Why Don’t Dutch Teacher Education Long-Time Students Complete Their Qualification?: Validating Work-Based Learning Experiences for Equivalence

Authors

  • Jannie Lensen-Botter

Abstract

The increasing number of long-time students in teacher education presents a significant challenge for higher education in the Netherlands. According to the Centraal Plan Bureau, 20% of these students take at least one additional year to complete their studies compared to their peers. This situation arises amidst an urgent need for qualified teachers, with many students already working as teachers despite lacking official qualifications. This essay explores the phenomenon of “long-term study,” presenting findings from eight respondents and proposing a pilot intervention to address the issue effectively.

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Published

2025-04-03

Issue

Special Issue: 5th Validation of Prior Learning Biennale Collection (2025)

Section

Invited Essays: Mobility

License

Authors retain copyright of their work, and readers are free to print, share and distribute materials from PLA Inside-Out as long as they respect the rights of the author.  Materials included in PLA Inside-Out cannot be published without an author’s permission.

How to Cite

Why Don’t Dutch Teacher Education Long-Time Students Complete Their Qualification?: Validating Work-Based Learning Experiences for Equivalence. (2025). PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment, 8(Special). https://plaio.org/index.php/home/article/view/279