Special needs pupils in prevocational secondary education

For many pupils with problems, the current system of pre-vocational secondary education in the Netherlands is too theoretical and the courses should be made more practical. Furthermore, the schools claim they do not have enough resources to provide problem pupils with the teaching they need. It is not known, however, how many pupils drop out of education as a result. These conclusions are set out in a report entitled Zorgleerlingen in het voorbereidend middelbaar beroepsonderwijs ('Special needs pupils in pre-vocational secondary education') published by the Court of Audit on 13 January 2005.

The system of pre-vocational secondary education was introduced in 1999 to give pupils the greatest possible chance of leaving school with qualifications, including pupils with educational disadvantages or behavioural problems. Problem pupils should receive this form of education whenever possible rather than special secondary education. Some € 350 million is budgeted each year to provide extra teaching to these weaker pupils. Nearly 20% of the 550,000-plus pupils in pre-vocational secondary education need extra teaching. The Court of Audit's investigation concentrated on whether problem pupils in pre-vocational secondary education receive the teaching they need.

The audit found that not all teachers were adequately equipped to provide special needs pupils with the help they need. Many schools indicated that they did not have enough money to provide all problem pupils with appropriate teaching. Poor records and files, however, meant they could not substantiate their claims. Many schools do not have an accessible system to monitor pupils. They accordingly do not have an insight into the actual educational needs and in the results of policy. Neither has the minister.