior general secondary education (havo) five years and pre-vocational secondary education (vmbo) four years. Secondary education (voortgezet onderwijs) is a crucial phase in young people's development and forms the basis for their future. It gives pupils the opportunity to specialise in a particular direction, to gain in-depth theoretical knowledge and to acquire the necessary knowledge and skills. All this is necessary, among other things, to be able to function successfully in society. This page describes the situation in the Netherlands.
Secondary Education Act (WVO)
The Secondary Education Act (Wet op het voortgezet onderwijs, WVO) is a law that came into force on 1 August 1968 and regulated secondary education in the Netherlands. Secondary special education and adult and vocational education are not regulated by this law. In 1986, higher professional education was taken out of the WVO. The law is also sometimes called the Mammoth Act (Mammoetwet). Since 1 August 2022, a new law has applied: the Wet voortgezet onderwijs 2020 (Secondary Education Act 2020, WVO 2020). Since then, the exam rules have been set out in the Uitvoeringsbesluit WVO 2020 (Secondary Education Act Implementing Decree 2020).
Background of the WVO
The basic idea is that every pupil should have access to general education and vocational training. Every pupil should therefore receive the same foundation. That is why the bridging year (brugklas) was introduced. Only after the bridging year would pupils choose a definitive course. Because wrong choices cannot be ruled out, the starting point was also that it should remain possible to move on to a different course. The introduction of the WVO meant a sharp reduction in the number of subjects for the final exam. The result of all this was the disappearance of class and rank distinctions in education. However good the intentions were, it soon became clear that not everything worked. For example, the concept of the bridging year turned out not to work, because the difference in level was often too great. That is why the bridging year was later replaced by basic secondary education (basisvorming).
Required teaching hours in secondary education
Per course, the school must provide at least 3700 (vmbo), 4700 (havo) or 5700 (vwo) clock hours of teaching, spread over all school years (article 2.38 WVO 2020). This is a minimum standard; schools may also provide more teaching hours.
| Type of school | Duration | Minimum teaching time |
|---|---|---|
| Vmbo (mavo and vbo) | 4 years | 3700 clock hours |
| Havo | 5 years | 4700 clock hours |
| Vwo | 6 years | 5700 clock hours |
Source: articles 2.4 to 2.7 inclusive and 2.38 WVO 2020.
Types of secondary school
Secondary education consists of four categories of courses, namely practical education (praktijkonderwijs), vmbo, havo and vwo. The duration and objectives of the courses can differ greatly. In addition to traditional secondary education, there is also general secondary adult education (voortgezet algemeen volwassenenonderwijs). After secondary education, pupils can move on to higher education.
Pre-university education (vwo)
Vwo (voorbereidend wetenschappelijk onderwijs) is a form of secondary education that gives access to further study in higher professional education (hbo) and university education (wo). Vwo takes six years. Like havo, vwo has four subject profiles: C&M (Culture and Society, Cultuur & Maatschappij), E&M (Economics and Society, Economie & Maatschappij), N&G (Science and Health, Natuur & Gezondheid) and N&T (Science and Technology, Natuur & Techniek). Admission is based on the final school recommendation (schooladvies) from primary education; the progression test (doorstroomtoets) can only raise the recommendation (article 8.6 WVO 2020 and article 45d of the Primary Education Act, WPO).
Senior general secondary education (havo)
Havo (hoger algemeen voortgezet onderwijs) is general education and is not vocational training. As with vwo, there are four subject profiles. Some schools also use a combined profile. Each profile consists of a common part, a profile part and an optional part. This course takes five years and prepares pupils for higher professional education (hbo, hoger beroepsonderwijs).
Pre-vocational secondary education (vmbo)
Vmbo (voorbereidend middelbaar beroepsonderwijs) is a period of education that leads to secondary vocational education (mbo). There are four learning pathways: the theoretical pathway, the basic vocational pathway, the middle-management vocational pathway and the combined pathway. The vocational pathway is for practically minded pupils, while the theoretical pathway focuses more on academic subjects. The theoretical pathway is not geared to a particular choice of profession.
Practical education
Practical education (praktijkonderwijs) prepares pupils for work, but also for living independently, citizenship and leisure. Pupils follow their own individual development plan. Practical education offers a variety of subjects, ranging from Dutch and technology to logistics and animal care. Exactly which subjects a pupil takes is set out in their own development plan. Pupils must also do work placements to prepare properly for work.
Core objectives for the first two years
During the first two years, schools must pursue a number of core objectives (kerndoelen) relating to content. These core objectives focus on a combination of skills, knowledge and insight. They cover the following areas:
- Geography
- Visual arts, music, drama and dance
- Biology
- Economics
- English language
- History and civics
- Information studies
- Physical education
- Physics and chemistry
- Dutch language
- Technology
- Care
- Mathematics
On the basis of these core objectives, a coherent and well-structured curriculum is developed. At schools in the province of Fryslân (Friesland), Frisian language and culture are also taught in the first two years of secondary education.
