Netherlands 

Introduction
1. Research Method	1.1 Processing the Results of the Research.
2. The Results of the Research.	2.1. Twenty-seven respondents took part in the research.
	2.2. Definition of Innovation.
	2.3. Characteristics of these Innovations
	2.4. Cinq various themes.	Theme 1. Equal opportunities in education.
		Theme 2 Modern Foreign Languages and Inter-cultural Learning
		Theme 3. Co-ordination of European projects in primary and secondary schools
		Theme 4. The Training of Teaching Personnel (Teacher Training Colleges) in the European Dimension
		Theme 5. School management
3 The Dutch Education System.	3.1 The Dutch School System
	3.2 The Dutch Teacher Training Course (4 years)
4. Important Changes in the School Management in the Netherlands.	4.1 Management training

  Introduction

This report has 3 aims.

1. It is a report on interviews conducted in 1996 with respondents employed by the Ministry of Education, the Inspectorate, educational guidance, educational establishments and school heads and teachers.

2. It provides some basic information about the educational system in the Netherlands.

3. It tries to show what the most important changes/reforms in the role of school heads in the Netherlands are. One of these will be described at a later phase as a case study.

The European Observatory of Educational Innovations (1994-1998) is an educational consortium, which aims at conducting research on educational innovations in all the 15 member states of the European Union. The Observatory is run by the French INRP (Institut National de Recherche Pédagogigue).

The Netherlands is represented at the Observatory by Bernd Bonnier, management trainer/organisation advisor at Interstudie, Willemsplein 23, 6811 KB, Arnhem. Interstudie is an organisational advice bureau and management training institute that was set up to advise and train the heads of educational establishments in the Netherlands, and in the last few years more and more often in Europe. Interstudie is an independent unit within the College of Further Education in Arnhem/Nijmegen.

The European Observatory of Educational Innovations has identified 5 themes which guide the work of the national respondents.

These themes are as follows:

1. Equal opportunities for all children;
2. Foreign language and inter-cultural education;
3. Co-ordination of European projects;
4. Training of teaching personnel in the European Dimension;
5. Training of school heads in relation to the implementation of educational innovations in schools.

The interviewees are asked to answer prepared questions on an anonymous basis.

The researcherís aim is to discover a number of the most important educational developments that have taken place in the Netherlands in relation to the 5 themes mentioned.

It is important to ascertain if the teachers point out the same educational reforms as the policy makers.

The interviews are only concerned with making an inventory. At a later date one of the more important educational reforms, namely ìThe Introduction of the Second Phase in Secondary Educationî, will be described in the form of a case study.

1 Research Method

The concise questions put to all the selected respondents for all 5 themes, are structured in an identical way and based on guidelines from the Observatory.

The selection of the respondents was based on the following criteria:

one respondent employed as a policy maker/inspector by the government.
one respondent employed as an ancillary by an external organisation.
more respondents employed as school heads and teachers.

In total 27 interviews took place, spread over the 5 themes. A number of people known to the researcher were employed to carry out the interviews. They interviewed the respondents by telephone. Apart from the above-mentioned criteria only practical reasons played a role in the selection of respondents. It was not the aim to choose a representative cross-section. The fact that most of the interviewees were known to the respondents ensured that nobody dropped out and the interviews were conducted quickly. 

1.1 Processing the Results of the Research.

The results were presented according to the classification of the questions used. (see appendix 1)

The researcher has reported as factually as possible the main essence of the answers that the respondent gave. An attempt has been made to cluster the answers as much as possible.

The questions aare, therefore, divided into 4 groups. 

The first category asks for factual information about the respondent, such as age, gender, training and function.

The second category asks for a definition of the term innovation.

The third category asks for two of the most important educational developments in the Dutch educational system. (generally)

The fourth category asks for the most important educational developments (specifically), as well as the accompanying characteristics in the context of one of the 5 selected themes for which the respondent was selected.

In the following paragraph the undersigned will describe the results in relation to the above-mentioned claassification. Due to the general nature of the first 3 categories the results from all 25 respondents will be described here. For the last category the results will be split up into specific subjects.

