Netherlands
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Netherlands
Adult skills (Survey of Adult Skills, PIAAC, 2023)
  • In the Netherlands, adults aged 16-65 scored, on average, 279 points in literacy (above the OECD average), 284 points in numeracy (above the OECD average), and 265 points in adaptive problem solving (above the OECD average).
  • In literacy, 16% of adults (OECD average: 26%) scored at Level 1 or below, meaning they have low literacy proficiency. At Level 1, they can understand short texts and organised lists when information is clearly indicated, find specific information and identify relevant links. Those below Level 1 can at most understand short, simple sentences. At the other end of the spectrum, 19% of adults (OECD average: 12%) scored at Levels 4 or 5 in literacy and are high performers. These adults can comprehend and evaluate long, dense texts across several pages, grasp complex or hidden meanings, and use prior knowledge to understand texts and complete tasks.
  • In numeracy, 15% of adults (OECD average: 25%) scored at or below Level 1 proficiency. At Level 1, they can do basic maths with whole numbers or money, understand decimals, and find single pieces of information in tables or charts, but may struggle with tasks needing multiple steps (e.g. solving a proportion). Those below Level 1 can add and subtract small numbers. Adults at Levels 4 or 5 are top performers (24% in the Netherlands, 14% on average across OECD countries and economies) . They can calculate and understand rates and ratios, interpret complex graphs, and critically evaluate statistical claims.
  • In adaptive problem solving, 19% of adults (OECD average: 29%) scored at or below Level 1 proficiency. Adults at Level 1 can solve simple problems with few variables and little irrelevant information, which do not change as they make progress towards the solution. They struggle with multi-step problems, or those needing monitoring of multiple variables. Adults below Level 1 at most understand very simple problems, typically solved in one step. Some 8% of adults (OECD average: 5%) scored at Level 4. They have a deeper understanding of problems, and can adapt to unexpected changes, even if they require a major re-evaluation of the problem.
  • When considering all three domains jointly, 11% of adults in the Netherlands (OECD average: 18%) scored at the two lowest levels of these proficiency scales.
    • | Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |

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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Entrance

    In Netherlands, the share of first-time entrants in short-cycle tertiary programmes is one of the lowest among OECD countries and partner economies with available data. (4.1 %, rank 22/28 , 2023) Download Indicator

    Entrance by field of education and gender

    The share of female in short-cycle tertiary programmes in the field of arts and humanities is one of the lowest among OECD countries and partner economies with available data. (54.6 %, rank 23/30 , 2023) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of business, administration and law is one of the smallest among OECD countries and partner economies with available data. (40.5 %, rank 29/31 , 2023) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD countries and partner economies with available data. (34 %, rank 22/23 , 2023) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of services is one of the smallest among OECD countries and partner economies with available data. (37.4 %, rank 24/27 , 2023) Download Indicator

    Participation in education

    The percentage of five-year-olds in ECEC in Netherlands is one of the highest among OECD and partner countries with available data. (98.3 %, rank 9/42 , 2023) Download Indicator

    The share of female students enrolled in post-secondary non-tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (36.4 %, rank 26/30 , 2023) Download Indicator

    Graduation

    The average age of bachelor's or equivalent graduates in Netherlands is among the youngest. (23.3 Years, rank 29/31 , 2023) Download Indicator

    Graduation by gender

    In Netherlands, the share of female first-time bachelor's graduates is one of the smallest among OECD countries and partner economies with available data. (56.8 %, rank 26/33 , 2023) Download Indicator

    Graduation by field of education

    In Netherlands, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of arts and humanities is one of the largest among OECD and partner countries with available data. (1 %, rank 6/36 , 2022) Download Indicator

    In Netherlands, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (2 %, rank 7/36 , 2022) Download Indicator

    In Netherlands, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (2 %, rank 34/36 , 2022) Download Indicator

    In Netherlands, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (3 %, rank 1/36 , 2022) Download Indicator

