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SVO2021

Schoolverlatersonderzoek (SVO), kenmerken van schoolverlaters die hun vo- of mbo-diploma hebben behaald of die het onderwijs voortijdig hebben verlaten (SVO2021) (School Leavers Survey)

Schoolverlatersonderzoek (SVO), kenmerken van schoolverlaters die hun vo- of mbo-diploma hebben behaald of die het onderwijs voortijdig hebben verlaten

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Theme: School Leavers Survey (SVO) 2021Document date: 12 August 2025PDF pages: 121Variables: 500Versions listed: 3

Jump to variables Original Dutch PDF ↗CBS dataset page ↗

Available file(s)

SVO2021V3

SVO2021V3

The user should take the following into account:

De gebruiker dient rekening te houden met het volgende:

Reason for version 2021V3: the municipality codes of Tmin1 have been corrected.
Reden versie 2021V3: De gemeentecodes van Tmin1 zijn gecorrigeerd.
Reason for version 2021V2: corrected dataset in connection with an adjustment in SVOREGHOOFDTYPEONDERWIJSHuidOplover.
Reden versie 2021V2: gecorrigeerde dataset in verband met aanpassing in SVOREGHOOFDTYPEONDERWIJSHuidOplover.
The 2021 file contains 500 variables, 2020 contains 467, 2019 contains 464, 2018 contains 525, 2017 contains 483 and 2016 contains 458 variables. Documentation is available per year.
Het bestand over 2021 bevat 500 variabelen, 2020 bevat 467, 2019 bevat 464, 2018 bevat 525, 2017 bevat 483 en 2016 bevat 458 variabelen. Per jaar is er documentatie beschikbaar.
In the folder K:\Utilities\Code_Listings\SSBreferentiebestanden the reference file OPLEIDINGSNRREFVv is available, specifically for all programme numbers with groupings. Its key is the programme number (OPLNR), which is included in almost all education files. With this reference book you can find, for example, the type of education, VO profile, MBO sector, study-load hours, level and field. ILT, CREBO and CROHO codes are listed too, as well as various SOI and ISCED classifications and the Code Type Onderwijs (CTO), which can be used to link further to the CTO reference book.
In de map K:\Utilities\Code_Listings\SSBreferentiebestanden is specifiek voor alle opleidingsnummers met groeperingen het referentiebestand OPLEIDINGSNRREFVv beschikbaar. De sleutel van dit referentieboek is het opleidingsnummer (OPLNR). In vrijwel alle onderwijsbestanden is dit opleidingsnummer opgenomen. Met behulp van dit referentieboek kan informatie achterhaald worden over bijvoorbeeld het soort onderwijs, vo-profiel, mbo-sector, studiebelastingsuren, niveau en richting. Ook de ILT-, CREBO- en CROHO-codes staan vermeld. Daarnaast zijn allerhande SOI- en ISCED-indelingen opgenomen. En de Code Type Onderwijs (CTO). Met behulp van dit laatste gegeven kan ook verder gekoppeld worden met het CTO referentieboek.
See also the user guide Onderwijsinformatie uit het SSB (Education information from the SSB).
Zie ook de gebruikershandleiding Onderwijsinformatie uit het SSB.
For person characteristics and/or backgrounds, consult the available GBA files. These are listed under Doing your own research in the catalogue under the theme Population. The usual procedure applies for requesting these files.
Voor de persoonskenmerken en/of achtergronden dient u de beschikbare GBA-bestanden te raadplegen. Deze staan bij Zelf onderzoek doen in de catalogus onder het thema Bevolking. Voor het aanvragen van deze bestanden geldt de gebruikelijke procedure.

1. Introduction

The Microdata Services team of CBS makes non-public microdata (anonymised data at the level of persons, businesses and addresses) accessible for statistical and scientific research, under certain conditions. This report describes the content and structure of “Schoolverlatersonderzoek (SVO), kenmerken van schoolverlaters die hun vo- of mbo-diploma hebben behaald of die het onderwijs voortijdig hebben verlaten” (School Leavers Survey: characteristics of school leavers who obtained their secondary or mbo diploma or left education early). Chapter 2 gives a general description of the microdata files, such as population definition, methodological details, quality and origin of the data. Chapter 3 gives the file layout and lists all possible values and their meaning for the categorical variables.

Het team Microdata Services van het CBS stelt, onder bepaalde voorwaarden, niet–openbare microdata (geanonimiseerde data op persoons-, bedrijfs- en adresniveau) toegankelijk voor statistisch en wetenschappelijk onderzoek. Dit rapport beschrijft de inhoud en structuur van “Schoolverlatersonderzoek (SVO), kenmerken van schoolverlaters die hun vo- of mbo-diploma hebben behaald of die het onderwijs voortijdig hebben verlaten”. Hoofdstuk 2 beschrijft in het algemeen de microdatabestanden zoals populatieafbakening, methodologische bijzonderheden, kwaliteit en herkomst van de gegevens. In hoofdstuk 3 wordt de bestandsindeling gegeven en worden voor de categoriale variabelen alle mogelijke scores en hun betekenis opgesomd.

2. Explanation of the contents of the files

Description

Survey of graduates and school leavers on the labour market. One of the underlying reasons for carrying out this survey is the mbo macro-efficiency act. To monitor the effect of this act, the ministerie of Education, Culture and Science (OCW) wants to have information on the match between the education followed and the position held.

Onderzoek naar gediplomeerden en schoolverlaters op de arbeidsmarkt. Een van de achterliggende redenen voor de uitvoering van dit onderzoek is de wet macrodoelmatigheid mbo. Om het effect van deze wet te kunnen monitoren wil het ministerie van Onderwijs, Cultuur en Wetenschap (OCW) kunnen beschikken over de aansluiting tussen de gevolgde opleiding en de functie die wordt uitgeoefend.

Description of the population

Persons who obtained their diploma in secondary education (vo) or secondary vocational education (mbo), or who left education early. For graduates this concerns all graduates; for early school leavers, persons up to 23 years.

Personen die hun diploma hebben behaald in het voortgezet onderwijs (vo) of het middelbaar beroepsonderwijs (mbo), of die het onderwijs voortijdig hebben verlaten. Bij de gediplomeerden gaat het om alle gediplomeerden, bij de voortijdig schoolverlaters om de personen tot 23 jaar.

Methodology

The school leavers survey is a sample survey. The sampling frame consists of all graduates who obtained their diploma in a given school year or who left education early in that year. The mbo graduates were all approached; for the other groups a sample was drawn. The survey was conducted via the internet (Computer Assisted Web Interviewing, CAWI). The full questionnaire is available electronically.

Het schoolverlatersonderzoek is een steekproefonderzoek. Het steekproefkader vormen alle gediplomeerden die in een bepaald schooljaar hun diploma hebben behaald of die in dat jaar het onderwijs voortijdig hebben verlaten. De mbo gediplomeerden zijn integraal benaderd, voor de overige groepen is een steekproef getrokken. Het onderzoek is via internet uitgevoerd (Computer Assisted Web Interviewing, CAWI). De volledige vragenlijst is elektronisch beschikbaar.

Appendices

SVO 2021 Onderzoeksdocumentatie en Kwaliteitsanalyse.pdf Vragenlijst SVO 2021 - routes.pdf Vragenlijst SVO 2021 - teksten.pdf

Variables

500 variables. Names, formats and code values are exactly as in the Dutch document.