2. The Results of the Research.

2.1. Twenty-seven respondents took part in the research.

a. Age Younger than 30 years 2 respondents

30 -34 years 1 respondent
35 - 39 years 0 respondent
40 - 44 years 5 respondents
45 - 49 years 9 respondents
50 - 54 years 6 respondents
55 - 59 years 3 respondents
59 years and older 1 respondent

b. Present function

Primary and special education teacher 6 respondents
Secondary and college of further education teacher 10 responsents
Deputy head of primary school 1 respondent
Deputy head of secondary school 1 respondent
Deputy head of basic adult education and adult education (BVE) 1 respondent
Head of basic adult education and adult education 0 respondent
Head of primary school 2 respondents
Head of secondary school 2 respondents
Inspector 1 respondent
External ancillary 1 respondent
Council policy advisor 2 respondents

c. Organisation/institute where they are employed.

Teacher training college 6 respondents
Local council 2 respondents
Private institute 1 respondent
Ministry of Education 1 respondent
Private school board 7 respondent
Local council school board 10 respondents

d. Type of school in which they are employed.

Primary education (4 - 12 years)
Special primary education (6 - 12 years)
Secondary school (12 - 18 years)
Adult education (BVE)
College of further education (e.g. teacher training college) 6 respondents

e. Professional qualifications.

Teacher training at university (first grade) 8 respondents
Teacher training at college of further education (second grade) 17 respondents
Special courses 9 of 17respondents
Others: theology at university 1 respondent
sociology at university 1 respondent

2.2. Definition of Innovation.

1. Fifteen respondents could not give a definition and gave instead concrete examples of educational innovations.

The examples were of a national nature as well as local or school innovations.

2. Two respondents defined innovation as ìthe creation of possibilities by the government and the school heads to achieve educational opportunities for the childrenî.

3. Two respondents defined innovation as ìan improvement in the quality of education, in teaching method as well as organisationî.

4. One respondent: Optimising educational opportunities for every pupil.

One respondent: To improve the pupilís understanding in disadvantaged situations by adopting a specific language policy.

One respondent: The processing of environmental changes by the schools.

One respondent: The growth of the individual, based on new educational insights and social developments.

One respondent: New subject policy laid down by the school heads within the school culture and structure.

One respondent: Transformation of subject reforms within the existing system.

One respondent: Innovation is the daring to let go of the old way of thinking and being which offered security, visible in the older methods and to have the courage based on an inner trust, to meet life and what it entails, halfway.

Researcherís Observations.

It was remarkable that the majority of respondents, heads as well as teachers, had difficulty in getting to the root of the concept innovation.

From the examples it can be deduced that in their view it is predominantly concerned with changes in educational subject matter that can be initiated by the government and council as well as the school. 

The school heads also mentioned the reaction to the surroundings and the creation of conditions in order to bring about the educational changes.

They also see innovation as a assignment designed to implement educational changes in the school culture and structure.

Two respondents thought that innovation was concerned with inner changes in the individual.

2.3. Characteristics of these Innovations

Name 2 important developments which have taken place in the fields of secondary, primary or in vocational training and adult learning in the Dutch education system, in the last three years.

The following innovations were mentioned:

1. Basic Education in the lower classes of the secondary school (mentioned 7 times).
2. The introduction of the Second Phase in secondary education (mentioned 6 times).
3. The development of a personnel policy.
4. The changing role of the head teacher by the government, from educational leader to manager. (the autonomous school) (mentioned twice)
5. Going to school together again (project from the WSNS) in special and primary schools. (mentioned 4 times)
6. The broader school. (mentioned 4 times)
7. SVM/ROC developments (merger of senior secondary vocational education, basic adult education, day and night schools for adults, creative and part-time training). (mentioned 3 times)
8. Special education for disadvantaged pupils.
9. Development of pre-vocational education/secondary modern education.(VBO/Mavo) (mentioned twice)
10. Integration of history education in OETC (= education in oneís own language and culture) in the primary school. (mentioned twice)
11. Teaching infants vocabulary in two languages.
12. Project for the gifted pupils. (mentioned twice)
13. Inter-cultural education. (mentioned 6 times)
14. Change in teaching methods - from standing at the front teaching the class as a whole to guiding independent learning. (mentioned 3 times)
15. The Kea project in Rotterdam (experiment to prevent educational retardation) (mentioned 3 times)
16. The introduction of a quality control system.
17. An increase in the size of schools (mergers) (mentioned 3 times)
18. The construction of an international network in which lecturers are able to participate. (mentioned 8 times)
19. The possibility of taking all subjects in Dutch and English at a number of secondary schools. (mentioned twice)
20. A project to increase the mobility between students/pupils from various countries. (mentioned 4 times)
21. A new project to enable teachers to give lessons in English.
22. A compulsory module for students in teacher training college called "The European Dimension in Education".
23. Many school based projects in the field of internationalisation. (mentioned 12 times)

Characteristics of these Innovations

Innovation 1.