    In Netherlands, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (2 %, rank 6/36 , 2022) Download Indicator

    In Netherlands, the share of short-cycle tertiary vocational graduates in the field of business, administration and law is relatively high compared to other OECD countries and partner economies with available data. (4 %, rank 4/37 , 2022) Download Indicator

    In Netherlands, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (1 %, rank 6/45 , 2022) Download Indicator

    In Netherlands, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (3 %, rank 5/44 , 2022) Download Indicator

    Graduation by field of education and gender

    In Netherlands, the share of female graduates in tertiary education in the fields of social sciences, journalism and information is one of the largest among OECD countries and partner economies with available data. (70.6 %, rank 10/43 , 2023) Download Indicator

    In Netherlands, the share of female graduates in tertiary education in the fields of business, administration and law is one of the smallest among OECD countries and partner economies with available data. (49.2 %, rank 40/43 , 2023) Download Indicator

    Completion rates

    The completion rate of female new entrants to bachelor's programmes by the end of the theoretical duration of the programme was among the lowest across countries with available data. (37.5 %, rank 27/33 , 2020) Download Indicator

    For male new entrants, the completion rate to bachelor's programmes by the end of the theoretical duration of the programme placed Netherlands among countries with the lowest values. (22.9 %, rank 28/33 , 2020) Download Indicator

    Completion rates of all new entrants to bachelor's programmes by the theoretical duration ranked Netherlands among the countries with the lowest levels. (30.5 %, rank 28/33 , 2020) Download Indicator

    Male completion rates to bachelor's programmes by the end of the theoretical duration plus one year were among the lowest in Netherlands compared to other countries. (45.1 %, rank 24/32 , 2021) Download Indicator

    Female completion rates to bachelor's programmes, measured three years beyond the theoretical duration, were among the highest across countries with available data. (79.9 %, rank 10/31 , 2023) Download Indicator

    Dropout rates

    The drop out rate of female new entrants to bachelor's programmes by the end of the theoretical duration was among the lowest across countries with available data. (11.5 %, rank 22/30 , 2020) Download Indicator

    For male new entrants, the drop out rate by the end of the theoretical duration of the programme placed Netherlands among the lowest across countries. (17.1 %, rank 22/30 , 2020) Download Indicator

    The overall drop out rate of new entrants to bachelor's programmes by the end of the theoretical duration ranked Netherlands among the lowest internationally. (14.2 %, rank 21/30 , 2020) Download Indicator

    Female drop out rates by the end of the theoretical duration plus one year were among the lowest across participating countries. (11.1 %, rank 25/30 , 2021) Download Indicator

    For male new entrants, drop out rates one year beyond the theoretical duration placed Netherlands among the lowest internationally. (17.6 %, rank 26/30 , 2021) Download Indicator

    Drop out rates of all new entrants to bachelor's programmes one year beyond the theoretical duration ranked Netherlands among the lowest across countries with available data. (14.2 %, rank 26/30 , 2021) Download Indicator

    Female drop out rates by the end of the theoretical duration plus three years placed Netherlands among the lowest across countries. (12.1 %, rank 26/30 , 2023) Download Indicator

    Male drop out rates to bachelor's programmes, measured three years beyond the theoretical duration, were among the lowest internationally. (20.6 %, rank 25/30 , 2023) Download Indicator

    The overall drop out rate of new entrants by the end of the theoretical duration plus three years was among the lowest across countries with available data. (16.2 %, rank 23/30 , 2023) Download Indicator

    Gap year

    The share of male students who entered a bachelor's programme and took at least one gap year placed Netherlands among the lowest internationally. (12.6 %, rank 22/23 , 2020) Download Indicator

    For all students who entered a bachelor's programme, the share who took at least one gap year ranked Netherlands among the lowest across countries with available data. (13.5 %, rank 22/23 , 2020) Download Indicator

    Fields of education

    In Netherlands, the percentage of new entrants in business, administration and law bachelor's programmes is relatively high, compared to OECD and partner countries with available data. (27.1 %, rank 6/39 , 2023) Download Indicator