Variable (Dutch)	Label in English	Format	PDF page
`RINPERSOONS`	Code for the quality of the conversion of a BSN/sofi number into rinpersoon	A1	31
`RINPERSOON`	Meaningless and dimensionless identification number replacing the sofi number/BSN	A9	31
`SVOENQSEGroep`	Indicates which questionnaire group one belongs to	F1	31
`SVOENQSECluster`	Indicates which questionnaire cluster one belongs to	F1	31
`SVOENQEnqueteDatum`	Survey date	A8	31
`SVOAFLlftOP`	Age of OP (survey date)	F3	32
`SVOAFLGeslacht`	Sex of OP (survey date)	F1	32
`SVOVRGPlaatsOpl`	In which place did you follow this education? If the place is abroad, enter 'abroad'.	A60	32
`SVOVRGPlaatsOplGemcode`	Municipality code of the education followed based on regional classification on 1 Jan year T	A4	32
`SVOVRGPlaatsOplProv`	Province of the education followed based on regional classification on 1 Jan year T	F3	32
`SVOVRGPlaatsOplCorop`	COROP area of the education followed based on regional classification on 1 Jan year T	F3	33
`SVOVRGPlaatsOplLandsdl`	National region of the education followed based on regional classification on 1 Jan year T	F2	33
`SVOVRGPlaatsOplArbMarktRegio`	Labour market region of the education followed, based on regional classification on 1 Jan year T	F3	33
`SVOVRGTTO`	Did you follow bilingual education (tto)? In tto most lessons are given in another language, usually English.	F1	33
`SVOVRGGemCijfer`	What was (roughly) your average exam grade?	F1	33
`SVOVRGGestopt`	In school year year T minus 1/year T you stopped an education. Which education did you stop at that time?	F1	33
`SVOVRGBasisa`	To what extent was your mbo programme a good basis for starting on the labour market?	F1	34
`SVOVRGBasisb`	To what extent did your education provide a good basis for further developing knowledge and skills?	F1	34
`SVOVRGBasisc`	To what extent was your vmbo programme a good basis for choosing a further education?	F1	34
`SVOVRGBasisd`	To what extent did your vmbo programme provide a good basis for following a further education?	F1	34
`SVOVRGBuitLand`	During your mbo programme, did you do part of your studies or an internship abroad?	F1	34
`SVOVRGBLDuur`	How many weeks were you abroad for your mbo studies?	F2	34
`SVOVRGBelangBL`	How important did you find this experience abroad as part of your education?	F1	35
`SVOVRGProbl`	Now some questions about other internships you have done. During the mbo programme you followed, did you experience problems finding a training place or internship?	F1	35
`SVOVRGSoll`	How often did you apply before you found a training place or internship? If you did several internships, think of the internship for which you made the most applications.	F1	35
`SVOVRGAanbod`	Did a business where you did an internship offer you to come and work there or stay on after completing the education?	F1	35
`SVOVRGLobGevolgd21Stage`	What did you do for LOB (career orientation and guidance)?: I did an internship (e.g. short internship or community placement)	F1	35
`SVOVRGLobGevolgd21BedrBez`	What did you do for LOB (career orientation and guidance)?: I went on a company visit	F1	35
`SVOVRGLobGevolgd21LOBLes`	What did you do for LOB (career orientation and guidance)?: I followed LOB lessons	F1	36
`SVOVRGLobGevolgd21Gesprek`	What did you do for LOB (career orientation and guidance)?: I had LOB conversations (e.g. with a dean, mentor, teacher)	F1	36
`SVOVRGLobGevolgd21Gastles`	What did you do for LOB (career orientation and guidance)?: I attended guest lessons	F1	36
`SVOVRGLobGevolgd21OpenDag`	What did you do for LOB (career orientation and guidance)?: I visited (online) open days	F1	36
`SVOVRGLobGevolgd21Andrs`	What did you do for LOB (career orientation and guidance)?: Something else	F1	36
`SVOVRGLobGevolgd21GeenDeze`	What did you do for LOB (career orientation and guidance)?: None of these	F1	36
`SVOVRGTevrLOB`	How satisfied are you with these LOB activities (career orientation and guidance)?	F1	36
`SVOVRGOordKeuze`	What did you think of the number of elective subjects in the vmbo programme followed?	F1	37
`SVOVRGKeuzeTevr`	How satisfied or dissatisfied are you with the content of the elective subjects followed?	F1	37
`SVOVRGAchterafKies`	In hindsight, would you choose the education you followed again?	F1	37
`SVOVRGAchterafJa`	Would you choose the same school again?	F1	37
`SVOVRGErvaarExtra21BijbaanStudie`	While following the education, did you do one or more of the following activities inside or outside school?: Side job related to studies	F1	37
`SVOVRGErvaarExtra21BijbaanNietStudie`	While following the education, did you do one or more of the following activities inside or outside school?: Side job not related to studies	F1	37
`SVOVRGErvaarExtra21Vrijwillig`	While following the education, did you do one or more of the following activities inside or outside school?: Volunteer work	F1	37
`SVOVRGErvaarExtra21BestuurErvaar`	While following the education, did you do one or more of the following activities inside or outside school?: Administrative/board experience (e.g. student councils, board member of a (sports) club)	F1	38
`SVOVRGErvaarExtra21OprichtBedrijf`	While following the education, did you do one or more of the following activities inside or outside school?: Setting up own business	F1	38
`SVOVRGErvaarExtra21GeenOptie`	While following the education, did you do one or more of the following activities inside or outside school?: None of the above	F1	38
`SVOVRGTevrDigiOnd21`	How satisfied or dissatisfied were you with the digital education you could follow?	F1	38
`SVOVRGOord2h`	Give your opinion of the education followed: The education offered good orientation on possible further educations	F1	38
`SVOVRGOord2j`	Give your opinion of the education followed: The education motivated me to follow a further education	F1	38
`SVOVRGOord2k`	Give your opinion of the education followed: The education motivated me to do a technical further education	F1	38
`SVOVRGOord2c`	Give your opinion of the education followed: The level of the education was challenging	F1	39
`SVOVRGOord2i`	Give your opinion of the education followed: The education was attractive to follow	F1	39
`SVOVRGOord2f`	Give your opinion of the education followed: The education responded to current events	F1	39
`SVOVRGOord2g`	Give your opinion of the education followed: The education connected well with the labour market	F1	39
`SVOVRGZiekteADHD`	Do you have one or more of the following conditions or illnesses?: ADHD (ASD), ADD or concentration problems	F1	39
`SVOVRGZiekteAutisme`	Do you have one or more of the following conditions or illnesses?: Autism, e.g. Asperger's or PDD-NOS	F1	39
`SVOVRGZiekteDys`	Do you have one or more of the following conditions or illnesses?: Dyslexia, dyscalculia or a language development disorder	F1	40
`SVOVRGZiekteFuncBeperk`	Do you have one or more of the following conditions or illnesses?: Impairment in seeing, hearing, moving or speaking	F1	40
`SVOVRGZiekteChronZiek`	Do you have one or more of the following conditions or illnesses?: Chronic illness or condition (e.g. migraine, skin condition, diabetes, CFS/ME, rheumatism, MS, asthma, cancer, cardiovascular disease)	F1	40
`SVOVRGZiektePsychZiek`	Do you have one or more of the following conditions or illnesses?: Mental disorder (e.g. depression, psychosis, bipolar disorder, anxiety disorder, eating disorder)	F1	40
`SVOVRGZiekteAnder`	Do you have one or more of the following conditions or illnesses?: Other condition or illness	F1	41
`SVOVRGZiekteGeenDeze`	Do you have one or more of the following conditions or illnesses?: None of these	F1	41
`SVOVRGDiagnoseEen`	Was this diagnosed by a doctor or specialist?	F1	41
`SVOVRGDiagnoseMeerADHD`	Which condition or illness has been diagnosed by a doctor or specialist?: ADHD, ADD or concentration problems	F1	41
`SVOVRGDiagnoseMeerAutisme`	Which condition or illness has been diagnosed by a doctor or specialist?: Autism (ASD), e.g. Asperger's or PDD-NOS	F1	41
`SVOVRGDiagnoseMeerDys`	Which condition or illness has been diagnosed by a doctor or specialist?: Dyslexia, dyscalculia or a language development disorder	F1	42
`SVOVRGDiagnoseMeerFuncBeperk`	Which condition or illness has been diagnosed by a doctor or specialist?: Impairment in seeing, hearing, moving or speaking	F1	42
`SVOVRGDiagnoseMeerChronZiek`	Which condition or illness has been diagnosed by a doctor or specialist?: Chronic condition or illness (e.g. migraine, skin condition, diabetes, CFS/ME, rheumatism, MS, asthma, cancer, cardiovascular disease)	F1	42
`SVOVRGDiagnoseMeerPsychZiek`	Which condition or illness has been diagnosed by a doctor or specialist?: Mental disorder (e.g. depression, psychosis, bipolar disorder, anxiety disorder, eating disorder)	F1	42
`SVOVRGDiagnoseMeerAnder`	Which condition or illness has been diagnosed by a doctor or specialist?: Other condition or illness	F1	43
`SVOVRGDiagnoseMeerGeenDeze`	Which condition or illness has been diagnosed by a doctor or specialist?: None of these	F1	43
`SVOVRGPersOmstanScheiding`	Are you (or have you been) dealing with one or more of the situations below?: Relationship problems/family problems (e.g. divorce of parents)	F1	43
`SVOVRGPersOmstanProblThuis`	Are you (or have you been) dealing with one or more of the situations below?: Unsafe home situation	F1	43
`SVOVRGPersOmstanMantelzorg`	Are you (or have you been) dealing with one or more of the situations below?: Providing informal care	F1	43
`SVOVRGPersOmstanZwanger`	Are you (or have you been) dealing with one or more of the situations below?: Pregnancy, parenthood	F1	44
`SVOVRGPersOmstanWoning`	Are you (or have you been) dealing with one or more of the situations below?: Housing problems (frequent moves)	F1	44
`SVOVRGPersOmstanAnder`	Are you (or have you been) dealing with one or more of the situations below?: Other personal circumstances	F1	44
`SVOVRGPersOmstanGeenDeze`	Are you (or have you been) dealing with one or more of the situations below?: None of these	F1	44
`SVOVRGBelemmer`	Did you have problems following your education because of a condition or illness and/or personal circumstances?	F1	44
`SVOVRGBegeleid`	Did you get support from school with this?	F1	44
`SVOVRGZiekteCoronaEen`	Did this condition or illness arise or worsen during the coronavirus pandemic?	F1	44
`SVOVRGZiekteCoronaMeer`	Did one or more of the conditions or illnesses arise or worsen during the coronavirus pandemic?	F1	45
`SVOVRGGaanDoenMbo`	What did you go on to do after completing the mbo programme in school year year T minus 1/year T? Think of the start of the new school year. For an mbo-BBL programme, choose "I started a work-study track (mbo-BBL, hbo dual)".	F1	45
`SVOVRGGaanDoenVmbo`	What did you go on to do after completing the vmbo programme in school year year T minus 1/year T? Think of the start of the new school year.	F1	45
`SVOVRGGaanDoenHavoVwo`	What did you go on to do after completing the havo/vwo programme in school year year T minus 1/year T? Think of the start of the new school year.	F1	45
`SVOVRGGaanDoenVsv`	Which situation applied at that time?/What did you go on to do after stopping an education in school year year T minus 1/year T? Think of the start of the new school year.	F1	45
`SVOVRGOplNedNaGevOpl`	Did you follow this education at the time in the Netherlands?/Did you go on to follow this education in the Netherlands? Think of the start of the new school year.	F1	45
`SVOVRGPolDefNaGevOpl`	Did you follow this education at the time with the police or defence?/Did you go on to follow this education with the police or defence?	F1	45
`SVOVRGPartSchNaGevOpl`	Did you follow this education at the time at a private school?/Did you go on to follow this education at a private school? A private school is not funded by the government, think of Luzac or LOI.	F1	46
`SVOVRGOverw`	After vmbo, did you (also) consider starting an mbo-BBL programme?	F1	46
`SVOVRGGesprek`	Did you have a conversation about your study choice at mbo?	F1	46
`SVOVRGAndOpl`	On the basis of this conversation, did you choose a different education than you first intended?	F1	46
`SVOVRGSollic`	How often did you have to apply before you found a training place?	F1	46
`SVOVRGLeerplek`	Is this your first-choice training place?	F1	46
`SVOVRGTevreden`	How satisfied are you with the guidance at the training place?	F1	46
`SVOVRGAansluitopl`	How was the match between the education followed and the education you went on to do afterwards?	F1	46
`SVOVRGNuNog`	Are you still following this (further) education you went on to do afterwards?	F1	47
`SVOVRGKiesMbo1`	Do you know the website KiesMBO.nl?	F1	47
`SVOVRGKiesMbo2`	Did the information on this website help you choose an mbo programme?	F1	47
`SVOVRGDiplom1`	After stopping an education in school year year T minus 1/year T, did you perhaps still obtain a diploma?	F1	47
`SVOVRGWelkOpl1`	For which education did you obtain a diploma?	F1	47
`SVOVRGWelkKanaalUitzend`	How did you find work after you stopped your education?/after completing your education?: Via a temporary employment agency	F1	47
`SVOVRGWelkKanaalAdvertenties`	How did you find work after you stopped your education?/after completing your education?: Via advertisements on the internet, company websites, newspapers or trade journals	F1	48
`SVOVRGWelkKanaalStage`	How did you find work after you stopped your education?/after completing your education?: Via contacts at the internship	F1	48
`SVOVRGWelkKanaalSchool`	How did you find work after you stopped your education?/after completing your education?: Via contacts at school	F1	48
`SVOVRGWelkKanaalVriendFam`	How did you find work after you stopped your education?/after completing your education?: Via friends or family	F1	48
`SVOVRGWelkKanaalSocMed`	How did you find work after you stopped your education?/after completing your education?: Via social media	F1	49
`SVOVRGWelkKanaalOverig`	How did you find work after you stopped your education?/after completing your education?: Other	F1	49
`SVOVRGWelkKanaalGeenKanaal`	How did you find work after you stopped your education?/after completing your education?: I already had work / I was offered a job	F1	49
`SVOVRGSollHulp`	Did you have help looking for work after you stopped your education?/after completing your education?	F1	50
`SVOVRGOplNu`	Those were all the questions about the education in school year year T minus 1/year T. The following questions are about the current situation. Are you currently following an education?	F1	50
`SVOVRGOplNedHuidOpl`	Are you following this education in the Netherlands?	F1	50
`SVOVRGPolDefHuidOpl`	Are you following this education with the police or defence?	F1	50
`SVOVRGPartSchHuidOpl`	Are you following this education at a private school? A private school is not funded by the government, think of Luzac or LOI.	F1	50
`SVOVRGDiplomHuidOpl`	Did you perhaps still obtain a diploma in the same school year in which you left the education?	F1	50
`SVOVRGWelkOplHuidOpl`	For which education did you obtain a diploma? (same school year in which education was left)	F1	50
`SVOVRGWerken`	You indicated that you started working after you stopped your education/completed your education. Do you still have this paid job? 1 hour per week or a short period counts. As well as freelance work.	F1	51
`SVOVRGBetWerk`	Now follow questions about paid work. Do you currently have paid work? Even 1 hour per week or a short period counts. As well as freelance work.	F1	51
`SVOAFLArbeidSitWerkn`	Derivation of OP's employment situation: employee	F1	51
`SVOAFLArbeidSitZelfOnd`	Derivation of OP's employment situation: business/practice	F1	51
`SVOAFLArbeidSitZZP`	Derivation of OP's employment situation: self-employed without staff (ZZP)	F1	51
`SVOAFLArbeidSitFreelan`	Derivation of OP's employment situation: freelancer	F1	52
`SVOAFLArbeidSitMeewerk`	Derivation of OP's employment situation: family worker	F1	52
`SVOAFLArbeidSitBijbaan`	Derivation of OP's employment situation: side job	F1	52
`SVOAFLArbeidSitUitkeer`	Derivation of OP's employment situation: benefit	F1	52
`SVOAFLArbeidSitGeenBaan`	Derivation of OP's employment situation: no job	F1	53
`SVOVRGBetWrkNu`	Derivation of whether OP has paid work or not	F1	53
`SVOVRGBelangBaan`	You have more than one job. In which job do you work the most hours on average?	F1	53
`SVOVRGEenMeerW`	Following a work-study track (Mbo-BBL) is paid work. Besides the job for your work-study track, do you have another job? Do not count hours at school./Do you have one or more jobs as an employee? Count jobs with a small number of hours	F1	53
`SVOVRGUrTot`	How many hours do you work in total on average per week, not counting overtime and unpaid hours? If you have several jobs, add up all the hours. Do not count any hours at school.	F2	53
`SVOVRGUrSchat`	Roughly how many hours per week is that?	F1	54
`SVOAFLUrTot`	Derived working hours	F1	54
`SVOVRGSindsWjrWG`	The following questions are about the job in which you work the most hours on average. Since which year have you worked for your current employer?	F4	54
`SVOVRGSindsMndWG`	And since which month? If you do not know the month exactly, please estimate.	F2	54
`SVOAFLSindsDat`	Since which date in current job	A8	54
`SVOAFLHoelangGel`	Approximate number of days since start of current job	F5	54
`SVOVRGVastDnst`	Are you currently in permanent employment?	F1	54
`SVOVRGTijdVast`	Has it been agreed with you that you will get permanent employment?	F1	54
`SVOVRGBijzCatWrk`	The following questions are about the job in which you work the most hours on average. Do you work: (type of worker)	F1	55
`SVOVRGDetacheer`	Have you been seconded by your employer to one or more other businesses?	F1	55
`SVOVRGPersonel`	Do you/does your partner or family have employees?	F1	55
`SVOVRGSrtBedr`	The following questions are about the business/institution to which you are seconded/posted/where you work. What kind of business or institution is it? If there are several businesses/institutions, the business/institution for which you work the most hours.	F2	55
`SVOVRGActTransp`	What kind of transport is it?	F1	55
`SVOVRGPersGoed`	Does the business mainly transport persons or goods?	F1	55
`SVOVRGActHoreca`	What kind of hospitality establishment is it?	F1	55
`SVOVRGActOnderw`	What kind of educational institution is it?	F1	56
`SVOVRGNVTSrtBedr`	Do you mainly work for one or more: (type of business or institution)	F1	56
`SVOVRGNVTEenMr`	Is it one or more private households/health or care institutions/educational institutions/businesses or institutions?	F1	56
`SVOVRGNVTActOnderw`	What kind of educational institution(s) is it?	F1	56
`SVOVRGWPlaats`	In which place do you work? If the place is abroad, you should enter 'abroad'.	A60	56
`SVOVRGWPlaatsGemCode`	Municipality code of the current job, based on regional classification on 1 Jan year T	A4	56
`SVOVRGWPlaatsProv`	Province of the current job, based on regional classification on 1 Jan year T	F3	56
`SVOVRGWPlaatsCorop`	COROP area of the current job, based on regional classification on 1 Jan year T	F3	57
`SVOVRGWPlaatsLandsdl`	National region of the current job, based on regional classification on 1 Jan year T	F2	57
`SVOVRGWPlaatsArbMarktRegio`	Labour market region of the current job, based on regional classification on 1 Jan year T	F3	57
`SVOVRGOmvVest`	Roughly how many people work there? This concerns the business or location where you work.	F1	57
`SVOVRGLeiding`	In your occupation or position, do you manage employees or staff?	F1	57
`SVOVRGNLeidW`	How many people? (managed by respondent)	F1	57
`SVOVRGUitsLeid`	Do you only manage or do you also do the same work as the staff you manage?	F1	58
`SVOVRGDeelLeid`	What does the greater part of your work consist of?	F1	58
`SVOVRGPersBeleid`	Can you take decisions on personnel matters such as hiring staff or giving a pay rise?	F1	58
`SVOVRGStratBeleid`	Can you take decisions on the financial or strategic policy of the organisation, such as the budget or the multi-year plan?	F1	58
`SVOVRGWerkloos`	Have you been unemployed since leaving your mbo programme?	F1	58
`SVOVRGWLMaand`	How long were you unemployed before you found your first job? Months	F2	58
`SVOVRGZoekAf4Wk`	In the past 4 weeks, have you done anything to find (other) paid work? Looking for a small job or starting for yourself also counts.	F1	58
`SVOVRGWrmZoek`	What is the main reason you have not looked for work in the past 4 weeks?	F1	59
`SVOVRGWilWerk`	Would you like to have paid work at the moment? Even 1 hour per week or a short period counts.	F1	59
`SVOVRGKanWerk`	Could you work, possibly with adapted tasks or working conditions?	F1	59
`SVOVRGWilUrWk`	Suppose you get the opportunity to work with adapted tasks or working conditions. How many hours per week would you (then) like to work in total? Round to whole hours.	F2	59
`SVOVRGKunnStrt`	Within what period could you start?	F1	59
`SVOVRGOplNiv`	The following questions are about the job in which you work the most hours on average. What is the minimum education level for your current job? If you are self-employed (zzp) or a freelancer, enter the education level for your main assignment or client.	F1	59
`SVOVRGOplRich`	Which field of education did your employer require for this position? If you work as a self-employed person or freelancer, the field of education required by your client for your current, main assignment.	F1	60
`SVOVRGAansluitwerk`	How does your current job fit the education you followed in school year year T minus 1/year T?	F1	60
`SVOVRGCarriere`	Does your job offer good career opportunities?	F1	60
`SVOVRGTevrFunc`	How satisfied or dissatisfied are you with your current job?	F1	60
`SVOVRGVanPlanToekomst`	Are you planning to follow an(other) education at a later time?	F1	60
`SVOVRGTegenHWelkOpl`	Is there another reason not to start a new education?/What is the reason not to start a new education?: I don't know which educations there are	F1	60
`SVOVRGTegenHEisen`	Is there another reason not to start a new education?/What is the reason not to start a new education?: The requirements for an education are too high	F1	60
`SVOVRGTegenHKosten`	Is there another reason not to start a new education?/What is the reason not to start a new education?: The costs are too high	F1	61
`SVOVRGTegenHGeenStud`	Is there another reason not to start a new education?/What is the reason not to start a new education?: I don't need further study	F1	61
`SVOVRGTegenHCurWrk`	Is there another reason not to start a new education?/What is the reason not to start a new education?: I can develop further through courses at work	F1	61
`SVOVRGTegenHGezo`	Is there another reason not to start a new education?/What is the reason not to start a new education?: I have mental or health problems	F1	61
`SVOVRGTegenHPersOmst`	Is there another reason not to start a new education?/What is the reason not to start a new education?: Personal circumstances	F1	61
`SVOVRGTegenHGeenZin`	Is there another reason not to start a new education?/What is the reason not to start a new education?: I don't feel like it	F1	61
`SVOVRGTegenHSteun`	Is there another reason not to start a new education?/What is the reason not to start a new education?: Lack of guidance and support from school	F1	61
`SVOVRGTegenHAndrs`	Is there another reason not to start a new education?/What is the reason not to start a new education?: Another reason	F1	62
`SVOVRGTegenHGeen`	Is there another reason not to start a new education?/What is the reason not to start a new education?: None	F1	62
`SVOVRGStimulStufi`	What could help you to start a new education?: Student finance instead of a loan	F1	62
`SVOVRGStimulFinGem`	What could help you to start a new education?: Financial support from the municipality	F1	62
`SVOVRGStimulNaastB`	What could help you to start a new education?: If I could follow the education alongside my current job	F1	62
`SVOVRGStimulKortTerm`	What could help you to start a new education?: If I could start at short notice	F1	62
`SVOVRGStimulHulp`	What could help you to start a new education?: Help with study choice so that I know what education I want to do	F1	62
`SVOVRGStimulSteun`	What could help you to start a new education?: Better guidance and support from school	F1	63
`SVOVRGStimulAndrs`	What could help you to start a new education?: Other	F1	63
`SVOVRGRedStopInhoudNiet`	What played a role when you stopped your education?: The content of the education was (after all) not what I wanted	F1	63
`SVOVRGRedStopSlechtOrg`	What played a role when you stopped your education?: I found the education badly organised	F1	63
`SVOVRGRedStopPsychisch`	What played a role when you stopped your education?: I had mental health problems, such as depression	F1	63
`SVOVRGRedStopGezondheid`	What played a role when you stopped your education?: I had problems with my health	F1	63
`SVOVRGRedStopWerken`	What played a role when you stopped your education?: I started working (e.g. because I needed an income)	F1	63
`SVOVRGRedStopSchool`	What played a role when you stopped your education?: I had problems with the teachers, school management or pupils	F1	63
`SVOVRGRedStopNivLaag`	What played a role when you stopped your education?: I found the level of the education too low	F1	64
`SVOVRGRedStopMoeilyk`	What played a role when you stopped your education?: I found the education too difficult and/or failed the final exam	F1	64
`SVOVRGRedStopStage`	What played a role when you stopped your education?: I had problems at the training place or internship (e.g. I could not find an internship or was dismissed)	F1	64
`SVOVRGRedStopRelatieGezin`	What played a role when you stopped your education?: I had relationship problems/family problems (e.g. divorce of my parents)	F1	64
`SVOVRGRedStopTaalReken`	What played a role when you stopped your education?: I had problems with language and/or arithmetic	F1	64
`SVOVRGRedStopBegeleid`	What played a role when you stopped your education?: I missed guidance and support from school	F1	64
`SVOVRGRedStopAndrs`	What played a role when you stopped your education?: Other reason	F1	64
`SVOVRGRedStopBel`	What was the main reason for stopping the education?	F2	65
`SVOVRGWieKeuzeOuders`	With whom did you discuss your decision to stop the education before you definitively left it?: With my parents/carers, someone from the household or family	F1	65
`SVOVRGWieKeuzeGezVr`	With whom did you discuss your decision to stop the education before you definitively left it?: With friends/classmates	F1	65
`SVOVRGWieKeuzeSchool`	With whom did you discuss your decision to stop the education before you definitively left it?: With teachers or someone else at school	F1	65
`SVOVRGWieKeuzeAmbtenaar`	With whom did you discuss your decision to stop the education before you definitively left it?: With the school attendance officer/RMC consultant	F1	65
`SVOVRGWieKeuzeZorgverl`	With whom did you discuss your decision to stop the education before you definitively left it?: With a care provider, therapist or coach	F1	66
`SVOVRGWieKeuzeAndrs`	With whom did you discuss your decision to stop the education before you definitively left it?: Someone else	F1	66
`SVOVRGWieKeuzeNiemand`	With whom did you discuss your decision to stop the education before you definitively left it?: With no one	F1	66
`SVOVRGHelpDipOuders`	Who helped you try to obtain your diploma after all?: My parents/carers, someone from the household or family	F1	66
`SVOVRGHelpDipGezVr`	Who helped you try to obtain your diploma after all?: Friends/classmates	F1	66
`SVOVRGHelpDipSchool`	Who helped you try to obtain your diploma after all?: Teachers or someone else at school	F1	67
`SVOVRGHelpDipAmbtenaar`	Who helped you try to obtain your diploma after all?: The school attendance officer/RMC consultant	F1	67
`SVOVRGHelpDipZorgverl`	Who helped you try to obtain your diploma after all?: Care provider, therapist or coach	F1	67
`SVOVRGHelpDipAndrs`	Who helped you try to obtain your diploma after all?: Someone else	F1	67
`SVOVRGHelpDipNiemand`	Who helped you try to obtain your diploma after all?: No one	F1	67
`SVOVRGAndOplOuders`	Who actively guided you in trying to find another education?: My parents/carers, someone from the household or family	F1	67
`SVOVRGAndOplGezVr`	Who actively guided you in trying to find another education?: Friends/classmates	F1	67
`SVOVRGAndOplSchool`	Who actively guided you in trying to find another education?: Teachers or someone else at school	F1	68
