Growing number of vmbo pupils move up to havo

In recent years more graduated vmbo pupils move up to havo level (higher general secondary education). At the same time, the number of havo pupils advancing to vwo level (pre-university education) declined last school year.

Nearly one in five holders of vmbo certificates move up to havo level

In 2008/’09, more than 9 thousand pupils graduated in vmbo in the theoretically-based or combined (g/t) track moved up to havo level, i.e. 19 percent of graduated vmbo pupils, as opposed to 14 percent in 2004/’05. These climbers gradually move up through the secondary education system.

Graduated havo pupils can move up to vwo level. Their share increased from nearly 4 percent in 2004/’05 to nearly 5 percent in 2007/’08. One year later, it declined again, to more than 4 percent. This is probably due to the introduction of the new second stage. In that year, havo and vwo were poorly attuned.

Moving up in the secondary education system

More boys than girls advance to higher education level

After receiving the vmbog/t certificate in 2007/’08, 20 percent of boys and 18 percent of girls advanced to havo. The transition rates for boys and girls from havo to vwo were 5 and 3 percent respectively. Initially, boys more often than girls tend to opt for a lower level of secondary education than the score results of their final primary education test (Citotoets) suggest they are able to cope with.

Moving up in the secondary education system by gender, 2007/’08 – 2008/’09*

More non-western than native Dutch pupils move up

After graduation, more vmbog/t pupils with a non-western background than native Dutch pupils move up to havo level. They are mainly pupils with a Turkish or Moroccan background. The transition from havo to vwo mainly concerns pupils from Turkey or the Netherlands Antilles and Aruba. This corresponds to the notion that non-western pupils in secondary education, once they have graduated choose to continue their education at the highest level possible.

Moving up in the secondary education system by ethnic background, 2007/’08 – 2008/’09*

Wendy Jenje-Heijdel