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learning (Innovation Platform, 2006: 22). In the Knowledge and Investment Agenda (KIA) thegovernment has set forth its aim to invest EUR 250-500 million to improve lifelong learning bybroadening the educational borrowing system to those 30 years and older, stimulating dual worklearningtrajectories and creating an ‘individual schooling facility’ for employees (ibid: 26). Thegovernment furthermore hopes for an additional EUR 500-1000 million contribution fromemployers (ibid: 26). By 2016 it wants to have achieved that 35% of employees participate inlifelong learning (ibid: 22).Figure 4-4: Percentage of employees in the Netherlands participating in lifelong learning, bycompany size50%45%40%35%30%25%20%10‐100 employees100‐500 employees>500 employees15%10%5%0%1993 1999 2005Source: Statistics Netherlands Statline (2007b)The promotion of lifelong learning by higher education institutes in the Netherlands consists ofthree main channels: Master programmes that can be followed after a Bachelor degree has beenreceived (elsewhere); postgraduate education; and post-initial educational programmes. Trainingis also provided by private training institutions. In the Netherlands, tuition fees may be higher forstudents over the age of thirty and for students taking unsubsidized courses, which could suppressparticipation (OECD, 2008a: 46). The HEIs in Amsterdam have multiple programmes and otherinitiatives through which they promote continuing education and continuing professionaldevelopment activity of their employees. These can be found in Annex G.Box 4-3: Market failure in lifelong learningLifelong learning increases productivity, which is favorable for both employer and employees.However, since employers are uncertain as to whether they can reap the full benefits from thisproductivity increase (employees may leave the firm at some point), they invest a suboptimalamount in training. Employees find it difficult to invest in lifelong learning due to liquidityconstraints. Without government intervention investments in lifelong learning will continue to bebelow optimal. Employer subsidies or educational borrowing facilities for employees areexamples of concrete measures that could mitigate this market failure. Even though the Dutchgovernment is taking measures to promote lifelong learning, many steps still have to be taken.This conclusion also applies to the regional level.96
The HEIs have several external and independent enterprises to extend professional educationprovision to the region. UvA and VU are both partners in the Duisenberg School of Finance,which for instance offers a PhD track in Finance. Both universities also participate in ACTADental Education, an institute that provides seven different post doctorate programmes in dentalcare. In addition, the UvA provides professional education through the Eggens Institute (provideslaw courses), the Amsterdam Business School (postgraduate programmes in Finance) and theCentrum voor Nascholing Amsterdam (educational programmes and refresher courses ondidactics). VU has the following independent enterprises for professional education provision:Fewebs Postgraduate School for Professional and Executive Education (PSPEE), VU LawAcademy (see § 3.5), Amstel Academie VUmc and Zuidas ABC. Postgraduate education at HvAis provided internally by the different domains themselves. Each domain has its own initiativesfor professional education provision to the region, such as the postgraduate education for nursesin the domain Health. At INHolland postgraduate education is given in the form of regular Masterprogrammes, the INHolland Academy (post-initial education) and the yearly event ‘Show andShare’ (sharing professional knowledge and best practices).HEIs in Amsterdam often work together with regional partners in providing postgraduateeducation to the region. UvA works together with the following stakeholders:• Duisenberg School of Finance: ING, Aegon, Fortis, APG, NYSE Euronext, SNS Reaal,Dutch Central Bank, VU University Amsterdam, Erasmus University Rotterdam,Tinbergen Institute and Tilburg University;• Eggens Institute: Juritas knowledge center for administrative law;• Teacher education: regional schools;• Educational programme Conservation and Restauration of Cultural Heritage: InstituutCollectie Nederland (ICN);• Centrum voor Nascholing Amsterdam: HvA;• Amsterdam School of Health Professions: AMC, HvA.• New Energy Docks: Shell, Nuon, BAM, ING Real Estate and VU University Amsterdam.VU cooperates with the following stakeholders:• Duisenberg School of Finance: ING, Aegon, Fortis, APG, NYSE Euronext, SNS Reaal,Dutch Central Bank, University of Amsterdam, Erasmus University Rotterdam,Tinbergen Institute and Tilburg University;• PSPEE: Atos, PricewaterhouseCoopers, KPMG, Ernst & Young and Deloitte;• Zuidas ABC: ABN AMRO, ING, NUON, KPMG, Schiphol Group, IBM, Yacht, MultiVastgoed, Ymere, Vesteda, TIAS-Nimbas, Baak and Holland Festival;• New Energy Docks: Shell, Nuon, BAM, ING Real Estate and University of Amsterdam.HvA cooperates with the following stakeholders:• Pro Education BV;• HEIs: Uva/AMC, VU/VUmc, Hogeschool IPABO, INHolland;• Centrum voor Nascholing Amsterdam;• Platform Arbeidsmarkt en Onderwijs (see § 4.3).4.5.2 Education and minority groupsOne significant issue in the Netherlands is the low participation in higher education by non-Western minorities (OECD, 2008a: 52). The participation in tertiary education of non-Westernforeign Dutch nationals in the age category 17-25 year increased from just 10% in 1995 to 16% in2002 (Jonge and Berger, 2006: 50). However, the general participation in tertiary educationincreased as well. This leaves the relative position of non-Western foreign Dutch nationalstudents approximately the same. The gap in relation to Dutch youngsters or Western foreignDutch nationals is still considerable. The gap is particularly wide for the ‘first generation97
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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
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Figure 2-6: Participation in tertia
Page 53 and 54: also show a continued high demand f
Page 55 and 56: not receive funding from the govern
Page 57 and 58: of diplomas awarded and the number
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 and 102: 4.4.1.2 Recruitment of foreign stud
Page 103: • HvA has made its educational pr
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
Page 120 and 121: directing, documentary directing, s
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
Page 153 and 154: 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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