This is the teaching of specific basic knowledge to pupils at the beginning of the secondary school and can continue for a maximum of three years. Alongside the introduction of two new subjects, health care and general technology attention is paid to the acquisition of certain skills (e.g. independent learning and communication skills) in order to prepare the pupils for the Second Phase in the secondary school. The pupils can, depending on their ability, take the qualifying test for Basic Education at any time within the three years. Characteristics of this basic education are: TSV.

Putting the knowledge acquired into practice,
Forming a link between the various subjects,
The acquisition of skills, in particular study skills.

Innovation 2.

After Basic Education the pupils (15 - 19 years) can choose one of 4 graduation profiles:

a. Culture and Sociology, b. Science and Healthcare, c. Economics and Sociology, d. Science and Technology.

Also in this second phase (VWO and Havo) much attention is paid to the variation of teaching methods and the development of independent study techniques. For this purpose the schools have set up the study house. Computers (CD ROM, Internet, E-mail etc.) play an important role in supporting this education. The media centre and the language laboratory are also important. This teaching method also requires adjustments to the school building.

Innovation 3

Due to the fact that schools have become more autonomous and that the government is playing a less active part the school heads have acquired more responsibility. It is, therefore, more necessary than ever that they develop a long-range personnel policy. Aspects to be considered are the number of staff, task distribution, appointments and assessments, safety, health and well-being of staff, salary policy, mobility of staff etc.

Innovation 4

The present school heads are being pressured more and more by a less active government into the role of professional administrator. They are acquiring large personnel, financial and legal responsibilities. Many of the school heads are not happy with this situation. Due to this development their educational responsibilities are pushed lower down the school organisation ladder. The original head teachers are given mainly administrative and management tasks.

Innovation 5

Going to school together again is a national project devised by the Ministry. The intention is that the number of pupils with specific learning and behaviour problems will be placed where possible in normal schools and not in special schools.

The Netherlands had the highest percentage in Europe of children placed in special schools.

 Innovation 6.

The broader school is a project in primary education with the intention of integrating the school more into its environment by promoting more co-operation with the local community centre. We see this development mainly taking place in deprived neighbourhoods.

Innovation 7 

The development of regional training centres (ROC) is one of the largest operations in past years. It involved a large system of mergers with institutes for senior secondary vocational education, adult education, basic adult education, creative and part-time training. The educational aim is to create a safety net for all those pupils who leave secondary school without any qualifications. It should be possible for every pupil at these institutes to acquire a vocational qualification within the scope of their own ability. It used to be the case that anyone who could not keep up with the work in the senior secondary vocational schools would have to leave, now it is possible, with the help of a study advisor, to find a course in the same institute that is suitable for them. The ROCs are huge establishments where it is not unusual to find 10,000 students. In the Netherlands there will be almost fifty of these institutes.

Alongside the educational aims the Ministry is also aiming at more efficiency.

Innovation 8

Special education for disadvantaged pupils is a project which is mainly carried out and subsidised locally.

Innovation 9.

Commission van Veen (VBO/Mavo) is a development in secondary education aimed at bridging the gap to further education. It is aimed at 60% of pupils at secondary schools. Too many in this group have problems stepping over. One important reason for this is the free subject choice. The propositions to improve this are laid out in the report ìDo Justice to Varietyî.

The most important characteristics are:

Four different educational paths are created,

  the theoretical path, leading to long senior secondary vocational education or the equivalent of GCSE and taking place at the Mavo.
the vocational path, leading to long or short senior secondary vocational education and taking placea at the VBOís.
the mixed path with a combination of general subjects and one vocational subject. This takes place at schools which have at least a VBO and Mavo department.
the path geared to employment. This course is aimed at certain pupils who will not go on to further study.

Alongside these four paths there will also be a structure for helping and supporting pupils who are behind, with gaps in their knowledge or who have motivation problems. These pupils are expected, with temporary extra help, to be able to obtain a diploma.

Innovation 10

A primary school project in which history teaching is combinred with lessons about oneís own language and culture.

Innovation 11

A language project for immigrant infants.

Innovation 12

An educational project devised to offer gifted children sufficient challenges.

Innovation 13

Projects in primary and secondary schools. At its commencement these were often subsidised projects financed by the Ministry and/or the council.

