EDUCATION AND TRAINING

National Reference Metadata in ESS Standard for Quality Reports Structure (ESQRS)

Compiling agency: Statistics Netherlands


Eurostat metadata
Reference metadata
1. Contact
2. Statistical presentation
3. Statistical processing
4. Quality management
5. Relevance
6. Accuracy and reliability
7. Timeliness and punctuality
8. Coherence and comparability
9. Accessibility and clarity
10. Cost and Burden
11. Confidentiality
12. Comment
Related Metadata
Annexes (including footnotes)
 



For any question on data and metadata, please contact: Eurostat user support

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1. Contact Top
1.1. Contact organisation

Statistics Netherlands
1.2. Contact organisation unit

Education Statistics
1.5. Contact mail address

P.O. Box 24500
NL-2490 HA Den Haag
The Netherlands


2. Statistical presentation Top
2.1. Data description

A general description of the statistical process and its outputs, and their evolution over time.

 

NATIONAL EDUCATION SYSTEM
The following documents provide general information on the educational system; please add the relevant links for your country.

General link to Eurydice:
https://eacea.ec.europa.eu/national-policies/eurydice
National system broad overview:
https://eacea.ec.europa.eu/national-policies/en/content/youthwiki/overview-netherlands
National Education System Description:
https://eacea.ec.europa.eu/national-policies/eurydice/content/netherlands_en
National Education System - Provisions regarding language learning:
Annex 1 - Provisions for language learning 2021 – Netherlands
Structure of Education and Training Systems:
 

 

Please, use the box below if you wish to complement or amend the information provided by Eurydice:
 

 

Link to the ISCMAP programme and qualification:
Annex 2 - ISCED Mapping for schoolyear 2020/2021 (UOE2022) – Netherlands
National link to programmes and qualifications:
 

 

Further information on data flagged ‘d’ in the database is available to download from the Annex of the Metadata page for Education administrative data from 2013 onwards (ISCED 2011):
https://ec.europa.eu/eurostat/cache/metadata/en/educ_uoe_enr_esms.htm
2.2. Classification system

Not available..
2.3. Coverage - sector

Not available..
2.4. Statistical concepts and definitions

Not available..
2.5. Statistical unit

Not available..
2.6. Statistical population

Not available..
2.7. Reference area

Not available..
2.8. Coverage - Time

Not available..
2.9. Base period

Not available..


3. Statistical processing Top
3.1. Source data

For each UOE table, please list the source(s) used to compile information: UOE table, name, type, date of availability and responsibility.

 

Sources used for data on enrolments
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0 pre-school 3 yr olds EU-SILC survey Statistics Netherlands
ISCED 0,1 PO aggregate register Statistics Netherlands and Ministry of Education
ISCED 0,1,2 special needs education aggregate register Statistics Netherlands and Ministry of Education
ISCED 2,3,4,5,6,7 BRON registers Statistics Netherlands and Ministry of Education
ISCED 8 PROM incomplete register combined with estimations; from 2019 estimations only Statistics Netherlands and VSNU (branche organization of Dutch universities)
ISCED 1,2,3,5,6,7 independent private education LFS survey

Statistics Netherlands

 

Sources used for data on entrants
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3,5,6,7 BRON registers Statistics Netherlands and Ministry of Education
ISCED 8 PROM register and estimations; from 2019 estimations only  Statistics Netherlands and VSNU (branche organization of Dutch universities)

 

Sources used for data on personnel
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0,1,2,3,4 CASO register Ministry of Education
ISCED 5,6,7,8 WOPI register VSNU (branche organization of Dutch universities)
ISCED 0,1,2,3,4,5,6,7 independent private education   estimation Statistics Netherlands 

 

Sources used for data on enrolments at regional level
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0,1 BRON-PO register Statistics Netherlands and Ministry of Education
ISCED 0,1,2 special needs education register Statistics Netherlands and Ministry of Education
ISCED 2,3,4,5,6,7 BRON registers Statistics Netherlands and Ministry of Education
ISCED 8 PROM incomplete register combined with estimations; from 2019 estimations only  Statistics Netherlands and VSNU (branche organization of Dutch universities)

 

Sources used for data on foreign languages learning
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1 PO register in combination with estimations Statistics Netherlands and Ministry of Education
ISCED 2-3 VO/MBO-survey register in combination with estimations, additional survey and extrapolations for subsequent years Statistics Netherlands 

 

Sources used for data on graduates
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3,4,5,6,7 BRON registers Statistics Netherlands and Ministry of Education
ISCED 8 PROM incomplete register combined with estimations; from 2019 estimations only Statistics Netherlands and VSNU (branche organization of Dutch universities)

 

