Author
According to the Compulsory Education Act,[1] all children in the Netherlands from the age of 5 to 16 should have access to school, education is compulsory for them. The abovementioned right to education is applicable to Dutch children as well as to children with refugee status or with subsidiary protection under similar conditions.[2]
Since the implementation of the Civic Integration Act 2021, municipalities are obligated to consider the family composition and the potential need for pre-school or early childhood education (voorschoolse- of vroegschoolse educatie (VVE) during the intake process that determines the integration course. Pre-school education is provided for children aged two and a half to four years old who would benefit from additional attention and support in their development, particularly in areas such as language skills. This preparation aims to ensure that children are as well-prepared as possible when they start primary school. The Dutch government has established the framework of VVE, while municipalities are responsible for ensuring there is an adequate and accessible supply of pre-school education within their jurisdiction. For this purpose municipalities receive funding from the central government. However, the scope and delivery of VVE programs can vary by municipality, with some municipalities integrating these programs into broader support strategies for newcomers. Early childhood education is not an independent form of education but refers to the additional support provided by primary schools to children in groups 1 and 2 who require it. Many primary schools, for instance, focus on enhancing language and reading skills for these children. Furthermore, municipalities are not obligated to arrange childcare, but they recognise that childcare is a prerequisite for enabling parents to participate in integration activities. In some cases, municipalities may offer financial support or collaborate with local childcare providers to meet this need.[3]
Municipalities and schools are tasked with ensuring timely access to education. For children of international protection status holders, municipalities must arrange suitable schooling and educational facilities as part of their integration process. Funding mechanisms are available to support schools, including regular and supplementary grants for newcomer students. COA plays a role in facilitating transportation, infrastructure, and additional school costs. Transition classes and language support are provided to help children integrate into the regular education system. A regional approach is encouraged to coordinate efforts, pool expertise, and ensure continuity in educational pathways. Support organisations like LOWAN provide advice and training to schools and municipalities on meeting the specific needs of newcomer children, including language acquisition and educational planning. Stakeholders can seek further assistance from established support networks or government representatives.[4]
According to the recast Qualification Directive all minor children have the same access to education regardless their legal status. The Dutch Council for Refugees is not aware of any obstacles in practice for children to access education. There are preparatory classes, also known as international intermediate classes.
From the age of 16 and 17, children have the obligation to obtain a certificate in order to acquire access (a start qualification) to the Dutch labour market. Therefore, they need to obtain a diploma in secondary or vocational education. The conditions for Dutch nationals are the same as those for aliens.
Adults with a residence permit have the same access to education as Dutch nationals. Nevertheless, research shows that this group of beneficiaries faces difficulties to be accepted in education programmes. According to municipalities, whereas for 40% of the status holders the best way to integrate would have been starting an education, only 17% has started one in 2020. Reasons are among other an insufficient knowledge of Dutch or subjects such as mathematics or English, financial barriers or a lack of (soft) study skills.[5] A research shows that, looking at the percentage of studying beneficiaries and their period of time having a permit, a higher number of younger beneficiaries start an education, and the start occurs sooner after the obtention of their permit when compared to previous years.[6]
Municipalities are obligated to create early childhood education and care opportunities. They can define their own target group for these opportunities.[7] However, it follows within reason that asylum seekers would fall within the target group, as these opportunities are focused on groups with a risk of deficiencies in the Dutch language. However, research indicates that in over 40% of municipalities housing asylum seekers, these opportunities are currently unavailable.[8]
[1] Law of 30 May 1968, houdende vaststelling Leerplichtwet 1969, available in Dutch at: http://bit.ly/2kKXQpV.
[2] Article 27 recast Qualification Directive.
[3] Answers from the Minister of Social Affairs and Eployment to question Parliamentary Questions, KST 35483-51, 19 September 2023.
[4] Ministry of Education, Culture, and Science. (2020). Information document on education for asylum seekers’ children. Available in Dutch at: https://bit.ly/4h7eA3O.
[5] KIS and Divosa, Monitor gemeentelijk beleid arbeidstoeleiding vluchtelingen 2020, November 2020, available in Dutch at: https://bit.ly/3tYN3d8.
[6] Ibid.
[7] Rijksoverheid. Voorschoolse educatie (Pre-school education), available at: https://bitly.cx/qXx1.