In schools where there are many immigrant children this method of teaching often forms part of the regular education offered.

Innovation 14

The transition from standing at the front giving lessons to the whole class to guided independent learning. This is concerned with changes in teaching methods. It should result in a change in attitude by the pupils. It is also a part of the innovation Second Phase in the secondary schools. For the time being energy is being diverted to the preparation of teachers for their new role.

Innovation 15

The Kea project is a project in Rotterdam covering 9 years, set up to try and improve the results in schools in deprived areas.

Innovation 16

Like the universities and colleges of education, the schools are more and more convinced that a system of quality control should be introduced. In this way the heads can have more control over the educational, staff-related and financial results of the school. This is linked with the greater autonomy that the schools have gained.

Innovation 17

The increase in the size of schools. By changing the system of financing schools the government has made it necessary for many schools to merge. This has led to larger schools. Secondary schools with pupils numbering more than 2000 are more the rule than the exception.

Innovation 18

Schools, on their own initiative, are seeking structured contact with other schools in Europe.

Innovation 19

A limited number of schools in the Netherlands offer lessons in English as well as Dutch.

Innovation 20

Mobility project. These are projects aimed at collaboration between schools and sometimes other organisations in order to offer staff new challenges in their work (job rotation) and in the case of redundancy to help find another job.

Innovation 21

New method of teaching English. At the moment new methods are being developed that anticipate the conditions set by the Second Phase.

Innovation 22

This is a new module (the European Dimension in Education) that is offered to students in teacher training colleges.

Innovation 23

Researcherís Observations.

It is remarkable how many projects are listed. (innovations)

The teachers, especially, remained close to home and mentioned mainly the projects in which they were actually involved.

In the primary schools these are namely projects concerned with disadvantaged.

Most of the projects cited were national projects.

For example:

Roc education in senior secondary vocational education, adult education, basic adult education, creative and part-time training). (BVE)
Going to school together again in the primary schools.
Basic Education in the lower classes of the secondary school.
the Second Phase for (Havo/VWO).
the Commission van Veen (VBO/Mavo).

A characteristic of the last 3 innovations is that although they are national projects, the Minister has almost entirely taken advice from independent commissionsfor their implementation.

Below all the projects are listed which take place in schools.

2.4. Cinq various themes.

This category contains a number of questions that, with small adaptations, were put to all the respondents. The only difference is that these questions had some connection with the 5 various themes.

Only a short outline of the results will be given in this summary. This information will also be given to the co-ordinators of the 5 different themes so that they can make a comparison between the developments in the various countries.

Theme 1. Equal opportunities in education. (5 respondents)

1. What are the most important innovations related to this theme?

Various language teaching methods in primary schools,
with emphasis on concept formation, improving technical reading (KEA project). 4 respondents
Project for independent learning. 2 respondents
Individual teaching programmes, for example for the gifted child " compactor and richer".
Home-work policy.
The ìbroader schoolî project (= linking the family and local surroundings to the school).

1b. Who initiated the above-mentioned innovations?

Observation. Below there is a summary of the bodies/people who have played a role. This varies with each innovation!

The school 5 respondents
The school counselling service from the council 4 respondents

2. Which other bodies have played a role in the above-mentioned innovations?

FAO (the fund for preventing retardation). 4 respondents
The council, department of education. 3 respondents
The national work group for International orientated education.
Utrecht university.

3. How is the reform included in the curriculum?

As a project included in the school work plan. (primary schools) 4 respondents
It is written into the long-range policy plan which is made fact in the annual plan (secondary schools)

Were new educational technology/guidance methods used?

We developed our own teaching aids at school 3 respondents
The development of a pupil monitoring system 2 respondents
Combination of English exam subjects for the International Stream (secondary schools).
System of joint consultations. 3 respondents
Management information system 2 respondents
Sitting in on each otherís lessons. 3 respondents
Class/group consultations. 2 respondents
New testing methods.(data base)

4. Were extra means made available?

External specialist colleagues for the duration of the project paid for by the Ministry. 4 respondents
Council subsidies (educational priority funds) 5 respondents
Normal in-service training money from the school.
Government (Ministry) extra personnel for cultural minorities. 2 respondents
Parents
Sponsors (industry)
School governors 2 respondents

5. How were the results circulated?

Publications can be obtained from the school counselling service. 3 respondents
Annual reports.
Attending conferences and symposia. 3 respondents
Exchanging ideas with colleagues in international schools.
Project reports. 2 respondents 

6. Which factors aided the innovation?

The enthusiasm of the teachers. 4 respondents
Good results (measurable) 3 respondents
Public support within the school. 2 respondents
The teachers daring to take responsibility themselves.
Network with other schools/colleagues 3 respondents
Expertise from supporting organisations. 2 respondents
Co-operation between the governors, FAO and the schoolcounselling service from the council.

