1. KOEN GEVEN KOEN.GEVEN@EI-IE.ORG Quality and Diversity in Dutch Higher Education

2. Structure of Presentation 1. Introduction 2. Why a ‘commission’ to look at the future? 3. Diversification at three levels 4. Associate Degree 5. Lifelong Learning 6. Conclusions

3. Growth in student numbers… Student numbers will increase to almost 700.000 in 2020: Increase in first year enrolments: Universities: + 40% Hogescholen: +20% Projections growth of student numbers (Commission report, p 63)

4. …but is it enough? The growth in student numbers is more than welcome, as the 50 % participation target will not be reached. Benchmark on reaching the 50 % target (Commission report, p 64) = NL

5. Take a step back… Student backgrounds and preferences are increasingly diverse; These students will need to be increasingly prepared for a European labor market in a knowledge economy; Financial means for higher education have not been adequate for at least 20 years: there is a problem of quality.

6. … and envisage a vision The role of higher education leaders, students and professionals in realizing reforms should be strengthened; Ownership of a ‘vision’ for higher education for the next decade is central for its success; Vision should not ‘revolutionize’ but strengthen and incentivize positive developments.

7. Rec 1: Diversification at three levels Binary structure Institutional Profiling Tailor-made education programmes

8. Rec 2: Associate Degree Tension between two aims  Qualification in higher education;  Qualification that has direct relevance for the labour market. Two recommendations: 1. Only associate degrees that have an exit point in the labour market; 2. Allowing vocational schools and universities of applied science more autonomy in designing their governance.

9. Rec 3: Lifelong Learning Relative number of bachelor and master graduates (Commission report, p 91) The Netherlands has a relatively small amount of master graduates when compared to other countries. = NL

10. Rec 3: Lifelong Learning 1. Expand the offer of professional master programs, particularly at the universities of applied science. 2. ‘Demand-led’ lifelong learning: give the student lifelong learning rights to follow courses at an institution of choice;

11. Conclusions Students are changing, their backgrounds and preferences need a more responsive higher education system; Success of a vision relies on how leadership, students and staff are involved and feel ownership over the agenda; Moving lifelong learning forward will require public means but first steps should be taken by the higher education sector itself.