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ERIC Number: ED477822
Record Type: Non-Journal
Publication Date: 2003
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-85338-850-5
ISSN: N/A
Saving for Learning in the Netherlands. Research Report.
Biggar, Sharon
The Netherlands has been characterized by highly differentiated secondary education, with separate practical, vocational, secondary, and pre-university institutions. Over time, these have converged somewhat. Well-thought-out vocational and adult programs emphasize providing skills needed in the workplace. At least part-time education is compulsory until age 18. The Netherlands has recently introduced student loans in university and vocational education. The most innovative aspect of a growing emphasis on private funding in post-compulsory education is introduction of performance-contingent grants that are converted into income-contingent loans if students fail to perform satisfactorily. The Netherlands is characterized by high rates of mandatory and notional savings and relatively low rates of discretionary savings. Notional savings displace discretional savings strongly; motives for saving mainly concern health-related and general uncertainties, not job loss or pension income uncertainty. There is no direct evidence of saving for learning. Increased costs of education to students and parents since 1996 have not led to increased savings. Short-term effects have been that many students have chosen to increase their hours of paid work during study, some take student loans, and a minority postpone or avoid studying. (Appendixes include a report on saving, borrowing, and investment and a 10-item bibliography.) (YLB)
Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1453). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1453.pdf.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Learning and Skills Development Agency, London (England). Learning and Skills Research Centre.
Authoring Institution: N/A
Identifiers - Location: Netherlands