TRENDS IN QUALITY ASSURANCE OF VOCATIONAL EDUCATION AND TRAINING FOR SPECIALISTS IN THE KINGDOM OF THE NETHERLANDS

Abstract

Relevance. The article's relevance is driven by the pivotal role of vocational education and training (hereinafter referred to as VET) in shaping a competitive workforce for strategically important sectors of the economy in the Kingdom of the Netherlands. The negative perception of VET within the country, despite its international recognition, poses challenges for attracting young people and maintaining public trust in the system. Contemporary demands for the integration of digital technologies, artificial intelligence, and ensuring inclusivity, among other factors, necessitate continuous improvement of the VET quality assurance system. Investigating these and other trends is crucial for Ukraine, as it allows for adapting the advanced experience of the Netherlands to enhance the effectiveness of the national quality assurance system for vocational education.

Aim: To identify and analyze the main trends in quality assurance of VET for specialists in the Kingdom of the Netherlands, and to ascertain the possibilities of incorporating them into the improvement of the vocational education quality assurance system in Ukraine.

Methods: Study of scientific sources, legislative, regulatory, and legal documents, and empirical data on quality assurance of VET for specialists in the Kingdom of the Netherlands – to clarify the state of the research problem; theoretical analysis and synthesis – to identify the main trends in quality assurance of VET for specialists in the Netherlands; generalization and systematization – to formulate conclusions and recommendations.

Results: The following were identified and analyzed: the multi-level structure of VET for specialists in the Kingdom of the Netherlands (initial, basic, professional, specialized); two educational pathways (school-oriented (BOL) – for youth; work-oriented (BBL) – for adults); types of VET institutions (Regional Training Centers (ROCs), agricultural colleges, specialized professional colleges, and private accredited institutions); legislative reform in the VET sector; the VET quality assurance system (division of responsibility between VET institutions (self-regulation) and external bodies (Inspectorate of Education), tripartite organization SBB); and trends in quality assurance of VET for specialists.

Conclusions: The contemporary trends in quality assurance of VET for specialists in the Kingdom of the Netherlands include: aligning VET with labor market needs (high graduate employment rate: 85.4%, with 81% finding employment within three months); development of professional competence and lifelong learning (competence-oriented education, LLO Katalysator initiative (2022-2027) supports continuous learning); development of "green" skills (integration of research through "hubs" for the development of ecological competencies); digital transformation of VET and the use of artificial intelligence (AI) (Npuls program until 2031 promotes digitalization); inclusivity and equal opportunities in VET access (investments of €1 billion for 2024-2027 and the "Appropriate education" policy aim to ensure equal opportunities); professional development of teachers and their engagement in pedagogical activities (a shortage of 13,500 teachers affects quality, and Comenius Teaching Fellow grants aim to retain them); internationalization of VET (Erasmus+ programs contribute to expanding mobility and developing intercultural competencies); increasing public funding for VET (high public expenditure on VET – 0.76% of GDP, but there are concerns about the efficiency of fund distribution); development of a VET quality culture and internal quality assurance system (self-regulation of VET institutions, student surveys, and cooperation with stakeholders foster a VET quality culture, but teacher involvement is needed).