Human Resources Development Convention, 1975 (No. 142) - Netherlands (Ratification: 1979)

Direct Request (CEACR) - adopted 2020, published 109th ILC session (2021)

The Committee takes note of the supplementary information provided by the Government in light of the decision adopted by the Governing Body at its 338th Session (June 2020), particularly with regard to measures taken to tackle the impacts of the COVID-19 pandemic. The Committee proceeded with the examination of the application of the Convention on the basis of the supplementary information received from the Government and the social partners this year, as well as on the basis of the information at its disposal in 2019.

The Committee notes the joint observations of the Netherlands Trade Union Confederation (FNV), the National Federation of Christian Trade Unions (CNV) and the Trade Union Federation for Professionals (VCP), received on 28 August 2018. The Committee invites the Government to provide its comments in this respect.

COVID-19 pandemic and policies and programmes of vocational guidance and training closely linked to employment. The Committee notes with interest the supplementary information provided by the Government concerning the range of measures taken to save jobs and the economy in light of the pandemic. In particular, it notes the NOW scheme introduced in response to the COVID-19 crisis, which introduced a 90 per cent subsidy for eligible employers (those experiencing a minimum 20 per cent decrease in turnover) to pay their employees’ wages. Under the NOW scheme, employers are also required to help their employees find another position through retraining and upskilling. This has been facilitated by the “Netherlands continues to learn” subsidy package supplementing the regular lifelong learning programme. Its objective is to mitigate the effects of the crisis by supporting people to find alternative employment. This temporary crisis package of €50 million supports mobility in the labour market, strengthening awareness of the importance of lifelong learning and providing career development advice and online education free of charge. The package was launched on 1 August 2020 with the support of social partners, economic sectors, regional partnerships and self- employed workers. The Government adds that it will also allocate an additional social package of €1 billion for retraining and upgrading existing skills and provide additional support to citizens in vulnerable situations. In their joint observation, the FNV and the CNV refer to the challenge of combining training and family responsibilities as an important obstacle to skills development. The FNV and CNV consider that the supplementary package with regard to “Netherlands keeps on learning “is pertinent but insufficient to achieve its objective of preventing unemployment and preventing job loss. The Committee requests the Government to provide detailed information, including statistics disaggregated by age and sex, on the impact of the “Netherlands continues to learn” package to prevent unemployment and enable all persons to develop and use their capabilities for work in their own best interest and in accordance with their own aspirations, as contemplated in Article 5 of the Convention. The Government is requested to provide information on relevant developments in terms of promoting, lifelong learning and skills development in the context of the COVID-19 pandemic.