Sources used for data on education expenditure
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Education expenditure by educational institutions, by source and type of transaction Annual accounts of educational institutions register DUO (agency of Ministry of Education, Culture and Science)
Education expenditure by central,  regional and local governments, by source and type of transaction Annual accounts of central,  regional and local governments register Ministries 
Education expenditure by private enterprises on work-based vocational and technical programmes CVTS: Continuing vocational training survey and SSB: Social Statistical Database survey and registers Statistics Netherlands
Payments of private enterprises and households to private educational institutions EBB: Labour Force Survey and International schools survey surveys Statistics Netherlands
Expenditure by governments,  households and companies for education to three-year-olds in preschool and integrated educational and child care programmes EU-SILC: European Union Statistics on Income and Living Conditions, financial data on companies, annual account data of central governments survey and registers Statistics Netherlands for the survey and register on financial data on companies, ministries for register on their annual account
Funds from international agencies and other foreign sources Annual accounts of European funding register (via website) and reports EU
Expenditure on school costs, vocational and technical training programmes, independent private institutions, private tutoring 'School costs monitor' and other reports by third parties reports and websites Various third parties
Expenditure on school costs, vocational and technical training programmes, independent private institutions, private tutoring, education to three-year-olds in preschool and integrated educational and child care programmes StatLine (database of Statistics Netherlands): tables on inflation, financial data on companies and on prices register Statistics Netherlands
Expenditure for research Annual accounts of educational institutions register DUO (agency of Ministry of Education, Culture and Science)
3.2. Frequency of data collection

Annual
3.3. Data collection

Not available.
3.4. Data validation

Not available.
3.5. Data compilation

Operations performed on data to derive new information according to a given set of rules.

 

Weighting methods
Weighted figures for differing reference periods Weighted figures for differing theoretical ages Conversion factors from part-time to full-time equivalent (FTE) data
     

 

 

