Amsterdam, Netherlands - SEO Economisch Onderzoek

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WeaknessesConcerning the need for life-long learning, there is a surprising rift between the sense of urgencyin political circles and the business community. Firms run into specific labor market failures suchas poaching, which may cause them to sub optimally invest in the knowledge skills of employees.Somehow this deadlock needs to be broken in order to provide a better climate for life-longlearning.Another weakness is the entrepreneurship among Dutch students. International comparisons showthat Dutch graduates in higher education are much less inclined to start their own business than inother countries. Especially in universities entrepreneurship is not highly regarded as an academicskill to be included in the curriculum and even less so as a practical skill. At the UASs such asHVA and INHolland the situation is better. Here entrepreneurship is often part of a minor at thebachelor level and even forms a subject suitable for a graduation project. The schools encouragethat students actually set up and run their own businesses and so earn credits for their degree.Institutions designed to better connect the labor market and the educational system do not alwaysfunction effectively in the case of higher education. An example is the Platform Arbeidsmarkt enOnderwijs (PAO, platform labor market and education) which is mainly focused on primary andsecondary education, because labor market imbalances are more obvious at the lower level ofeducation. Especially the municipality and the business sector seem to be active in the platform.Some large HEIs in the Amsterdam region such as VU University Amsterdam, are notparticipating in PAO. This implies that PAO will be less effective in bringing HEIs and thebusiness sector closer together.It is noteworthy that with the exception of HvA the HEIs do not structurally monitor thedevelopment of the labor market. VU and UvA rely on a national monitor which currently offersoutdated statistical data.The educational programmes at research universities are generally supply-induced, given thatuniversities have a strong theoretical and research-led orientation. This implies that universityeducation is not as responsive to regional needs as might be optimal for the regional labor market.OpportunitiesThere are several new initiatives to boost entrepreneurship like CASE. European developmentslike the Bologna process stimulate the international mobility of students. This provides a stimulusfor the internationalization of higher education and may prove a dynamic force for AmsterdamHEIs.Global competition may likewise prove a force in the adjustment of the institutional structure ofthe labor market. This can be seen in the current debate on the future of the welfare state in theface of an ageing population and increased worldwide competition. This pressure forrestructuring offers an opportunity to modernize labor market institutions, which may aid theinteraction of supply and demand in the market for highly educated labor.ThreatsThe complexity of the relationships between the governments involved in the Amsterdammetropolitan area likewise poses a threat to labor market efficiency as it does to the functioningof the innovation system.The excess demand on the Amsterdam housing market constitutes severe problems. Students whohave a need for low cost housing are increasingly being driven off the Amsterdam housingmarket by higher earners. The waiting lists of housing corporations for student housing can runup to 8-10 years. Further, the relative high costs of living in the Amsterdam area causes asuburban sprawl: people leave the city and settle in adjacent suburban areas. The problem is thatwork tends to follow people. The relative decline of the growth of labor supply in the city of104
Amsterdam is matched by a relative decline of employment. If this process continues, it mayweaken the business climate of the Amsterdam region, especially when adjacent regions aresolving similar problems faster. The strain on mobility in the region (traffic congestion) is acomplementary factor.The ‘macro-efficiency’ test by the Ministry of OCW is a decision designed to preventproliferation of similar/comparable programmes in places very near to each other (OECD, 2008a:87). In practice however this test impedes HEIs’ in developing more innovative discipline areasthat would appeal to students and new industries alike. By protecting the status quo the macroefficiencytest restricts the real options on offer (ibid: 87).Non-Western foreign Dutch nationals are significantly underrepresented in tertiary education ascompared to native Dutch nationals. Given that the Netherlands has a knowledge-based economythis inevitably translates into worse labor market prospects for ethnic minorities. For instance, thepercentage of non-Western foreign Dutch nationals receiving social benefits is significantlyhigher than for native Dutch nationals, both nation-wide and in the Amsterdam metropolitanregion.105
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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
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also show a continued high demand f
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not receive funding from the govern
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of diplomas awarded and the number
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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 and 104: • HvA has made its educational pr
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: 4.8 ConclusionTable 4-6: SWOTStreng
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
Page 155: Versleijen, A., van der Meulen, B.,
Page 158 and 159: Institution City Type ofHEIANNEX B:
Page 160 and 161: 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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