THE SITUATION IN THE NETHERLANDS

Besides these types of education the Dutch system contains secondary vocational education as a separate branch of upper secondary education. This type of education is not dealt with here.

Upper secondary education is now on the brink of a major renewal, the implications of which will be clarified later on. First, a description is given of the system that will remain in function for the next few years.

The VWO examination includes a minimum of seven subjects, the HAVO examination a minimum of six. In both cases, it is compulsory to sit Dutch language and literature plus one of English, German of French. Pupils at the gymnasium (special kind of VWO) must additionally sit either Latin or Greek. The remaining examination subjects may be chosen from the following: English, German, French, Spanish, Russian, Frisian, Turkish, Arabic, Latin, Greek, history, geography, social studies, philosophy, applied mathematics, pure mathematics, physics, chemistry, biology, general economics, business economics, music, drawing, creative handicraft en textile crafts. Only one of the last three subjects may be chosen for the examination. It is possible to sit the examination in more subjects than minimally required.

VWO certificates qualify pupils to enter university or higher professional education. The HAVO qualification provides entry to higher professional education, but also to the fifth year of VWO or to upper secondary vocational education.

The leaving examinations for HAVO or VWO comprise two parts: internal school examinations and national examinations.

The internal examination for each subject is organised and tests are developed and marked by the school. It is and taken during the final year; it consists of a number of oral and/or written test for each subject. These tests will generally number about 3, and will be taken divided over the year. The mark for the internal examination is communicated to the pupil before the beginning of the national examinations.

The national examination for each subject in HAVO and VWO is the same for all schools and is taken at the time specified by the government.

The final grade for each subject is the arithmetic mean of the mark for the internal examination and the mark for the national examination in that subject. Marks are awarded on a scale ranging from 1 (very poor) to 10 (excellent). A 6 is a pass.

An examination is passed in the following cases:

• one of the marks is a 5 and the rest is a 6 or higher
  
• one of the marks is a 4 and the rest is a 6 or higher and the arithmetic mean of all marks is 6 or higher.
  
• two of the marks are a 5 and the rest are a 6 or higher and the arithmetic mean of all marks is 6 or higher.

In the Netherlands there are no detailed regulations with regard to the curriculum (content, teaching methods and materials). Existing however are fairly detailed national examination regulations, that define the knowledge and abilities a pupil must possess by the end of his/her school career. These leaving examination regulations provide guidance as to the content of the various curricula, but leave room for schools regarding the way they reach these goals. So the schools can treat the content as well as organise the educational process in accordance with their religious or pedagogical principles.

The decision to have internal examinations alongside national examinations was taken to acquire a more reliable measurement of the pupils accomplishments, as the taking of several tests over the year was thought to provide a better indication of this than the taking of only one test at the end of the term. Also this enables schools to test knowledge and abilities in a way that closely resembles the way the subject matter was taught. Thirdly, internal examinations enable much better than national examinations the testing of abilities (e.g. computer skills or the carrying out of a small research project).

Examinations in the Netherlands not only function as school leaving 'maturity exams', but definitely also as 'entrance examinations' to higher education.

Transparency and uniformity regarding the required qualifications for higher education are considered important, to ensure the transition of any pupil from any secondary school of a certain level to any institution for higher education of a corresponding level. So in principle, the certificate of a secondary school is enough for entry in an institution of higher education in the Netherlands, and no additional tests are taken: applicants possessing these qualifications have the right to be admitted. They may, however, be required to have studied a maximum of two specific subjects to this level; in this respect, the same requirements are imposed across the country for the same courses.

In addition to educational requirements, institutions may also impose supplementary requirements relating to the profession for which the course trains students. In the case of the fine and performing arts only, individual colleges may themselves select students prior to admission.

In the case of 'numerus fixus' courses, students are selected by means of a weighted draw with a higher average examination grade giving a better chance of obtaining a place. Recently this system of weighted draws has been amended: school-leavers with an average grade of 8 or higher will not have to take part in the draw but will automatically be awarded a place. Unlike in the past institutions will be able allocate a limited number of places to applicants they have selected themselves, for instance on the basis of research or job experience.

