Educational Difficulties for ex-pats in the Netherlands
Written by Alessia Bruni
The Netherlands stands as a popular destination for expatriates due to the many advantages the country has to offer. However, navigating the Dutch educational system poses a significant challenge for expat families and students who attend the many wonderful universities. These difficulties stem from differences in the education structure and system offered to the students, the language barriers, and the housing difficulties.
Dutch Educational System
The Dutch education system is unique as it heavily emphasizes tracking students into academic or vocational paths that start at an early age. (“Education in the Netherlands | Nuffic,” n.d.) At the university level, students must meet the entry requirements to apply and attend university. However, the Dutch universities offer two types of bachelor degrees. The first entails attending a University of Applied Sciences (HBO), which is more of a professional orientation, and the other is an academic university (WO), which focuses on an academic orientation. Additionally, HBO Bachelor’s programs take 4 years (240 ECTS) while the WO Bachelor’s programs take 3 years (180 ECTS). (“What’s the difference between HBO and WO?,” n.d.)
When applying to universities, there are a few challenges that international students may face, this includes the registration process as the Dutch universities have two types of bachelor’s degrees and for many expats, there is no formal process in educating these individuals in their choice.International students are “three times more likely to drop out in their first year of university than Dutch students: 17 percent of international students drop out in their first year, compared with 6 percent of Dutch students.” (Stylianou 2024) This highlights the many challenges that international students face when attending a Duch University.
Additionally, it is vital for students to be made aware of the BSA (binding study advice) that is provided by the universities in the final semester of the student’s first academic year, which determines whether or not the students can move forward with their desired subjects and courses, all depending on how each student performs which is reflected by the number of credits obtained or their grades. Failure to meet the minimum grade or credit requirements results in students receiving a negative BSA, which hinders their ability to move forward in their studies. Furthermore, the standards set out by the Dutch universities lead to students being disheartened as the level of difficulty to meet the requirements is high. Students, too, are faced with severe levels of stress and, as a result, detrimentally affects their mental health. (Stylianou 2024)
Language Barriers
A significant challenge for many internationals is the language barrier; the transition can be quite difficult even in English-speaking international schools as the students struggle to adapt to Dutch society, with an emphasis on many students struggling to understand the educational expectations. The universities, too, do not provide sufficient support to international students, thus emphasising a major challenge that foreign students face.
Due to the influx of international students, understanding and speaking English may be a challenge for these students, and due to the self-study lifestyle offered by the universities, this creates many challenges as these students may feel isolated or experience high levels of stress due to struggling to keep up with their studies due to lack of understanding and comprehension. (“Challenges Faced by International Students in Netherlands” 2023)
Transitioning into the Dutch Society
International students and expatriates often encounter challenges when adapting to a new educational system. Dutch educational institutions emphasize independence, critical thinking, and academic rigor, which can pose significant difficulties, particularly for students hailing from diverse and distinct educational backgrounds. The adjustment process can be especially difficult for international students, as they may experience feelings of loneliness, homesickness, and isolation. Furthermore, the families of these students may share similar sentiments due to their unfamiliarity with the Dutch education system and its unique practices. (European Commission 2022)
It is essential to recognize that the transition period can present a significant cultural adjustment for students. Relocating to another country poses inherent challenges, as differing customs, traditions, and social norms can contribute to an overwhelming experience. (“Challenges Faced by International Students in Netherlands” 2023)
Housing Crisis
The housing crisis in the Netherlands poses a continued and significant challenge for many of the international students. Starting a new life in a foreign country can already be quite challenging however, in the Netherlands, the struggle remains in finding affordable and suitable accommodation. (Walker 2024) The Netherlands continues to face a shortage of student housing due to the high demand, specifically in cities like Utrecht, Rotterdam, Amsterdam, and the Hague. Many of the students experience waiting lists, high rent, and location issues, which places the students in situations to live in temporary conditions such as shared rooms or locations that are far out from where they will attend university. (“The Student Housing Crisis in the Netherlands: How The Hague University of Applied Sciences is Supporting International Students” 2024)
International students may face challenges related to language proficiency and navigating Dutch rental regulations, as landlords often prioritize local tenants. This issue is particularly significant given the ongoing housing crisis in the Netherlands, which continues to attract an increasing number of international students. This will add to the strain and pressure that students are under academically and their transition process into Dutch society.
Conclusion
International students in the Netherlands face significant educational challenges that stem from the unique educational system, language barriers, societal differences, and housing difficulties. Although the Netherlands offers excellent educational opportunities, these difficulties can negatively impact international students’ well-being and mental health throughout their studies. Offering a better support system and addressing these difficulties is vital for ensuring a better quality of life and a better transitioning period for these students.
The Netherlands has major challenges in the housing market, mainly because of scarcity. Finding affordable and decent accommodation can be a struggle, especially when not native to the language or common from a different country. International students are particularly vulnerable because of the discrimination and exploitation they face in the current housing market.
The Problem:
The main issue is the severe shortage of suitable housing options, especially for (international) students. Exploitation and deception are commonly faced when international students try to find a suitable housing situation.
Various sources explain why internationals are more vulnerable than Dutch students:
Lack of awareness and cultural differences:
International students often struggle to navigate the local student culture, making it harder for them to recognize warning signs and easier to become victims of exploitation.
Language barriers:
Constantly speaking English at home is often the reason why Dutch students are less likely to select international housemates, contributing to social clustering.
Preference for familiarity:
Dutch students may prioritize living with friends from high school or their student association, making them less likely to welcome new international students.
Shorter stay duration:
International students typically stay for shorter periods. Landlords (and housemates) might prefer tenants with longer commitments.
Practical considerations:
Landlords and housemates may exclude international students from their selection process to manage overwhelming responses to housing advertisements.
Unveiling Scammer Tactics:
Scammers take advantage of the housing crisis, employing various (although often similar) tactics to deceive potential renters:
Urgent payment requests:
Scammers pressure individuals to pay immediately by claiming that delaying payment could result in losing the opportunity.
False identification:
To appear trustworthy they often offer false identification, and scammers use stolen or forged identity documents.
Posing as current tenants:
Pretending to be current occupants, scammers assure prospective tenants of the landlord’s reliability, enhancing their credibility.
Emotional manipulation:
Making up sympathetic stories, scammers exploit emotions to facilitate deception.
Flexibility with preferences:
Scammers are often very flexible and easily adapt to tenants’ preferences (regarding lease start dates or furnishing options) to gain trust.