Estimations methods used in the UOE questionnaires
Type of data Detailed variables concerned ISCED level Reference year(s) Data source (internal to UOE or not) Data type (sample-based or not) Data source name in English Reason Description of the estimation method
Foreign language learning Number of students by foreign language studied ISCED 1 2008-2011 internal to UOE population-based Yearly count of pre-primary and primary education no breakdown of the number of pupils in ISCED 1 by grade English is taught to pupils in the two highest grades of primary education, but enrolments are not known by grade. The number of pupils in the two highest grades is estimated by 2/3 of all 10 years old, plus all pupils of 11 years old and older.
Foreign language learning Number of students by foreign language studied ISCED 3 general programmes 2008-2011 mixed sources population-based (1) register of exam results in upper secondary general education; (2) register of pupils in secondary general education no data on taught modern languages in ISCED 3 general, except the exam results of the highest grade There is no data on taught modern languages in ISCED 3 general, but statistics on final exams (at the end of secondary education) are available by language. The percentages of pupils with English, French and German in their final exams of upper secondary general education are used to estimate the number of pupils who study these languages in lower grades of ISCED 3 general.
Foreign language learning Number of students by foreign language studied ISCED 2 and 3 2008-2011 mixed sources population-based (1) Register of exam results in lower secondary prevocational education. (2) Register of pupils in secondary general and prevocational education. (3) Qualitative information about the curriculum of ISCED 2 prevocational. (4) Qualitative information about the curriculum of ISCED 2 general (1) no data on taught modern languages in ISCED 2 , except the exam results of ISCED 2 prevocational and the curriculum information for the lower grades of secondary general education. (2) no breakdown of pupils in grade 1 and 2 of secondary education according to ISCED 2 prevocational or general. (1) The average number of taught foreign languages in the highest grade of ISCED 2 prevocational- that is grade 4- is used to estimate the number of pupils who are taught modern languages in grade 3. For the number of languages in grade 1 and 2 of ISCED 2 prevocational , curriculum information for ISCED 2 prevocational is used, However, that gives no information about the specific language. (2) For ISCED 2 general -that is the lower three grades of secondary general education- only curriculum information is available. Again, that gives no information about the specific langauges that are taught, only about the number of foreign languages that are obligatory in ISCED 2 general. (3) The numbers of pupils in grade 1 and grade 2 of secondary education are distributed over ISCED2 prevoc and ISCED 2 general according to the percentage of pupils who follow prevocational or general programmes in grade 3. This distribution of the pupils in the lower grades is necessary because the curricula of ISCED 2 prevocational and ISCED 2 general are different on the number of languages that are obligatory.
Foreign language learning Number of students by foreign language studied ISCED 1 2012-2014 external to UOE sample-based SLO-survey in combination with number of enrolments in primary education No information in our primary education register about foreign languages learned Calculations are based on a survey by an external organisation (SLO: nationaal expertisecentrum leerplanontwikkeling). This organisation has published percentages of schools that teach english from a certain grade. We used this in combination with the number of enrolments in each grade to estimate the number of pupils that learn english in primary education. From 2013 onwards the information is extrapolated and adjusted with information on general changes in curricula.
Foreign language learning Number of students by foreign language studied ISCED 2 2012- external to UOE sample-based Foreign Language survey No information in our secondary education enrolments register about foreign languages learned National Statistics conducted a survey to obtain information on foreign languages learned in lower secondary education.  From 2013 onwards the information form the first survey is extrapolated.  
Foreign language learning Number of students by foreign language studied ISCED 3 vocational programmes 2012- external to UOE sample-based Study guide in combination with register No information in our secondary education enrolments register about foreign languages learned For each type of education there is a guide with information on which languages are mandatory and which are voluntary. This information is used in combination with our upper secondary vocational education register. From 2013 onwards the information on curriculum is extrapolated in combination with enrollments from the register. New information that is added to the guide is checked on a yearly basis and incorporated in the new estimations.
Foreign language learning Number of students by foreign language studied ISCED 1 2015- external to UOE registration based Foreign language request for subsidy No information in our primary education register about foreign languages learned Schools can apply for subsidy for foreign language teaching. We used the list of schools that applied for subsidy, in combination with the student register, to estimate the number of pupils in foreign language learning. Because schools are not obliged to apply for subsidy when they want to teach foreign languages, the estimation can be considered as the lowest boundary of the number of pupils learning foreign languages in primary education.  
Enrolments Number of 4-year old students enrolled ISCED 0 2008-2013 external to UOE population-based  population count The number of 4-year old pupils in ISCED-0 is the number of pupils on the 1st of October (2007). However, between this date and the first of January, all 3-year olds who become 4 -years old, may enter pre-primary education, and almost all of them do. Therefore the number of pupils on the first of January is more representative for total enrolment in the school year.  Between the date of counting all 3 year-olds (1st of October) and the 1st of January, all 3-years old who become 4 -years old may enter preprimary education, and almost all of them do. Therefore the number of pupils on the first of January is more representative for total enrolment in the schoolyear. The number of 3-year olds that become 4-year old in the months between October 1st and December 31st (2007 for the reference year 2008) has to be estimated. This is done by taking the population count of 3-year olds on the 1st of january of 2007. It is assumed that the birthdays of the 3-year olds are evenly distributed over the year. Then we can assume that 75% of the 3-year olds has reached the age of 4 at the 1st of october, and is being counted in the number of 4-year old pupils at this date. Consequently we can assume that 25% of the 3-year olds at the 1st of january (2007) is missing in the pupil count on the 1st of october (2007). So we add 25% of the number of 3-year olds from the population count on the 1st of january to the pupil count of 4-year olds on the 1st of october.
Education expenditure Expenditure of households: payments to independent private institutions ISCED 0 to 3 1995-2004; 2006-2007 external to UOE  mixed type  - Household expenditure on education given by international schools not available for these years, nor the sector breakdowns. Based on inflation and development in student numbers in public institutions, household expenditure on education given by international schools in the Netherlands and the total number of pupils are estimated for these years. The total number of pupils gets divided by ISCED level based on the number of pupils enrolled in each ISCED level at public institutions. 
Education expenditure Current and capital expenditure in public institutions All ISCED levels 1995-2012 external to UOE population-based Public educational institutions financial data The public institutions reported in the UOE questionnaire include more than just educational institutions. Institutions in support of educational institutions are included as well. Data on the expenditure on salaries, current expenditure and capital expenditure is only available for the educational institutions. The share of each of these items in terms of percentage is taken to estimate the expenditure on salaries, current expenditure and capital expenditure for all public institutions, educational and non-educational. In order to estimate the expenditure in public institutions on salaries, current expenditure and capital expenditure, the financial data of public educational institutions on these items is expressed in terms of percentage whereby the three items together make up for 100%. These percentages are determined separately for each Dutch educational level. The percentages are multiplied by the total expenditure on public institutions (combined public, private and international source); also for each Dutch educational level separately. This results in an allocation of total expenditure into personnel compensation,  current expenditure other than compensation of personnel and capital expenditure. Based on the number of pupils/students enrolled in each ISCED level, these totals get divided up to ISCED level.
Education expenditure Public direct expenditure for R&D, international payments to all types of institutions for R&D, payments of private institutions to educational institutions for R&D ISCED 5 to 8 1995-2012 external to UOE population-based Annual accounts data of public higher education institutions No register data available for reporting R&D in the UOE manner. The annual accounts data of higher education institutions are combined with keys based on reports and research of various third parties in order to divide higher education R&D into the parts education, research and healthcare.
Education expenditure Payments of private enterprises on work-based vocational and technical programmes ISCED 2, 3 and 4 pre-vocational and vocational, ISCED 5 to 8 1995-2012 external to UOE  - SSB (Social Statistical Database), CVTS (Continuing vocational training survey) No register data on expenditures of this type available, only register data on student numbers and time spend on supervising these students during their training in companies. The number of pupils and time spent on them by their supervisors are taken from registers and are combined with data on prices from registers of Statistics Netherlands and keys from reports of various third parties. This results in an estimation.
Education expenditure Payments of private enterprises and households to private  educational institutions All ISCED levels 1995-2012 external to UOE  - EBB (Labour Force Survey) No register data on expenditures of this type available, nor on the exact number of students. The number of students are derived from the Labour Force Survey as a residual of students that do not belong to any other category while their programmes do match the criteria for education as stated in the UOE manual. These numbers are combined with data on tuition fees of private educational institutions from internet, financial data on companies from registers of Statistics Netherlands and the distribution of students over ISCED levels in public educational institutions.
Education expenditure Payments of households for private tutoring ISCED 1 to 3 1995-2012 external to UOE  - Internet and reports of third parties No register data on expenditures of this type available, only some reports and articles by third parties. Information on the websites of private tutoring institutions has been used to comply average tariffs for various tutoring services and the duration of these services. Articles and reports of third parties have resulted in a key for the amount of students partaking in private tutoring. These have been multiplied by the number of students in public institutions, per relevant ISCED level. This results in an estimation.
Education expenditure Payments of governments,  households and companies for education to three-year-olds in preschool and integrated educational and child care programmes. ISCED 0.2 2010-2012 external to UOE  - EU-SILC (The European Union Statistics on Income and Living Conditions) No register data on expenditures of this type available. The number of pupils and time spent in preschool and day care are taken from the EU-SILC survey and are combined with financial data on companies from registers of Statistics Netherlands, annual account data of the Ministry of Social Affairs and Employment. This results in an estimation of the educational component in the activities of the children in preschool and  integrated educational and child care programmes.
Enrolments, entrants, graduates, regional Number of students. ISCED 8 2019- mixed sources population-based population count No register data on the number of ISCED 8 students available.

