More qualified professionals in vocational education

The Ministry of Education, Culture and Science aims to have as many qualified teachers in the classroom as possible. However, regular teacher training programmes do not produce enough qualified teachers for all vocational profiles in pre-vocational secondary education (vmbo). Existing pathways for career changers are also limited in their alignment with professionals from the field, often with a vocational level 3 or 4 background. Despite their willingness to enter the education sector, they encounter various obstacles in the current situation. The Ministry of Education, Culture and Science is therefore working on a bill regarding qualifications in vocational education. For this bill, it is important to first gain more insight into (potential) education professionals and the challenges in getting them into the classroom.

In collaboration with Oberon, Jacqueline Kerkhoffs and Wilma Roijackers, Dialogic is conducting research on behalf of the Ministry of Education, Culture and Science to explore the pathways that (potential) education professionals in and around vocational education pursue or consider, as well as the push and pull factors involved. We are looking at four groups: (1) unqualified teachers, (2) education support staff who also teach, (3) professionals from the business sector considering a transition, and (4) career changers who are already qualified. Who are they, what pathways are they following (or want to follow), and what do they need to become qualified?

What are we doing?

After a brief exploratory phase (document analysis and interviews), we will gather broad insights on who the target groups are, which pathways they are (or want to be) pursuing, and which push and pull factors are at play through two digital questionnaires. Using focus groups and additional interviews, we will delve deeper into the survey findings and the underlying 'why' of the considerations and factors. The outcomes will be structured based on the Know-Want-Can behaviour model. This will help us identify where current pathways fit or do not fit, which prerequisites (such as time, money, entry requirements and support) make a difference, and which key aspects are important in developing new or adjusted pathways towards qualification.

2026