Advance payment requests without viewing:
Scammers demand upfront payments before viewing the property and often request the money to be transferred to foreign accounts or through specific payment links.
Awareness of these tactics empowers renters to take precautionary measures against scams and safeguard themselves effectively.
Annotated bibliography:
Everyone in the housing market may be affected by enormous scarcity, but international students are even more vulnerable due to increased desperation in their housing search.
Language barrier: Dutch students may struggle with the idea of constantly speaking English at home. After a long day of studying or working, they want to relax, which can be made difficult by the need to communicate in another language.
Cultural differences: It is suggested that international students may not be familiar with the local student culture, such as attending housing interviews and joining student associations. This can lead to a sense of alienation between international and Dutch students.
Preference for acquaintances: Dutch students sometimes prefer to live with friends from high school, making them less inclined to welcome new people, such as international students.
Short stays: International students often stay for a shorter period, which some houses prefer to avoid. Landlords often prefer housemates who will stay for a longer period.
Practical considerations
Due to the large number of responses to advertisements for available rooms, landlords may choose to exclude international students to limit the selection and keep the process manageable.
Unfamiliarity and prejudice
Dutch students may have a distorted view of international students and may not be aware of the challenges they face in finding housing. Prejudices may exist that hinder the acceptance of international students.
The main idea of the article is that international students in the Netherlands often face abuse by landlords and difficulties in finding affordable and decent housing. This is supported by reports to the National Student Union (LSVb) and the Amsterdam Student Union ASVA, which point to discrimination, fraud, and neglect of housing. The shortage of student housing is emphasized, especially in Amsterdam, and calls are made for targeted government investments to address this problem.
The main idea of the article is that students in the Netherlands, especially international students, are particularly vulnerable to fraud due to severe housing shortages. Due to the scarcity of student housing and the increase in the number of students, they easily fall victim to scammers who place fake advertisements for housing. These scammers use various tactics to pressure students and gain their trust, such as providing false identification and telling sad stories. Despite efforts by administrators of Facebook groups and warning groups on the platform, fraud remains a major problem.
International students are victims of abuse and fraud due to the severe shortage of student housing. Many international students search for a room from abroad, so they may not always have the opportunity to physically view the room and struggle to find reliable landlords. Landlords take advantage of the vulnerable position of international students by refusing repairs, asking for excessively high rent, and threatening eviction. International students often have no alternative and must accept poor conditions or risk becoming homeless. Targeted investments in student housing are needed to address the shortage of rooms, but there is still a lack of real action from the national government.
The municipality of Nijmegen collaborates with Radboud University and HAN University of Applied Sciences to address housing discrimination against international students. At Vizier, people can report discrimination and receive advice on how to deal with it. Vizier provides support in finding a solution, helps with complaints, and can assist with filing a report with the police if necessary. By reporting discrimination, you not only help yourself but also contribute to making the problem visible to the authorities so that targeted action can be taken. Examples of housing discrimination include charging higher rent, deposit, or mediation fees to international students because of their nationality, which is against the law.
According to experts, these are tactics that scammers often use:
Scammers put pressure on people. They say: if you wait to pay, then the room will be taken by someone else, so pay quickly.
They often offer to provide identification, making it seem reliable. But they use (hacked) identity cards of others for this purpose.
They often initially pose as the current resident, who then emphasizes that the landlord is really trustworthy.
They say they are abroad, so you cannot view the property. And often accompany this with a sad story, such as their wife being treated there for illness or helping at the border with Ukraine.
The scammers are usually very accommodating to your wishes. Later or earlier in the property? No problem. Preferably unfurnished? That’s also possible.
They ask (in most cases) if the money can be transferred before the property can be viewed. The money must be sent to a foreign account or via a specific payment link.
Every student counts! In 2011, this slogan was the starting shot of the Caribbean and European Netherlands’ combined efforts to achieve educational equity and raise the quality of education on the islands of Bonaire, St. Eustatius, and Saba. Although quality and equity increased, the Caribbean Netherlands still dealt with significant educational challenges in 2023. This article will explore three main challenges: the care for students with special needs, multilingualism, and the effects of poverty.
This article analyses these three challenges to understand the accessibility and quality of education in the Caribbean Netherlands. But first, we need to go into the governance structure of the islands and their relationship with the European Netherlands to fully understand the barriers to tackling the challenges and efforts to address them. Also, the policy programs addressing education and the Education Agendas will be given special attention to show continuing good practices and to explain the context in which the current challenges continue.
Context-Specific Efforts to Overcome Education Inequity
In 1948, Bonaire, St. Eustatius and Saba became a part of the Dutch Antilles, a separate country within the Kingdom of the Netherlands. This changed in 2010: the islands became public bodies under the European Netherlands. Bonaire, St. Eustatius, and Saba are now local governments. An executive council, an island council, and the Dutch national government govern each island. Since this change, the islands have been referred to as the Caribbean Netherlands or the BES-islands.[i]
The Dutch Ministry for Education, Culture and Science is responsible for education. The schools on the islands are part of the Dutch education system and are monitored by the Netherlands’ Inspectorate of Education.[ii] The Dutch Ministry of Education, island councils and other stakeholders cooperated over the past twelve years to develop three policy programs, the Education Agendas.
The Education Agendas address educational equity between the two parts of the Netherlands. The idea is that it should not matter whether a child grows up in the European Netherlands or the Caribbean Netherlands; educational opportunities should be the same.[iii] The agendas address the specific context of the islands, as there are apparent differences from the European Netherlands in terms of culture, history, identity, language, scale, and organization.[iv]
The first two agendas address all three islands within one agenda. During the draft of the first Education Agenda (2011-2016), the level of education of many schools on the BES islands did not fulfil European nor Caribbean Dutch standards.[v] By 2016, most schools reached basic quality standards. However, particular areas still required improvement, again addressed in the second Agenda (2017-2020). [vi] The evaluation of this Agenda in 2020 shows that the main challenges are care for students with special needs and multilingualism.[vii]
While the third Education Agenda has not yet been published, it shall address these challenges.[viii] Furthermore, this agenda will address the challenges on each island separately, showing us a further commitment to context-specific policymaking, which hopefully improves the effectiveness of the third Education Agenda.
Educational Challenge I: Care for Students with Special Needs
The first challenge to discuss is the care for students with special needs. The right to education for children with special needs is a human right. It is taken up in the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities. While the last Convention was ratified by the European Netherlands, it does not apply to the Caribbean Netherlands.