Compulsory Education Act
In the Netherlands, compulsory education (leerplicht) applies up to the age of sixteen. Compulsory education applies to all children who live in the Netherlands, regardless of nationality. Children of asylum seekers, for example, are also subject to compulsory education. In some cases there is a temporary exception to compulsory education, for example to attend a funeral.
Compulsory education always runs until the end of the school year. In other words, if a child turns sixteen during the school year, the pupil must still complete that school year. School years start on 1 August and run up to and including 31 July. In addition, compulsory education also ends once a child has attended school for at least twelve full school years.
For young people who do not have a basic qualification (startkwalificatie) and are between 16 and 18 years old, a qualification requirement (kwalificatieplicht) also applies. This means that these young people must follow full-time education. The qualification requirement exists to prevent early school leaving and to improve young people's chances on the labour market.
Exchange of learning and support data in secondary education
Schools process personal data all the time. The data about pupils ends up in the pupil file (leerlingendossier). The pupil file contains not only administrative data, but also data about behaviour and learning performance. If a pupil receives extra support, this is also recorded in the pupil file. In addition to regular personal data, the pupil file sometimes contains special categories of personal data, for example about the pupil's health.
Sharing personal data
Personal data is already recorded in the pupil file at primary school. When the pupil moves on to secondary education, personal data is transferred. Only the necessary data is passed on. Once in secondary education, personal data can be shared again, for example with an educational specialist, a psychologist or an educationalist. Clear agreements must then be made about this. Test and exam results, among other things, are also personal data that may not simply be shared with third parties.
In some cases, sharing personal data is mandatory. If it is not mandatory, there must be a valid legal basis for passing on the personal data. In any case, personal data must be properly secured when it is shared. This follows from the General Data Protection Regulation (GDPR, in Dutch AVG). It is the school board that must ensure there are clear agreements on sharing personal data.
Sharing personal data in education step by step
In practice, sharing personal data will always involve several steps. It starts with selecting which personal data may be shared. Appropriate security must also be considered, for example.
- Select the data to be shared
Under the GDPR, only the personal data necessary for the purpose may be shared. So first a judgement must be made as to which personal data may or may not be shared. In other words, simply sharing a complete pupil file is not allowed. When parents exercise their right to information, careful thought must also be given to which information is or is not provided.
Parents' right to information - Obtain consent
In some cases, the child's parents must give consent. It is advisable to obtain written consent. There are also situations in which written consent is not required, for example when the pupil moves from secondary education (vo) to mbo and data has to be shared.
- Share the data in an appropriate way
Ideally, the school is connected to OSO (OverstapService Onderwijs, the education transfer service). This makes it possible to share personal data securely with regional partnerships for inclusive education (samenwerkingsverbanden) and other schools. If this is not possible, the personal data is shared on paper and not by unsecured email.
Assessment of learning results in secondary education
The Education Inspectorate (Inspectie van het Onderwijs) assesses learning results in secondary education. In this way, the inspectorate aims to guarantee that pupils in the Netherlands learn enough. The inspectorate uses four indicators for this:
- Position in year 3 compared with the primary school recommendation (R1)
- Speed of progress in the lower years (R2)
- Success in the upper years (R3)
- Average final exam grade (E)
Tests and exams in secondary education
Tests and exams play an important role in secondary education. They serve as a yardstick for assessing pupils' performance and help them decide on their further career. Tests and exams can be stressful, but they can also be a motivating challenge.
Vmbo final exam
The vmbo final exam consists of a school exam and a central written exam that takes place at the end of the final school year. The school exam is drawn up by the school itself, but the Ministry of Education, Culture and Science (OCW, Onderwijs, Cultuur en Wetenschap) determines the topics that must be covered. The central exam is an identical exam drawn up for all pupils of the same type of education in the Netherlands.
Havo final exam
The havo final exam consists of a school exam and a central written exam. The havo final exam takes place at the end of the final school year. If a pupil masters the material of a particular subject ahead of schedule, this pupil can take the exam for that subject earlier. This is possible from havo year 3. Pupils can also take final exams in extra subjects or take a final exam at a higher level.
Vwo final exam
The vwo final exam comprises the school exam and the central written exam. The vwo final exam takes place at the end of the final school year, but talented pupils can also take the final exam a year earlier. If a pupil has worked through a particular subject faster, an accelerated vwo exam can be taken from vwo year 4. Final exams can also be taken in extra subjects.
State examination
Anyone who does not have a mavo, havo or vwo diploma but wants to obtain one can take a state examination (staatsexamen) in one or more subjects. Through the state examination, people can still obtain a diploma later in life, for example at a higher level. Pupils in secondary special education can also obtain a diploma through the state examination if their school does not hold exams. You can register for the state examination on the website of the Education Executive Agency (DUO).
