Key Benefits:
Scheme of the State Secretary for Education, Culture and Science of 27 April 2009, No DL/B/119493 providing for a reduction in the costs of a limited number of training schools (Scheme to meet cost of training schools)
The Secretary of State for Education, Culture and Science,
Having regard to the Articles 2 and 4 of the other OCW grants Act ;
Decision:
For the purposes of this arrangement:
a. Minister: Minister for Education, Culture and Science,
b. school: From the State's treasury fund as referred to in Article 4 (1) of the Article 1 of the Law on Primary Education , Article 1 of the Law on secondary education , or an institution as referred to in Article 1.1.1, part B of the Education and Vocational Education Act ,
c. pm: primary education, as intended in the Law on primary education and the Law at the centres of excellence ,
ed. vo: the secondary education, as intended in the Law on secondary education ;
e. Bve: vocational education and adult education, as specified in the Law on education and vocational education ,
f. Higher education: higher vocational education and scientific education, as intended in the Law on higher education and scientific research (WHW),
g. teacher training: based on the WHW funded bachelor-of master training to teacher po, teacher vo/bve, or teacher vho,
h. training school: Partnership between one or more schools for pm, vo or bve and one or more teacher training courses which, in joint, educate future teachers for a large part of their time in the workplace,
i. Academic training school: training school linking teacher training to work in the framework of that training (for an important part by teacher in training) of practical research and promotion of school development and innovation, and Moreover, on 1 March 2009, participant is to be a 'bridging year training in the school 2008-2009' as a follow-up to the Subsidy scheme 'Dieptepilot for training school and academic school 2005-2008' ,
j. Student: the person pursuing higher education, other than extraneus, whose training fulfils it in Article 2, second paragraph ,
k. NVAO: Netherlands-Flemish Accreditation Organisation, the accreditation body higher education, intended to be used in Article 5a.2 of the WHW ,
l. school year: period starting on 1 August of any calendar year and ending on 31 July thereafter,
m. Stub: Stub-point for the purposes of Article 7.4, first paragraph, of the WHW ,
n. Aspiring training school: training school as intended Article 2a .
1 The Minister may grant a grant per school year for a concession in the costs of a training school or an aspiring training school for the costs of accompanying students who are attending their training in a large part of the workplace. This allows schools to set up and maintain a training infrastructure in the school and cover costs involved in the actual guidance of the students.
2 In addition to the first member, students who follow their training for a large part in the workplace shall be intended:
a. Students of a teacher training in higher vocational education (bachelor 's degree or master' s degree), which follows at least 40% of the curriculum,
b. students of a one-year program of a hbo teacher training on the basis of Article 5.2a (b) of the Law for the Study of Study 2000 (head training) following a minimum of 50% (= 30 credits) of the curriculum in practice,
c. students of a university teacher training course (Master ' s degree) of 60 credits, which follow 20% of the curriculum in practice,
d. students of a university teacher training (master ' s degree) of 120 credits co-preparing for the competence for teaching in preparatory higher education, which is at least 25% (= 30 study points) of the curriculum in follow the practice,
e. students of a university undergraduate course pursuing an educational minor which aims to achieve a competence for the theoretical learning pathway in the vmbo and the first three years of havo and vwo with a minimum of 15 credits; follow the curriculum in practice,
f. students who have been appointed or appointed as a teacher on the basis of a fitness statement; or
g. students who have been appointed or appointed as a teacher and at the same time follow a teacher training course with the aim of gaining a higher or different power.
1 An aspiring training school is a training school that has not previously received grant funding under this scheme.
2 In the application for an aspiring training school, the applicant shall submit a cooperation agreement and a development plan.
3 By way of derogation from Article 13, first paragraph the grant for an aspiring training school shall not be refused on the basis of parts (a) and (b) of that paragraph.
4 An aspiring training school is a training school in the po, vo or mbo as a minimum of 75% of training places within the training school is located in schools in the relevant education sector.
1 Grant shall be granted only to a legal person having full jurisdiction and whose statutory purpose is within the purpose of the grant of grant.
2 A single partner shall be a pilot of the training school or an aspiring training school from the training school or prospective training school.
The recipient of the subsidy shall be the person responsible for the charge in the second paragraph.
1 For the grant of grants to training schools, non-prospective training schools, an amount of € 19,500,000 is available per year under this scheme.
2 In addition to the first member, in the period 2016-2019 an amount of € 4,200,000 per year is available for the grant of grant to prospective training schools in the vo.