A statement by the Expertise Centre Education Care Saba in 2021 summarizes the importance of care for these students: “Students have the right to feel included in a safe and reliable environment with a structured pedagogical climate that is tolerant and encouraging for the development of all”.[ix] Now, children with special needs still face situations in which education is not tailored to them, meaning they do not profit from education as their peers or eventually drop out. Some children do not have access to education at all. Children with a higher need for care face difficulties.[x]
An example of inadequate care is the case of the ten-year-old Arianny on Bonaire. In 2022, the non-speaking girl was in the news as she could not attend education on Bonaire. Arianny had no access. Members of the Dutch parliament asked the then minister of Education, Dennis Wiersma, questions about her situation and the general situation on Bonaire. The minister reacted that all children should have access to education and are required to attend school, despite specific situations. The situation of Arianny and the research in other reports show us that is not yet the reality.[xi]
Why do these problems continue even after the two Education Agendas?
Student care on the BES islands is not comparable to care in the European Netherlands. While both experience similar problems, the expert centre on Saba notes that the main difference derives from scale and school culture, for example, the lack of awareness about the differing needs of students. This also applies to the other islands: children with special needs continue to follow the same program as their peers even though they need additional care. Moreover, there are relatively more students with special needs in Saba than in the European Netherlands. Possible explanations are a lack of education planning, differentiation in the classroom and special education needs teachers.[xii] Also, non-school-related causes affect children’s learning capabilities, such as poverty and domestic violence.[xiii]
This continuing lack of care for students with special needs thus asks for extra efforts. Renewed attention to this problem and policies need to tackle the problem, ensuring (continuance of) access to education for children like Arianny. Individual needs must be considered to optimize the learning experience of already vulnerable students.
Educational Challenge II: Multilingualism
Because of the different languages being spoken on each island, the language of education has been a thorny issue. Encountered challenges have been linguistic imperialism, learning challenges, and difficulty accessing tertiary education in Dutch.
On Bonaire, most inhabitants speak Papiamento as their mother tongue. On Saba and St. Eustasius, a local variety of Caribbean English has the upper hand. Despite this, Dutch was the only officially recognized language until the beginning of the century thus, education was in Dutch.[xiv]Nowadays, Papiamento and English can both be used in education. This represents the reality of the islands and a respect for local languages, making it a laudable development and a move away from linguistic imperialism.
However, it also causes new educational challenges, especially for learning results and further education. On Saba and St. Eustatius, the instruction language is English. Dutch is being taught as a foreign language.[xv] St. Eustatius switched to English as an instruction language in secondary education in 2014. Dutch proved to negatively affect learning outcomes and attitudes towards the Dutch language.[xvi] Saba has used English as the instruction language for a more extended period. However, only teaching Dutch as a foreign language hinders access to tertiary education. A low proficiency in Dutch means that students from these islands cannot access (all) tertiary education institutions in the European Netherlands.[xvii] This is especially problematic because the Caribbean Netherlands does not have any universities or universities of applied sciences, meaning inhabitants must move to pursue tertiary education.[xviii]
On Bonaire, education starts in Papiamento – the native language of most students – for the first two years of primary school. After these years, the instruction language became Dutch. This causes risks, as the case of St. Eustatius before 2014 showed. Furthermore, it can hinder learning outcomes as children might struggle with Dutch.[xix]
Therefore, multilingualism leads to specific challenges for students regarding access to further education and learning outcomes. It has been difficult to find a balance between Dutch, Papiamento, and Caribbean English that will tackle these challenges. A comprehensive language policy should be developed per island, where native languages and Dutch get a well-balanced place within the education system.
Educational Challenge III: Poverty
This third educational challenge goes beyond the education agendas as it intertwines with the overall situation on the BES islands: life on the islands has become increasingly expensive, and salaries and government support are insufficient to afford this.
This is why children on the BES islands noted poverty as one of the biggest challenges in their lives in 2021. And high poverty levels have continued since then: 11,000 people live below the poverty line in 2023. This is an extremely high number, considering that the islands’ total population is 30,000.[xx] In comparison to the European Netherlands: 800,000 live in poverty on a population of almost 18 million.[xxi]
What do such numbers mean for Caribbean students?
The rapport between the Dutch Ombudsman and the Children’s Ombudsman gives us the distressing example of Shanice, an 11-year-old Bonairean girl. Her mother is a single caretaker, working multiple jobs to stay afloat. She is more often at work than at home. Shanice cares for her younger brothers and sisters, looks after the groceries, and wash dishes instead of having the opportunity to focus on her studies. She goes to school: she likes it there. However, she often feels stressed because of her many responsibilities. Then, she cannot focus or learn. At the same time, Shanice pressures herself to learn: she wants to have a different life than her mom.[xxii]
This example shows how poverty gives children many responsibilities and negatively affects their learning. This example does not comprise all adverse effects. When not having enough money, healthy food is not always a priority, just like schoolbooks or having a good place to study. Extra school costs might not be paid. Parents and kids both experience high-stress levels, which might cause parents to be (emotionally) unavailable and children to have problems focusing. All negatively affect the school outcomes of children.[xxiii]
To tackle this problem of poverty and its effects, there should be governmental support to lift children and their parents from poverty. However, government policies are one of the causes of poverty: the model of living costs for the BES island presents living costs as lower than they are. Policies are developed based on this model. Moreover, this is a recurring argument for not higher social welfare: ensuring social welfare will demotivate people, and they will not work anymore.[xxiv] Hence, policies have contributed to the problem of poverty.
In addition, inhabitants of the BES islands do not always have access to the same resources European Dutch individuals have. These resources are, however, of great importance: European Dutch depend on them, but Caribbean Dutch cannot even access them.[xxv] This is possible because of the special status of the islands. The UN Committee on the Elimination of Racial Discrimination noted in 2021 that such differences between the European Netherlands and Caribbean Netherlands are deplorable, that discrimination should be fought, and that equality should be pursued.
The Dutch government has been taking steps. A law ensuring the equal treatment of all citizens in the Netherlands will come into effect for the Caribbean Netherlands.[xxvi] The exact date is, however, unclear. Furthermore, the model of living costs will be adjusted in July 2024. From that date onwards, inhabitants of the Caribbean Netherlands will be able to breach the gap between social security and living costs that exists now. In addition, the Dutch government does undertake other efforts to address poverty, but the Netherlands Institute for Human Rights judges them to be insufficient. [xxvii]
The Dutch government seems to increasingly take responsibility for the high poverty levels in the Caribbean Netherlands. A necessary development: despite statements such as ‘Every student counts!’, the Dutch government has discriminated against Caribbean Dutch citizens. The unfavourable treatment they experience puts them behind their fellow citizens in Europe.
