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Eurydice

EACEA National Policies Platform:Eurydice

Netherlands

2026

Expansion of regulations to combat staff shortages in childcare

Since 2022, nurseries and after-school care centres have been allowed to fill half of their professional staff positions with trainees. Previously, this was one-third. This was a temporary expansion of the rules to reduce staff shortages in childcare and ease the workload. The State Secretary of Participation and Integration now wants to make this expansion permanent. The new rules will come into force on 1 July 2026.

This chapter provides a thematic and chronological overview of national reforms and policy developments since 2024, including recent developments up to 2026. The introduction of the chapter describes the overall education strategy and the key objectives across the whole education system. It also looks at how the education reform process is organised and who are the main actors in the decision-making process.

 

Bilateral agreements

Worldwide partnership programmes

The intermediary organizations European Platforminternationalization in Education, CINOP and NUFFIC are a link between educational institutions, the national government and international organizations in the field of internationalization, international cooperation and capacity building within education. The main functions of these organizations are:

European, Global and Intercultural Dimension in Curriculum Development

The government sets the framework for education within which institutions must operate. The board of the institution is ultimately responsible for the elaboration of education. The education and examination regulations set out the choices regarding the curriculum and examinations.

European, Global and Intercultural Dimension in Curriculum Development

The government sets the framework for education within which institutions must operate. The board of the institution is ultimately responsible for the elaboration of education. The education and examination regulations define the choices regarding the curriculum and examinations.

 

Global and interculteral Dimension in curriculum development

 

European/international dimension of the school curriculum

The European/international dimension of the school curriculum relates to the knowledge, skills and attitudes that make people able and willing to live and work with foreign individuals and organisations, whether in the Netherlands or abroad. It must not be seen as a separate discipline, but rather as an integral part of education as a whole.

Student Mobility

Secondary vocational education

The government believes it is important for students in the mbo to gain international competencies. For example through an experience abroad. These competencies help students learn, live and work in an intercultural classroom, society and an internationally oriented labor market.

 

 

Student Mobility

The government welcomes international exchange programs for students in higher education. By studying or doing internships abroad, students gain international competencies that prepare them for a (globalizing) labor market. Moreover, workers with international experience strengthen the Dutch role in the global economy. International mobility also contributes to qualitative impulses in education.

Mobility options  

There are two types of mobility in higher education:

 

Pupil and student mobility

 

Early Childhood Education

There are no mobility programmes in early childhood education in the Netherlands. They start in primary schools.

 

Primary Education en Secondary Education

Verankering Internationale Oriëntatie en Samenwerking (VIOS; Embedding International Orientation and Cooperation)

The Ministry of Education, Culture and Science is committed to promoting internationalization in education, with the goal of training pupils and students to become internationally competent. This includes a focus on professionalization of staff and teachers. The Ministry: