Abstract
This research studies the study grant provisions in the Netherlands between 1815 and 2015. Did study grants enhance accessibility of education for different social groups?
In this period several aims played a role in the grant system. Enhancing educational opportunities for lower social groups was not a priority for the largest part of this study period. Moreover, before 1850 universities used the grants to safeguard the social status quo on universities. In 1919 the legislator formulated social accessibility as a target for the first time. Indeed, grants were predominantly attributed to students from lower income groups in the years that followed. Due to austerity reasons, the arrangement did not fully develop. Constrainedly, grants were converted to loans in 1924.
After 1945 the grant system grew rapidly, both in size and impact. It contributed to the enormous increase in attendance, especially of students from social middle classes. Subsequently, discussion arose about the role of study grant provisions. Should it support all students, in order to make them independent from their parents? The grant system was never adjusted according to this motivation. Nevertheless, elements of this discussion can be found in the basic grant, the allowance for all students, established in 1986. The replacement of the basic grant by loans is form of cost sharing, a process in which a larger share of study costs are paid by students.
From the policy adjustment in 1919 and the subsequent growth of the system from the 1950s the grant provision has contributed strongly to accessibility and social mobility.
In this period several aims played a role in the grant system. Enhancing educational opportunities for lower social groups was not a priority for the largest part of this study period. Moreover, before 1850 universities used the grants to safeguard the social status quo on universities. In 1919 the legislator formulated social accessibility as a target for the first time. Indeed, grants were predominantly attributed to students from lower income groups in the years that followed. Due to austerity reasons, the arrangement did not fully develop. Constrainedly, grants were converted to loans in 1924.
After 1945 the grant system grew rapidly, both in size and impact. It contributed to the enormous increase in attendance, especially of students from social middle classes. Subsequently, discussion arose about the role of study grant provisions. Should it support all students, in order to make them independent from their parents? The grant system was never adjusted according to this motivation. Nevertheless, elements of this discussion can be found in the basic grant, the allowance for all students, established in 1986. The replacement of the basic grant by loans is form of cost sharing, a process in which a larger share of study costs are paid by students.
From the policy adjustment in 1919 and the subsequent growth of the system from the 1950s the grant provision has contributed strongly to accessibility and social mobility.
| Translated title of the contribution | Enhancing educational possibilities: Two centuries study grant provisions influencing educational accessibility in the Netherlands (1815-2015) |
|---|---|
| Original language | Dutch |
| Qualification | Doctor of Philosophy |
| Awarding Institution |
|
| Supervisors/Advisors |
|
| Award date | 13-Nov-2014 |
| Place of Publication | [S.l.] |
| Publisher | |
| Print ISBNs | 9789036774468 |
| Electronic ISBNs | 9789036774451 |
| Publication status | Published - 2014 |