Education quality has increased significantly on the Bonaire, St. Eustatius, and Saba islands. Great efforts have been made to tailor policies to the local contexts of the islands, which is essential for education equity between the European and Caribbean Netherlands. This is praiseworthy and will hopefully continue with the third Education Agenda.
However, great educational challenges persist on the islands. Benefits from and access to education are under pressure. While multilingualism affects all students, poverty and the lack of special care affect some students disproportionately. Furthermore, the problem of poverty and lack of special care show clear signs of discrimination, which should be condemned and stopped. The case of the islands of Bonaire, St. Eustatius and Saba thus indicates the need for policies tackling discrimination and a comprehensive plan to improve education further.
[iv] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. Rijksdienst Caribisch Nederland. 1. https://www.rijksdienstcn.com/binaries/rijksdienstcn-nederlands/documenten/brochures/onderwijs-cultuur/onderwijsagendas/eerste-onderwijsagenda-caribisch-nederland/index/Eerste_Onderwijsagenda_NL.pdf
[v] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. 1.
[vi] Inspectie van het Onderwijs. (2017). De Ontwikkeling van het Onderwijs in Caribisch Nederland 2014-2016. Onderwijsinspectie. 39-41. https://www.onderwijsinspectie.nl/documenten/rapporten/2017/03/21/rapport-onderwijsontwikkelingen-caribisch-nederland-20142016
[vii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20. https://www.eerstekamer.nl/overig/20210708/evaluatie_tweede_onderwijsagenda/document3/f=/vlkch545eltd_opgemaakt.
[viii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 22.
[ix]. Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. 2. https://www.learningsaba.com/2021_Care_Coordinator/210614%20Project%20plan%20Inclusive%20Special%20Education%20Saba.pdf
[x] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20.
[xxii] Kinderombudsman, and Nationale Ombudsman. (2023). Caribische kinderen van de rekening. Kinderombudsman. 4. https://www.nationaleombudsman.nl/publicaties/rapporten/2022058#:~:text=Dit%20rapport%20beschrijft%20de%20knelpunten,zelf%20als%20voor%20hun%20kinderen.
[xxiii] Nederlands Jeugdinstituut. (N.d). De invloed van armoede op schoolprestaties. Nederlands Jeugdinstituut. https://www.nji.nl/armoede/invloed-op-schoolprestaties
[xxvi] Netherlands Institute for Human Rights. (2023). Caribisch Nederland krijgt wetgeving gelijke behandeling. College voor de Rechten van de Mens. https://www.mensenrechten.nl/actueel/nieuws/2023/01/25/caribisch-nederland-krijgt-wetgeving-gelijke-behandeling#:~:text=Iedereen%20die%20zich%20in%20Nederland,2010%20bijzondere%20gemeentes%20van%20Nederland
From the 1st of July 2024 new rental laws are implemented in the Dutch housing market: The Fixed Rental Contracts Act (Wet vaste huurcontracten). Both for tenants and landlords this new legislation will bring significant changes, aimed to protect the tenants and provide more security. This short article will discuss the main changes, the reasons behind these changes, and highlight potential consequences for students.
Main Changes
From the 1st of July 2024 it is only allowed to offer a rental contract for an indefinite period. Until July 1, 2024, landlords were free to offer fixed term tenancy agreements, these temporary rental contracts automatically end after a set period. However, from July 1, 2024, only permanent rental contracts can be offered. This means that all new rental contracts offered by landlords have to be for an indefinite period. The already existing temporary contracts will remain valid until their end date, but if these contracts are extended, they will be permanent as well. Exceptions to the Rule
Although permanent rental contracts are now the norm, there are several important exceptions included in a General Administrative Order (AMvB). For specific groups, for example students and urgent housing seekers, it is still possible to obtain a rental contract for a fixed term. However these contracts come with strict rules and can only be for the maximum period of two years. Reasons for the Changes
The main reasons for the legislation to change was to provide tenants with more security regarding their living situation. Temporary rental contracts can cause uncertainty as tenants often have to move or renegotiate their rental terms at the end of the contract, leading to higher costs. By mandating permanent rental contracts, the position of tenants is strengthened, especially in a stressed housing market as in the Netherlands. Consequences for Students and International Students
However, particularly for students, the new legislation could have some positive consequences. If the landlord decides to offer a permanent contract, then the law offers more security for students who want to stay in one place longer. They no longer have to worry about finding new accommodation at the end of a temporary contract. This could be particularly beneficial for international students who are often less familiar with the local housing market and have a smaller network to rely on.
But if the landlord decides to offer a fixed contract, students can still benefit from the option of concluding a temporary rental contract for a maximum of two years. This is useful for students who are studying at a particular location for a short period, such as during an exchange program. Potential Challenges
However there are also some challenges with these new regulations. A possible challenge is that landlords might be less motivated to rent to students, since they have to offer a permanent contract. This could in the long term limit the availability of student housing, especially in cities with high demand for student accommodation.
On top of that, the introduction of permanent rental contracts could lead to an increase in rental prices as landlords try to minimize their risks. Students, who in general do not have a lot of money, may experience additional financial pressure as a result. In short
The Fixed Rental Contracts Act, effective from July 1, 2024, changes the Dutch rental market. While the law is intended to provide tenants with more security, specific exceptions have been made for certain groups. This legislation will increase housing security for many tenants but may also introduce new challenges, especially for students and international students. It is important for both tenants and landlords to stay up to date about the new rules and understand their rights and obligations.
In May 2024, Lost in Europe released the findings of their investigation into the disappearance of unaccompanied children in Europe. This investigation revealed that 51,433 children disappeared from refugee centres across Europe between 2021 and 2023, with Italy having the highest number of missing unaccompanied minors at 22,899 children (Van den Hof, 2024). Unfortunately, this is not the first time such a discovery has been done.
Netherlands:
15,404 unaccompanied refugee minors registered in the Netherlands in the last three years (Dutch News, 2024). 850 of these children have disappeared from asylum shelters without any trace (Van den Hof, 2024).
Before 2024:
This is not the first time the Dutch authorities have found themselves in this situation. In 2023, 360 minors had disappeared from refugee shelters in the Netherlands between 2022 and 2023, all of whom vanished from the Ter Apel reporting centre. That year, 4449 minors without parents or guardians had applied for asylum in the Netherlands (Dutch News, 2023).
