Measures to strengthen basic skills are now being implemented: students who need it receive extra support at the start of their studies. Mathematics and language are more explicitly linked to the professional context, so that practice and application come together. For language, the requirements are better aligned with the maximum development of the different groups of MBO students. At the same time, teachers of basic skills are being further supported and equipped through new training programs, and efforts are being made to reduce administrative burdens. Citizenship education is also being further developed, teaching students to formulate opinions and engage in dialogues on topics that relate to their living environment.

Minister Bruins (Education, Culture and Science): “Those who master language and mathematics well are stronger in life and face the future with confidence. Together with citizenship, these are essential skills for every MBO student. However, we see that many of them are still struggling with this. That is why it is essential to invest in a targeted and tailored manner, which many educational institutions are fortunately already actively doing.”

Many starting MBO students currently still need extra support in language and mathematics. For this purpose, a total of €47.2 million has been allocated within the OCW budget for the upcoming academic years 2025/2026 and 2026/2027. This allows MBO institutions to invest in extra guidance, for example by deploying additional (educational) staff. There are MBO institutions with a language and math center where educational staff or tutors can provide targeted education to MBO students. They focus on the target groups that need it the most. The goal is to prevent study delays and dropouts as much as possible.

Good education starts with knowledgeable and well-equipped teachers. Therefore, additional training programs are being developed for teachers of Dutch, mathematics, and citizenship. These programs deepen their subject matter and didactic skills. For current teachers, a transition period will be provided so that institutions can already incorporate this into their professionalization plans. Efforts are also being made to reduce administrative burdens. Institutions are urged to critically review registration tasks so that teachers have more room for their core task: good teaching.

The current language requirements do not sufficiently address differences in MBO student groups and the work situations for which they are being trained. These will be adjusted to better align with the needs of students and practice in the curriculum. The language level must be sufficient for a good transition within MBO and to higher professional education (HBO). What this means in the classroom is becoming increasingly concrete. A student learns not only how to read a text but also what to do with it. For example, in healthcare, understanding a transfer form can be crucial for a clients well-being. Or in technology, correctly interpreting a work instruction makes the difference between safe or risky work. The ministry will test the new language requirements in practice in the coming period and will assess whether an institutional exam for Dutch is feasible and ensures overall exam quality.

Furthermore, new qualification requirements for citizenship education are being introduced, which help students to develop themselves and find their way in society. They learn to deal with social issues by practicing critical thinking and learning to listen to the viewpoints of others. A possible qualification requirement is to substantiate how tension can arise between individual and collective interests.

Mathematical skills are essential for daily life and professional practice. Students with math problems receive extra attention and support, and institutions are encouraged to make use of existing provisions for this. This can include extended exam time, an extra large screen, or adapted test formats such as oral exams. Additionally, mathematics is explicitly linked to the professional context and the living environment of students. Students learn mathematics through concrete and recognizable situations, such as understanding a receipt, reading construction drawings, or dosing medications. Within MBO institutions, good examples are also being developed, such as at ROC Nijmegen, where students strengthen their mathematical skills through digital practice modules and instructional videos.