Articles 1–5 of the Convention. Formulation and implementation of education and training policies and cooperation with the social partners. In response to the Committee’s previous comment requesting information on activities undertaken in relation to the development of comprehensive and coordinated policies and programmes of vocational guidance and training, the Government refers to an amendment to the 2015 Education and Vocational Training Act. The amended Act focuses on increasing the macro-efficiency of upper secondary vocational training institutes and establishes a 70 per cent employment target for graduates within the first year after graduation. Additionally, according to a 2016 report by the European Centre for the Development of Vocational Training (CEDEFOP), the macro-effectivity policy for upper-secondary vocational education and training (VET) seeks to eliminate overlaps in the regional provision of VET and avoid competition between providers. The objective of the policy is to arrive at an optimal offer of qualifications at national and regional levels to meet labour market needs effectively and efficiently. The report notes that, in 2016, a review of the qualifications framework resulted in a 25 per cent reduction in the number of possible qualifications, on the basis that this reduction would make it easier for students to select a programme, while increasing the efficiency of VET institutes. The Government further reports that, in 2016, the Ministry of Education launched a programme to improve: the quality of vocational guidance; the coordination of transitions from school to work; and the dissemination of VET information. In their observations, the workers’ organizations maintain that the Government is moving away from lifelong learning programmes, leaving workers’ organizations with the burden of providing such training for workers. They also refer to the 2017 OECD Skills Strategy Diagnostic Report, challenge 9, which states that all stakeholders in the Netherlands should broaden their skills policy dialogue in order to meet the needs of an increasingly diverse society, engaging with groups that are underperforming in the development, activation and use of skills. Additionally, the workers’ organizations observe that the amended Act on Adult and Vocational Education has resulted in local governments outsourcing training to the private sector, as they are no longer required to use regional VET training centres. The workers’ organizations maintain that, therefore, national public quality assurance for training in basic skills no longer exists. They add that, in 2014, a new subsidy scheme replaced the Wage Tax Relief Act, allowing employers to pay lower taxes for employees engaged in vocational training. In response to the Committee’s previous comment concerning the 2012 Agreement on Accreditation of Prior Learning (APL), the Government reports that, in collaboration with the Labour Foundation, a new agreement was developed for the 2016–21 period. The APL consists of a labour market route and an education route. The labour market route caters to individuals who want to validate their knowledge and skills to help them find different employment opportunities. The education route is for individuals to validate their knowledge and skills in order to obtain a diploma in formal education by way of a shortened pathway. The Government reports that the social partners are working together to optimize the links between the labour market and educational routes. The Committee further notes the joint observations made by the FNV, CNV and VCP indicating that, in 2016, the Government no longer supported the labour market route which leads to training that does not support the needs of working people. The Committee also notes the workers’ representatives mention of challenge 6 of the OECD Skills Strategy Diagnostic Report indicating that the Government should consider introducing stronger and more targeted public investment to boost participation in the APL. The Committee requests the Government to provide a copy of the 2015 Education and Vocational Training Act, as well as information on progress made in achieving the 70 per cent target envisaged in the Act. The Committee further requests the Government to provide detailed information, including statistical information disaggregated by sex and age, on the impact of the labour and education routes of the APL, particularly with regard to the benefits of the training offered, such as licensing and enhanced qualifications for those in the education route and enhanced job prospects and job retention for participants in the labour route. The Committee also invites the Government to provide updated information on measures implemented to promote access to vocational education, guidance and lifelong learning on lasting employment for specific groups, particularly women, young persons and the long-term unemployed (Article 4 of the Convention). Additionally, the Committee requests the Government to continue to provide information on the manner in which the cooperation of employers’ and workers’ organizations is ensured in the formulation and implementation of vocational training policies and programmes.

Observation (CEACR) - adopted 2019, published 109th ILC session (2021)

The Committee notes the joint observations of the Netherlands Trade Union Confederation (FNV), the National Federation of Christian Trade Unions (CNV) and the Trade Union Federation for Professionals (VCP), received on 28 August 2018. The Committee invites the Government to provide its comments in this respect.

Articles 1–5 of the Convention. Formation and implementation of education and training policies and cooperation with the social partners. In response to the Committee’s previous comment requesting information on activities undertaken in relation to the development of comprehensive and coordinated policies and programmes of vocational guidance and training, the Government refers to an amendment to the 2015 Education and Vocational Training Act. The amended Act focuses on increasing the macro-efficiency of upper secondary vocational training institutes and establishes a 70 per cent employment target for graduates within the first year after graduation. Additionally, according to a 2016 report by the European Centre for the Development of Vocational Training (CEDEFOP), the macro-effectivity policy for upper-secondary vocational education and training (VET) seeks to eliminate overlaps in the regional provision of VET and avoid competition between providers. The objective of the policy is to arrive at an optimal offer of qualifications at national and regional levels to meet labour market needs effectively and efficiently. The report notes that, in 2016, a review of the qualifications framework resulted in a 25 per cent reduction in the number of qualifications, on the basis that this reduction would make it easier for students to select a programme while increasing the efficiency of VET institutes. The Government further reports that, in 2016, the Ministry of Education launched a programme to improve: the quality of vocational guidance; the coordination of transitions from school to work; and the dissemination of VET information. In their observations, the workers’ organizations maintain that the Government is moving away from lifelong learning programmes, leaving workers’ organizations with the burden of providing such training for workers. They also refer to the 2017 OECD Skills Strategy Diagnostic Report, challenge 9, which states that all stakeholders in the Netherlands should broaden their skills policy dialogue in order to meet the needs of an increasingly diverse society, engaging with groups that are underperforming in the development, activation and use of skills. Additionally, the workers’ organizations observe that the amended Act on Adult and Vocational Education has resulted in local governments outsourcing training from the private sector, as they are no longer required to use regional VET training centres. The workers’ organizations maintain that, therefore, national public quality assurance for training in basic skills no longer exists. They add that, in 2014, a new subsidy scheme replaced the Wage Tax Relief Act, allowing employers to pay lower taxes for employees engaged in vocational training. In response to the Committee’s previous comment concerning the 2012 Agreement on Accreditation of Prior Learning (APL), the Government reports that, in collaboration with the Labour Foundation, a new agreement was developed for the 2016–21 period. The APL consists of a labour market route and an education route. The labour market route caters to individuals who want to validate their knowledge and skills to help them find different employment opportunities. The education route is for individuals to validate their knowledge and skills in order to obtain a diploma in formal education by way of a shortened pathway. The Government reports that the social partners are working together to optimize the links between the labour market and educational routes. The Committee further notes the joint observations made by the FNV, CNV and VCP indicating that, in 2016, the Government no longer supported the labour market route which leads to training that does not support the needs of working people. The Committee also notes the workers’ representatives mention of challenge 6 of the OECD Skills Strategy Diagnostic Report indicating that the Government should consider introducing stronger and more targeted public investment to boost participation in the APL. The Committee requests the Government to provide a copy of the 2015 Education and Vocational Training Act, as well as information on progress made in achieving the 70 per cent target envisaged in the Act. The Committee further requests the Government to provide detailed information, including statistical information disaggregated by sex and age, on the impact of the labour and education routes of the APL, particularly with regard to the benefits of the training offered, such as licensing and enhanced qualifications for those in the education route and enhanced job prospects and job retention for participants in the labour route. The Committee also invites the Government to provide updated information on measures implemented to promote access to vocational education, guidance and lifelong learning on lasting employment for specific groups, particularly women, young persons and the long-term unemployed (Article 4 of the Convention). Additionally, the Committee requests the Government to continue to provide information on the manner in which the cooperation of employers’ and workers’ organizations is ensured in the formulation and implementation of vocational training policies and programmes.

