Since 2001 there is in the Netherlands an active policy to promote the vocational column (vmbo-mbo-hbo) as a major route to higher education in order to reach the Lissabon–objectives. Promoting educational careers by a well established vocational education route is necessary to respond to the demands of the knowledge society. New pedagogical-didactical approaches for all sectors in vocational education are developed to create smooth transfer. The educational career of the student is at the centre of this policy. The aim is to strengthen the vocational stream from pre-vocational education through secondary vocational education to higher professional education.  

More than 60% of all youth is enrolled in pre-vocational education at the age of 12, but it has a bad public image and partly a bad self-image as well. At the same time, it is a fascinating and very innovative educational sector. Pre-vocational education lasts four years. It prepares for training in secondary vocational education. Transition from pre-vocational education to VET is a crucial, but problematic stage. Difficulties in choosing the right vocational track as well as changes in pedagogical regime make it one of the foremost sources of early school leaving (lost in transition).

Early school leaving is a major concern in the Netherlands. In 2001, about 47 000 youngsters (under 23 years old) left school without a basic qualification. There is agreement that the disconcertingly high percentage of early school-leavers has to be firmly tackled. Most do not leave school at pre-vocational school itself, but in (not) transferring from pre-vocational to vocational education. Policy statements stress that by holding onto as many young people as possible and enabling them to participate in the labour process, the Netherlands can improve its competitive strength. It will also prevent a group of –increasingly ethnic - young people from being left out of and left behind by the rest of society.

Pre-vocational education needs extra emphasis and support to improve its quality and image. Pre-vocational courses will require further strengthening as the corner stone of the vocational education system. Talents are also not optimally utilised and appreciated if the work experience gained by these young people cannot be recognised in a basic qualification. Priorities in the coming years are to keep the working and learning career of students in view, to further strengthen cooperation in the regional networks, to give educational institutions more freedom to experiment with tailor-made programmes for these youngsters, to give better support to students and to increase their career competences. Targeted actions to improve this connection, collaboration or continual programming, or to recognise each other's acquired competencies, can produce a lot of good results.

There is number of innovative projects, funded by the Dutch Platform for Vocational Education, experimenting with new methods and tools to improve a smooth transition. The paper discusses first results from accompanying research in two regional projects, aiming at smoothening transition from pre-vocational to vocational education by building strong relationships between schools to ensure continuous learning and guidance over school boundaries.

Bruijn, E. de (2006). Adaptief beroepsonderwijs.[Adaptive VET]. Oratie Universiteit Utrecht. Den Bosch: Cinop Expertisecentrum Onstenk, J. (2008) Prevocational Education in the Netherlands. Pp. 327-331. In: Rauner, F. & Maclean, R. (Eds). Handbook of Technical and Vocational Education and Training Research. Springer/UNEVOC.