Between 2008 and 2014, strengthening the new position structure (‘functiemix’) in secondary education has been achieved primarily through promotions of teachers in higher general secondary education (havo) and pre-university secondary education (vwo) to positions in the so-called LD category and through promotions of teachers in preparatory secondary vocational education (vmbo) to positions in the so-called LC category. Promotions to LD positions are rare in vmbo. This report examines the causes.

The main cause for the lack of LD positions in vmbo is that the job descriptions and requirements for LD positions do not correspond with the characteristics of vmbo teachers. A major hurdle is the common requirement for a grade-one teaching qualification. There are few vmbo teachers who meet this requirement or have the qualities, ambition or motivation to fulfil it. Generally speaking there are enough vmbo teachers who aspire promotion to a higher job scale, though. However, this must be seen in relation to the small number of LD positions that become available for vmbo teachers. In this regard, entitlement to an LD position (the so-called ‘entreerecht’) plays a part. This has resulted in the fact that teachers in secondary education with a grade-one teaching qualification who were teaching senior havo and vwo students on a structural basis, were entitled to a salary according to the LD scale when new positions were assigned. As a result, hardly any room was left for LD positions in vmbo.

In order to increase the number of vmbo teachers in LD positions, it is necessary to focus the job description more on skills instead of on qualifications. In addition, schools should be actively involved in selecting, stimulating, motivating and guiding vmbo teachers who may possibly move on to an LD position.