For 2019, 2020 and 2021, the numbers for ISCED 8 were estimated. The data for previous years serve as the basis for the estimates. The data from previous years are extrapolated, based on the average growth over the past two or three years applied to the previous year of the missing year.
3.6. Adjustment

Not available.


4. Quality management Top
4.1. Quality assurance

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.
4.2. Quality management - assessment

Not available.


5. Relevance Top
5.1. Relevance - User Needs

Not available.
5.2. Relevance - User Satisfaction

Not available.
5.3. Completeness

The extent to which all statistics that are needed are available.

 

ISCED levels not covered
  Enrolments Entrants Personnel Foreign languages learning Regional enrolments Graduates Education expenditure
Data not covered ISCED 8: breakdowns for Fields at Fields-levels 3/4-digit; ISCED 8: breakdowns for Fields at Fields-levels 3/4-digit; For all ISCED-levels: independent private institutions   independent private institutions 3 years old breakdown by regions unavailable. ISCED 8: breakdowns for Fields at Fields-levels 3/4-digit; For all ISCED-levels: independent private institutions  
Reasons for unavailable data and, planned actions to improve coverage This information on ISCED-8 is not  available in registers and we're not able to make estimations. This information is not available in the register. The ministry of Education is currently setting up a register on independent private formal education. It's not yet ready to use. We're planning to use this register to estimate entrants in private education in the future.       This information is not available in the register. The ministry of Education is currently setting up a register on independent private formal education. It's not yet ready to use. We're planning to use this register to estimate entrants in private education in the future.  
Data not covered police and defence academies police and defence academies     police and defence academies. police and defence academies. Police and defence academies, breakdown of personnel compensation.
Reasons for unavailable data and, planned actions to improve coverage these data are not (yet) in our registers. these data are not (yet) in our registers.     these data are not (yet) in our registers. these data are not (yet) in our registers. These data are not (yet) in our registers and don't have high enough national priority in order to conduct research.
5.3.1. Data completeness - rate

Not available.


6. Accuracy and reliability Top
6.1. Accuracy - overall

Not available.
6.2. Sampling error

Not applicable.
6.2.1. Sampling error - indicators

Not applicable.
6.3. Non-sampling error

See below.
6.3.1. Coverage error

Divergence between the frame population and the target population.

 

Vocational training Programmes shorter than one semester
(or Implementation of the semester rule)
Are vocational and technical training programmes in enterprises included in the UOE data collection (YES/NO)? If Yes, how is the 10% school based component over the whole length of the programme assessed? Do (formal) programmes of shorter duration than one semester, full time equivalent duration as defined nationally, exist (YES/NO)? If Yes, how their duration (shorter than one semester) is assessed? Are all programmes of shorter duration than one semester, full time equivalent duration as defined nationally excluded from the UOE data collection (YES/NO)? If NO, how does the coverage deviate from the UOE Manual recommendation?
Yes All education programmes in our register meet the 10% requirements. No    Yes  

 

 

Early childhood education programmes
ISCED 01 programmes Reporting of Age in ISCED 0 Personnel in ISCED 0 What is the starting age of compulsory Primary education (ISCED 1)? This is needed for the calculation of ECE indicators such as 'Pupils aged between 4 years old and the starting age of compulsory education, by sex - as % of the population of the corresponding age group'
Do Early Childhood Educational Development programmes (ISCED 01) exist in the country
(YES/NO)?		 If Yes, are these programmes included in the UOE data collection
(YES/NO)?		 Are children under the age of 3 reported as participating in ISCED 02 Pre-primary education programmes? (YES/NO) If YES, please explain why. Are Classroom Teachers and Teacher Aides reported separately in the UOE data collection? (YES/NO) If NO, why? How are they reported? What is the minimum level of qualification required to become a Classroom Teacher at ISCED 01 and 02? Please give ISCED level. What is the minimum level of qualification required to become a Teachers’ Aide at ISCED 01 and 02? Please give ISCED level.
 NO    NO    YES  Note: we have only one type of group leaders for 3yr olds in ISCED-02 and we have reported them as 'teachers'.

 ISCED-01: not applicable because it's outside ISCED in the Netherlands;

ISCED-02: group leaders for 3yr olds have a minimum qualification of ISCED-3; teachers for 4 and 5-yr olds have a minimum qualification at level ISCED-5.

 ISCED-01: not applicable because it's outside ISCED in the Netherlands;

ISCED-02: for 3yr olds it's not applicable. Teacher aides for 4 and 5 yr olds have a minimum qualification at level ISCED-3.

 If you need the age specifically in ISCED-1 it is 6. But compulsory education starts in ISCED-0 at the age of 5.