 7. Which factors hindered the innovation? 

National issuing of rules does not make allowances for the unusual.
Innovations are often dependent on a key personnel which can make the innovation vulnerable. 2 respondents
The compulsory adoption of staff from other schools. (they do not always fit in with the reform)
The pressure that ensues from having to do your best over a long time. (pressure curve) 3 respondents
A lack of a sense of reality. (what can be achieved?)
Inability to call on external know how. (limited resources)
Great mobility of the pupils.
The gap between the wishes ofboard of governors and the practical work done in the school.
Lack of motivation in some of the teachers. 3 respondents
The negative view of education. (as far as industry is concerned) 

Theme 2 Modern Foreign Languages and Inter-cultural Learning (4 respondents) 

1. What are the most important innovations related to modern foreign language teaching?

The use of special computer programmes.
The modular provision of component skills. (this reform forms part of the project "Second Phase for VWO and Havo")
The vocabulary project. (= a school project for immigrant pupils)
Use of the computer for E-mail and Internet.

2. Who took the iniative?

The school itself.
The Ministry for the project ìSecond Phaseî.

3. Is it centrally controlled?

Only for the project ìSecond Phaseî.

4. What is the target group?

VWO/Havo pupils. (second phase)
Immigrant pupils.
All pupils. (for computer supported work)

5. Were special technological or supervisory methods used?

A computer programme to guide the pupil in his/her learning process.

6. Were extra means made available?

The use of money that the school received for in-service training. Apart from that no extra means or staff were made available.

7. How were the results circulated?

There was only an informal exchange of experiences between the teachers.
There was an increase in the number of computers at the teacher training college.

8. Were there any publications?

None by the school, but the reforms have just begun.
A publication on the Second Phase by the steering committee for the profile of the second phase.
The National Teacher Training Centre.

9. Which organisations have played a role?

The Ministry.
The school, in particular the language departments.
The publisher who also circulates the computer programmes.
The National Teacher Training Centre.

10a. Which factors aided the innovation?

The teachers and subject groups who developed the material.
The support from the school heads.
Good pre-conditions, such as the media centre, study areas, computers.
The skill and expertise of the teachers with regard to the use of the computer as a teaching aid.

10b. Which factors hindered the innovation?

Opposition to the use of computers.
Teachers who will not co-operate in carrying out the innovation. 3 respondents
Subject groups who will not co-operate.

Theme 3. Co-ordination of European projects in primary and secondary schools (6 resp.)

1. What are the most important innovations related to this theme?

Exchange programmes for teachers and pupils. 6 respondents
The installation of a national commission for international affairs which will develop this policy.
The integration of the European Dimension into the normal education system. 3 respondents

2. Is there a national policy?

It was initiated by the school.
It was initiated by the national network of co-ordinators for internationalisation.

3. Is it controlled by the Ministry of Education?

No, by the European Platform in Amsterdam. 6 respondents

4. What is the target group for Internationalisation?

The upper half of the secondary school, with the exception of the final exam year. (15-17 years). 6 respondents
E-mail project for the second form (13-14 years).
Third form (14-15 years).

5. Is information and communication technology used?

The computer 5 respondents
The video 2 respondents
E-mail 4 respondents
Internet 2 respondents
Fax 3 respondents
Telephone 2 respondents

6. Do you use the Educational Counselling Service?

Yes 1 respondent  The co-ordinator is given free periods for their work and extra finance for the projects.

7. Were extra means made available?

Yes 6 respondents

8. Who provides the facilities?

The school 6 respondents
The European Platform 5 respondents
Socrates (Brussels)
The council
Industry

9. For how long were the facilities made available?

Annually 3 respondents
Unlimited
For each project 2 respondents

10. In which way are the results of internationalisation circulated?

Letters of accountability to the organisations who supply the finance. 6 respondents
In the annual school report 2 respondents
International bulletins 2 respondents
A book 3 respondents
The newspaper 2 respondents

11. Has any work been published on internationalisation?

See question 10

12. Which organisations have played a role in the internationalisation?

European Platform 6 respondents
German embassy
Goethe institute
The council
The Ministry of Education
EC in Brussels 2 respondents
Board of governors
The Inspectorate

13. Which factors hindered the innovation?

Fitting the project into the annual time-table. 3 respondents
The teaching load for the teachers. 3 respondents
A shortage of money. 2 respondents
The absence of pupils during the exchange programmes.
Lessons falling out.
The age of the teachers.

