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4.4.2 HEIs as part of the regional education supply chainIn recent years the position of HEIs as part of an education supply chain is an issue that hasreceived heightened political attention. One weak aspect of the Dutch education system is theselection and increased sorting that goes on in primary and secondary schools, plus the difficultyof moving between streams (OECD, 2008a: 52). It can prove to be difficult for someone who issorted into a low track in high school to move between streams and complete tertiary education.According to the OECD (2008: 56) “The nation’s failure to increase the number of studentsprepared for tertiary education is a serious problem.” The Bachelor-Master system is intended tomitigate this problem. The research universities and UAS in Amsterdam increasingly recognizethemselves as part of a regional education supply chain and have set policies to smooth thetransition from secondary/vocational education to tertiary education and from UAS touniversities. The UvA and VU follow a proactive policy of maintaining close contact with highschools in the region. They aim to attract high school pupils by giving guest lectures and organizevarious activities for these pupils at their universities. Examples of these activities are guestlectures, master classes, visits to scientific labs and research projects where high school pupilsand scientists work together to solve a scientific problem or receive assistance from scientists inwriting papers. Unique to these kind of promotional activities is that UvA and VU join forces.Both universities operate from the principle that for high school pupils in the Amsterdammetropolitan region in first instance the question what to study is more important than at whichuniversity they should enroll. By working together UvA and VU can promote their educationalprogrammes more effectively. Only at the stage where pupils have to decide where to follow theprogramme of their choice they become competitors. In addition, the Bachelor-Master system hasstrongly improved the inflow of UAS students at these universities. The UvA and VU have set upso-called premaster programmes for UAS students, which prepare these students for the actualMaster programme. Moreover, the increasing cooperation between UAS and research universitieson a governance level (such as the common Governing Body of UvA and HvA) also furthersmoothens the transition from UAS to university. Currently the VU has the largest share of UASstudents’ inflow in Master programmes. Besides working together with the regional universities,HvA and INHolland have also formed a partnership with ROC’s to improve the inflow ofstudents from secondary and MBO vocational schools. INHolland has even set up an‘intermediary programme’ for students from MBO schools as part of which they can take coursesat INHolland on Fridays for the period of six months. If these courses are successfully passed,these students can get a waiver for up to one semester worth of courses when enrolled at thefollow-up programme at INHolland. The popularity of this programme has strongly increasedover the last years.4.4.3 Regional employmentUvA, VU and HvA use several mechanisms to create pathways between themselves and regionalfirms:• HEIs keep in contact with SMEs and public sector organizations through regionalinitiatives such as Kenniskring Amsterdam, www.kennispoortamsterdam.nl,Amsterdamse Innovatiemotor (AIM) and Life Science Fonds Amsterdam. Theseinitiatives have made cooperation between HEIs and the business sector easier and moretransparent;• Researchers at HEIs also have their own network and provide consultancy work;• HEIs cluster together with companies and other research institutions on business parkssuch as Science Park Amsterdam, Medical Business Park AMC, Life Sciences CenterAmsterdam and the Amsterdam BioMed Cluster (see § 3.5);• Technology transfer offices (TTOs) of UvA and VU improve communication with thebusiness sector;• UvA and VU provide accommodation and other facilities to spin-offs on their premises;• Internships and lectors (at HvA) improve knowledge transfer from HEIs to corporations;94
• HvA has made its educational programmes coherent with the competencies demanded bySMEs. The content of these programmes also changes in accordance with developmentsin the working field;• The branches of INHolland in the cities Alkmaar, Delft, Den Haag and Haarlem eachhave an advising council consisting of prominent regional representatives from regionalgovernment, the business sector and other organizations benefiting from education atINHolland. This council provides advice regarding the educational policy and facilities atINHolland.The UvA and VU gather labor market information to monitor the flow of their graduates to thelabor market from the WO-monitor, an initiative of VSNU (Netherlands Association ofUniversities). The WO-monitor is published every two years and includes figures on thequalification and the labor market position of university graduates. The latest WO-monitor coversthe years 2004 and 2005 (Allen et al., 2007). HvA gathers labor market information regarding itsgraduates through two initiatives: ATM (Alumni Satisfaction Monitor) and WTM (Work fieldSatisfaction Monitor). INHolland conducts similar research amongst its alumni. More generalnation-wide information on the labor market position of UAS graduates can be found in theHBO-monitor (Ramaekers, 2008). HvA and INHolland both participate in this annual study. HvAand INHolland furthermore collect labor market information through the PAO. INHolland alsomentions the Cross Media Monitor as a source of information regarding the prospective labormarket position of its graduates.The research universities UvA and VU have few specific initiatives or practices to supportgraduate enterprises in an effort to retain graduates in the region and recruit alumni to return tothe region. The UvA works together with Science Park Amsterdam on a regulation that makes itpossible for spin-off companies to use basic facilities of the science park against reduced tariffs.Moreover, for the graduates of the minor Entrepreneurship there is a similar regulation for thefacilities of CASE and ACE. The VU also provides support to spin-off companies, although notwith the specific intention of retaining human capital within the region. HvA has an initiativereminiscent of the one UvA runs: the Talentenfabriek (Talent Factory). This is a cooperationbetween HvA and the business sector that supports starting entrepreneurs with low cost officespace, telecom facilities, free personnel administration and end of year audit. HvA aims tostimulate entrepreneurship amongst its students through a minor Entrepreneurship. INHollandaims to support graduate enterprises through its participation