 

Special education needs (SNE) programmes
Are students in special education included in the data provided on enrolments, entrants, graduates and regional data
(YES/NO)?		 If NO, could you please specify for which questionnaires and explain why?
 YES  

 

Adult education programmes and "continuing education"
Are adult education programmes included in the data? (YES/NO)  If NO, why?  If YES, does the national definition of “adult” or “continuing” education fully comply with the category as defined by the UOE manual? If the national definition of “adult” or “continuing” education programmes does not fully comply with the category as defined by the UOE manual, how it is assessed that the national “adult” or “continuing” programmes are similar or equivalent to corresponding initial education? 
 YES  YES    

 

Students enrolled in educational institutions organised by ministries other than ministry of education
Do educational programmes organised by Ministries other than Ministry of education exist in the country (YES/NO)?  If Yes, what is the coverage of these programmes in the UOE data collection?  If Yes, and if relevant, which of those programmes are excluded from the UOE data collection?
 YES  Agricultural programmes organised by the Ministry of Economic Affairs are covered, as well as care and medical programmes organised by the Ministry of Health, Welfare and Sport.  Police and defence academies funded by the Ministry of Safety and Justice and the Ministry of Defence: these data are not (yet) in our registers.

  

Domestic educational activities Distance learning / e-learning programmes
Are all country’s domestic educational activities reported in the UOE data collection (YES/NO)? If NO, which domestic educational activity (e.g. for example Distance learning/e-learning involving two countries, commuting students, foreign campus, European administration schools, etc.) are not reported and why? Are distance learning programmes data reported in the UOE questionnaires? (YES / NO / Partially / Not relevant) If NO, please explain why. If Partially, which ones are excluded and for what reasons? If distance students are included in the data, are national distance learners in programmes organised by institutions outside your country excluded?
 Yes    Yes (foreign students studying in NL).      Yes

 

Students participating in exchange programmes (credit mobile students) Foreign languages learning
Are students in short term postings (i.e. exchange programmes (credit mobility)) excluded from the population of students in the data collection (YES/NO)? If Yes, how the length of their stay abroad is assessed? If NO, why they are not excluded? Are students with SNE (Special Needs Education) enrolled in special schools excluded from the data on foreign languages? (YES/NO) Apart from SNE pupils, is the scope of the population the same as the total of students enrolled? (YES/NO) If NO, which pupils are not included?
YES, Incoming credit mobile students are excluded. Outgoing credit mobile students are included.  They are not included in our registrations if they are not enrolled for a whole year.    Yes  Yes  

 

National programmes not covered by the UOE data collection, by ISCED level - Reasons why they are not covered
Programmes not covered at ISCED 0-Early childhood education Programmes not covered at ISCED 1-primary level of education Programmes not covered at ISCED 2-lower secondary level of education Programmes not covered at ISCED 3-upper secondary level of education Programmes not covered at ISCED 4-post-secondary non-tertiary education Programmes not covered at ISCED 5-short-cycle tertiary education Programmes not covered at ISCED 6– Bachelor's or equivalent level Programmes not covered at at ISCED 7 – Master's or equivalent level Programmes not covered at ISCED 8 – Doctoral or equivalent level
 See chapter 5.3 Completeness See chapter 5.3 Completeness  See chapter 5.3 Completeness See chapter 5.3 Completeness See chapter 5.3 Completeness  See chapter 5.3 Completeness See chapter 5.3 Completeness See chapter 5.3 Completeness See chapter 5.3 Completeness

 

Graduates: unduplicated count
Is the method of unduplicated count used for calculation of Graduates in the UOE data collection
(YES/NO)?		 If YES, please explain the method.
 Yes  If a student has graduated twice in one year, the highest diploma is selected.

 

Tertiary education programmes (ISCED Levels (5-8)
Orientation of programme in tertiary education Personnel in tertiary education, Academic staff
Does the orientation (general/academic, vocational/professional) in tertiary education (ISCED levels 5 to 7) exist in the country
(YES/NO)?		 If YES, what is the national definition of the programme orientation? Are PhD candidates who are employed and hold titles such as teaching assistant, teaching associate, teaching fellow, research assistant reported as academic staff in the UOE data collection (YES/NO)?
 YES  It is defined at the institutional level. HBO-institutions offer professional programmes, WO-institutions (universities) offer academic programmes. YES, all PhD candidates are reported as academic staff, but they do not hold titles as teaching assistant, teaching associate, teaching fellow or research assistant.
6.3.1.1. Over-coverage - rate

Not applicable.
6.3.1.2. Common units - proportion

Not applicable.
6.3.2. Measurement error

Not applicable.
6.3.3. Non response error

Not applicable.
6.3.3.1. Unit non-response - rate

Not applicable.
6.3.3.2. Item non-response - rate

Not applicable.
6.3.4. Processing error

Not applicable.
6.3.4.1. Imputation - rate

Not applicable.
6.3.5. Model assumption error

Not applicable.
6.4. Seasonal adjustment

[not requested]
6.5. Data revision - policy

Not available.
6.6. Data revision - practice

Any change in a value of a statistic released to the public.

 

Type of data reviewed Detailed variables concerned Reference time period Year when the revision was made Reason having led to the revision Consequences on accuracy
Education expenditure All 1995-2006 2008  A combination of new sources of information, new and adjusted methods and the correcting of mistakes.  Improvement on accuracy and a description of a broader scope of educational activity in NL.
Education expenditure All 1995-2010 2012  A combination of new sources of information, new and adjusted methods and the correcting of mistakes.  Improvement on accuracy and a description of a broader scope of educational activity in NL.
Private education expenditure Expenditure of households and other private entities on payments to independent private institutions.