Government response:
The Human Rights Committee has asked the Dutch government to take urgent measures in investigating the trend of missing unaccompanied minors as well as addressing the root issues causing these disappearances. The Dutch government has also been asked to improve the quality of living standards and resources provided to children in the asylum shelters.
The Dutch national rapporteur on human trafficking, Hermann Bolhaar, has criticised the Dutch refugee system and the government for their lack of implementing any protective and safeguarding measures, given the urgency of the situation and the danger unaccompanied children are finding themselves in.
The Netherlands, known for its progressive policies, has experienced a significant political shift with the election of right-wing parties like the Party for Freedom (PVV) and the newly founded Nationalist Socialist Coalition (NSC). With these parties securing a considerable number of seats in the Dutch House of Representatives, concerns arise regarding their potential impact on various aspects of Dutch society, including education. Particularly, their standpoint against the internationalization of higher education raises questions about the future direction of educational policies in the country.
Historical context
The Netherlands has been recognized for its progressive education system, which emphasizes inclusivity, diversity, and internationalization. According to the Dutch Government, of all incoming students in higher education, more than 25% are international students. Moreover, the country’s universities and schools of applied sciences are actively pursuing partnerships with institutions worldwide, providing Erasmus+ and Exchange programs, which are focused on attracting students from diverse cultural backgrounds. Dutch government have been emphasizing the importance of introducing students to international and intercultural society at a young age, and several studies showed that nearly a quarter of the Dutch population had a migrant background.
However, the rise of nationalist movements and the growing popularity of right-wing ideologies may affect the internationalization of the Dutch education. Parties like the PVV and NSC advocate for stricter immigration policies and cultural preservation. PVV – a far-right and party leaded by Geert Wilders. Nationalist ideology mainly concerns immigrational and cultural concerns, supported by the call of PVV to ban the Quran and shut down all mosques in the Netherlands. Geert Wilders, leader of the party, stated in the past that he he hates Islam, which clearly indicates the party’s attitude toward Muslim population. The party opposes to the dual citizenships and immigration especially from non-Western countries. NSC, as well as PVV, represent conservative attitude towards immigration, stating that the number of immigrants taken each years should be halved. With right-wing coalition taking 81 out of the 150 seats in the parliament, Dutch educational system may experience major structural changes.
Potential influence on Dutch education
As nationalist parties gain power, minority communities, particularly Muslims, may find themselves marginalized within educational institutions. Discrimination may present itself in various forms, and it is expected that student community will particularly experience hardened admissibility rules and immigration processes. People with double citizenships may also be caught in these situations. Calls to Dutch culture may put pressure on Muslim students to conform, leading to their inability to express their cultural and religious identities.
Furthermore, right-wing parties, namely PVV and NSC are expected prioritize policies aimed at preserving Dutch culture and language by reducing the number of foreign students in the educational institutions. This could entail stricter visa regulations, higher tuition fees for non-EU students, which are already 5 times higher than EU fee, and quotas on the enrollment of international students. The number of English-taught and double-degrees may be reduced, leading to international students choosing other destinations for their academic pursuits.
Exchange and Erasmus + programs have long been essential components of the Dutch higher education, fostering cross-cultural exchange, and mutual understanding among students. The future of these programs may also be compromised, as the Netherlands will not be able to insure an inclusive and welcoming atmosphere for the incoming students, possibly endangering and complication their studies in the Netherlands. PVV states that the universities’ primary responsibility should be to Dutch students. From the perspective of Dutch students, the prioritization of Dutch sovereignty over international engagement can lead to the reduction of exchange programs.
Under the rule of right-wing government, international universities whose ideologies are different from nationalist ideas may find themselves at risk of receiving less funding or facing other forms of institutional pressure. In its election manifesto, the PVV writes that all English-language undergraduate courses should be eliminated. Policies aimed at cultural preservation could prioritize funding for institutions that align with these objectives. Reduced financial support may constrain the governmental ability to attract top talent and reduce the supply of resources and opportunities for students that need them to in an increasingly competitive environment.
Conclusion
The potential influence of right-wing Dutch government on education raises important questions about the future direction of the country’s educational policies. While parties like the PVV and NSC may seek to limit the internationalization of higher education and promote nationalist ideas, they are likely to encounter resistance from within the education sector and broader society.
As the Netherlands experiences the unstable and unforeseen period of political change, it must aim to uphold the principles of diversity, and academic inclusivity that have long been the merit of its education system.
References
Castelvecchi, D. (2023, June 14). Shock election win for far-right worries academics in the Netherlands. Science. https://www.science.org/content/article/shock-election-win-far-right-worries-academics-netherlands
Buruma, I. (2008, February 17). The Muslim next door. The Guardian. https://www.theguardian.com/world/2008/feb/17/netherlands.islam
Groothuis, F. (2023, March 9). Internationalisation in the Netherlands: An uncertain and volatile landscape. The PIE News. https://thepienews.com/the-view-from/internationalisation-netherlands-uncertain-volatile-landscape/
Wikipedia contributors. (2023, June 8). New Social Contract. In Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/wiki/New_Social_Contract
ABN AMRO Research. (2023, March 9). Dutch rates focus: Dutch elections won by far-right party PVV. ABN AMRO. https://www.abnamro.com/research/en/our-research/dutch-rates-focus-dutch-elections-won-by-far-right-party-pvv
Schinkel, W. (2022). Not only has the number of international students in the Netherlands increased, but so has their contribution to the economy. In R. Beckers & W. Schinkel (Eds.), Internationalisation and Higher Education (pp. 23-45). Springer. https://link.springer.com/chapter/10.1007/978-3-031-14224-6_2#:~:text=Not%20only%20has%20the%20number,than%2023%25%20(see%20Fig.
Nuffic. (2023). Internationalisation facts and figures. Nuffic. https://www.nuffic.nl/en/subjects/research/internationalisation-facts-and-figures
Van der Heijden, M. (2023, March 15). PVV and NSC win Dutch election: What’s the impact on education and research? UToday. https://www.utoday.nl/news/73552/pvv-and-nsc-win-dutch-election-whats-the-impact-on-education-and-research
As part of our ongoing commitment to safeguarding the interests of international students and renters, Broken Chalk presents this lobbying report to address the pervasive issue of housing scams in Amsterdam. With the rising incidence of fraudulent activities targeting renters, especially expats and students, urgent action is needed to protect vulnerable populations and preserve the integrity of the rental market.