3 In addition to the first and second members, € 3,750,000 per year is available in the period 2016-2019 for the grant of grant to aspiring training schools that have received subsidy on the basis of Article 3 of the Arrangements Strengthening Cooperation Teacher Training and Schools 2013-2016 .
1 The amount of grant per grant recipient is determined according to the number of students at the training school in the elapsed school year, as in Annex 2 indicated.
2 The grant shall be granted as a concession in respect of expenditure relating to the expenditure incurred in the Article 2 Defined activities. It may also be used for other funded activities of the applicant.
3 By way of derogation from the first paragraph, the grant to an aspiring training school in the first two years of school shall be € 300,000 per school year.
4 By way of derogation from the first and third paragraphs, the grant to an aspiring training school which has received grants shall be based on: Article 3 of the Arrangements Strengthening Cooperation Teacher Training and Schools 2013-2016 in the first two school years € 250,000 per school year.
Subsidy shall be made on application by the person in charge of the pilot Article 3, second paragraph , granted.
1 The application for grant for an aspiring training school is submitted with the Form Request Application Request Cost aspiring training schools available on the website of the Education Service Implementation Office.
2 The application referred to in Article 11 (4) , is submitted using the Record Number of Students for accommodating costs training schools which are made available to the training schools by the Department for Education Implementation.
1 The Cooperation Agreement referred to in Article 2a, second paragraph , includes the agreements between the participating parties in the prospective training school and includes in any case:
a. a description of the joint vision for the training of students;
b. the commitment of the funds to be committed by both parties; and
c. the partner who will act as a pen, intended in Article 3, second paragraph .
2 The development plan referred to in Article 2a, second paragraph , has been drawn up on the basis of the criteria in Annex 3 in this arrangement and contains a description of the extent to which the prospective training school already complies with the frameworks set out in part 1 of Annex 1 in this scheme and what activities are being carried out to fully comply with those frameworks for a year before the end of the grant period.
1 The application for an aspiring training school is submitted prior to 1 September 2016.
2 The application referred to in Article 11, fifth paragraph It shall be submitted before 1 October preceding the year in which the period referred to in Article 11 expires.
1 The Minister provides for a simultaneous decision on grant applications.
2 The Minister distributes the amount available for training schools as referred to in Article 4, first paragraph where the subsidy ceiling is exceeded in proportion to the grant recipients so that each grant recipient receives an equal rate of the amount resulting from the table in Annex 2 would be granted to him.
3 The grant of grant to prospective training schools shall be based on an assessment of the appropriateness of the activities in respect of which a grant is requested to contribute to the objective of the grant. The Minister applies the Annex 4 assessment criteria set out in this Arrangement.
4 The extent to which an aspiring training school contributes to a balanced geographical spread across the Netherlands is part of its suitability.
5 If grant of the grant for prospective training schools to multiple applicants for activities of equal suitability would result in excess of the subsidy ceiling specified in Article 4, second paragraph , the Minister divides the amount available on the basis of the order of receipt of the applications except that when the applicant is under Article 4: 5 of the General Administrative Law Act has had the opportunity to supplement the application, the date on which the application has been completed, with regard to the distribution, as the date of receipt.
1 The Minister decides on the grant of the grant on the basis of the opinion delivered by the NVAO.
2 The NVAO delivers advice on the quality of the training school through an assessment of the grouping.
3 The NVAO delivers the opinion on the basis of the review framework in Annex 1 .
By way of derogation from the second paragraph, the NVAO does not give an opinion on the application for training schools and the Minister decides, by way of derogation from the first paragraph, not on the basis of such advice.
1 Subsidy shall be granted each school year for a period of time which lasts up to the school year in which the accreditation period of teacher training or teacher training ends.
2 Where multiple teacher training courses take part in a training school, the grant shall be awarded until the end of the school year in which the accreditation period of the teacher training designated by the grant recipient ends.
3 By way of derogation from the first paragraph, the grant for prospective training schools shall be granted for a period of four years of school.
4 By way of derogation from the first and third paragraphs, the grant for prospective training schools which have received grants under Article 3 of the Strengthening Cooperation Teacher Training and Schools 2013-2016 is granted for a period of Three years of school.
5 After the end of the period mentioned in paragraph 1, a new application may be submitted by the grant recipient.
In the case of failure to fulfil the condition referred to in Article 4:34, 1st paragraph, of General Law governing law -shall be the subject of compliance with Article 4 subsidy amounts granted shall be reduced to the amount of the subsidy available after the adoption or approval of the budget, in proportion to the number of grant applicants who have been granted grant aid and of the amount of the subsidy granted subsidy amounts granted.