Central tests for language and arithmetic
Secondary schools are required to test at the final exam whether pupils have sufficient knowledge of Dutch. There is no longer a central arithmetic test: for pupils in vmbo and havo who do not take a final exam in mathematics, a school exam in arithmetic is compulsory (article 10.3 of the Secondary Education Act Implementing Decree 2020). This does not count towards the result for the diploma, but it is shown on an annex.
Complaint about the final exam
Anyone with a complaint about the final exam can contact LAKS (Landelijk Aktie Komitee Scholieren, the national school pupils' action committee). A complaint about the way the central exam was held can be taken to the Education Inspectorate. A complaint about school staff can be submitted to the school's complaints committee. It is also possible to appeal against a measure taken by the school. This can be done with the appeals committee.
Adapted exams in secondary education
In some cases, it is possible to take a final exam in an adapted way. This is the case, for example, for pupils with a disability or for pupils who do not have a (good) command of Dutch. It is the school that decides whether a pupil qualifies for an adaptation and what the adaptation will be. Examples of adaptations are extra time to complete the exam, writing on a computer instead of by hand, or the use of arithmetic cards from the Board of Tests and Examinations (CvTE).
Exam programmes in secondary education
The minister sets out the main lines of the exam programmes. An exam programme states how the subject matter is divided between the school exam and the central exam. The exam programme contains a central exam part with exam units or domains covered by the central exam. The CvTE works out the requirements in a syllabus per subject, so that everything is very clear. The exam programmes were drawn up in 2007, but many programmes have since been changed.
Converting scores into grades in central exams
The Board of Tests and Examinations (College voor Toetsen en Examens) has drawn up rules on converting scores for central exams. For each central exam, the CvTE sets a reference exam that is considered a good exam. Rules per exam period are then applied. There are also compensation rules for errors or shortcomings via the standardisation term (normeringsterm).
Irregularities in the central exam in secondary education
Both the candidate and the person administering the exam can act in breach of the rules. In addition, unforeseen circumstances can make it impossible to hold the (central) exam correctly. The inspectorate, the head of the school or the minister can take action, depending on the case.
Candidate acts in breach of the rules
When a candidate acts in breach of the rules, the candidate will be heard. The head of the school can then take measures. The candidate can appeal against this. Possible measures are awarding a grade of 1, refusing participation in one or more tests, declaring one or more tests invalid, and deciding that the diploma and list of grades can only be issued after a new exam. The head of the school is not obliged to take measures; the discretion whether or not to do so lies entirely with them. If a pupil causes problems and, for example, disrupts the examination, the head of the school can also proceed to suspend or expel the pupil.
Exam is administered incorrectly
The inspectorate can call the school to account if the rules are breached. The school must then correct the error and take measures to prevent the error from being made again in the future. The inspectorate inspects actively and asks schools to provide certain information.
Central exam is administered incorrectly
The inspectorate actively checks whether the central exam is administered correctly. If this is not the case, it can be decided that the central exam must be retaken in part or in full.
Unforeseen circumstances during the central exam
In the event of unforeseen circumstances that prevent the central exam from being held correctly, the Minister will have to decide what should happen. In 2013, for example, this was necessary for the vwo central exam in French. At that time, the central exam had been stolen in advance and published on the internet.
Model diplomas and lists of grades
The law sets the models for secondary education diplomas and lists of grades. The law also contains guidelines for filling in the models and for securing these documents of value. In addition, the law contains the model for the certificate of exemption for vmbo, havo and vwo. All these models are included as annexes to the Regeling modellen diploma’s VO (the regulation on model diplomas for secondary education).
Frequently asked questions about secondary education
There are many rules that schools must respect, and it can also be very complex for the pupil, with school exams and central exams, among other things. That is why we answer the most frequently asked questions about secondary education, and also pay attention to the special needs of some pupils.
What is secondary education?
Secondary education is the next phase after primary education. It gives pupils the opportunity to receive a certain basic education and to specialise theoretically or practically in a particular direction. Pupils also gain the knowledge and skills they need to function successfully in society.
What are the different types of school in secondary education?
There are different types of school in secondary education, namely practical education, vmbo, havo and vwo. Each of these schools focuses on a specific level and offers a different curriculum and future prospects.
Until when do I have to go to school?
Compulsory education lasts until the age of sixteen, but the school year must be completed. In addition, in some cases a qualification requirement applies until the age of eighteen. In other words, the situation can differ per pupil.
Are there adapted exams for pupils with dyslexia?
The head of the school will decide whether the pupil with dyslexia can take the exam with a number of adaptations. These include adaptations such as 30 minutes of extra time, text-to-speech software or writing on a computer or laptop during the exam.
Are there adapted exams for pupils with autism?
The head of the school decides whether the pupil with autism may take an adapted exam. The pupil can, for example, be given thirty minutes of extra time or take the exam in a room with fewer distractions and stimuli.