The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5 to 8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper I analyse policy documents resulting from the Bologna Process and argue that under neoliberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socioeconomic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates.
This essay addresses the issue that a neoliberal focus might have an adverse effect on a secondary vocational education student's personal development and opportunities in higher education. Originating from neoliberal conditions, in upper secondary vocational education there is a strong focus on marketable skills with limited space for acquiring critical thinking and analytical skills, resulting in impediments concerning admittance to higher education as well as low success rates of those admitted. Also, talent development and differentiation are contested under these neoliberal conditions. It is argued that liberal pedagogy is necessary as a means to scaffold especially critical thinking skills and to foster talent development in upper secondary vocational education to cope with this issue and to create more equal opportunities for vocational students from various levels. In the concluding thoughts those involved are encouraged to reconsider preparation for post-secondary education related to admittance and study success.
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