14. Which factors aided the innovation?

The motivation of the teachers and pupils. 4 respondents
Support from the school heads. 2 respondents
The enthusiasm of the pupils. 3 respondents
The improvement in the quality of education.
The attainment of subsidies.
A suitable school culture.

Theme 4. The Training of Teaching Personnel (Teacher Training Colleges) in the European Dimension (5 respondents)

1. What are the most important innovations related to this theme?

Exchange programmes with other training colleges. 4 respondents
Investigation abroad. 2 respondents
Compulsory modules for the students in the European Dimension taken at the training college. 2 respondents
A course for lecturers on giving lessons in English.
Mobility projects.
The development of material in the English language.
Students doing their teaching practice abroad. 5 respondents
The development of international networks for lecturers. 4 respondents
The development of host programmes for foreign students.
In-depth programmes for prospective teachers.

2. Who developed the policy?

  The policy was made by the teacher training college. 6 respondents

3. Who initiated the innovation?

The teacher training college. 3 respondents
A network of international co-ordinators from the teacher training college. 2 respondents
The international co-ordinator from the college. 5 respondents
The principals of the teacher training colleges.
The board of governors.

4. Should the policy be made at national level or by the college?

By the college. 4 respondents
Partly by the college with general guidelines from the Ministry.

5. Who should head the innovations?

The international co-ordinator. 5 respondents

6. Who should be responsible?

The international co-ordinator.

7. What is the target group?

Students. 4 respondents
Lecturers. 3 respondents
Final year students.

8. Are any modern teaching methods used?

E-mail. 4 respondents
Fax. 2 respondents 

10. Who pays for the innovations?

The students themselves contribute. 3 respondents
STIR 3 respondents
The college 4 respondents
EC 2 respondents
Erasmus 2 respondents
Industry
Special funds
Lecturers offer their free time.

11. How are the results circulated?

Presentations at a conference.
Reports to Erasmus and STIR.
European Platform.
Nuffic.
Colleague schools.
Socrates.

12. Which factors aided the innovation?

College money. 3 respondents
The time made available to the co-ordinator.
STIR money. 3 respondents
EC money. 2 respondents
Great deal of motivation from students and lecturers. 4 respondents
The headís control of the project.
The co-operation between the co-ordinators of the teacher training colleges.

13. Which factors hindered the innovation?

The lack of facilities. 4 respondents
Erasmus provided money for practical training periods of 3 months. This is often too long for the student. 2 respondents
The access to E-mail and Internet was limited.
There was no relationship between the curricula in the various countries. 2 respondents
The language barrier.
Unmotivated teachers.
The rigidity of the educational organisation.

Theme 5. School management (7 respondents)

1. What are the most important innovations in school management?

The change in role from educational leader to school manager. 2 respondents
The increasing need to offer support to personnel. (joint discussion/ interchange of ideas/ coaching) 2 respondents
The network for school heads. 2 respondents
The autonomy of the school is greater and therefore also the the responsibility of the school management with regard to financial policy, personnel policy, educational policy. 6 respondents
Project management. 2 respondents
The creation of a new level of management the central direction (secondary schools) or the upper school direction (primary schools) who have administrative authority. 4 respondents
The development of middle management with responsibility for their own department or group of classes. 2 respondents
Emphasis on educational leadership, with the accent on having oneís own educational vision. 3 respondents
The schoolís responsibility for results leads to a more industrial approach to management. 3 respondents
The increase in size due to school mergers.

2. Who initiated the innovation?

The Ministry for innovations such as the Second Phase, the introduction of computers in the school.
The educational department of the council.
The board of governors.
The school head himself.
The school management team.

3. Which organisations have also played a role?

External support organisations, such as:

The non-denominational Educational Advisory Centre.
Interstudie.
The Catholic Educational Advisory Centre.
Further education.
Industry, the job market.
Universities.

4. Were special education/ guidance methods and/or educational technology used?

A data management system. 3 respondents
Joint discussions. 3 respondents
Computer for database and spreadsheet.
Administrative procedures. 2 respondents
Student monitoring system. 2 respondents
Networks. 2 respondents
Special management training as preparation for the new role. 3 respondents
In-service training for the teachers.
Team building for the heads.
Appointment of educational specialists in the school.
Setting up of experimental study houses in preparation for the "Second Phas".
The redesigning of the media centre.