1 Without prejudice Article 4:35 of the General Administrative Law Law the granting of the grant may be refused or terminated where:
a. The training school does not meet or no longer at least meet the required basic quality according to the judgment of the NVAO,
b. the number of students who train a training school in the school years 2009-2010 and 2010-2011 is less than 40 per school year or from the 2011-2012 school year is lower than 80,
c. not, or no longer, all participating schools for pm, vo and bve, or divisions within, fall within the training school under the basic supervision of the Inspectorate of Education,
d. not, or no longer, all participating teacher training courses in the training school are accredited by the NVAO,
e. the subsidy ceiling is exceeded,
f. is not fulfilled by the obligation, specified in Article 14, second paragraph .
2 The Minister may derogate from the first paragraph in respect of certain cases in so far as it may, having regard to the importance of protecting that scheme, lead to inequity of the kind.
1 The recipient of the subsidy shall cooperate with, or on behalf of, the Minister, who shall be directed to provide the Minister with information for the development of the policy to be implemented by or on behalf of the Minister.
2 Annually no later than 1 October, the grant recipient shall provide the details of the school year elapsed that are necessary for the grant of the grant for the current school year. These data include in any case an accountability of the number of students intended in Article 2, second paragraph .
3 The recipient of the subsidy shall, on request, give access to the authorities designated by or on behalf of the Minister. Article 17 of the other OCW subsidies Act the administration and shall provide all reasonable information reasonably necessary to obtain a correct understanding of the use of the grant.
4 The recipient of the subsidy shall notify the Minister of circumstances in writing as soon as possible which may be relevant for a decision to amend, revoke or adopt the grant. The relevant documents shall be submitted.
1 The grant recipient shall ensure an insightful and verifiable administration in relation to the number of trained students in a school year.
2 The administration shall be set up in such a way as to provide adequate safeguards for correct and adequate reporting.
3 The administration shall provide sufficient possibilities for proper auditing of the accuracy of the information referred to in paragraph 1.
1 The justification for the subsidy shall be in the annual reporting referred to in the Education and annual reporting system . The auditor ' s statement to the annual accounts also includes a judgment on the lawful use of the grant and the lawfulness of the data referred to in Article 14, second paragraph .
2 If the grant recipient provides a regulatory institution based on the WHW then, the justification of the subsidy in the annual reporting shall also take place in the FSR Annex to the annual report referred to in Article 3 (g) of the annual reporting system .
The grant shall be established within 3 months of receipt of the responsibility referred to in Article 16 .
1 The annual subsidy amount shall be paid in two instalments per year to grant recipients. The first instalment shall be paid in November, the following section in February.
2 By way of derogation from the first paragraph, the amount of the subsidy for prospective training schools shall be paid annually in December for the first two school years.
Research will be carried out on the impact achieved or on the result of this grant.
This arrangement shall expire from 1 January 2023, with the exception that this arrangement shall continue to apply, as at 31 December 2022, to grants granted prior to that date.
This scheme is cited as: 'Scheme for compensating costs for training schools'.
This arrangement will be set out in the Official Journal with explanatory notes and annexes.
TheState Secretary
of Education, Culture and Science,J.M. van Bijsterveldt-Vliegenthart
The assessment of the quality of the training school shall be carried out on the basis of the cooperation agreement and the details of the way in which the partners in the training school give shape to the programme, the staff policy, the provisions and quality assurance, as well as on everyone's responsibility in doing so.
The guide for the NVAO to assess the quality of training school is the existing accreditation framework 'Limited Training Assessment'. If necessary, the criteria may be placed below the standards of the 'Extended Training Assessment'.
For the assessment of the training school, the standard Quality Care Standard has been added to the accreditation framework 'Limited Training Assessment'.
Standard 1: Ended end qualifications
The intended final qualifications of the training course are defined in terms of content, level and orientation, and are in conformity with international requirements.Explanatory notes to standard 1
The intended final qualifications fit in terms of level and orientation (bachelor of master; hbo or wo) within the Dutch qualification framework. They also make provision for the current requirements of the profession and the subject area in the international context of the content of the training.
Criteria for training school
The training school has made an expanded view of training in the school specifically in a training plan.