`SVOVRGAndOplAmbtenaar`	Who actively guided you in trying to find another education?: The school attendance officer/RMC consultant	F1	68
`SVOVRGAndOplZorgVerl`	Who actively guided you in trying to find another education?: A care provider, therapist or coach	F1	68
`SVOVRGAndOplAndrs`	Who actively guided you in trying to find another education?: Someone else	F1	68
`SVOVRGAndOplNiemand`	Who actively guided you in trying to find another education?: No one	F1	68
`SVOVRGZiekteVsvADHD`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: ADHD, ADD or concentration problems	F1	68
`SVOVRGZiekteVsvAutisme`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: Autism (ASD), e.g. Asperger's or PDD-NOS	F1	69
`SVOVRGZiekteVsvDys`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: Dyslexia, dyscalculia or a language development disorder	F1	69
`SVOVRGZiekteVsvFuncBeperk`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: Impairment in seeing, hearing, moving or speaking	F1	69
`SVOVRGZiekteVsvChronZiek`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: Chronic illness/condition (migraine, skin condition, diabetes, CFS/ME, rheumatism, MS, asthma, cancer, cardiovascular disease)	F1	69
`SVOVRGZiekteVsvPsychZiek`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: Mental disorder (e.g. depression, psychosis, bipolar disorder, anxiety disorder, eating disorder)	F1	70
`SVOVRGZiekteVsvAnder`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: Other illness or condition	F1	70
`SVOVRGZiekteVsvGeenDeze`	Mental problems/health played a role in stopping the education. Was there at that time one or more of the following conditions or illnesses?: None of these	F1	70
`SVOVRGDiagnoseVsvADHD`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: ADHD, ADD or concentration problems	F1	70
`SVOVRGDiagnoseVsvAutisme`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: Autism (ASD), e.g. Asperger's or PDD-NOS	F1	70
`SVOVRGDiagnoseVsvDys`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: Dyslexia, dyscalculia or a language development disorder	F1	71
`SVOVRGDiagnoseVsvFuncBeperk`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: Impairment in seeing, hearing, moving or speaking	F1	71
`SVOVRGDiagnoseVsvChronZiek`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: Chronic illness or condition (e.g. migraine, skin condition, diabetes, CFS/ME, rheumatism, MS, asthma, cancer, cardiovascular disease)	F1	71
`SVOVRGDiagnoseVsvPsychZiek`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: Mental disorder (e.g. depression, psychosis, bipolar disorder, anxiety disorder, eating disorder	F1	71
`SVOVRGDiagnoseVsvAnder`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: Other illness or condition	F1	71
`SVOVRGDiagnoseVsvGeenDeze`	Which conditions or illnesses have been diagnosed by a doctor or specialist?: None of these	F1	72
`SVOVRGSpijt`	Looking at your current situation, do you regret having stopped your education at that time (in school year year T minus 1/year T)?	F1	72
`SVOVRGZiekteCorornaVSV`	Did one or more of the conditions or illnesses arise or worsen during the coronavirus pandemic? (stopped education)	F1	72
`SVOVRGCoronaDiplProblFysiekLes`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: I missed the explanations during in-person lessons	F1	72
`SVOVRGCoronaDiplProblMisSchool`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: I missed being able to be at school	F1	72
`SVOVRGCoronaDiplProblStage`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: I could not start or finish my internship	F1	72
`SVOVRGCoronaDiplProblBBL`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: I (temporarily) could not work at my BBL employer	F1	73
`SVOVRGCoronaDiplProblLessen`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: I could do fewer practical subjects at school	F1	73
`SVOVRGCoronaDiplProblAnder`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: Something else	F1	73
`SVOVRGCoronaDiplProblSANee`	Did you have problems completing your mbo/vmbo/havo/vwo programme because of the coronavirus pandemic?: No, nothing changed	F1	73
`SVOVRGCoronaDiplom1`	To what extent do you agree or disagree with the following statements?: Because of the coronavirus pandemic it was easier for me to get my diploma.	F1	73
`SVOVRGCoronaDiplom2`	To what extent do you agree or disagree with the following statements?: I see my diploma as a "corona diploma", as if it is worth less.	F1	73
`SVOVRGCoronaDiplom3`	To what extent do you agree or disagree with the following statements?: Other people see my diploma as a "corona diploma", as if it is worth less.	F1	74
`SVOVRGCoronaDiplom4`	To what extent do you agree or disagree with the following statements?: Because of the coronavirus pandemic it was harder to gather information about a further education.	F1	74
`SVOVRGCoronaStopOpl`	The coronavirus pandemic has had (and has) an impact on many aspects of life. The following questions are about this. In school year year T minus 1/year T you stopped your education. Did this happen as a result of the coronavirus pandemic?	F1	74
`SVOVRGOplDoorCoronaN`	You are currently following an education. To what extent did the coronavirus pandemic influence the choice to follow an education?	F1	74
`SVOVRGWerkDoorCorona`	You currently have paid work. To what extent did the coronavirus pandemic influence the choice to start or continue working?	F1	74
`SVOVRGWerkVeranderNDeelsThuis`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I work (partly) from home more often	F1	74
`SVOVRGWerkVeranderNMinder`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I work fewer hours per week	F1	74
`SVOVRGWerkVeranderNMeer`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I work more hours per week	F1	75
`SVOVRGWerkVeranderNBeginZZP`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I started as a self-employed person (ZZP)	F1	75
`SVOVRGWerkVeranderNStopZZP`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I stopped being self-employed (ZZP)	F1	75
`SVOVRGWerkVeranderNAndWerk`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I was given different work or different tasks	F1	75
`SVOVRGWerkVeranderNOntslagNeem`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I resigned	F1	75
`SVOVRGWerkVeranderNContract`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: My contract was not renewed	F1	75
`SVOVRGWerkVeranderNOntslagen`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: I was dismissed	F1	75
`SVOVRGWerkVeranderNAndrs`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: Other	F1	76
`SVOVRGWerkVeranderNSANeeNiets`	Has the coronavirus pandemic changed anything in your work, or in how you can or could do your work?: No, nothing has changed	F1	76
`SVOVRGKansGeschWerkN`	Has the chance of finding work that matches your completed mbo/vmbo/havo/vwo programme changed due to the coronavirus pandemic?	F1	76
`SVOVRGHuidSit`	Finally. What best describes your current situation?	F1	76
`SVOVRGHoevNodiga`	How often do you need the following aspects in your further education? Working independently	F1	76
`SVOVRGHoevNodigb`	How often do you need the following aspects in your further education? Working together	F1	76
`SVOVRGHoevNodigc`	How often do you need the following aspects in your further education? Arithmetic	F1	77
`SVOVRGHoevNodigd`	How often do you need the following aspects in your further education? Working with the computer	F1	77
`SVOVRGHoevNodige`	How often do you need the following aspects in your further education? Being able to work in practice	F1	77
`SVOVRGHoevNodigf`	How often do you need the following aspects in your further education? Professional knowledge	F1	77
`SVOVRGHoevNodigg`	How often do you need the following aspects in your further education? Dutch	F1	77
`SVOVRGHoevNodigh`	How often do you need the following aspects in your further education? English	F1	78
`SVOVRGHoevNodigi`	How often do you need the following aspects in your further education? Critical thinking	F1	78
`SVOVRGHoevNodigj`	How often do you need the following aspects in your further education? Problem-solving ability	F1	78
`SVOVRGHoevNodigk`	How often do you need the following aspects in your further education? Creativity	F1	78
`SVOVRGVoorVMBOa`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Working independently	F1	79
`SVOVRGVoorVMBOb`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Working together	F1	79
`SVOVRGVoorVMBOc`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Arithmetic	F1	79
`SVOVRGVoorVMBOd`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Working with the computer	F1	79
`SVOVRGVoorVMBOe`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Being able to work in practice	F1	80
`SVOVRGVoorVMBOf`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Professional knowledge	F1	80
`SVOVRGVoorVMBOg`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Dutch	F1	80
`SVOVRGVoorVMBOh`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? English	F1	80
`SVOVRGVoorVMBOi`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Critical thinking	F1	81
`SVOVRGVoorVMBOj`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Problem-solving ability	F1	81
`SVOVRGVoorVMBOk`	To what extent did the vmbo programme you completed in school year year T minus 1/year T prepare you for this? Creativity	F1	81
`SVOVRGHoeTevr`	How satisfied or dissatisfied are you with the preparation for your further education?	F1	81
`SVOVRGVerNiva`	How important or unimportant are (or were) the following aspects for your further education: Working independently	F1	81
`SVOVRGVerNivb`	How important or unimportant are (or were) the following aspects for your further education: Creativity	F1	82
`SVOVRGVerNivc`	How important or unimportant are (or were) the following aspects for your further education: Taking initiative	F1	82
`SVOVRGVerNivd`	How important or unimportant are (or were) the following aspects for your further education: Communication skills	F1	82
`SVOVRGVerNive`	How important or unimportant are (or were) the following aspects for your further education: Working together	F1	82
`SVOVRGVerNivf`	How important or unimportant are (or were) the following aspects for your further education: Planning	F1	83
`SVOVRGVerNivg`	How important or unimportant are (or were) the following aspects for your further education: Collecting and processing information	F1	83
`SVOVRGVerNivh`	How important or unimportant are (or were) the following aspects for your further education: Dutch	F1	83
`SVOVRGVerNivi`	How important or unimportant are (or were) the following aspects for your further education: Mathematics and arithmetic	F1	83
`SVOVRGVerNivj`	How important or unimportant are (or were) the following aspects for your further education: English	F1	83
`SVOVRGVerNivk`	How important or unimportant are (or were) the following aspects for your further education: Working with the computer	F1	84
`SVOVRGVerNivl`	How important or unimportant are (or were) the following aspects for your further education: Working accurately	F1	84
`SVOVRGVerNivm`	How important or unimportant are (or were) the following aspects for your further education: Analytical skills	F1	84
`SVOVRGVerNivn`	How important or unimportant are (or were) the following aspects for your further education: Critical thinking	F1	84
`SVOVRGVerNivo`	How important or unimportant are (or were) the following aspects for your further education: Problem-solving ability	F1	85
`SVOVRGEigNiva`	And how do you assess your own level for these aspects for your further education? Working independently	F1	85
`SVOVRGEigNivb`	And how do you assess your own level for these aspects for your further education? Creativity	F1	85
`SVOVRGEigNivc`	And how do you assess your own level for these aspects for your further education? Taking initiative	F1	85
`SVOVRGEigNivd`	And how do you assess your own level for these aspects for your further education? Communication skills	F1	85
`SVOVRGEigNive`	And how do you assess your own level for these aspects for your further education? Working together	F1	86
`SVOVRGEigNivf`	And how do you assess your own level for these aspects for your further education? Planning	F1	86
`SVOVRGEigNivg`	And how do you assess your own level for these aspects for your further education? Collecting and processing information	F1	86
`SVOVRGEigNivh`	And how do you assess your own level for these aspects for your further education? Dutch	F1	86
`SVOVRGEigNivi`	And how do you assess your own level for these aspects for your further education? Mathematics and arithmetic	F1	86
`SVOVRGEigNivj`	And how do you assess your own level for these aspects for your further education? English	F1	87
`SVOVRGEigNivk`	And how do you assess your own level for these aspects for your further education? Working with the computer	F1	87
`SVOVRGEigNivl`	And how do you assess your own level for these aspects for your further education? Working accurately	F1	87
`SVOVRGEigNivm`	And how do you assess your own level for these aspects for your further education? Analytical skills	F1	87
`SVOVRGEigNivn`	And how do you assess your own level for these aspects for your further education? Critical thinking	F1	87
`SVOVRGEigNivo`	And how do you assess your own level for these aspects for your further education? Problem-solving ability	F1	88
`SVOVRGMeerAandZelfst`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working independently	F1	88
`SVOVRGMeerAandCrea`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Creativity	F1	88
`SVOVRGMeerAandInitia`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Taking initiative	F1	88
`SVOVRGMeerAandComm`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Communication skills	F1	89
`SVOVRGMeerAandSamenw`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working together	F1	89
`SVOVRGMeerAandStudiep`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Planning	F1	89
`SVOVRGMeerAandInform`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Collecting and processing information	F1	90
`SVOVRGMeerAandNeder`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Dutch	F1	90
`SVOVRGMeerAandWisk`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Mathematics and arithmetic	F1	90