Observation (CEACR) - adopted 2013, published 103rd ILC session (2014)

Articles 1–5 of the Convention. Formulation and implementation of education and training policies and cooperation with social partners. The Committee notes the Government’s report received in August 2013 containing information in connection with its previous comments and notes the observations made by the Netherlands Trade Union Confederation (FNV). The Government indicates that the Working and Learning Project, established in 2005 to provide training for employees and jobseekers, ended in 2011. The Committee observes that from 2005–11 more than 125,000 working and learning trajectories were established with a special focus on young people with no basic qualifications and jobseekers who were difficult to place. In its contribution, the FNV stresses that the end of the Working and Learning Project in 2011 also entailed the end of subsidies to the regional activities and learning projects. The FNV indicates that the Government is steadily withdrawing from lifelong learning measures and leaving the responsibility with the social partners. While it acknowledges the important role of the social partners in lifelong learning, it insists on the responsibility of the Government in this area. The FNV further indicates that the Government has announced substantial austerity measures and budget reductions to be implemented in respect of the knowledge centres for occupational training where educational institutes cooperate with social partners to improve the link between education and labour. The Committee recalls that the Trade Union Confederation of Middle and Higher Level Employees’ Unions (MHP) indicated in 2008 that training consultations took place on several occasions between the Government and the social partners and that the basis for these discussions was a training manifesto. The Government indicates in its last report that the training manifesto emphasized the importance of education, training and accreditation of prior learning (APL) to boost the levels of education and the rate of labour market participation and underlined the goals and policy instruments of the Working and Learning Project. The Government also indicates that the cooperation of employers’ and workers’ organizations is ensured not only through the Social and Economic Council but also, for instance, through the agreement on APL signed in 2012 between the Government, employers and workers. The Committee invites the Government to provide in its next report information on the activities undertaken for the development of comprehensive and coordinated policies and programmes of vocational guidance and training, indicating, in particular, the way in which effective coordination is assured and the manner in which the policies and programmes are linked with employment and the public employment service. The Committee also invites the Government to include more specific information on the agreement on APL signed in 2012, as well as on other means by which the cooperation of employers’ and workers’ organizations is ensured, including through the Social and Economic Council, in the formulation and implementation of vocational training policies and programmes.

