Converted to the number of requested hours, the 34 thousand vacancies in education correspond to 24 thousand full-time jobs (also called full-time equivalents or FTE). That is 1 thousand fewer than in the previous school year. Most vacancies arose in secondary education and primary education, while demand decreased most there.
Demand for teachers in secondary schools decreases for most subjects. Only for economics does it increase, by 17 percent. The top five subjects with the greatest demand mainly consist of compulsory subjects. Dutch is at the top, with 1,050 FTE, despite a decrease of over 20 percent. In addition, schools are looking for many teachers for mathematics, physical education, and English. Economics is the only non-compulsory subject in the vacancy top five. In previous school years, the top five, with CKV (cultural and artistic education) instead of economics, consisted entirely of compulsory subjects.
Most new vacancies in education offer a temporary contract with a prospect of permanent employment. Only for vacancies for directors was a permanent contract most often offered directly in 2024/25. A year earlier, a permanent contract was still most common. Only for vacancies for teaching assistants were permanent contracts and temporary contracts with a prospect of permanent employment offered equally often. In 2024/25, as in the previous year, a temporary contract without prospect of permanent employment was offered least often.
In the 2024/25 school year, more than a third of all new vacancies in education were for a (nearly) full-time job. That corresponds to 34 to 40 hours per week, or 0.85 to 1.00 FTE. For vacancies for directors, this share is even slightly higher. The share of larger part-time jobs from 26 hours per week (or from 0.65 FTE) increased further. At the same time, the number of vacancies for smaller part-time jobs up to 0.65 FTE decreased.
Vacancies for the smallest part-time jobs, up to 10 hours per week or less than 0.25 FTE, occur least often. These vacancies are most often offered in primary education. In secondary education, it is more often about larger functions, of more than 0.25 FTE.
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