`SVOVRGMeerAandEngels`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: English	F1	90
`SVOVRGMeerAandComputer`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working with the computer	F1	91
`SVOVRGMeerAandNauwk`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working accurately	F1	91
`SVOVRGMeerAandAnalyt`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Analytical skills	F1	91
`SVOVRGMeerAandKritiek`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Critical thinking	F1	91
`SVOVRGMeerAandOplos`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Problem-solving ability	F1	92
`SVOVRGMeerAandGeenDeze`	Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: None of these	F1	92
`SVOVRGVoorber`	All aspects considered, how did the havo/vwo programme you completed in school year year T minus 1/year T prepare you for your further education?	F1	92
`SVOVRGVerNiva2`	How important or unimportant are the following aspects for your current work: Professional knowledge	F1	92
`SVOVRGVerNivb2`	How important or unimportant are the following aspects for your current work: Working with the computer	F1	93
`SVOVRGVerNivg2`	How important or unimportant are the following aspects for your current work: Writing texts	F1	93
`SVOVRGVerNivh2`	How important or unimportant are the following aspects for your current work: Communication skills	F1	93
`SVOVRGVerNivi2`	How important or unimportant are the following aspects for your current work: Numeracy skills	F1	93
`SVOVRGVerNivk2`	How important or unimportant are the following aspects for your current work: Planning, coordinating, organising	F1	94
`SVOVRGVerNivn2`	How important or unimportant are the following aspects for your current work: Working together	F1	94
`SVOVRGVerNivo2`	How important or unimportant are the following aspects for your current work: Commercial skills (incl. independent entrepreneurship)	F1	94
`SVOVRGVerNivq`	How important or unimportant are the following aspects for your current work: Creativity	F1	94
`SVOVRGEigNiva2`	And how do you assess your own level for these aspects for your current work? Professional knowledge	F1	94
`SVOVRGEigNivb2`	And how do you assess your own level for these aspects for your current work? Working with the computer	F1	94
`SVOVRGEigNivg2`	And how do you assess your own level for these aspects for your current work? Writing texts	F1	95
`SVOVRGEigNivh2`	And how do you assess your own level for these aspects for your current work? Communication skills	F1	95
`SVOVRGEigNivi2`	And how do you assess your own level for these aspects for your current work? Numeracy skills	F1	95
`SVOVRGEigNivk2`	And how do you assess your own level for these aspects for your current work? Planning, coordinating, organising	F1	95
`SVOVRGEigNivn2`	And how do you assess your own level for these aspects for your current work? Working together	F1	95
`SVOVRGEigNivo2`	And how do you assess your own level for these aspects for your current work? Commercial skills incl. independent entrepreneurship)	F1	95
`SVOVRGEigNivq`	And how do you assess your own level for these aspects for your current work? Creativity	F1	95
`SVOAFLOnderwijsvolgend`	Indicates whether one is in education	F1	96
`SVOAFLOnderwijsvolgendInclBBL`	Indicates whether one is in education (with BBL counted as being in education)	F1	96
`SVOAFLAanbInt`	Offering oneself on the labour market (international definition of labour force)	F1	96
`SVOAFLAantWerk`	A person's number of jobs	F1	96
`SVOAFLBBInt`	Labour force (international definition)	F1	96
`SVOPB2BBInt`	Labour force (international definition) classification 2	F1	96
`SVOAFLArbeidSit`	Position in the job	F1	97
`SVOAFLDienstver`	Employment relationship in job	F1	97
`SVOAFLGoazo`	Would choose education again	F1	97
`SVOAFLHasd`	Current position appointment	F1	97
`SVOAFLHdvb1`	Current position employment relationship	F1	97
`SVOAFLHdvb2`	Current position employment relationship (condensed)	F1	97
`SVOAFLHflex`	Current position flexible employment relationship	F1	98
`SVOAFLHorwg`	Current position field of education required by employer	F1	98
`SVOAFLPosWrk`	Position in employment (extended)	F2	98
`SVOAFLStartWrk`	Period within which persons are available	F1	98
`SVOAFLUrenWerk`	Total number of hours worked in all jobs	F2	98
`SVOAFLWil12Uur`	Willingness to work	F1	98
`SVOAFLHnwg`	Current position required education level by employer minus own	F1	99
`SVOAFLHntwg`	Current position utilisation by employer	F1	99
`SVOAFLNiveauGevOpl`	Level of the education followed	F2	99
`SVOAFLGaanDoen`	Indicates what OP went on to do after the MBO/VMBO/HAVO/VWO programme or after leaving the education	F1	99
`SVOAFLNiveauNaGevOpl`	Level of the further education	F2	99
`SVOAFLMboNiveauNaGevOpl`	Level of the further education in mbo	F1	99
`SVOAFLNaamNaGevOpl`	Type of further education	F2	99
`SVOAFLNiveauHuidOpl`	Level of the current education	F2	99
`SVOAFLMboNiveauHuidOpl`	Level of the current education in mbo	F1	100
`SVOAFLNaamHuidOpl`	Type of current education	F2	100
`SVOAFLNivvvo`	Higher-level further education: does the further education have a higher level than the education followed?	F1	100
`SVOAFLECAgg`	Secondary education profile	F3	100
`SVOAFLSBI2008Aggr38`	Publication classification of industry classification 2008, 1st job (38 categories)	F2	100
`SVOAFLSBI2008Aggr21`	Publication classification of industry classification 2008, 1st job (21 categories)	F2	100
`SVOAFLSBI2008Aggr4`	Publication classification of industry classification 2008, 1st job (4 categories)	F1	100
`SVOAFLSBI2008`	Industry classification 2008 first job	A5	101
`SVOAFLMndSalaris`	Total amount of monthly income from work	F6	101
`SVOAFLISCO08minorgroup`	Minor Group ISCO2008 3DigitCode	A3	101
`SVOAFLISCO08submajorgroup`	SubMajor Group ISCO2008 2DigitCode	A2	101
`SVOAFLISCO08majorgroup`	Major Group ISCO2008 1DigitCode	A2	101
`SVOAFLISCO08beroepsniveau`	Occupational level ISCO2008 Skill Level ISCO2008	A1	101
`SVOAFLBRC2014beroepsgroep`	Occupational group of the ROA-CBS 2014 occupational classification	A4	101
`SVOAFLBRC2014beroepssegment`	Occupational segment of the ROA-CBS 2014 occupational classification	A4	102
`SVOAFLBRC2014beroepsklasse`	Occupational class of the ROA-CBS 2014 occupational classification	A4	102
`SVOAFLISCEDF2013NARROWFIELDNLNaGevOpl`	ISCEDF2013 RICHTING (field) 3DIGITS education followed after obtaining diploma	A3	102
`SVOAFLISCEDF2013BROADFIELDNLNaGevOpl`	ISCEDF2013 RICHTING (field) 2DIGITS education followed after obtaining diploma	A2	102
`SVOAFLISCEDF2013RICHTINGPUBLICATIEINDNLNaGevOpl`	ISCEDF2013 RICHTING PUBLICATIEINDELING (field, publication classification) 11 GROEPEN (groups) education followed after obtaining diploma	A4	102
`SVOAFLISCEDF2013NARROWFIELDNLHuidOpl`	ISCEDF2013 RICHTING (field) 3DIGITS current education	A3	102
`SVOAFLISCEDF2013BROADFIELDNLHuidOpl`	ISCEDF2013 RICHTING (field) 2DIGITS current education	A2	102
`SVOAFLISCEDF2013RICHTINGPUBLICATIEINDNLHuidOpl`	ISCEDF2013 RICHTING PUBLICATIEINDELING (field, publication classification) 11 GROEPEN (groups) current education	A4	103
`SVOAFLRichtingNaGevOpl`	Field of the education followed after obtaining the diploma, ISCED Field (2013)	A4	103
`SVOAFLRichtingHuidOpl`	Field of the current education, ISCED Field (2013)	A4	103
`SVOGEWEind`	Final weight	F18.14	103
`SVOTYPISCO2008`	ISCO 2008	A4	103
`SVOREGGemCode`	Municipality code of place of residence (sample/survey date)	A4	103
`SVOREGLandsdl`	National region of place of residence	F1	104
`SVOREGProv`	Province of place of residence	F2	104
`SVOREGStedGem`	Urbanisation of place of residence	F1	104
`SVOREGCorop`	COROP area of place of residence year T	F2	104
`SVOREGLeeftijd1oktTmin1`	Age in years on 1 October year T minus 1	F3	104
`SVOREGHerkomstCBS`	Origin grouping (8 groups)	F1	105
`SVOREGLandsdl1oktTmin1`	National region of municipality of residence on 1 October year T minus 1	F1	105
`SVOREGProv1oktTmin1`	Province of municipality of residence on 1 October year T minus 1	F2	105
`SVOREGGemCode1oktTmin1`	Municipality code (year T minus 1) of municipality of residence on 1 October year T minus 1	F4	105
`SVOREGBRIN`	Code of the educational institution	A4	105
`SVOREGOPLNR`	Programme number	F6	106
`SVOREGSELECTIEHOOFDDPLMBO`	Selection of the main MBO diploma in the academic year.	F1	106
`SVOREGTYPEMBODPL`	Mode of the MBO programme of the enrolment belonging to the diploma.	F1	106
`SVOREGCREBOCODE`	Education crebo code	F5	106
`SVOREGNIVEAUMBO`	MBO level	F1	106
`SVOREGSECTORMBO`	MBO sector	A1	106
`SVOREGMBODOMEIN`	MBO main group	F2	106
`SVOREGMBOSUBGROEP`	MBO subgroup	F2	107
`SVOREGMBOBEROEPSOPLEIDING`	MBO vocational education	F3	107
`SVOREGMBOBEROEP`	MBO occupation	F4	107
`SVOREGBRINEXAMVO`	Code of the educational institution where the pupil took the exam in secondary education.	A4	107
`SVOREGBRINVESTEXAMVO`	Location number of the school location where the pupil took the secondary-education exam.	A2	107
`SVOREGEXAMUITSLAGVO`	Result of the exam of a pupil in secondary education.	A1	108
`SVOREGOPLNREXAMVO`	Programme number of the exam in secondary education	F6	108
`SVOREGILTCODE`	ILTcode	F4	108
`SVOREGLWOO`	With/without learning pathway support education	F1	108
`SVOREGONDERWIJSSOORTDETAILVO`	Detailed type of secondary education	F2	108
`SVOREGONDERWIJSSOORTVO`	Type of education	F2	108
`SVOREGPROFIELVO`	Profile within havo/vwo	F2	109
`SVOREGSECTORVO`	Sector within vmbo	F1	109
`SVOREGONDERWIJSSOORTVAVO`	Vavo classification	F1	109
`SVOREGBRINVSV`	Code of the educational institution of the main enrolment	A4	109
`SVOREGOPLNRVSV`	Programme number of the main enrolment	F6	109
`SVOREGGBAGEBOORTEMAAND`	Month of birth of OP	F2	110
`SVOREGGBAGEBOORTEJAAR`	Year of birth of OP	F4	110
`SVOREGGBAGeboortelandMoeder`	Country of birth of the mother	F4	110
`SVOREGGBAGeboortelandVader`	Country of birth of the father	F4	110
`SVOREGGBAGeboorteLand`	Country of birth of OP	F4	110
`SVOREGGBANATIONALITEIT1`	Nationality 1 of the person	F4	110
`SVOREGGeneratie`	Generation	F1	110
`SVOREGBurgstaat7`	Marital status of OP on 1 October year T	F1	110
`SVOREGTypeHuishouden`	Type of household on 1 October year T	F1	111
`SVOREGPlaatsInHuishouden`	Position of person in the household on 1 October year T	F2	111
`SVOREGAantalPersonenInHuishouden`	Number of persons in the household on 1 October year T	F4	111
`SVOREGAantalKinderen`	Number of persons with position in the household of child living at home on 1 October year T	F2	111
`SVOREGLeeftijdJongsteKind`	Age of youngest child on 1 October year T	F3	111
`SVOREGLandsdl1oktT`	National region of municipality of residence on 1 October year T	F1	112
`SVOREGProv1oktT`	Province of municipality of residence on 1 October year T	F2	112
`SVOREGAMRegio1oktT`	Labour market region of municipality of residence on 1 October year T	F2	112
`SVOREGGemCode1oktT`	Municipality code (year T) of municipality of residence on 1 October year T	F4	112
`SVOREGPOSHHK`	Position of the person in the household relative to the main breadwinner, provisional year T minus 1	F1	112
`SVOREGSECJ`	Socio-economic category on an annual basis, provisional year T minus 1	F2	113
`SVOREGGEM15JR`	Municipality of residence (municipality codes year T minus 1) in the year in which the person turned 15 (reference date is 31/12 of that year)	F4	113
`SVOREGStedGem1oktTmin1`	Degree of urbanisation of municipality of residence on 1 October year T minus 1	F1	113
`SVOREGISCEDF2013RICHTINGNL`	ISCED-F 2013 field 4 digits 1 October year T minus 1	F4	113
`SVOREGBRINNaGevOpl`	Code of the educational institution of the main enrolment on 1 October year T minus 1	A4	113
`SVOREGOPLNRNaGevOpl`	Education number of the main enrolment on 1 October year T minus 1	A6	114
`SVOREGHOOFDTYPEONDERWIJSNaGevOpl`	Type of education within which the main enrolment falls on 1 October year T minus 1	F2	114
`SVOREGCREBOCODENaGevOpl`	Education crebo code on 1 October year T minus 1	F5	114
`SVOREGNIVEAUMBONaGevOpl`	MBO level on 1 October year T minus 1	F1	115
`SVOREGISCED2013RICHTINGNaGevOpl`	ISCED 2013 field (4 digits) on 1 October year T minus 1	F4	115
`SVOREGSECTORMBONaGevOpl`	MBO sector on 1 October year T minus 1	A1	115
`SVOREGILTCODENaGevOpl`	ILTcode on 1 October year T minus 1	F4	115
`SVOREGLWOONaGevOpl`	With/without learning pathway support education on 1 October year T minus 1	F1	115
`SVOREGONDERWIJSSOORTDETAILVONaGevOpl`	Detailed type of secondary education on 1 October year T minus 1	F2	115
`SVOREGONDERWIJSSOORTVONaGevOpl`	Type of education on 1 October year T minus 1	F2	116
`SVOREGPROFIELVONaGevOpl`	Profile within havo/vwo on 1 October year T minus 1	F2	116
`SVOREGSECTORVONaGevOpl`	Sector within vmbo bkg on 1 October year T minus 1	F1	116
`SVOREGONDERWIJSSOORTVAVONaGevOpl`	Vavo classification on 1 October year T minus 1	F1	116
`SVOREGSOORTHONaGevOpl`	Type of higher education on 1 October year T minus 1	F1	116
`SVOREGONDERWIJSSOORTNaGevOpl`	Pupil's form of education on 1 October year T minus 1	A3	116
`SVOREGBRINHuidOpl`	Code of the educational institution of the main enrolment on 1 October year T	A4	116
`SVOREGOPLNRHuidOpl`	Education number of the main enrolment on 1 October year T	A6	117
`SVOREGHOOFDTYPEONDERWIJSHuidOpl`	Type of education within which the main enrolment falls on 1 October year T	F2	117
`SVOREGCREBOCODEHuidOpl`	Education crebo code on 1 October year T	F5	117
`SVOREGNIVEAUMBOHuidOpl`	MBO level on 1 October year T	F1	117
`SVOREGISCED2013RICHTINGHuidOpl`	ISCED 2013 field (4 digits) on 1 October year T	F4	118
`SVOREGSECTORMBOHuidOpl`	MBO sector on 1 October year T	A1	118
`SVOREGILTCODEHuidOpl`	ILTcode on 1 October year T	F4	118
`SVOREGLWOOHuidOpl`	With/without learning pathway support education on 1 October year T	F1	118
`SVOREGONDERWIJSSOORTDETAILVOHuidOpl`	Detailed type of secondary education on 1 October year T	F2	118
`SVOREGONDERWIJSSOORTVOHuidOpl`	Type of education on 1 October year T	F2	119
`SVOREGPROFIELVOHuidOpl`	Profile within havo/vwo on 1 October year T	F2	119
`SVOREGSECTORVOHuidOpl`	Sector within vmbo bkg on 1 October year T	F1	119
`SVOREGONDERWIJSSOORTVAVOHuidOpl`	Vavo classification on 1 October year T	F1	119
`SVOREGSOORTHOHuidOpl`	Type of higher education on 1 October year T	F1	119

