2018-2022 action plan

University-trained teachers are of huge importance to society because of the significant contribution that they make to the quality of primary and secondary education. In view of the above, there is a demand from both primary and secondary education to increase the number of university-trained teachers significantly. 


Outcomes of the 2013-2017 VSNU Teaching Agenda
Armed with the 2013-2017 VSNU Teaching Agenda, the universities have taken important steps in recent years to secure an increase in and improved quality of teachers in secondary and primary education. In this context, more flexible routes to the teaching profession have been created and further improvements have been made to the quality of existing study routes. A full university teacher-training programme has been developed for primary education. Significant investments have also been made in close cooperation with the Dutch Council for Secondary Education (VO-raad), the Primary Education Council (PO-Raad), the Netherlands Association of Universities of Applied Sciences (Vereniging Hogescholen) as well as the Ministry of Education, Culture and Science in the joint training, supervision and guidance of teachers, by intensifying ‘in-school training’ and ‘guiding new teachers’ projects, for example. As a result, new teachers are starting their profession with a better level of training. 


2018-2022 teachers action plan
The universities will continue to work together in the interest of teachers in the 2018-2022 period. By formulating this new action plan, universities are renewing their commitment to working with schools, universities of applied sciences as well as the Ministry of Education, Culture and Science in order to find solutions to the teacher shortage as well as further improve the quality of teachers and teacher-training programmes. Five lines of action have been formulated with a view to the achievement of these qualitative and quantitative objectives. The universities have formulated the lines of action to show the areas on which they will focus together in the years ahead. They are as follows: 

  1. to improve the accessibility and appeal of teacher-training programmes; for example, by revising admission policy;
  2. to create more flexible, modular teacher-training programmes; for example, by creating ‘stackable’ routes to the teaching profession, aided by the module for teaching;
  3. to improve the visibility and attractiveness of teacher-training programmes and the teaching profession, by working with schools to shape and organise the further increase in professionalism of teachers in continuous learning pathways;
  4. to investigate the financial position of teacher-training programmes, ensuring that the funding available to teacher-training programmes is a better reflection of their tasks and responsibilities;
  5. to strengthen the range of programmes on offer in relation to primary education and to explore possibilities for expansion.