As mentioned earlier, until now pupils can choose their examination subjects with a large degree of freedom: numerous combinations are possible. As of 1 August 1999, however, all pupils from the fourth year of HAVO and VWO upward will have to opt for one of the following four subject combinations:

• culture and society
  
• economics and society
  
• science and health care
  
• science and technology

The subjects of the common component are: Dutch language and literature, English language and literature, at VWO-level German language and French language, at HAVO-level one modern foreign language (in most cases German or French), physical education, and three combined subjects. These combined subjects cover the fields of:

• the arts
  
• social studies and history
  
• physics, chemistry and biology (science)

The specialised compulsory component includes the following subjects:

• science and technology: physics, chemistry, pure mathematics
  
• science and health care: biology, chemistry, physics and pure mathematics
  
• economics and society: economics, applied mathematics, geography and history
  
• culture and society: one language, history, applied mathematics, arts, a second language or philosophy (VWO) and economics (HAVO).

In the third component the chosen profile can be complemented with subjects from other profiles or with other optional subjects, such as IT studies or the subject of management and organisation. About half of the optional component can be filled with non-examination subjects at the school's own discretion and can include for example religious education. Hours from the optional component can also be used on activities such as orientation on higher education.

Like in the current situation the examinations will comprise a national part (central examination) and a part organised by the school (school examination).

For a number of subjects, there will only be a school examination.

The requirements for the school examination as well as for the central examination are laid down in the examination programmes.

Contrary to the old situation, not all parts of the school examination will be dealt with in the last school year. Some subjects can even be concluded with a school examination before the final year. However, the central examination will remain at the end of the final year.

Thus, in the new situation, every subject will be finished with an examination, the result of which counts as a part of the final examination that decides about certification. This is different from the old situation, in which some subjects were obligatory, but not a part of the final examination.

The assessment methods of the school examinations are:

• tests with open and closed questions
  
• practical assignments
  
• skills component
  
• profile project

There are practical assignments that are assigned with a mark. There are also parts that are only judged on whether they are properly executed or not. These are part of the skills component. The profile project is an elaborate practical assignment involving more than one subject from the profile component. Besides assessment of skills in combination with knowledge and understanding, the profile project aims at enhancing coherence and integration of subject components within a profile.

The school examination (including development of questions and grading) is done entirely by the own teachers of the pupil; the time spent on this is part of the teachers' workload. The central examination is the same nation-wide for all pupils of a given school type; supervising is also done by the own teachers, as is the grading (checked by a teacher from another school). In both cases the examination programmes for the subjects define the goals to be tested in the examinations.

The question papers for central examinations are designed by the national testing organisation (CITO), with the involvement of teachers from upper secondary education. Formal determination of the questions is done by a special committee (CEVO) that works under the final responsibility of the Minister of education.

This committee employs teachers from upper secondary, as well as from higher education.

Every subject in HAVO and VWO is assessed on one level (where VWO and HAVO each have their own level). It is possible however to take only part of a subject instead of the whole subject: in this case a separate examination exists for the partial subject.

Students with special needs have to sit exactly the same examinations as other candidates, but the conditions under which the exam is taken can be modified to meet their specific handicap. So pupils with reading disabilities can spend more time (half an hour) on filling out the questionnaires, and blind candidates can work in Braille or with audiotapes.

Complaints about the content of the assignments or the marking in the school exams can be discussed with the own teacher. Complaints about the conditions under which the central exams are taken (like e.g. noise) can be directed at the school's director or the pupils'association (LAKS). A formal complaint procedure exists only in cases where candidates are punished because of fraudulent behaviour.

Leo Schoonderwoerd, Netherlands
Ministry of Education, Culture and Sciences
Tel. + 31.79.3232480, fax + 31.79. 3232320
e-mail: l.p.h.schoonderwoerd@minocw.nl