    In Netherlands, the share of new entrants in health and welfare bachelor's programmes is relatively high, compared to other countries with available data. (16.6 %, rank 10/39 , 2023) Download Indicator

    Student mobility

    (1 %, rank 8/46 , 2020) Download Indicator

    Literacy

    The mean literacy score is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (279 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The percentage of adults scoring high (at Level 2 or 3) in Iiteracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (18.9 %, rank 5/31 , 2023) Download Indicator

    The percentage of adults scoring at or below level 1 in Iiteracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (15.9 %, rank 27/31 , 2023) Download Indicator

    Numeracy

    The mean numeracy score is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (284 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The percentage of adults scoring high (at Level 2 or 3) in numeracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (24.1 %, rank 3/31 , 2023) Download Indicator

    The percentage of adults scoring at or below level 1 in numeracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (15.5 %, rank 27/31 , 2023) Download Indicator

    Adaptive problem solving

    The mean score in adaptive problem solving in the Survey of Adult Skills (PIAAC) is high compared to other participating countries. (265 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The percentage of adults scoring high (at Level 4) in adaptive problem solving in the Survey of Adult Skills (PIAAC) is high compared to other participating countries. (8.2 %, rank 6/31 , 2023) Download Indicator

    The percentage of adults scoring low (at or below Level 1) in adaptive problem solving in the Survey of Adult Skills (PIAAC) is low compared to other participating countries. (18.7 %, rank 27/31 , 2023) Download Indicator

    Skills differences between age groups

    The mean score in adaptive problem solving for 16-24 year-olds is high compared to other participating countries. (278 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for 55-65 year-olds is high compared to other participating countries. (248 PIAAC Score, rank 6/31 , 2023) Download Indicator

    The mean literacy score for young adults (16-24 year-olds) is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (285 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean literacy score for older adults (55-65 year-olds) is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (262 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean numeracy score for young adults (16-24 year-olds) is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (293 PIAAC Score, rank 4/31 , 2023) Download Indicator

    Skills differences by gender

    The mean score in adaptive problem solving for men is high compared to other participating countries. (267 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for women is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (264 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean literacy score among men is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (276 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean literacy score among women is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (281 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean numeracy score among men is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (290 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean numeracy score among women is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (277 PIAAC Score, rank 5/31 , 2023) Download Indicator

    Skills differences by level of education

    The mean score in adaptive problem solving for adults with below upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (224 PIAAC Score, rank 6/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (278 PIAAC Score, rank 8/31 , 2023) Download Indicator

    The mean literacy score for adults without upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (226 PIAAC Score, rank 3/31 , 2023) Download Indicator

    The mean literacy score for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (298 PIAAC Score, rank 6/31 , 2023) Download Indicator

    The mean numeracy score for adults without upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (230 PIAAC Score, rank 3/31 , 2023) Download Indicator

    The mean numeracy score for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (305 PIAAC Score, rank 3/31 , 2023) Download Indicator

    Skills by immigrant and language background

    The mean literacy score for native-born adults of native-born parents is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (291 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean numeracy score for native-born adults of native-born parents is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (297 PIAAC Score, rank 2/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for native-born adults of native-born parents is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (276 PIAAC Score, rank 5/31 , 2023) Download Indicator

    Skills by parents' educational attainment

    The mean score in adaptive problem solving for adults whose parents did not attain upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (249 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with at least one parent who attained tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (283 PIAAC Score, rank 5/31 , 2023) Download Indicator

    The mean literacy score for adults whose parents had not attained upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (261 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean literacy score with at least one parent with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (299 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean numeracy score for adults whose parents had not attained upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (264 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean numeracy score with at least one parent with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (307 PIAAC Score, rank 2/31 , 2023) Download Indicator

    Adults' skills

    The percentage of adults scoring at or below level 1 in literacy and/or numeracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (12.5 %, rank 27/31 , 2023) Download Indicator