Problem Statement
Amsterdam, like many major cities, faces a significant threat from housing scams, with scammers targeting expatriates and students seeking affordable accommodation. The financial losses incurred by victims of housing scams are substantial, posing a significant economic burden and jeopardising the financial well-being of renters.
Expatriates and students are particularly vulnerable to housing scams due to their limited familiarity with local housing norms and regulations, making them prime targets for exploitation. Victims of housing scams often fail to report incidents to authorities, contributing to a lack of accountability and perpetuating fraudulent activities within the rental market.
Recommendations
We advocate for stricter regulation of the rental market, including mandatory membership in established realtors’ organisations such as the MVA or the NVM and the strengthening of rental agencies to prevent fraudulent practices and hold perpetrators accountable.
We encourage the government to launch comprehensive educational campaigns targeting renters, particularly expatriates and students, to raise awareness of common housing scams provide guidance on identifying and avoiding fraudulent schemes and collaborate with organizations like !WOON to disseminate information and provide confidential advice to individuals seeking housing.
We urge the government and universities to implement measures to verify the legitimacy of rental listings and landlords, including access to resources such as the Kadaster property register and to encourage and raise awareness of renters to conduct thorough background checks and seek second opinions when evaluating rental opportunities. Proper measures should be taken against informal listings on social media, and penalties and fines should be placed to combat the surge of housing scams.
Furthermore, renters should be made aware of their rights regarding fees and financial transactions and guidance on legal deposits and recourse options for unjust fees should be provided. We urge the government to facilitate access to support services, such as those offered by!WOON, to assist victims of housing scams in reclaiming losses and seeking restitution.
Broken Chalk advocates for proactive measures to inform and support international students in navigating the Dutch housing market effectively. Our proposed solutions aim to empower students with the knowledge and resources needed to secure safe and legitimate accommodation during their time in the Netherlands.
We further recommend collaboration with home affairs departments at universities and colleges to incorporate housing education and assistance into orientation programs for international students. By integrating housing-related information sessions, workshops, and resources into existing initiatives, institutions can better prepare students for the challenges of finding accommodation in a new country.
We further advocate for legislation and policy frameworks that incentivize universities and colleges to prioritize housing support for international students. Encourage the establishment of dedicated housing offices or support services within educational institutions to provide tailored assistance and guidance to students throughout their housing search process.
The government has a duty to ensure that international students have access to comprehensive information on housing options, rights, and responsibilities from the moment they arrive in the country and to develop informational materials, online resources, and orientation sessions specifically focused on housing-related topics to equip students with the knowledge needed to make informed decisions.
Universities should be held to the same standard. We urge the government to implement specialised support programs or mentorship initiatives for first-year international students to address their unique housing needs and challenges and to pair incoming students with experienced mentors or peer advisors who can offer guidance, share personal experiences, and provide practical assistance in navigating the rental market.
We further fight for the establishment of mechanisms for monitoring the effectiveness of housing support initiatives and collecting feedback from international students to identify areas for improvement and regular assessments of student satisfaction with housing services and use this feedback to refine and enhance support programs over time should be conducted.
By prioritizing the integration of housing education and support services into existing institutional frameworks and advocating for policy changes to incentivize universities and colleges, we can ensure that international students receive the assistance they need to secure suitable housing and thrive in their academic pursuits.
Conclusion
In conclusion, addressing the scourge of housing scams in Amsterdam requires a coordinated and multi-faceted approach. By implementing the recommended measures, we can protect renters, uphold the integrity of the rental market, and create a safer and more equitable environment for all residents. We urge the Ministry of Education to prioritize these initiatives and collaborate with stakeholders to combat housing scams effectively.
Presented by Daphne Rein and Maria Samantha Orozco
In recent years, there has been an increase in the use of new technologies to administer justice in the Netherlands. To give a few examples of the digital technologies used, there has been an increase in legal applications, the creation of prediction tools for lawyers, such as judicial analytics, and an increase in legal help desks that offer free legal advice. i
In the Netherlands, the regulatory framework used is the General Data Protection Regulation (GDPR) and various data protection laws and regulations, which protect the sensible data of the general public. These laws and regulations have been adopted before the use of AI in the judicial system. But in the Netherlands, concerning Artificial Intelligence, the European Commission is helping the Dutch Authority for Digital Infrastructure to set up a national AI supervision system to supervise AI applications, which can be used for AI in the administration of justice vii , for example, with legal applications. In the future, this can help regulate the risks of using artificial intelligence in the judicial system.
The analysis concludes that deploying new technology to solve governance problems can be problematic because “technological systems reflect the embedded privileges of those who design them”. xiv
These incidents highlight the alarming risks faced by children from migrant communities, particularly those of African descent, due to the biased use of AI in the justice system. Innocent young men are disproportionately criminalised, derailing their aspirations for work or higher education. xxiii Furthermore, the child support tax debacle resulted in children from already disadvantaged families being denied equal access to education, perpetuating cycles of poverty and inequality.
i Jan van Ettekoven, B & Prins, C. (2018). “Chapter 18: Data analysis, artificial intelligence and the judiciary system”. Research Handbook in Data Science and Law. (Cheltenham, UK: Edward Elgar Publishing). pp.425-447. https://doi.org/10.4337/9781788111300.00026
Presented by Daphne Rein, Ioana-Sorina Alexa, Olimpia Guidi, Sarah Kuipers and Sterre Krijnen
In the Netherlands, where prostitution is legalised, hidden forms of prostitution are characterised under illegal forms of prostitution by Dutch law. The city of Amsterdam is well known for its many districts where prostitution attracts tourists1, and in this city, hidden forms of prostitution are illegal. For example, it is illegal for massage parlours to supply sexual services without a licence2. In addition, it is illegal to supply sexual services in private residences unless it is an individual working alone who holds a licence under the municipality of the city to carry out this activity3.
And even if it is illegal and can be prosecuted, child pornography can be considered a hidden form of prostitution4. In the Netherlands, the production, distribution, exhibition, importation, forwarding, exportation, and possession of child pornography are explicitly outlawed under various sections of the Dutch Penal Code5. Specifically, Article 240b criminalises these activities, making them illegal and subject to prosecution. This legal provision, along with related sections such as Article 240c addressing the grooming of minors and Article 240a concerning engaging in sexual acts with minors, forms the comprehensive legal framework aimed at combating child pornography. However, despite these stringent laws, a significant challenge persists. The Internet Watch Foundation revealed in 2019 that the Netherlands hosted 71% of known URLs containing child pornography content online within the European Union6. This alarming revelation underscores the complexity of tackling the issue, prompting a critical examination of the effectiveness of existing laws and the need for enhanced measures to address the online hosting of such illicit content.