in CASE, which for instance hasresulted in a minor Amsterdam Entrepreneurship. As part of this minor students are also allowedto do their internship in their own business. The number of students which has done this increasedfrom 19 in 2002/03 to 32 in 2008/09. Furthermore, INHolland has established an office forstarting entrepreneurs in the creative industry: GNR8. This office provides several means ofsupport to graduate enterprises. In addition, INHolland Amsterdam/Diemen has created anEntrepreneurial Lab (ondernemerslab) that teaches entrepreneurial skills to fourth year students.Fourth year students participating in this initiative are required to start a new business every yearas a graduation assignment. Students are selected based on motivation and competences.4.5 Promoting lifelong learning, continuing professional development and training4.5.1 Lifelong learning, continuing education and professional developmentThe Dutch government regards lifelong learning, continuing education and professionaldevelopment as a top priority. An optimal exploitation of the present knowledge base is essentialfor the Netherlands in the light of ageing and a rapidly rising dependency ratio. Therefore, thegovernment wants to increase the labor force participation of elderly, women and foreign Dutchnationals. Lifelong learning is a prerequisite to achieve this goal. Currently 25-35% of the labourforce is on some sort of company training (depending on company size, see Figure 4-4). Butaccording to the Innovation Platform only 17% of employees participate in some form of lifelong95
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Please cite this paper as:SEO Econo
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2.3 Higher education and the labor
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6.3 Mechanisms to promote regional
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Table 4-4: Completion rates of diff
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LSCA Life Sciences Center Amsterdam
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such as regional authorities and th
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1. OVERVIEW OF THE REGION1.1 Introd
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the southEastern part of Amsterdam
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elatively bad accessibility of the
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metropolitan area exceeded that of
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egion suffer from one of the follow
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Figure 1-7: Dropouts secondary educ
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Figure 1-9: Employment in Amsterdam
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high-tech sectors is relatively hig
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1.4.4 Labor market indicatorsTable
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The central government is responsib
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implemented. There is also an admin
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2 CHARACTERISTICS OF THE HIGHER EDU
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Source: MinOCW (2007a: 68), EU (199
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(ibid: 83). In part, this new syste
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Table 2-1: Student enrolment at UAS
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Figure 2-5: Students at universitie
Page 51 and 52: Figure 2-6: Participation in tertia
Page 53 and 54: also show a continued high demand f
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Page 59: decision is up to the HEI itself. I
Page 62 and 63: Figure 3-1: Components of an innova
Page 64 and 65: 3.2.3 National funding frameworkThe
Page 66 and 67: challenge for the years to come wil
Page 68 and 69: Figure 3-3: R&D expenditures in Noo
Page 70 and 71: Amsterdam Topstad programme.Creativ
Page 72 and 73: 3.5.3 Life SciencesGiven the high l
Page 74 and 75: Figure 3-4: Employment in Amsterdam
Page 76 and 77: years. Employment in the trade and
Page 78 and 79: employment has no upward or downwar
Page 80 and 81: and more efficient exploitation of
Page 82 and 83: mostly happens in the context of R&
Page 84 and 85: income related to IP rights. The fa
Page 86 and 87: Figure 3-6: Regional innovation sys
Page 88 and 89: HEIs to play this role, as it draws
Page 91 and 92: 4 CONTRIBUTION OF TEACHING & LEARNI
Page 93 and 94: housing market, on the ‘buying ma
Page 95 and 96: transport, finance, financial manag
Page 97 and 98: HvA participates in several initiat
Page 99 and 100: 4.4 Student recruitment and regiona
Page 101: 4.4.1.2 Recruitment of foreign stud
Page 105 and 106: The HEIs have several external and
Page 107 and 108: Table 4-4: Completion rates of diff
Page 109 and 110: 4.7 Enhancing the regional learning
Page 111 and 112: 4.8 ConclusionTable 4-6: SWOTStreng
Page 113: Amsterdam is matched by a relative
Page 116 and 117: The challenge for future social pol
Page 118 and 119: The VU likewise develops research p
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Page 122 and 123: the university to improve its energ
Page 125 and 126: 6.1 Introduction6 CAPACITY BUILDING
Page 127 and 128: Figure 6-1: Organization chart Vrij
Page 129 and 130: There are also examples of more spe
Page 131 and 132: Box 6-2: Obstacles for collaboratio
Page 133 and 134: eyond labor market studies, there a
Page 135 and 136: 7 CONCLUSIONS: MOVING BEYOND THE SE
Page 137 and 138: …requires different forms of coop
Page 139 and 140: at higher levels in order to mainta
Page 141 and 142: to increase the interaction between
Page 143 and 144: mobility in the world is slackening
Page 145 and 146: ecause they are better informed abo
Page 147 and 148: REFERENCESAalders, R., A. Bakkeren,
Page 149 and 150: EZ Amsterdam (2006), “Research Bu
Page 151 and 152: MinOCW (2007a), “The Education Sy
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SER (2008), “Duurzame Globaliseri
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Versleijen, A., van der Meulen, B.,
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Institution City Type ofHEIANNEX B:
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Groningenculture)Hogeschool Amsterd
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ANNEX C: KEY ECONOMIC INDICATORSTab
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ANNEX E: REGIONAL PARTNERSHIPS OF A
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AmsterdamUniversity CollegeOther re
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ANNEX F: BUSINESSES REPRESENTED IN
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GLOSSARYBologna DeclarationForeign
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