The training school shall ensure that students have the opportunity to establish the connection between theory and practice. The training pathway in the school is sufficiently draftable by links to the theory. The training pathway in teacher training is in line with practical experience in the school and has been given concrete form in a training plan.
The training school shall ensure that students have the opportunity to gain experience in varied educational situations.
Default 2: Educational environment
The programme, the staff and the training specific facilities enable the students in question to achieve the intended final qualifications.Explanatory notes to standard 2
The content and design of the programme shall enable the authorised students to reach the intended final qualifications. The quality of the staff and of the training-specific facilities is essential. Programme, staff and facilities are a student-related educational environment.
Criteria for training school
ProgrammeThe programme elaborated by the training school allows the students to reach the final qualifications.
The training school has a coherent programme within which the part of the curriculum acquired in the school and the part of the curriculum that is acquired in the teacher training form is an integrated whole. The individual routes are anchored in this program.
The reconciliation between the students ' power qualifications and the programme to be followed is transparent. Any exemptions granted should be justified in substance. The role of EVC is described here.
In the course of the training school, schools and teachers ' training courses have a teaching concept which all partners agree to.
StaffThe training school shall set up sufficient staff to train, mentor and assess the students. The general data of the training school indicates the percentage of master-and HBO-skilled teachers.
The staff assigned to the training school are experts in training, mentoring and assessing the students.
The training school has written a vision of professionalisation and is systematically providing the quality of all personnel involved in the training school.
Guidance servicesThe training school ensures that guidance is coordinated from the school and from teacher training is transparent to students and other stakeholders and is in line with the specific needs of the students within this pathway.
Standard 3: Keyboard
The training shall have an adequate system of testing.Explanatory notes to standard 3
The keys and the evaluation are valid, reliable and for students insightful.
Criteria for training school
The training school shall set out clear arrangements for the role, tasks and responsibilities of each of the partners in the assessment and assessment of each of the partners. Every student has absolute clarity as to what those appointments mean in the practice of training.
The examination committee of the institutes in question has an explicit role in the assessment and evaluation.
Standard 4: Quality assurance (additional to training school)
The training school shall be subject to periodic review, including by means of testable targets. The results of this evaluation shall be the basis for demonstrable improvement measures that contribute to the achievement of the target targets. In the area of internal quality management, staff, students, alumni and the declining professional field of training are actively involved.Criteria for training school
The training school shall use a quality management plan to ensure that the targets of training are realised and evaluated at regular intervals.
The training school shows demonstrable follow-up to the results of regular evaluations.
The staff and students of the training school, as well as the professional field, are actively involved in the internal quality management of the training school.
The guide for the NVAO to assess the quality of the academic head is the existing accreditation framework (Limited Training Assessment). The criteria of the assessment by DUO in 2011 are included in this framework. If necessary, the criteria may be placed below the standards of the Extended Training Assessment.
For the assessment of the academic headline, the Standards Quality Care and Knowledge Sharing are added to the framework.
Standard 1: Ended end qualifications
The intended final qualifications of the training course are defined in terms of content, level and orientation, and are in conformity with international requirements.Explanatory notes to standard 1
The intended final qualifications fit in terms of level and orientation (bachelor of master; hbo or wo) within the Dutch qualification framework. They also make provision for the current requirements of the profession and the subject area in the international context of the content of the training.
Criteria for the academic head
The training school with academic head has a common vision, all partners behave at the concept of 'academic training school'.
The academic head training school connects the training of teachers with the conduct of practical research and school development.
Default 2: Educational environment
The programme, the staff and the training specific facilities enable the students in question to achieve the intended final qualifications.Explanatory notes to standard 2
The content and design of the programme shall enable the authorised students to reach the intended final qualifications. The quality of the staff and of the training-specific facilities is essential. Programme, staff and facilities are a student-related educational environment.
Criteria for the academic head
ProgrammeThe training school with academic head has a research programme.
The programme is designed in such a way as to enable the student to develop the appropriate level of studies in school development at the appropriate level.
GuidanceThe academic head training school has sufficient and high-quality guidance from students and a good support of teachers in their research and counselling tasks.
Standard 3: Keyboard
There are no specific criteria for the training school with academic head for this standard.
Standard 4: Knowledge-sharing (additional for the training schools with academic head)
Criterion for the academic training schoolThe training school with academic head will provide the knowledge sharing between the partners and the other schools with academic heads.