This is a report submitted to the United Nations Office of the High Commissioner for Human Rights.
Every student counts! In 2011, this slogan was the starting shot of the Caribbean and European Netherlands’ combined efforts to achieve educational equity and raise the quality of education on the islands of Bonaire, St. Eustatius, and Saba. Although quality and equity increased, the Caribbean Netherlands still dealt with significant educational challenges in 2023. This article will explore three main challenges: the care for students with special needs, multilingualism, and the effects of poverty.
This article analyses these three challenges to understand the accessibility and quality of education in the Caribbean Netherlands. But first, we need to go into the governance structure of the islands and their relationship with the European Netherlands to fully understand the barriers to tackling the challenges and efforts to address them. Also, the policy programs addressing education and the Education Agendas will be given special attention to show continuing good practices and to explain the context in which the current challenges continue.
This map shows us the Kingdom of the Netherlands, consisting of the European Netherlands and the Caribbean Netherlands. Both thank their name to their geographical location (CC BY-SA 3.0 DEED, Wikimedia Commons: TUBS).
Context-Specific Efforts to Overcome Education Inequity
In 1948, Bonaire, St. Eustatius and Saba became a part of the Dutch Antilles, a separate country within the Kingdom of the Netherlands. This changed in 2010: the islands became public bodies under the European Netherlands. Bonaire, St. Eustatius, and Saba are now local governments. An executive council, an island council, and the Dutch national government govern each island. Since this change, the islands have been referred to as the Caribbean Netherlands or the BES-islands.[i]
The Dutch Ministry for Education, Culture and Science is responsible for education. The schools on the islands are part of the Dutch education system and are monitored by the Netherlands’ Inspectorate of Education.[ii] The Dutch Ministry of Education, island councils and other stakeholders cooperated over the past twelve years to develop three policy programs, the Education Agendas.
The Education Agendas address educational equity between the two parts of the Netherlands. The idea is that it should not matter whether a child grows up in the European Netherlands or the Caribbean Netherlands; educational opportunities should be the same.[iii] The agendas address the specific context of the islands, as there are apparent differences from the European Netherlands in terms of culture, history, identity, language, scale, and organization.[iv]
The first two agendas address all three islands within one agenda. During the draft of the first Education Agenda (2011-2016), the level of education of many schools on the BES islands did not fulfil European nor Caribbean Dutch standards.[v] By 2016, most schools reached basic quality standards. However, particular areas still required improvement, again addressed in the second Agenda (2017-2020). [vi] The evaluation of this Agenda in 2020 shows that the main challenges are care for students with special needs and multilingualism.[vii]
While the third Education Agenda has not yet been published, it shall address these challenges.[viii] Furthermore, this agenda will address the challenges on each island separately, showing us a further commitment to context-specific policymaking, which hopefully improves the effectiveness of the third Education Agenda.
Educational Challenge I: Care for Students with Special Needs
The first challenge to discuss is the care for students with special needs. The right to education for children with special needs is a human right. It is taken up in the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities. While the last Convention was ratified by the European Netherlands, it does not apply to the Caribbean Netherlands.
A statement by the Expertise Centre Education Care Saba in 2021 summarizes the importance of care for these students: “Students have the right to feel included in a safe and reliable environment with a structured pedagogical climate that is tolerant and encouraging for the development of all”.[ix] Now, children with special needs still face situations in which education is not tailored to them, meaning they do not profit from education as their peers or eventually drop out. Some children do not have access to education at all. Children with a higher need for care face difficulties.[x]
An example of inadequate care is the case of the ten-year-old Arianny on Bonaire. In 2022, the non-speaking girl was in the news as she could not attend education on Bonaire. Arianny had no access. Members of the Dutch parliament asked the then minister of Education, Dennis Wiersma, questions about her situation and the general situation on Bonaire. The minister reacted that all children should have access to education and are required to attend school, despite specific situations. The situation of Arianny and the research in other reports show us that is not yet the reality.[xi]
Why do these problems continue even after the two Education Agendas?
Student care on the BES islands is not comparable to care in the European Netherlands. While both experience similar problems, the expert centre on Saba notes that the main difference derives from scale and school culture, for example, the lack of awareness about the differing needs of students. This also applies to the other islands: children with special needs continue to follow the same program as their peers even though they need additional care. Moreover, there are relatively more students with special needs in Saba than in the European Netherlands. Possible explanations are a lack of education planning, differentiation in the classroom and special education needs teachers.[xii] Also, non-school-related causes affect children’s learning capabilities, such as poverty and domestic violence.[xiii]
This continuing lack of care for students with special needs thus asks for extra efforts. Renewed attention to this problem and policies need to tackle the problem, ensuring (continuance of) access to education for children like Arianny. Individual needs must be considered to optimize the learning experience of already vulnerable students.
Three kids sitting in the port of Kralendijk, the capital of Bonaire (CC BY-NC 2.0 DEED, Flickr: Globewriter).
Educational Challenge II: Multilingualism
Because of the different languages being spoken on each island, the language of education has been a thorny issue. Encountered challenges have been linguistic imperialism, learning challenges, and difficulty accessing tertiary education in Dutch.
On Bonaire, most inhabitants speak Papiamento as their mother tongue. On Saba and St. Eustasius, a local variety of Caribbean English has the upper hand. Despite this, Dutch was the only officially recognized language until the beginning of the century thus, education was in Dutch.[xiv]Nowadays, Papiamento and English can both be used in education. This represents the reality of the islands and a respect for local languages, making it a laudable development and a move away from linguistic imperialism.
However, it also causes new educational challenges, especially for learning results and further education. On Saba and St. Eustatius, the instruction language is English. Dutch is being taught as a foreign language.[xv] St. Eustatius switched to English as an instruction language in secondary education in 2014. Dutch proved to negatively affect learning outcomes and attitudes towards the Dutch language.[xvi] Saba has used English as the instruction language for a more extended period. However, only teaching Dutch as a foreign language hinders access to tertiary education. A low proficiency in Dutch means that students from these islands cannot access (all) tertiary education institutions in the European Netherlands.[xvii] This is especially problematic because the Caribbean Netherlands does not have any universities or universities of applied sciences, meaning inhabitants must move to pursue tertiary education.[xviii]
On Bonaire, education starts in Papiamento – the native language of most students – for the first two years of primary school. After these years, the instruction language became Dutch. This causes risks, as the case of St. Eustatius before 2014 showed. Furthermore, it can hinder learning outcomes as children might struggle with Dutch.[xix]
Therefore, multilingualism leads to specific challenges for students regarding access to further education and learning outcomes. It has been difficult to find a balance between Dutch, Papiamento, and Caribbean English that will tackle these challenges. A comprehensive language policy should be developed per island, where native languages and Dutch get a well-balanced place within the education system.