5. Were extra means made available?

Ministry: Subsidy within the framework of the Second Phase. 6 respondents A profile subsidy. 6 respondents
The schools own means. 5 respondents
Extra hours provided for development for the teachers outside teaching hours. 6 respondents
In-service training money. 4 respondents
Measures taken by the government to stimulate mergers. 6 respondents
Project subsidies from the government. 2 respondents
Council subsidies. 3 respondents

6. How are the results circulated?

Publications in professional papers.
Ministry publications (e.g. in "Uitleg")
In networks.
In reports written by the Inspectorate.
Universities.
National seminars.
Information bulletins e.g. via The General Association of School

Heads in Utrecht.

Via external guidance bodies.
The schoolís annual report.
Project reports.

7. Which factors aided the innovation?

The fact that the school is responsible for itself gives it the opportunity to create profiles. 2 respondents
Ministry publications on reforms. 2 respondents
The link between the reforms and the practical work in the school.
The available facilities for the projects.
The shared educational vision of the staff. 3 respondents
External contacts.
School visits linked to themes.
Group discussions within the network. 3 respondents
A new system of financing (lump sum). 2 respondents
The pressure from the Inspectorate on quality control.
Training programmes. 7 respondents
The setting up of an internal structure of guidance within the school.
External support.

8. Which factors hindered the innovation?

Forced mergers have led to demotivation of the staff.
Insufficient training of the heads and staff in relation to certain innovations. 4 respondents
Increasing teaching load. 3 respondents
Complex issuing of rules from the government.
Limited freedom of the schools in appointing staff. 3 respondents
A succession of changing processes.
The system of funding (for example the date on which the number of pupils is taken into account).
Too often a top down approach with certain innovations.
Insufficient financial knowledge by the heads. 5 respondents
A lack of sufficient information circulated by the government and the governors about personnel and financial affairs.

3 The Dutch Education System.

3.1 The Dutch School System

The Dutch school system has for a number of years included an integrated infant and junior schools.

This means that there is a continuous curriculum for the age group from 4 to 12.

The secondary schools in the Netherlands give lessons to 12 to 18 year olds.

The various educational routes being:

Basic Education takes place in every school and is for all the pupils. The pupils can be flexible as to when they complete this. A maximum of 3 years is provided. (secondary school)

Afterwards the pupils choose for: upper secondary school

VWO (pre-university education) (4 year course)

HAVO (senior general secondary education) (3 year course)

MAVO/VBO (pre-vocational training) (2 year course)

Final exams are set at the end of all the courses by the school and the Ministry (Central Written Exam).

University (Masterís degree 4 year course) with a limited number of students being given the opportunity for further study, for example medical specialists and research.

Further Vocational Training (4 year course)

This type of education is aimed at putting knowledge into practice. As opposed to their equivalent abroad these colleges are not linked to the universities. They do, however, collaborate.

The universities and colleges of further education freely admit all pupils with a VWO diploma. There is, however, a system of places being drawn (fixed student enrolment) for popular courses.

MBO (Senior secondary vocational training)

This form of education takes 3 years and includes the following educational routes:

technology
economics/administration
education
service industry and health care

The MBO has now been amalgamated with other educational establishments into the Regional Training Centres (ROC).

Alongside the MBO the ROC also includes short-term vocational courses, part-time courses, creative work, adult education, basic adult education of which an important part is given to the education of immigrants. The length of these courses varies with the type of course.

3.2 The Dutch Teacher Training Course (4 years)

In the Netherlands there is a system of first and second grade teachers. The first grade teachers have a university degree. The second grade teachers have a teaching diploma from the education department at a College of Further Education. (for primary and secondary education)Until several years ago the grade two teacher had to choose a second subject at grade three level as well as their main second grade subject. This has now been dropped.

The first grade teachers are the only ones qualified to teach in the higher classes of Havo and VWO. They were also better paid.

Teaching is not a popular occupation in the Netherlands at the moment. Not the least important reason for this is the large reduction in the starting salary for teachers. Several teacher training courses are in deep financial trouble due to the lack of students. It will probably be necessary to reduce the number of teacher training courses and concentrate them into a few places. In the long run this will cause a problem when filling vacant teaching posts.