1. School year 2013/2014:
Number of students
Concession per year
| 80-139 |
€ 210,000 |
| 140-179 |
€ 290.000 |
| 180-219 |
€ 330,000 |
| 220-259 |
€ 350,000 |
| 260-299 |
€ 390.000 |
| 300-339 |
€ 430,000 |
| 340-379 |
€ 470,000 |
| 380 and more |
€ 510,000 |
2. From school year 2014/2015:
Number of students
Concession per year
| 80-139 |
€ 200,000 |
| 140-179 |
€ 280,000 |
| 180-219 |
€ 320,000 |
| 220-259 |
€ 340,000 |
| 260-299 |
€ 380,000 |
| 300-339 |
€ 420,000 |
| 340-379 |
€ 460,000 |
| 380 and more |
€ 500,000 |
In any event, the prospective training school's development plan shall contain:
1. a list of participating training courses, boards and schools (including status accreditation, latest inspection opinion);
2. an indication of the intended student numbers (per education sector) at the end of the development period;
3. a (concept) description of the intended structure of the training school (including roles of school opleader and workplace attendant *);
4. a description stating on which parts the aspiring training school already thinks to meet the cadres mentioned in Annex 1 This scheme and the components which the prospective training school will develop in the development period (including necessary activities and planning).
In the description of paragraph 4 above, the following products shall be identified in the context of: Annex 1 in this arrangement, the following appoint a:
• training plan (standard 1)
• joint vision for professionalisation (Standard 2)
• joint vision of HR policy
• quality plan (standard 4)
Specific reference is made to how the required qualification of the personnel is used.
The development plan is up to 20 A4 large
* The school educator is the general counselor of students and coordinator of the practical training at the school which is also responsible for the quality of guidance and assessment.
The workplace attendant is the handler of students during workplace cloths in practice.
Prospective training schools assessment criteria
This table contains a summary of the criteria.
Each of the criteria is drawn up on three parts:
a. the ambition and the vision;
b. the present state of affairs;
c. The development path.
| I. Training Visie |
a. Description of the vision and ambition of training together within the partnership. |
| b. State of the cooperation of training within the partnership. |
|
| c. Description of the manner in which the partnership aims to achieve the objective of training together during the grant period. |
|
| II. Cooperation and organisational structure |
a. Description of the ambition for cooperation and the related organisational structure within the partnership. |
| b. State of the current cooperation and organisational structure of the partners within the partnership. |
|
| c. Description of the manner in which the partnership intends to achieve the ambition of cooperation and organisational structure during the grant period. |
|
| III. Professionalisation |
a. Description of the Partnership ' s ambition regarding the professionalization of the relevant staff of the schools (including school trainers, workplace counselors, management) and those involved from the training institute (e.g. the instituutsopleaders). |
| b. State of affairs with regard to the professionalisation of all the employees involved in the partnership. |
|
| c. Description of the manner in which the partnership during the grant period has the ambition with regard to the professionalisation of the relevant staff of the schools (including school trainers, workplace handlers, management) and those involved want to realize from the training institute (for example the instituutsopleaders). |
|
| IV. Quality care |
a. Description of the ambition for quality assurance of the partnership. |
| b. The state of quality assurance within the partnership. |
|
| c. Description of the manner in which the partnership wishes to realise the ambition with regard to quality management during the grant period. |
|
| V. Regional distribution |
Workspace of the partnership. This criterion is applied only if there are more applications which meet the above qualitative criteria, than because of the grant ceiling, and therefore a selection should be made. |
The Minister assesses five criteria:
-a vision of training together
-cooperation and organisational structure
-professionalisation
-quality management
-regional distribution
The first four criteria are the substantive criteria. Here, the Minister will review all applications. The criteria for 'training together' and 'cooperation and organisational structure' should in any case be sufficient, as it is the basis of the prospective training school. An insufficient score for 'professionalisation' and 'quality care' can be compensated by the remaining scores, provided that the overall score is sufficient. The starting point is that 'professionalisation' and 'quality care' can be further developed and developed over the next few years, with the 'vision of training together' and 'cooperation and organisational structure' as a clear foundation.
The 'regional spread' criterion is applied only if there are more applications which meet the above qualitative criteria, than because of the grant ceiling, and therefore a selection should be made. This criterion does not apply to the applicants who have benefited from subsidy on the basis of Article 3 of the Arrangements Strengthening Cooperation Teacher Training and Schools 2013-2016 .
The manner in which assessment is made and the detailed elaboration of the above criteria can be found on DUO.nl via https://www.duo.nl/zakelijk/primair-education/finance-and-subsidies/accommodationsations.jsp.