RINPERSOONS

A1PDF p. 31

Code for the quality of the conversion of a BSN/sofi number into rinpersoon

Codering voor de kwaliteit van de omzetting van een bsn/sofinummer naar rinpersoon

Reads as: record ID · source of person ID

Definition

The source from which a person-identifying number was derived.

F1PDF p. 33

Did you follow bilingual education (tto)? In tto most lessons are given in another language, usually English.

Heb je tweetalig onderwijs (tto) gevolgd? Bij tto worden de meeste lessen in een andere taal gegeven, meestal is dat in het Engels.

Definition

Did a person follow bilingual education?

Heeft een persoon tweetalig onderwijs gevolgd?

SVOVRGGemCijfer

F1PDF p. 33

What was (roughly) your average exam grade?

Wat was (ongeveer) je gemiddelde examencijfer?

Definition

F1PDF p. 46

On the basis of this conversation, did you choose a different education than you first intended?

Heb je op basis van dit gesprek een andere opleiding gekozen dan je eerst van plan was?

This question variable is intended for routing in the questionnaire. To know whether someone is following an education, the variable SVOAflOnderwijsvolgend or the variable SVOAflOnderwijsvolgendinclBBL must be used.

Deze vraagvariabele is bedoeld als routing in de vragenlijst. Om te weten of iemand een opleiding volgt, moet de variabele SVOAflOnderwijsvolgend of de variabele SVOAflOnderwijsvolgendinclBBL gebruikt worden.

SVOVRGKiesMbo1

F1PDF p. 47

Do you know the website KiesMBO.nl?

Ken je de website KiesMBO.nl?

Definition

Is a person familiar with the website KiesMBO.nl?

Is een persoon bekend met de website KiesMBO.nl?

SVOVRGKiesMbo2

F1PDF p. 47

Did the information on this website help you choose an mbo programme?

Heeft de informatie op deze website je geholpen bij het maken van een keuze voor een mbo- opleiding?

Definition

Did the information on the website KiesMBO.nl help a person choose a secondary vocational education (MBO) programme?

Heeft de informatie op website KiesMBO.nl een persoon geholpen met het maken van keuze voor een Middelbaar Beroepsonderwijs (MBO)-opleiding?

SVOVRGDiplom1

F1PDF p. 47

After stopping an education in school year year T minus 1/year T, did you perhaps still obtain a diploma?

Heb je nadat je bent gestopt met een opleiding in het schooljaar jaar T min 1/jaar T misschien wel nog een diploma behaald?

Definition

F1PDF p. 50

Did you have help looking for work after you stopped your education?/after completing your education?

Heb je hulp gehad bij het zoeken naar werk, nadat je bent gestopt met je opleiding?/na het afronden van je opleiding?

Definition

A person had help looking for work.

Een persoon heeft hulp gehad bij het zoeken naar werk.

SVOVRGOplNu

F1PDF p. 50

F1PDF p. 51

Derivation of OP's employment situation: business/practice

Afleiding van de Arbeidssituatie van de OP: Bedrijf/praktijk

Definition

Does a specific employment situation apply to a person?

Is een specifieke arbeidssituatie van een persoon van toepassing?

Explanation of the definition

SVOAFLArbeidSitZZP

F1PDF p. 51

Derivation of OP's employment situation: self-employed without staff (ZZP)

Afleiding van de Arbeidssituatie van de OP: ZZP’er

Definition

Does a specific employment situation apply to a person?

Is een specifieke arbeidssituatie van een persoon van toepassing?

Explanation of the definition

SVOAFLArbeidSitFreelan

F1PDF p. 52

Derivation of OP's employment situation: freelancer

Afleiding van de Arbeidssituatie van de OP: Freelancer

Definition

Does a specific employment situation apply to a person?

Is een specifieke arbeidssituatie van een persoon van toepassing?

Explanation of the definition

SVOAFLArbeidSitMeewerk

F1PDF p. 52

Derivation of OP's employment situation: family worker

Afleiding van de Arbeidssituatie van de OP: Meewerkend

Definition

Does a specific employment situation apply to a person?

Is een specifieke arbeidssituatie van een persoon van toepassing?

Explanation of the definition

SVOAFLArbeidSitBijbaan

F1PDF p. 52

Derivation of OP's employment situation: side job

Afleiding van de Arbeidssituatie van de OP: Bijbaan

Definition

Does a specific employment situation apply to a person?

Is een specifieke arbeidssituatie van een persoon van toepassing?

Explanation of the definition

SVOAFLArbeidSitUitkeer

F1PDF p. 52

Derivation of OP's employment situation: benefit

Afleiding van de Arbeidssituatie van de OP: Uitkering

Definition

Does a specific employment situation apply to a person?

Is een specifieke arbeidssituatie van een persoon van toepassing?

F1PDF p. 53

Following a work-study track (Mbo-BBL) is paid work. Besides the job for your work-study track, do you have another job? Do not count hours at school./Do you have one or more jobs as an employee? Count jobs with a small number of hours

Volgen van leer-werk traject (Mbo-BBL) is betaald werk. Heb je naast de baan voor je leer- werk traject nog een andere baan? Uren op school niet meetellen./Heb je als werknemer één of meerdere banen? Banen met klein aantal uren meetellen

Definition

Does a person have more than one job?

Heeft een persoon meer dan een werkkring?

SVOVRGUrTot

F2PDF p. 53

How many hours do you work in total on average per week, not counting overtime and unpaid hours? If you have several jobs, add up all the hours. Do not count any hours at school.

Hoeveel uren werk je in totaal gemiddeld per week, overuren en onbetaalde uren niet meegerekend? Heb je meerdere banen, tel dan alle uren bij elkaar. Eventuele uren op school niet meetellen.

Definition

The number of hours a person works on average per week.