    The change in mean numeracy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (7 PIAAC Score, rank 7/27 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (87.9 %, rank 40/40 , 2023) Download Indicator

    The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (56.3 %, rank 37/39 , 2023) Download Indicator

    The percentage of lower secondary teachers younger than 30 is especially high. (16.2 %, rank 6/36 , 2023) Download Indicator

    The percentage of primary to upper secondary teachers younger than 30 is especially high. (14.3 %, rank 9/39 , 2023) Download Indicator

    The percentage of female teachers under 30 in lower secondary education is especially low in Netherlands. (59.9 %, rank 30/36 , 2023) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially low in Netherlands. (51.7 %, rank 34/36 , 2023) Download Indicator

    In Netherlands, the share of tertiary teachers older than 50 is relatively low, compared to other countries with data available. (29.9 %, rank 31/34 , 2023) Download Indicator

    In Netherlands, the share of bachelor's, master's and doctoral level teachers younger than 30 is relatively high, compared to other countries with data available. (19.5 %, rank 4/33 , 2023) Download Indicator

    In Netherlands, the share of tertiary teachers younger than 30 is relatively high, compared to other countries with data available. (19.2 %, rank 4/34 , 2023) Download Indicator

    The percentage of male teachers in pre-primary education is especially high in Netherlands. (12.1 %, rank 1/40 , 2023) Download Indicator

    In upper secondary education, the percentage of teachers aged 50 or more is particularly low in Netherlands. (34.1 %, rank 24/33 , 2023) Download Indicator

    The percentage of teachers under 30 in Netherlands is one of the highest among OECD and partner countries with available data. (16.2 %, rank 2/33 , 2023) Download Indicator

    The share of teachers under 30 in upper secondary vocational education is especially high in Netherlands. (9.4 %, rank 7/31 , 2023) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (102711 USD Equivalent, rank 3/40 , 2023) Download Indicator

    In Netherlands, the change in statutory primary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (116 Index, rank 8/33 , 2023) Download Indicator

    The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (88465 USD Equivalent, rank 1/28 , 2023) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (88465 USD Equivalent, rank 2/32 , 2023) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (96106 USD Equivalent, rank 2/32 , 2023) Download Indicator

    The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (96106 USD Equivalent, rank 3/32 , 2023) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (102711 USD Equivalent, rank 3/40 , 2023) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (102711 USD Equivalent, rank 3/40 , 2023) Download Indicator

    After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (96250 USD Equivalent, rank 2/33 , 2023) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (96250 USD Equivalent, rank 2/40 , 2023) Download Indicator

    The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the highest among OECD and partner countries with available data. (1 Ratio, rank 8/26 , 2023) Download Indicator

    The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.83 Ratio, rank 6/26 , 2023) Download Indicator

    The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Netherlands. (1 Ratio, rank 5/27 , 2023) Download Indicator

    The salaries of 35-44 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Netherlands. (0.89 Ratio, rank 8/27 , 2023) Download Indicator

    The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Netherlands relatively compared to OECD and partner countries with available data. (77048 USD Equivalent, rank 1/27 , 2022) Download Indicator

    The average actual salaries of 45-54 year-old lower-secondary teachers is one of the highest in Netherlands. (104063 USD Equivalent, rank 1/27 , 2022) Download Indicator

    The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Netherlands. (106862 USD Equivalent, rank 2/27 , 2022) Download Indicator

    The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively large in Netherlands. (116 Index, rank 8/33 , 2023) Download Indicator

    Teachers' salaries progression

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2.06 Ratio, rank 4/42 , 2023) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially high. (58805 USD Equivalent, rank 9/44 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (89684 USD Equivalent, rank 4/40 , 2023) Download Indicator

    It takes lower secondary teachers less time to progress through the salary scale in Netherlands compared to other OECD and partner countries. (12 Years, rank 30/35 , 2023) Download Indicator