Educational Challenge III: Poverty
This third educational challenge goes beyond the education agendas as it intertwines with the overall situation on the BES islands: life on the islands has become increasingly expensive, and salaries and government support are insufficient to afford this.
This is why children on the BES islands noted poverty as one of the biggest challenges in their lives in 2021. And high poverty levels have continued since then: 11,000 people live below the poverty line in 2023. This is an extremely high number, considering that the islands’ total population is 30,000.[xx] In comparison to the European Netherlands: 800,000 live in poverty on a population of almost 18 million.[xxi]
What do such numbers mean for Caribbean students?
The rapport between the Dutch Ombudsman and the Children’s Ombudsman gives us the distressing example of Shanice, an 11-year-old Bonairean girl. Her mother is a single caretaker, working multiple jobs to stay afloat. She is more often at work than at home. Shanice cares for her younger brothers and sisters, looks after the groceries, and wash dishes instead of having the opportunity to focus on her studies. She goes to school: she likes it there. However, she often feels stressed because of her many responsibilities. Then, she cannot focus or learn. At the same time, Shanice pressures herself to learn: she wants to have a different life than her mom.[xxii]
This example shows how poverty gives children many responsibilities and negatively affects their learning. This example does not comprise all adverse effects. When not having enough money, healthy food is not always a priority, just like schoolbooks or having a good place to study. Extra school costs might not be paid. Parents and kids both experience high-stress levels, which might cause parents to be (emotionally) unavailable and children to have problems focusing. All negatively affect the school outcomes of children.[xxiii]
To tackle this problem of poverty and its effects, there should be governmental support to lift children and their parents from poverty. However, government policies are one of the causes of poverty: the model of living costs for the BES island presents living costs as lower than they are. Policies are developed based on this model. Moreover, this is a recurring argument for not higher social welfare: ensuring social welfare will demotivate people, and they will not work anymore.[xxiv] Hence, policies have contributed to the problem of poverty.
In addition, inhabitants of the BES islands do not always have access to the same resources European Dutch individuals have. These resources are, however, of great importance: European Dutch depend on them, but Caribbean Dutch cannot even access them.[xxv] This is possible because of the special status of the islands. The UN Committee on the Elimination of Racial Discrimination noted in 2021 that such differences between the European Netherlands and Caribbean Netherlands are deplorable, that discrimination should be fought, and that equality should be pursued.
The Dutch government has been taking steps. A law ensuring the equal treatment of all citizens in the Netherlands will come into effect for the Caribbean Netherlands.[xxvi] The exact date is, however, unclear. Furthermore, the model of living costs will be adjusted in July 2024. From that date onwards, inhabitants of the Caribbean Netherlands will be able to breach the gap between social security and living costs that exists now. In addition, the Dutch government does undertake other efforts to address poverty, but the Netherlands Institute for Human Rights judges them to be insufficient. [xxvii]
The Dutch government seems to increasingly take responsibility for the high poverty levels in the Caribbean Netherlands. A necessary development: despite statements such as ‘Every student counts!’, the Dutch government has discriminated against Caribbean Dutch citizens. The unfavourable treatment they experience puts them behind their fellow citizens in Europe.
Conclusion
Education quality has increased significantly on the Bonaire, St. Eustatius, and Saba islands. Great efforts have been made to tailor policies to the local contexts of the islands, which is essential for education equity between the European and Caribbean Netherlands. This is praiseworthy and will hopefully continue with the third Education Agenda.
However, great educational challenges persist on the islands. Benefits from and access to education are under pressure. While multilingualism affects all students, poverty and the lack of special care affect some students disproportionately. Furthermore, the problem of poverty and lack of special care show clear signs of discrimination, which should be condemned and stopped. The case of the islands of Bonaire, St. Eustatius and Saba thus indicates the need for policies tackling discrimination and a comprehensive plan to improve education further.
References
Cover Image: A young girl in costume during a parade on Bonaire (CC BY-SA 4.0 DEED, Wikimedia Commons: Atsme).
[iv] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. Rijksdienst Caribisch Nederland. 1. https://www.rijksdienstcn.com/binaries/rijksdienstcn-nederlands/documenten/brochures/onderwijs-cultuur/onderwijsagendas/eerste-onderwijsagenda-caribisch-nederland/index/Eerste_Onderwijsagenda_NL.pdf
[v] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. 1.
[vi] Inspectie van het Onderwijs. (2017). De Ontwikkeling van het Onderwijs in Caribisch Nederland 2014-2016. Onderwijsinspectie. 39-41. https://www.onderwijsinspectie.nl/documenten/rapporten/2017/03/21/rapport-onderwijsontwikkelingen-caribisch-nederland-20142016
[vii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20. https://www.eerstekamer.nl/overig/20210708/evaluatie_tweede_onderwijsagenda/document3/f=/vlkch545eltd_opgemaakt.
[viii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 22.
[ix]. Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. 2. https://www.learningsaba.com/2021_Care_Coordinator/210614%20Project%20plan%20Inclusive%20Special%20Education%20Saba.pdf
[x] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20.
[xxii] Kinderombudsman, and Nationale Ombudsman. (2023). Caribische kinderen van de rekening. Kinderombudsman. 4. https://www.nationaleombudsman.nl/publicaties/rapporten/2022058#:~:text=Dit%20rapport%20beschrijft%20de%20knelpunten,zelf%20als%20voor%20hun%20kinderen.
[xxiii] Nederlands Jeugdinstituut. (N.d). De invloed van armoede op schoolprestaties. Nederlands Jeugdinstituut. https://www.nji.nl/armoede/invloed-op-schoolprestaties
[xxvi] Netherlands Institute for Human Rights. (2023). Caribisch Nederland krijgt wetgeving gelijke behandeling. College voor de Rechten van de Mens. https://www.mensenrechten.nl/actueel/nieuws/2023/01/25/caribisch-nederland-krijgt-wetgeving-gelijke-behandeling#:~:text=Iedereen%20die%20zich%20in%20Nederland,2010%20bijzondere%20gemeentes%20van%20Nederland
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