Het aantal uren dat een persoon gemiddeld per week werkt.

Explanation of the definition

Do not count any hours at school.

Eventuele uren op school niet meetellen.

SVOVRGUrSchat

F1PDF p. 54

Roughly how many hours per week is that?

Om hoeveel uur per week gaat het dan ongeveer?

Definition

The number of hours worked by a person, divided into a class.

Het aantal werkzame uren van een persoon, ingedeeld in een klasse.

SVOAFLUrTot

F1PDF p. 54

Derived working hours

Afleiding arbeidsuren

Definition

The number of hours a person works (or has worked).

Het aantal uren dat een persoon werkzaam is (geweest).

Notes on use

Use the variable SVOAFLUrenWerk for analyses and publications.

Gebruik voor analyses en publicaties de variabele SVOAFLUrenWerk.

SVOVRGSindsWjrWG

F4PDF p. 54

The following questions are about the job in which you work the most hours on average. Since which year have you worked for your current employer?

De volgende vragen gaan over de baan waar je gemiddeld het meeste uren werkt. Sinds welk jaar werk je bij je huidige werkgever?

Definition

Date on which a person started with an employer.

Datum waarop een persoon is begonnen bij een werkgever.

SVOVRGSindsMndWG

F2PDF p. 54

And since which month? If you do not know the month exactly, please estimate.

En sinds welke maand? Als je de maand niet precies weet, wil je dan schatten.

Definition

Date on which a person started with an employer.

Datum waarop een persoon is begonnen bij een werkgever.

SVOAFLSindsDat

A8PDF p. 54

Since which date in current job

Sinds welke datum in huidige baan

F3PDF p. 57

COROP area of the current job, based on regional classification on 1 Jan year T

Corop-gebied van de huidige werkkring, op basis van regionale indeling op 1 jan jaar T

Definition

The cluster of one or more adjacent municipalities in the same province, designed for regional research (Coordination Committee Regional Research Programme (COROP) area), where a person works.

Explanation of the definition

T means the year in which the data collection of this School Leavers Survey took place.

Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

SVOVRGWPlaatsLandsdl

F2PDF p. 57

National region of the current job, based on regional classification on 1 Jan year T

Landsdeel van de huidige werkkring, op basis van regionale indeling op 1 jan jaar T

Definition

The national region where a person works.

Het landsdeel waar een persoon werkt.

Explanation of the definition

T means the year in which the data collection of this School Leavers Survey took place.

Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

SVOVRGWPlaatsArbMarktRegio

F3PDF p. 57

Labour market region of the current job, based on regional classification on 1 Jan year T

Arbeidsmarkt regio van de huidige werkkring, op basis van regionale indeling op 1 jan jaar T

F2PDF p. 59

Suppose you get the opportunity to work with adapted tasks or working conditions. How many hours per week would you (then) like to work in total? Round to whole hours.

Stel dat je de mogelijkheid krijgt om te werken met aangepaste werkzaamheden of werkomstandigheden. Hoeveel uren per week zou je (dan) in totaal willen werken? Afronden op hele uren.

Definition

The number of hours a person works or wants to work.

Het aantal uren dat een persoon werkt of wil werken.

Explanation of the definition

F1PDF p. 81

How satisfied or dissatisfied are you with the preparation for your further education?

Hoe tevreden of ontevreden ben je over de voorbereiding op je vervolgopleiding?

Definition

A person's degree of satisfaction with the preparation for a further education.

De mate van tevredenheid over de voorbereiding op een vervolgopleiding van een persoon.

SVOVRGVerNiva

F1PDF p. 81

How important or unimportant are (or were) the following aspects for your further education: Working independently

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Zelfstandig werken

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivb

F1PDF p. 82

How important or unimportant are (or were) the following aspects for your further education: Creativity

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Creativiteit

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivc

F1PDF p. 82

How important or unimportant are (or were) the following aspects for your further education: Taking initiative

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Initiatief nemen

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivd

F1PDF p. 82

How important or unimportant are (or were) the following aspects for your further education: Communication skills

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Communicatieve vaardigheden

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNive

F1PDF p. 82

How important or unimportant are (or were) the following aspects for your further education: Working together

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Samenwerken

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivf

F1PDF p. 83

How important or unimportant are (or were) the following aspects for your further education: Planning

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Plannen

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivg

F1PDF p. 83

How important or unimportant are (or were) the following aspects for your further education: Collecting and processing information

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Informatie verzamelen en verwerken

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivh

F1PDF p. 83

How important or unimportant are (or were) the following aspects for your further education: Dutch

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Nederlands

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivi

F1PDF p. 83

How important or unimportant are (or were) the following aspects for your further education: Mathematics and arithmetic

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Wiskunde en rekenen

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivj

F1PDF p. 83

How important or unimportant are (or were) the following aspects for your further education: English

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Engels

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivk

F1PDF p. 84

How important or unimportant are (or were) the following aspects for your further education: Working with the computer

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Met de computer werken

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivl

F1PDF p. 84

How important or unimportant are (or were) the following aspects for your further education: Working accurately

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Nauwkeurig werken

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivm

F1PDF p. 84

How important or unimportant are (or were) the following aspects for your further education: Analytical skills

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Analytische vaardigheden

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivn

F1PDF p. 84

How important or unimportant are (or were) the following aspects for your further education: Critical thinking

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Kritisch denken

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGVerNivo

F1PDF p. 85

How important or unimportant are (or were) the following aspects for your further education: Problem-solving ability

Hoe belangrijk of onbelangrijk zijn (of waren) de volgende aspecten voor je vervolgopleiding: Probleemoplossend vermogen

Definition

The degree of match a person experiences between educations.

De door een persoon ervaren mate van aansluiting van opleidingen.

Explanation of the definition

Within the question VerNiv (vervolgopleiding) the respondent can indicate for a number of aspects what level of this aspect was required in the further education.

Binnen de vraag VerNiv (vervolgopleiding) kan de respondent van een aantal aspecten aangeven wat voor niveau van dit aspect werd vereist op de vervolgopleiding.

SVOVRGEigNiva

F1PDF p. 85

And how do you assess your own level for these aspects for your further education? Working independently

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Zelfstandig werken

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivb

F1PDF p. 85

And how do you assess your own level for these aspects for your further education? Creativity

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Creativiteit

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivc

F1PDF p. 85

And how do you assess your own level for these aspects for your further education? Taking initiative

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Initiatief nemen

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivd

F1PDF p. 85

And how do you assess your own level for these aspects for your further education? Communication skills

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Communicatieve vaardigheden

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNive

F1PDF p. 86

And how do you assess your own level for these aspects for your further education? Working together

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Samenwerken

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivf

F1PDF p. 86

And how do you assess your own level for these aspects for your further education? Planning

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Plannen

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivg

F1PDF p. 86

And how do you assess your own level for these aspects for your further education? Collecting and processing information

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Informatie verzamelen en verwerken

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivh

F1PDF p. 86

And how do you assess your own level for these aspects for your further education? Dutch

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Nederlands

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivi

F1PDF p. 86

And how do you assess your own level for these aspects for your further education? Mathematics and arithmetic

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Wiskunde en rekenen

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivj

F1PDF p. 87

And how do you assess your own level for these aspects for your further education? English

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Engels

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivk

F1PDF p. 87

And how do you assess your own level for these aspects for your further education? Working with the computer

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Met de computer werken

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivl

F1PDF p. 87

And how do you assess your own level for these aspects for your further education? Working accurately

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Nauwkeurig werken

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivm

F1PDF p. 87

And how do you assess your own level for these aspects for your further education? Analytical skills

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Analytische vaardigheden

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivn

F1PDF p. 87

And how do you assess your own level for these aspects for your further education? Critical thinking

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Kritisch denken

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGEigNivo

F1PDF p. 88

And how do you assess your own level for these aspects for your further education? Problem-solving ability

En hoe schat je je eigen niveau in voor deze aspecten voor je vervolgopleiding? Probleemoplossend vermogen

Definition

A person's estimated level of work-related skills.

Het door een persoon geschat niveau van werk gerelateerde vaardigheden.

Explanation of the definition

Within the question EigNiv the respondent can estimate his/her own level for a number of work-related skills.

Binnen de vraag EigNiv kan de respondent voor een aantal werk gerelateerde vaardigheden een inschatting maken van het eigen niveau.

SVOVRGMeerAandZelfst

F1PDF p. 88

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working independently

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Zelfstandig werken

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandCrea

F1PDF p. 88

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Creativity

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Creativiteit

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandInitia

F1PDF p. 88

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Taking initiative

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Initiatief nemen

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandComm

F1PDF p. 89

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Communication skills

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Communicatieve vaardigheden

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandSamenw

F1PDF p. 89

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working together

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Samenwerken

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandStudiep

F1PDF p. 89

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Planning

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Plannen

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandInform

F1PDF p. 90

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Collecting and processing information

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Informatie verzamelen en verwerken

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandNeder

F1PDF p. 90

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Dutch

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Nederlands

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandWisk

F1PDF p. 90

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Mathematics and arithmetic

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Wiskunde en rekenen

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandEngels

F1PDF p. 90

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: English

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Engels

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandComputer

F1PDF p. 91

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working with the computer

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Met de computer werken

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandNauwk

F1PDF p. 91

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Working accurately

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Nauwkeurig werken

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandAnalyt

F1PDF p. 91

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Analytical skills

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Analytische vaardigheden

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandKritiek

F1PDF p. 91

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Critical thinking

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Kritisch denken

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandOplos

F1PDF p. 92

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: Problem-solving ability

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Probleemoplossend vermogen

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within the question MeerAand the respondent can indicate for a number of aspects whether more attention should have been paid to them during the education followed.

Binnen de vraag MeerAand kan de respondent van een aantal aspecten aangeven of daar tijdens de gevolgde opleiding meer aandacht aan had moeten worden besteed.

SVOVRGMeerAandGeenDeze

F1PDF p. 92

Which of the aspects mentioned earlier should have received more attention during the havo/vwo programme you completed in school year year T minus 1/year T?: None of these

Aan welke van de eerder genoemde aspecten had tijdens de havo/vwo-opleiding die je in het schooljaar jaar T min 1/jaar T hebt afgerond meer aandacht moeten worden besteed?: Geen van deze

Definition

Should more attention have been paid to a specific skill during a person's education?

Had een persoon tijdens een opleiding meer aandacht moeten besteden aan een specifieke vaardigheid?

Explanation of the definition

Within this variable, following a BBL programme is initially regarded as having work. These persons are not regarded as being in education.

Binnen deze variabele wordt het volgen van een BBL-opleiding in eerste instantie beschouwd als het hebben van werk. Deze personen worden niet als onderwijsvolgend beschouwd.

Notes on use

If you want to count the BBL students in the group in education, use the variable SVOAFLOnderwijsvolgendInclBBL.

Wil je de BBL'ers rekenen tot de groep onderwijsvolgend gebruik dan de variabele SVOAFLOnderwijsvolgendInclBBL.

SVOAFLOnderwijsvolgendInclBBL

F1PDF p. 96

Indicates whether one is in education (with BBL counted as being in education)

Geeft aan of men onderwijsvolgend is (waarbij BBL als onderwijsvolgend wordt geteld)

Definition

Is a person in education?

Volgt een persoon onderwijs?

Notes on use

If you want to count the BBL students in the group not in education, use the variable SVOAFLOnderwijsvolgend.

Wil je de BBL'ers rekenen tot de groep niet-onderwijsvolgend gebruik dan de variabele SVOAFLOnderwijsvolgend.

SVOAFLAanbInt

F1PDF p. 96

Offering oneself on the labour market (international definition of labour force)

Aanbieden op de arbeidsmarkt (Internationale definitie beroepsbevolking)

Definition

Does a person offer himself/herself on the labour market?

