Quantifying stakeholder values of VET provision in the Netherlands

M.E. van der Sluis*, G. Reezigt, L. Borghans

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders.
Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalVocations and Learning
Issue number1
Early online date17 May 2013
Publication statusPublished - Apr 2014


  • Vocational education
  • Vignette study
  • Conjoint analysis
  • Value measurement
  • Quality perceptions
  • Educational stakeholders

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