university graduates, 61% has followed a study which provides good or very good labor marketprospects. The worst shortages are expected to occur in the sectors construction, banking andinsurance, catering and professional services, health, and government and education (ROA, 2007:12). The effects of the recent ‘credit crisis’, however, have not been incorporated in the ROAreport and it is therefore expected that demand for labor in the sectors construction, banking andinsurance, and catering and professional services will turn out much lower than predicted.The demand for labor in the sectors health, government and education is of a more structuralnature. A surprising observation is that the labor market prospects for graduates with secondaryeducation (VMBO, HAVO and VWO) are relatively good. One reason is that the demand forworkers with only secondary education responds more volatile to economic growth (and in 2007the model assumed relatively strong economic growth). Another reason is that the labor marketprospects for students which follow social-cultural and economic programmes are relatively bad.Another indicator of labor market prospects for students with various educational degrees areunemployment rates per educational level. Unemployment rates are highest for those with onlyprimary education (9.2%). Those with a secondary educational degree are somewhat better off astheir unemployment rate is around 6.5%. People with a tertiary educational degree havesignificantly better chances of finding a job. For those with a bachelors degree (from either aUAS or research university), the unemployment rate is 2.6%. For those with a masters or PhDdegree this is 3.3%. The general picture is that the unemployment rate declines with theeducational level. One interesting observation, however, is that people with a more practiceorientedtertiary education (MBO and HBO/WO bachelor) have better labor market prospectsthan those with a masters or PhD degree from a research university. Among all educationallevels, those with a more technical-oriented study tend to have better labor market prospects thanthose who follow a more social/economic-oriented study.Table 2-7: Labor market prospects per educational levelGraduates with goodUnemployment (%)or very good labormarket prospects for2007-11 (%)Primary education 0 Primary education 9.2VMBO 50 VMBO 6.5HAVO/VWO 100 HAVO/VWO 6.4MBO 27 MBO(2&3), 4.6, 3.1MBO(4)HBO 45 HBO/WO 2.6bachelorWO 61 WO master, PhD 3.3Total 44Source: ROA (2007), Statistics <strong>Netherlands</strong> Statline (2007a)The <strong>Netherlands</strong> Bureau for Economic Policy Analysis performs regular analysis to establish thedemand and supply of workers by social and demographic types. One such analysis is “Laborsupply by social-demographic characteristics” (published in 2006, only available in Dutch). Thecombined job centers run by the government, represented in the Centers for Work and Income(Centrum voor Werk en Inkomen or CWI), collect data on vacancies. Partly based on these dataand based on the ROA and other government agencies’ economic analyses, the Council for Workand Income (Raad voor Werk en Inkomen) publishes labor market analyses and forecasts. These44
also show a continued high demand for graduates, partly as a result of the ageing of the Dutchsociety (replacement effect) and the changing structure of the Dutch economy.2.4 Governance and the regulatory frameworkThe <strong>Netherlands</strong> aspires to use its tertiary education resources to help it move into a Europeanleadership position among knowledge-based economies by 2010. The government has strategiesto achieve this goal, which are set out in policy documents. The most recent strategic agenda, HetHoogste Goed (MinOCW, 2007b) delineates “an ambitious culture of learning” and “an excellentresearch climate” as the key objectives for the years to come.The official central government philosophy since the Hoger Onderwijs Autonomie en Kwaliteit(HOAK) policy paper has been to have as little central steering as possible, given the goals to beachieved (Jonge and Berger, 2006: 72). This is also known as the ‘state supervising model’ asopposed to the ‘state control model’. The described philosophy is expressed in the Wet op hetHoger Onderwijs en Wetenschappelijk <strong>Onderzoek</strong> (WHW) (Law on Higher Education andScientific Research), first issued in 1992 and frequently adapted since.2.4.1 Federal governanceFour ministries – the ministry of Finance, the ministry of Economic Affairs, the ministry ofEducation, Culture and Science and the ministry of Agriculture, Nature and Food Quality – areinvolved in formulating and executing tertiary education policy and resourcing toward this end(OECD, 2008a: 19). The primary responsibility for national funding, programmes and policyadvice in higher education is assumed by the Ministry of Education, Culture and Science. Theministry of Agriculture, Nature and Food Quality is responsible for the institutions within thedomain of agriculture and natural environment. Apart from the ministries, there is also a greatdeal of advisory bodies, consultative bodies, intermediary organizations and interest groups thatone way or the other influence policy-making. The next paragraph discusses the most importantof these organizations. A more complete list can be found in Annex D.2.4.2 Advisory bodiesThe Education Council (Onderwijsraad) is a permanent advisory body established by Act ofParliament in 1919. It provides advice, both solicited and unsolicited, to the Minister ofEducation, Sciences and Cultural Affairs and the Minister of Agriculture, Nature and FoodQuality (Onderwijsraad, 2009). Other bodies which advice the government on science aneducation are: the Socio-Economic Council (SER), the Advisory Council of Government Policy(WRR), and the Advisory Council for Science and Technology Policy (AWT).2.4.3 Consultative bodiesWith regard to higher education, the Minister consults within the Higher EducationConsultative Committee (HO Kamer) with the HBO Council (HBO-raad), Association ofUniversities (VSNU) and teaching hospitals and with the national research organizations (Weertand Broezerooy, 2007: 56). The national student organizations also have a say in higher educationpolicy through the Student Consultative Committee (Studentenkamer).45
- Page 1 and 2: Please cite this paper as:SEO Econo
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• HvA has made its educational pr
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The HEIs have several external and
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Table 4-4: Completion rates of diff
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4.7 Enhancing the regional learning
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4.8 ConclusionTable 4-6: SWOTStreng
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Amsterdam is matched by a relative
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The challenge for future social pol
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The VU likewise develops research p
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directing, documentary directing, s
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the university to improve its energ
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6.1 Introduction6 CAPACITY BUILDING
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Figure 6-1: Organization chart Vrij
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There are also examples of more spe
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Box 6-2: Obstacles for collaboratio
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eyond labor market studies, there a
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7 CONCLUSIONS: MOVING BEYOND THE SE
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…requires different forms of coop
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at higher levels in order to mainta
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to increase the interaction between
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mobility in the world is slackening
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ecause they are better informed abo
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REFERENCESAalders, R., A. Bakkeren,
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EZ Amsterdam (2006), “Research Bu
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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