Biedt een persoon zich aan op de arbeidsmarkt?

Explanation of the definition

Indicates whether one offers oneself on the labour market for 1 hour or more per week.

Geeft aan of men zich voor 1 uur of meer per week aanbiedt op de arbeidsmarkt.

SVOAFLAantWerk

F1PDF p. 96

A person's number of jobs

Aantal werkkringen van een persoon

Definition

The number of jobs of a person.

Het aantal werkkringen van een persoon.

SVOAFLBBInt

F1PDF p. 96

Labour force (international definition)

Beroepsbevolking (internationale definitie)

Definition

The labour force to which a person belongs, according to the international definition. The labour force according to the international definition comprises persons who have done paid work for at least one hour per week.

De beroepsbevolking waartoe een persoon, volgens de internationale definitie, behoort. Beroepsbevolking volgens de internationale definitie omvat personen die ten minste één uur per week betaalde werkzaamheden hebben verricht.

SVOPB2BBInt

F1PDF p. 96

Labour force (international definition) classification 2

Beroepsbevolking (internationale definitie) indeling 2

Definition

SVOAFLArbeidSit

F1PDF p. 97

Position in the job

Positie in de werkkring

Definition

F2PDF p. 98

Position in employment (extended)

Positie in de werkkring (uitgebreid)

Definition

F1PDF p. 99

Current position required education level by employer minus own

Huidige functie vereist opl.niv.werkgever.min.eigen

Definition

Is a person's education level higher than or equal to the level required by the employer for a position?

Is het opleidingsniveau van een persoon hoger of gelijk aan het niveau dat door de werkgever in een functie wordt vereist?

SVOAFLHntwg

F1PDF p. 99

Current position utilisation by employer

Huidige functie benutting werkgever

F3PDF p. 100

Secondary education profile

Profiel voortgezet onderwijs

Definition

The level and type of secondary education

Het niveau en type van voortgezet onderwijs

F2PDF p. 104

COROP area of place of residence year T

Corop-gebied van de woonplaats jaar T

Definition

The cluster of one or more adjacent municipalities in the same province, designed for regional research (Coordination Committee Regional Research Programme (COROP) area), where a person lives.

Explanation of the definition

This information comes from the sampling frame. T means the year in which the data collection of this School Leavers Survey took place.

Deze informatie is afkomstig uit het steekproefkader. Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

SVOREGLeeftijd1oktTmin1

F3PDF p. 104

Age in years on 1 October year T minus 1

Leeftijd in jaren op 1 oktober jaar T min 1

Definition

Age of a person

Leeftijd van een persoon

Notes on use

The value 999 means Unknown

De waarde 999 betekent Onbekend

SVOREGHerkomstCBS

F1PDF p. 105

Origin grouping (8 groups)

Herkomstgroepering (8 groepen)

Definition

Country with which a person is associated, based on the country of birth of the parents or of the person themself.

Land waarmee een persoon verbonden is op basis van het geboorteland van de ouders of van zichzelf.

SVOREGLandsdl1oktTmin1

F1PDF p. 105

National region of municipality of residence on 1 October year T minus 1

Landsdeel van woongemeente op 1 oktober jaar T min 1

Definition

The part of the country of a person's place of residence.

Het landsdeel van de woonplaats van een persoon.

SVOREGProv1oktTmin1

F2PDF p. 105

Province of municipality of residence on 1 October year T minus 1

Provincie van woongemeente op 1 oktober jaar T min 1

Definition

F1PDF p. 106

Selection of the main MBO diploma in the academic year.

Selectie van het hoofddiploma mbo in het studiejaar.

Definition

The type of diploma

Het type diploma

SVOREGTYPEMBODPL

F1PDF p. 106

Mode of the MBO programme of the enrolment belonging to the diploma.

Vorm van de mbo-opleiding van de inschrijving bij het diploma.

Definition

The combination of learning pathway and intensity of an education in secondary vocational education (mbo).

De combinatie van leerweg en intensiteit van een opleiding in het middelbaar beroepsonderwijs (mbo).

SVOREGCREBOCODE

F5PDF p. 106

Education crebo code

Opleidings crebocode

A1PDF p. 108

Result of the exam of a pupil in secondary education.

De uitslag van het examen van een leerling in het voortgezet onderwijs.

Definition

The result of a pupil's exam in secondary education

De uitslag van het examen van een leerling in het voortgezet onderwijs

SVOREGOPLNREXAMVO

F6PDF p. 108

Programme number of the exam in secondary education

Opleidingsnummer van het examen in het voortgezet onderwijs

Definition

Designates a course of education.

Duidt een opleiding aan.

Notes on use

The code list is available separately, SSBOPLNR.txt.

De codelijst is apart beschikbaar, SSBOPLNR.txt.

A4PDF p. 109

Code of the educational institution of the main enrolment

Code van de onderwijsinstelling van de hoofdinschrijving

Definition

An identifying number of an education institution assigned by the Ministerie of Education, Culture and Science (OCW), registered in the Institutions Base Register (BRIN).

Een door het Ministerie van Onderwijs, Cultuur en Wetenschap (OCW) toegekend identificerend nummer van een onderwijsinstelling, geregistreerd in het Basisregistratie Instellingen (BRIN).

Explanation of the definition

The BRIN number (Basis Registratie Instellingen) is a 4-character identifying code consisting of 2 letters and 2 digits. The BRIN register contains all Dutch educational institutions.

Notes on use

SVOREGOPLNRVSV

F6PDF p. 109

Programme number of the main enrolment

Opleidingsnummer van de hoofdinschrijving

F1PDF p. 113

Degree of urbanisation of municipality of residence on 1 October year T minus 1

Stedelijkheidsgraad van woongemeente op 1 oktober jaar T min 1

Definition

A measure of the concentration of human activities based on the average surrounding-address density (oad).

Een maatstaf voor de concentratie van menselijke activiteiten gebaseerd op de gemiddelde omgevingsadressendichtheid (oad).

SVOREGISCEDF2013RICHTINGNL

F4PDF p. 113

ISCED-F 2013 field 4 digits 1 October year T minus 1

Isced-f2013richting4digits 1 oktober jaar T min 1

Definition

A person's field of education based on the International Standard Classification of Education (ISCED).

Een opleidingsrichting van een persoon gebaseerd op International Standard Classification of Education (ISCED).

SVOREGBRINNaGevOpl

A4PDF p. 113

Code of the educational institution of the main enrolment on 1 October year T minus 1

Code van de onderwijsinstelling van de hoofdinschrijving op 1 oktober jaar T min 1

Definition

An identifying number of an education institution assigned by the Ministerie of Education, Culture and Science (OCW), registered in the Institutions Base Register (BRIN).

Een door het Ministerie van Onderwijs, Cultuur en Wetenschap (OCW) toegekend identificerend nummer van een onderwijsinstelling, geregistreerd in het Basisregistratie Instellingen (BRIN).

Explanation of the definition

The BRIN number (Basis Registratie Instellingen) is a 4-character identifying code consisting of 2 letters and 2 digits. The BRIN register contains all Dutch educational institutions. T means the year in which the data collection of this School Leavers Survey took place.

Het Basis Registratie Instellingen-Nummer (BRIN) betreft een 4 tekens lange identificerende codering, bestaande uit 2 letters en 2 cijfers. In het BRIN register zijn alle Nederlandse onderwijsinstellingen opgenomen. Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

Notes on use

SVOREGOPLNRNaGevOpl

A6PDF p. 114

Education number of the main enrolment on 1 October year T minus 1

Opleidingsnummer van de hoofdinschrijving op 1 oktober jaar T min 1

Definition

Designates a course of education.

Duidt een opleiding aan.

Notes on use

The code list can be viewed via the internal link.

De codelijst is te bekijken via de interne link.

SVOREGHOOFDTYPEONDERWIJSNaGevOpl

F2PDF p. 114

Type of education within which the main enrolment falls on 1 October year T minus 1

Type onderwijs waarbinnen de hoofdinschrijving valt op 1 oktober jaar T min 1

Definition

The type of education

Het type onderwijs

Explanation of the definition

T means the year in which the data collection of this School Leavers Survey took place.

Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

SVOREGCREBOCODENaGevOpl

F5PDF p. 114

Education crebo code on 1 October year T minus 1

Opleidings crebocode op 1 oktober jaar T min 1

Definition

The education for which a person enrolled according to the education agreement, based on the Central Register of Vocational Education (CREBO).

De opleiding waarvoor een persoon zich heeft ingeschreven volgens de onderwijsovereenkomst, gebaseerd op het Centraal Register Educatie en Beroepsonderwijs (CREBO).

Explanation of the definition

The code is set by the Ministerie of Education, Culture and Science (OCW) in the Central Register of Vocational Education (CREBO). T means the year in which the data collection of this School Leavers Survey took place.

De code wordt door het Ministerie van Onderwijs, Cultuur en Wetenschap (OCW) vastgesteld in het Centraal Register Educatie en Beroepsonderwijs (CREBO). Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

SVOREGNIVEAUMBONaGevOpl

F1PDF p. 115

MBO level on 1 October year T minus 1

Niveau MBO op 1 oktober jaar T min 1

Definition

The level of a secondary vocational education (MBO) programme

Het niveau van een Middelbaar Beroepsonderwijs (MBO)-opleiding

Explanation of the definition

T means the year in which the data collection of this School Leavers Survey took place.

Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

SVOREGISCED2013RICHTINGNaGevOpl

F4PDF p. 115

ISCED 2013 field (4 digits) on 1 October year T minus 1

ISCED 2013 richting (4 digits) op 1 oktober jaar T min 1

Definition

A person's field of education based on the International Standard Classification of Education (ISCED).

Een opleidingsrichting van een persoon gebaseerd op International Standard Classification of Education (ISCED).

Explanation of the definition

F2PDF p. 119

Type of education on 1 October year T

Onderwijssoort op 1 oktober jaar T

Definition

The type of educational institution

Het soort onderwijsinstelling

SVOREGPROFIELVOHuidOpl

F2PDF p. 119

Profile within havo/vwo on 1 October year T

Profiel binnen havo/vwo op 1 oktober jaar T

Definition

The education profile a pupil chose in an education.

Het onderwijsprofiel dat een leerling heeft gekozen in een opleiding.

SVOREGSECTORVOHuidOpl

F1PDF p. 119

Sector within vmbo bkg on 1 October year T

Sector binnen vmbo bkg op 1 oktober jaar T

Definition

The sector within which an education falls.

De sector waarbinnen een opleiding valt.

SVOREGONDERWIJSSOORTVAVOHuidOpl

F1PDF p. 119

Vavo classification on 1 October year T

Vavo indeling op 1 oktober jaar T

Definition

The type of education a person follows or has followed.

Het soort onderwijs dat een persoon volgt of heeft gevolgd.

SVOREGSOORTHOHuidOpl

F1PDF p. 119

Type of higher education on 1 October year T

Soort hoger onderwijs op 1 oktober jaar T

Definition

The type of education a person follows or has followed.

Het soort onderwijs dat een persoon volgt of heeft gevolgd.

Explanation of the definition

T means the year in which the data collection of this School Leavers Survey took place.

Met T wordt het jaar bedoeld waarin de dataverzameling van dit Schoolverlatersonderzoek heeft plaatsgevonden.

Version history

File	Reason
SVO2021V1	First release Eerste plaatsing
SVO2021V2	Correction in SVOREGHOOFDTYPEONDERWIJSHuid Oplover Correctie in SVOREGHOOFDTYPEONDERWIJSHuid Oplover
SVO2021V3	Correction in the municipality codes of Tmin1 Correctie in de gemeentecodes van Tmin1