Observation (CEACR) - adopted 2009, published 99th ILC session (2010)

Articles 1–5 of the Convention. Formulation and implementation of education and training policies and cooperation with social partners. The Committee notes the Government’s report for the period ending June 2008, and the comments provided by the Trade Union Confederation of Middle and Higher Level Employees’ Unions (MHP), received in August 2008. The Committee notes that a Working and Learning Project Department was established in March 2005 with a view to increase lifelong learning and to improve matching education with the demand of the labour market. In particular, the Department was established to provide training, retraining and further training for employees and jobseekers. In 2005–07, the Working and Learning Project Department focused on the creation of 15,000 combined working and learning courses, 20,000 Accreditation of Prior Learning trajectories and an infrastructure to facilitate lifelong learning through the establishment of Working and Learning Desks. In order to boost the levels of qualification and, as a corollary, the rate of labour market participation, the tenure of the Project Department was extended until 2011, so as to concentrate on establishing 90,000 working and learning trajectories, with a special focus on young working people with no basic qualifications and jobseekers who are difficult to place. The Project Department will also consider longer term developments in lifelong learning through a specially appointed think tank, a conference on lifelong learning and discussions on training with the social partners. In this regard, the Committee notes the comments from MHP in which it indicates that the Government has been planning to ask the Social and Economic Council for recommendations on lifelong learning for some time. Furthermore, the Government indicates that the Institute for Employee Benefit Schemes (UWV) is making use of a training protocol, which is a series of guidelines indicating when training should be considered for UWV clients. MHP also refers to the consultations held to discuss the preparation of a “training manifesto”. Finally, the Government indicates that the incentive scheme to encourage vacancies to be filled by the unemployed and workers threatened with unemployment (SVWW) has been discontinued. In this regard, MHP regrets that this scheme has not been replaced by a similar demand-driven scheme. The Committee asks the Government to provide in its next report information on the activities of the Working and Learning Project Department, and other machinery for the development of comprehensive and coordinated policies and programmes of vocational guidance and training indicating, in particular, the way in which effective coordination is assured and the manner in which the policies and programmes are linked with employment and the public employment service. The Committee also asks the Government to include information on the development of the “training manifesto” and on other means by which the cooperation of employers’ and workers’ organizations is ensured, including through the Social and Economic Council, in the formulation and implementation of vocational guidance and vocational training policies and programmes.

Direct Request (CEACR) - adopted 1993, published 80th ILC session (1993)

The Committee notes the Government's report and the comments of the Netherlands Trade Union Federation (FNV) and the Netherlands Council of Employers' Federations (RCO). It notes the entry into force of the Youth Work Guarantee Act and would be grateful if in its next report the Government would supply information on the number of young persons receiving training under the provisions of this Act, the type of training and the results obtained in terms of the entry of the persons concerned into durable employment.

In its observation of 1992 on the application of Convention No. 122 the Committee noted that the Government anticipated a drop in the demand for unskilled labour in the period 1991-95. It asks the Government to provide further information on the measures taken or contemplated as a consequence in the area of training. More generally, the Committee hopes that in its future reports the Government will continue to provide detailed information, such as that requested under Part VI of the report form, on the practical application of the Convention.

Direct Request (CEACR) - adopted 1988, published 75th ILC session (1988)

The Committee notes the information provided by the Government in reply to its previous direct request.

1. The Committee notes that various training and employment schemes are being implemented, particularly for the young and long-term unemployed, in the light of the labour market imbalances and structural unemployment problems as previously mentioned under Convention No. 122. A new scheme was launched in January 1987 which aims to create a framework for supporting and stimulating the unemployed as well as those in work to go in for training in enterprises with the assistance of the employment office. At the same time, another 18 employment offices were added to the JOB plan (designed to provide long-term unemployed young people with work experience through the temporary employment system). The Committee notes from the survey made for the evaluation of the JOB plan, that further training of the young, either in a job under the scheme or prior to or after participating in the scheme, would be desirable. Please supply supplementary information on measures, if any, taken or envisaged in this connection, and also more generally, on the quality of the training offered in the youth schemes.

2. The Committee notes the information concerning the adaptation of the training programmes. In the light of the conclusions of the 1986 Conference Committee in its discussion on Convention No. 122, when it invited the Government to implement consolidated plans in the sphere of employment, together with the social partners, including measures such as the promotion of training, the Committee refers to its 1987 Observation under Convention No. 122 and would be grateful if the Government would continue to supply specific information under the present Convention, with special reference to the questions raised in the report form under paragraphs 1 to 4 of Article 1 of the Convention.