    In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (2.06 Ratio, rank 4/42 , 2023) Download Indicator

    Principals' salaries

    The average actual salaries of 25-64 year-old primary school heads is one of the highest in Netherlands. (122887 USD Equivalent, rank 2/28 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old lower secondary education school heads is one of the highest in Netherlands. (137795 USD Equivalent, rank 3/28 , 2023) Download Indicator

    The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (137795 USD Equivalent, rank 5/28 , 2023) Download Indicator

    The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in Netherlands. (143425 USD Equivalent, rank 3/24 , 2022) Download Indicator

    Ratio of student to teaching staff

    The number of pupils per teacher in pre-primary schools is one of the highest among OECD and partner countries with available data. (15.9 Ratio, rank 9/38 , 2023) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially high. (15.3 Ratio, rank 8/38 , 2023) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially high. (16.5 Ratio, rank 6/41 , 2023) Download Indicator

    In Netherlands, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (15.3 Ratio, rank 6/34 , 2023) Download Indicator

    The ratio of students to teaching staff at the vocational upper secondary level is especially high in Netherlands. (17.1 Ratio, rank 5/30 , 2023) Download Indicator

    In Netherlands, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (15.3 Ratio, rank 7/38 , 2023) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Netherlands. (15.3 Ratio, rank 7/37 , 2023) Download Indicator

    In Netherlands, the number of students per teacher in private upper secondary education is one of the highest among OECD and partner countries with available data. (16.7 Ratio, rank 6/39 , 2023) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in independent private institutions is especially high in Netherlands. (17 Ratio, rank 5/26 , 2023) Download Indicator

    In Netherlands, the number of students per teacher in all public secondary education is one of the highest among OECD and partner countries with available data. (15.3 Ratio, rank 6/39 , 2023) Download Indicator

    In Netherlands, the number of students per teacher in all private secondary education is one of the highest among OECD and partner countries with available data. (16.1 Ratio, rank 4/36 , 2023) Download Indicator

    The ratio of students to teaching staff at the secondary level in independent private institutions is especially high in Netherlands. (16.8 Ratio, rank 4/25 , 2023) Download Indicator

    In Netherlands, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (15.3 Ratio, rank 21/29 , 2023) Download Indicator

    Organisation of the education system

    In Netherlands, the intended instruction time for lower secondary students (in hours per year) is one of the longest among OECD and partner countries with available data. (1000 Hours, rank 10/34 , 2023) Download Indicator

    The total compulsory instruction time for primary students in Netherlands is one of the longest among OECD and partner countries with available data. (5640 Hours, rank 7/42 , 2023) Download Indicator

    In Netherlands, the total intended instruction time for primary students (in hours per year) is one of the longest among OECD and partner countries with available data. (5640 Hours, rank 7/34 , 2023) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Netherlands is among the longest among OECD and partner countries with available data. (8640 Hours, rank 8/42 , 2024) Download Indicator

    In Netherlands, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (8640 Hours, rank 9/34 , 2024) Download Indicator

    In Netherlands, compulsory instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (940 Hours, rank 8/42 , 2024) Download Indicator

    In Netherlands, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (940 Hours, rank 8/34 , 2024) Download Indicator

    In Netherlands, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1000 Hours, rank 9/42 , 2024) Download Indicator

    Classes are particularly large in primary schools. (22 Students, rank 7/35 , 2023) Download Indicator

    Classes in public primary institutions are comparatively large in Netherlands. (22 Students, rank 10/37 , 2023) Download Indicator

    Classes in in private primary institutions are comparatively large in Netherlands. (22 Students, rank 9/35 , 2023) Download Indicator


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    General findings
    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
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      In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
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      The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.


      
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).


      
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
    
                            
    
                            
    
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            Diagram of funding flows - Netherlands
            
    
            
    
        
    


        
		
    
            
    
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            Country Reviews for Netherlands
            
    
            
    
			
    
        
    
		
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2024 for more details about the data collections.
            

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.