Teachers struggle as classrooms grow more complex in Dutch vocational schools
Vocational and vmbo schools in the Netherlands are raising concerns about rising teacher workload as classrooms become increasingly complex, AD reports. Educators report that managing students who are recent arrivals with limited Dutch proficiency, alongside pupils placed at levels above their abilities, is straining teaching staff.
Nicole Teeuwen of the Sectorraad Praktijkonderwijs and Arjen Daelmans of Stichting Platforms vmbo said the situation creates “a mismatch that puts the atmosphere in the classroom under great strain.”
Many students moving from international bridging classes (ISK) to mainstream secondary education have academic levels suitable for havo or vwo programs. Yet over the past year, more than half have been placed in vmbo or vocational tracks due to language barriers. Some of these students also carry trauma from conflict zones, including Ukraine and Syria.
Schools are also facing the effects of the “ambitious advising” policy, which encourages elementary schools to give higher-level recommendations. Since the pandemic, this has caused many students to reportedly begin at levels above their readiness, only to later transfer to vmbo or vocational programs.
“Students often arrive mid-year with a serious hit to their confidence. Our teachers have their hands full trying to rebuild their spirit,” Teeuwen said. Daelmans added, “We have been warning about this phenomenon since the introduction of the transition test and kansrijk advising.” Dual recommendations, such as havo/vwo or vmbo/havo, often result in parents choosing the higher level even if it does not fit the student’s abilities.
The current system is scheduled for evaluation in 2028, but educators say the date is too late given the growing classroom complexity.