Expenditure in independent private institutions for personnel compensation, current expenditure other than compensation of personnel, capital expenditure and adjustments for changes in fund balances.

 2004 2013 Correcting of a mistake: the number of students attending private senior secondary vocational education and private tertiary education in 2004 appear to have been calculated incorrectly. This has been corrected. The number of students in secondary education has been revised downwards, in tertiary education upwards (it concerned a shift in the number of student from one type of education to another, the total number of students in private education remained the same). As a result total expenditure on education has been revised downwards slightly as well. Improvement on accuracy and the time series on private education expenditure.
6.6.1. Data revision - average size

Not available.


7. Timeliness and punctuality Top
7.1. Timeliness

Length of time between data availability and the event or phenomenon they describe. Typically includes:

 

Information related to the latest reference year (academic year t-t+1, or financial year t)
Data collection Post-collection phase Dissemination/publication in your country Additional comments on deadlines and timeliness
Type of data Start date End date Start date End date Start date End date
Primary education register (PO), enrolments Oct-year t Dec-year t Jan-year t+1 Apr-year t+1 May-year t+1 Jun-year t+1  
Secondary education register (VO), enrolments Oct-year t Dec-year t Jan-year t+1 Apr-year t+1 May-year t+1 Jun-year t+1  
Secondary vocational ed register (MBO), enrolments Oct-year t Dec-year t Jan-year t+1 Apr-year t+1 May-year t+1 Jun-year t+1  
Tertiary education register (HO), enrolments Oct-year t Dec-year t Jan-year t+1 Apr-year t+1 May-year t+1 Jun-year t+1  
PHD registration, enrolments and graduates Jan-year t+2 Jul-year t+2 Aug-year t+2 Sep-year t+2 not applicable    
Secondary education register (VO), graduates Aug-year t Dec-year t+1 Jan-year t+2 Apr-year t+2 May-year t+2 Jun-year t+2  
Secondary vocational ed register (MBO), graduates Aug-year t Dec-year t+1 Jan-year t+2 Apr-year t+2 May-year t+2 Jun-year t+2  
Tertiary education register (HO), graduates Sep-year t Dec-year t+1 Jan-year t+2 Apr-year t+2 May-year t+2 Jun-year t+2  
Education expenditure Dec-year t+1 Aug-year t+2 May/June year t+2 Sep-year t+2 Oct-year t+2 Dec-year t+2  
7.1.1. Time lag - first result

Not available.
7.1.2. Time lag - final result

Not available.
7.2. Punctuality

See below.
7.2.1. Punctuality - delivery and publication

The number of days between the delivery/release date of data and the target date on which they were scheduled for delivery/ release.

 

Submission dates for the latest reference year (academic year t-t+1, or financial year t)
Deadline for transmission of data: 30 September t+2 Deadline for transmission of data: 30 November of t+2
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
30/09/year t+2 30/09/year t+2 30/09/year t+2 30/09/year t+2 30/09/year t+2 29/11/year t+2 01/12/year t+2


8. Coherence and comparability Top
8.1. Comparability - geographical

The extent to which statistics are comparable between countries.

A. Deviations between the national methodology and the UOE Manual: non financial data

Reference period Data collection period Reference date for student and personnel ages
     

 

Enrolment: data collection period Enrolment in multiple fields of education Count of students: if relevant, detailed list of variables for which double counting are significant and why. Regional enrolment Foreign languages learning
         

 

Entrants New entrants by field of education Graduates from specific programmes Graduates by field of education
       

 

Educational personnel in work- and school-based combined programmes Educational personnel taxonomy: classroom teachers (ISCED 0-4) and academic staff (ISCED 5-8) Educational staff at ISCED level 0 Educational personnel at ISCED levels 5-8 Educational personnel and temporary replacements
         

 

B. Deviations between the national methodology and the UOE Manual: financial data

Expenditure at the pre-primary level - the childcare component
Reference period Expenditure at the pre-primary level: is the childcare component excluded (yes/no/partially)? If yes, which is exactly the share of "day care component" to be excluded from the data on the pre-primary level? If no, which estimation method is used to determine the share? Expenditure for teaching/academic hospitals Ancillary services expenditure Evening child care
   Yes Statistics Netherlands has performed research into the daily activities of three-year-olds in Dutch integrated educational and child care programmes and the (estimation) methods which are widely used internationally, in particular by reference countries of the Netherlands. In result NL has chosen to use an educational component of 50 percent on the expenditure for three-year-olds in integrated educational and child care programmes in ISCED 0.2. This educational component is also used for estimating the number of participating three-year-olds in integrated programmes in FTEs and the personnel assignment to these three-year-olds.      

 

Cost of a dual-system programme to the employer. Adjustment of enrolments in case there is no data on expenditure at the workplace Expenditure for contributions on pension schemes Households' payments for private tutering Student living costs Ancillary services coverage
    Fully funded pension scheme in NL. For NL only total personnel compensation is reported in the UOE questionnaire. This total is not seperated into salaries, expenditure for retirement (pensions) and other nonsalary compensation.     NL uses a stricter definition and explanation of what services should be considered ancillary services in the UOE, namely only those that have a core interest in or purpose for education. Based on this definition no services are included in 'Ancillary services' for NL.
8.1.1. Asymmetry for mirror flow statistics - coefficient

Not applicable.
8.2. Comparability - over time

The extent to which statistics are comparable or reconcilable over time.