Teachers have always been paid according to their level of training. Now, however, they are paid according to their function in the school. A system of job differentiation has been introduced. Somebody who, for example, has the job of co-ordinator as well as teaching earns more than someone who just teaches.

On the teacher training course apart from extending oneís knowledge of subject matter, attention is also given to mastering a great variety of teaching and social skills, such as working together and acquiring studying skills. The course has to be linked to the large national educational changes that are occurring mainly in secondary education. (VBO/Mavo, Second Phase, VWO/Havo and Basic Education). Also more attention than ever before is being given to the psychological learning aspects and the use of new educational technologies. Finally there is explicit attention paid to the European Dimension in the various disciplines and subject areas and educational management.

4. Important Changes in the School Management in the Netherlands.

In the Netherlands there has been by tradition the following hierarchy in the schools:

The board of governors made up of volunteers.

The majority of schools in the Netherlands are private schools with a catholic, Protestant of other special character. They choose their own board of governors. The legally it is usually in the form of a foundation.

Alongside are the council and county schools.

In one of the latest developments these council and county schools also have a private board of governors. On the board are also people chosen by the council.

One head or director and several assistant heads. The number depends on the size of the school.

Teachers (first and second grade)

Several teachers have specialist duties as well as their teaching task, such as careers guidance, counsellor, form master, remedial teacher, co-ordinator.

4.1 Management training

In the Netherlands there was no special training programme for heads or assistant heads. They were, practically without exception, teachers who at a given moment applied for the job of head. They applied to the board of governors. The majority of heads came from outside the school. On the other hand the assistant heads came from the staff within the school.

At the end of the 70ís, on the initiative of the then Minister of Education Prof. Dr. J.A. van Kemenade, an in-service course (13 days a year) for appointed heads was started by the Teacher Training Colleges in Arnhem, Gelderland. Interstudie stems from this initiative. It was a great success and 80% of all appointed head teachers in secondary schools took part in the course. Over the years a need for all sorts of specialisation and variation became apparent, such as financial management, management of mergers, personnel management, team building, supervision, courses for newly-appointed heads etc.

There were also orientation courses in school management that were run by the teacher training colleges and a course for teachers who had the ambition to become head. This course was run by the University of Amsterdam.

With the increase in the number of courses offered to heads the competition between the institutes and bureauís who advised, guided and trained also grew.

Through the great educational (Basic Education, Second Phase, VBO/Mavo, ROC etc.) and organisational changes (increase in school size, increase in autonomy of schools, new system of financing and the method of financing accommodation etc.) new demands were made of the heads.

This has resulted in the old type of head teacher disappearing and we now have central direction from what can be seen as professional salaried leaders. Unlike before, we now see members of the direction appointed from outside education.

Under these are the unit or section heads who can be compared with the old style head, educational leaders. Below are the department of unit co-ordinators. They are responsible for the everyday occurrences in the department or year (for example all the second forms in the Basic Education).

This development means that there are new requirements from school heads. They must know all about the new system of financing and the consequences for the staff, for example. 

Equally there exists a greater need to manage all kinds of educational changes and to have feed back at the personal level.

Now more than ever courses are chosen for training and advising the whole team within the school organisation. In the past there was more participation in external courses.

At the central direction level attention is paid to formulating a strategic policy and creating the conditions in order to implement it. Also there is a greater need for legal and organisational knowledge as well as knowledge about computers. Not all school heads feel competent in this new role and some feel that they are too far removed from education and are unhappy about this. 

For the section of unit heads the emphasis of the present courses is on educational leadership. They are the ones who supervise the many educational changes/reforms.

They ask for courses and guidance in this.

In connection with this a report will follow (1997) describing, in the form of a case study, the courses and guidance on the various aspects stemming from the introduction of the Second Phase.

The new management level, the co-ordinators, have in fact been given the daily task of supervision of the education. They are all existing members of staff. At the moment a great problem is that they have been given management tasks and responsibilities but have the legal position of a teacher. In their new jobs they are often not seen by their colleagues as having a managerial function. This is a problem that must be solved by taking measures concerning their legal position and resources.

The co-ordinators have a massive need for courses. These usually takes place in the form of in-service training.

My impression is that there is a lot happening in the field of courses and guidance for school heads and all take place on a voluntary basis. There is also a great need for support. This can be deduced from the large numbers who participate in training, courses and the many one-day seminars and conferences.

© Innova : Observatoire européen des innovations en éducation et en formation / European Observatory for Innovation in Education and Training, juin 1998.