The Dutch higher education system is facing growing scrutiny over its numerus fixus admissions model, particularly in technical fields where Dutch students report being increasingly crowded out by international applicants. At the heart of the debate is Boudewijn van Dongen, a professor at Eindhoven University of Technology (TU/e), who has raised alarms about the impact of the selection system on local access to sought-after engineering and IT programmes.
Van Dongen’s concerns stem from personal experience and broader enrolment data. He noted that in his son’s secondary school class, no students were admitted to competitive programmes such as mechanical engineering, civil engineering, or computer science at TU/e following the latest admissions round. “Helaas. Allemaal afgewezen,” he wrote, describing the outcome as illustrative of a wider trend disadvantaging Dutch nationals.
According to Van Dongen, the issue lies not only in rising international interest but also in differing levels of preparation for entrance exams. He observed that foreign applicants often undergo more intensive test preparation, giving them an advantage in the selection process. This view is supported by specific application figures he cited: for mechanical engineering, 279 of 1,445 applicants were Dutch; for civil engineering, 236 of 509; and for computer science, 95 of 820.
These numbers align with broader national trends. Data from the Keuzegids, a respected Dutch higher education guide, indicates that international students now occupy approximately 33 percent of places in numerus fixus programmes nationwide, up from around 28 percent in the 2020/2021 academic year. The shift has prompted concerns that the current model undermines regional workforce needs, particularly in technology-intensive areas like Eindhoven, where local industries struggle to fill skilled roles despite high demand for engineers and IT specialists.
The consequences extend beyond campus access. Students rejected from local programmes often face the prospect of relocating to other cities for study, increasing living costs and creating logistical challenges. Meanwhile, regions like Brabant continue to report shortages in technical talent, raising questions about whether the admissions system aligns with national economic priorities.
Understanding Numerus Fixus in the Dutch Context
Numerus fixus, meaning “fixed number” in Latin, refers to a government-regulated admissions cap applied to certain university programmes deemed oversubscribed. In the Netherlands, this system is used for fields such as medicine, psychology, and increasingly, technical disciplines like engineering and computer science. When applications exceed available spots, universities conduct selective admissions based on predefined criteria, which may include grades, motivation letters, or entrance examinations.
The policy aims to maintain educational quality by preventing overcrowding and ensuring adequate resources per student. However, critics argue that in practice, it can produce unintended consequences, particularly when selection mechanisms favour applicants with specific preparatory advantages. In technical numerus fixus programmes, some universities have introduced or intensified the use of entrance exams, which, according to observers like Van Dongen, may disadvantage students whose secondary education did not emphasize such testing formats.
Supporters of the system maintain that it ensures fairness and academic readiness, especially in demanding fields where dropout rates can be high without proper preparation. They also note that internationalisation brings diverse perspectives and helps sustain programme viability in the face of fluctuating domestic demand.
Impact on Local Students and Regional Development
The displacement of Dutch students from technical programmes has tangible effects on both individuals and communities. For students, being unable to study in their home city often means incurring additional expenses for housing, transport, and general living costs. It can also disrupt social support networks, particularly for those from less affluent backgrounds who rely on family proximity.
From a regional perspective, the trend challenges efforts to retain skilled graduates in areas experiencing labour shortages. Eindhoven, often referred to as the “Brainport” region due to its concentration of high-tech firms, has long aimed to cultivate a local talent pipeline. Yet if qualified Dutch students are consistently unable to gain admission to technical programmes, the region may struggle to meet its workforce goals, potentially increasing reliance on talent migration from elsewhere.
Education experts have called for a re-evaluation of selection criteria to better balance meritocracy with equitable access. Suggestions include reserving a proportion of places for regional applicants, adjusting entrance exam formats to reflect diverse educational backgrounds, or expanding programme capacity where feasible. Any such changes would require coordination between universities, the Ministry of Education, and regional stakeholders.
International Enrolment Trends in Dutch Higher Education
The rise in international enrolment is not unique to technical fields. Across Dutch universities, the share of foreign students has grown steadily over the past decade, driven by the global reputation of institutions like TU/e, Delft University of Technology, and Wageningen University, as well as the availability of English-taught programmes. According to official statistics from Nuffic, the Dutch organisation for internationalisation in education, international students made up approximately 15.5 percent of all university enrolments in the 2022/2023 academic year, with higher concentrations in STEM disciplines.
While this trend enhances the international character of Dutch academia and contributes to tuition revenue, it has also sparked debate about access, integration, and the long-term sustainability of public funding models. Some policymakers have advocated for tuition differentiation or stricter enrolment controls in oversubscribed areas, though such measures remain politically sensitive.
For now, institutions like TU/e maintain that their admissions processes are designed to select the most qualified candidates regardless of nationality. Van Dongen and others, however, urge greater transparency about how selection outcomes impact local access and whether the system adequately serves the public interest in regions dependent on homegrown technical talent.
The ongoing discussion reflects broader tensions in European higher education between openness, excellence, and regional equity. As universities navigate these competing priorities, the experiences of students like those in Van Dongen’s son’s class may serve as a catalyst for reform — provided that any changes are grounded in verified data and inclusive stakeholder dialogue.
As of April 2026, no national policy changes to the numerus fixus system have been announced. Prospective students and families are advised to consult individual university admissions pages for the most current criteria and deadlines.
What are your thoughts on the balance between internationalisation and local access in higher education? Share your perspective in the comments below, and consider sharing this article if you found it informative.