 



 Main changes compared to data transmitted for the previous reference period
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
Changes in the educational system              
Changes in the coverage  private education institutions     private education institutions    private education institutions    
Changes in the methodology  ISCED-8: estimations  ISCED-8: estimations    ISCED-1 language learning: new source.  ISCED-8: estimations  ISCED-8: estimations  
Other changes              

 

Main changes over time
Type of data Detailed variables concerned Reference year(s) Changes in the educational system Changes in the coverage Changes in the methodology Other changes
All ISCED 2 and 3 vocational 2004/2005     From 2004/'05 onwards SCED-2 and 3 vocational education (MBO) register data are available . Before this year we used aggregates.  
All Higher education 2002/2003 The introduction of the BA-MA structure in Higher Education in 2002/'03.      
Enrolments, regio, Personnel All

2010/2011,

2014/2015

   For the first time independent private education included in 2010/11. However, in the years 2012/13 and 2013/14 we had a problem with the source of the data (LFS) and were therefore not able to deliver the data. From 2014/15 onwards private education is included again in ENR, REGIO and PERS-tables.    
Enrolments, regio, Personnel ISCED-0 2010/2011   First time inclusion of pre-school education of 3-yr olds (excluding dreakdown by regions)    
Personnel ISCED 0 and 1 1998-2009       ISCED 1 includes ISCED 0
Personnel ISCED 2, 3 and 4 1998-2010       ISCED 3 includes ISCED 2 and 4
Personnel Pupil/ Student - teacher ratio and average class size (ISCED 1-3) 2002     The decrease in the pupil/teacher ratio is mainly a result of the changed methodology in 2002.  
Personnel Teaching staff: ISCED 3 and 4 1998-2009       ISCED 3 includes ISCED 4
Personnel Teaching staff: ISCED 2 and 3 2002-2003       ISCED 3 includes ISCED 2
Foreign languages learning Language learning data 2002/2003 Break in series due to changes in the curriculum.      
Foreign languages learning Language learning data 2008/2009 Break in series due to changes in the curriculum      
Foreign languages learning Language learning data 2014/15     Break in series due to change of source for ISCED-1. The data now represent the lower boundary for the number of pupils in language learning. The previous number represented a rough estimate.  
Enrolments Participation/ Enrolment in education (ISCED 0-4) 2002/2003-2005/2006     Different reference dates for ages from 2003 to 2006  
Graduates            
Education expenditure Education expenditure for vocational and technical training programmes in enterprises  1995-2006   In 2008 an estimation method on education expenditure for vocational and technical training programmes in enterprises was introduced in the financial data. A timeline for 1995-2006 has been made for this variable.     
Education expenditure Expenditure for and in independent private institutions 1995-2006   In 2008 an estimation method on education expenditure for and in independent private educational institutions was introduced in the financial data. A timeline for 1995-2006 has been made for this variable.     
Education expenditure Expenditure for educational institutions for R&D activities 1995-2006     In 2008 the estimation method on expenditure for educational institutions for R&D activities in the financial data has been improved in quality. A new timeline for 1995-2006 has been made for this variable.   
Education expenditure Expenditure on three-year-olds in integrated programmes in ISCED 0 1995-2010   In 2012 an estimation method has been developed for the expenditure on three-year-olds in integrated educational and child care programmes in ISCED 0. A timeline for 1995-2010 has been made for this variable.     
Education expenditure Payments by households for private tutoring  1995-2010   In 2012 an estimation method has been developed for the expenditure by households on private tutoring. A timeline for 1995-2010 has been made for this variable.     
Education expenditure Funds from international agencies and other foreign sources 1995-2010   In 2012 an estimation method has been developed for funds from foreign sources other than for R&D activities (such as EU funds for ESF- and LLP-programmes and foreign funds received by international schools based in the Netherlands). A timeline for 1995-2010 has been made for this variable.     
Education expenditure Education expenditure for vocational and technical training programmes in enterprises  1995-2010     In 2012 the estimation method on education expenditure for vocational and technical training programmes in enterprises in the financial data has been adjusted due to a new data source, which is of better quality and will be available annually. Based on this new source, some of the assumptions for the calculation have been improved as well. A new timeline for 1995-2010 has been made for this variable.   
Education expenditure Expenditure for educational institutions for R&D activities 1995-2010     In 2012 the methodology for estimating the expenditure on higher education R&D has been adjusted. Data on higher education R&D has to be reported for both the UOE data collection and the OECD DSTI data collection (based on the Frascati Manual). In the latest adjustment both datasets are based on the same methodology and the same data sources and assumptions. Also the methodology for estimating the expenditure on R&D conducted by institutions of higher professional education has been improved in quality by using a new source of better coverage and more detail. A new timeline for 1995-2010 has been made for this variable.   
ISCED-5 (ISCED-1997)  Enrolments, Entrants and Graduates  Mobile students  2011/12    

The variable we normally used to decide whether a tertiary student is mobile or not, has been changed permanently in the registration of students ISCED 5A/B in 2011/12.  It does not deliver the correct number of mobile students anymore. The new methodology is based on the assumption that all students in ISCED 5A/B with foreign nationality that have not been found in existing  national enrollment registers of ISCED 3A, can be considered as mobile students. The new number of mobile students is higher and its variation in time is much closer to that of the number of foreigners.

The fact that the new number of mobile students is higher than we used to publish, can be explained by the fact that in this new methodology those foreign students of whom it is unknown if they come from abroad or not, are considered as mobile, if they cannot be found in existing Dutch registers of ISCED 3A.

  
Enrolments, personel All  2012/13, 2013/14   Independent private education is excluded Due to changes in the LFS it was not possible to determine the number of pupils/students in private education institutions for these years.  
Enrolments, personel All 2016/17     We changed the determination of students in private education from the LFS. The number of students is now higher, but more alligned to other publications and data-deliveries to Eurostat.  
Enrolments ISCED 2 and 3 2016/17   ISCED-2-3 includes pupils of all ages in international schools, but excludes pupils younger than 17 in other private institutions.    

Enrolments, entrants and graduates in Tertiary education

         In 2014/15 the determination of international students has been slightly changed. The change was made for the group of students on which no information is available on prior education and nationality.  

Enrolments school-work based component

 ISCED-2&3 2018/19 Break in series due to a new regulation on the school-work based component in vocational education in ISCED-2 and 3. Because of the new regulation more programmes, and therefore more students, are classified in school-work based programmes.    

PERS

 ISCED-5,6,7 2018/19     For personnel in in higher vocational education the split between ft/pt contracts has been adjusted. An improvement has been made in the calculation of the working hours. This has caused a change in the allocation of personnel to ft/pt, there is a shift from ft to pt.  

ALL

 ISCED 0 2018

In 2018, two childcare Acts were passed aimed at improving quality and accessibility of childcare (Eurydice description here). 

According to these acts, a financial contribution for parents was introduced in order to ‘equalize’ the costs for kindergarten (free of costs before 2018) and daycare (already costs before 2018). As a consequence of this, the number of children in kindergarten dropped from 2017 to 2018.

      

Enrolments, entrants, graduates, regional

 ISCED 8  2019     From 2019 the data for ISCED 8 are solely based on estimations.   

Enrolments, entrants, regional

 ISCED 2 to 7 2021     The same figures have been used for Independent private institutions as for the previous year. Due to a revision of the Labour Force Survey, the new figures were not yet available.  

Graduates

 ISCED 3.5 (professional) 2021     As of this year, graduates in ISCED 3.5 (professional) are defined in a different way, which has caused a break in the time series. Previously, we only counted diplomas if the learning path of the diploma matched the learning path of enrolment. Now we count all diplomas, regardless of the learning path.  

Entrants

 ISCED 3 2021     The entrants in ISCED 3 are determined in a different way, resulting in a break in the time series. Due to a revision, some studies have been assigned to different ISCED fields and/or levels this year.  

Entrants, graduates, enrolments

 ISCED 7 2021     Due to a revision, some studies have been assigned to different ISCED fields and/or levels this year.  
8.2.1. Length of comparable time series

Not available.
8.3. Coherence - cross domain

The extent to which statistics are reconcilable with those obtained through other data sources or statistical domains.

 

Name of the national publication Coherence issues
   
8.4. Coherence - sub annual and annual statistics

Not available.
8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

 

Calculation method Scope of education
According to the UOE manual student loans have to be included in the questionnaire as expenditures. According to National Account standards loans are no real expenditures but financial transactions. According to the UOE manual expenditure on the medical faculty of academic hospitals for education and research has to be included in the questionnaire. According to National Account standards academic hospitals, their medical faculties included, belong not to Education but to Health Care.
The accounting basis of the UOE is the cash basis. The accounting basis of the National Accounts is the accrual basis. This for example leads to differences between UOE and NA concerning the booking of loans, repayments on loans, interest paid on loans , remission of loans, depreciations, disinvestments and payments in advance. The UOE covers only formal education, National Accounts both formal and informal education.
8.6. Coherence - internal

From 2014/15 onwards enrollment, regional and personnel data include pupils and teachers in private institutions and are comparable. However, all other non-finance tables (entrants, graduates, language) do not include pupils in private institutions.


9. Accessibility and clarity Top
9.1. Dissemination format - News release

Not available.
9.2. Dissemination format - Publications

Not available.
9.3. Dissemination format - online database

Not available.
9.3.1. Data tables - consultations

Not available.
9.4. Dissemination format - microdata access

Not available.
9.5. Dissemination format - other

Not available.
9.6. Documentation on methodology

Not available.
9.7. Quality management - documentation

Not available.
9.7.1. Metadata completeness - rate

Not available.
9.7.2. Metadata - consultations

Not available.


10. Cost and Burden Top

Indication of the cost associated with the collection and production of a statistical product and burden on respondents.

 

Time spent (in working days) Comments
380 working days fte  


11. Confidentiality Top
11.1. Confidentiality - policy

Not available.
11.2. Confidentiality - data treatment

Not available.


12. Comment Top

Supplementary descriptive text can be attached to data or metadata.


Related metadata Top


Annexes Top
Annex 1 - Provisions for language learning 2021 – Netherlands
Annex 2 - ISCED Mapping for schoolyear 2020/2021 (UOE2022) – Netherlands