The Education system in

The Netherlands

Quality of teaching

Trier, 13st – 16st of November 2011

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One national system

No influence provincial govt

Some influence local govt

Major school system

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Favourable Developments

• in most sectors there are fewer weak and unsatisfactory schools;

• pupils in primary education are performing slightly better;

• more pupils enroll in a higher form of education resulting in an increase in the level of education;

• more young people obtain a basic qualification and there are fewer dropouts;

• schools and school boards are becoming more aware of the importance of good performance.

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Reasons for Concern

• precisely those pupils that really need good education, are often attending weak or unsatisfactory schools;

• compared to a few years ago pupils in secondary education are getting lower grades for national examinations for maths, Dutch and English;

• schools and courses do not guarantee the quality of diplomas sufficiently;

• schools and courses differ widely in their achievements, so pupils at one school are much better off than pupils at another;

• pupils have a right to good teachers, but a proportion of teachers fall short.

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Details of ‘s-Hertogenbosch

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General information 01-01-2011

140.821 inhabitants in ‘s-Hertogenbosch

• 8.209 children 0-4 years

• 15.473 children 4-13 years

Daycare and school

• 59 locations for daycare

used by 3.900 children 0-4 yrs

• 35 Preschool playgroups (toddler arrangement)

used by 850 toddlers (2,5 – 4 yrs)

• 49 schools for primary education (4-13 yrs)

• 57 locations for after-school care

used by 3.800 children 4-13 yrs

Language development

Preschool education

Early school education

Chain-classes

Groups for new children in the Netherlands

Child Centre 0-13

• daycare (0 – 4 years)

• toddler arrangements or playgroups (2,5 – 4 years)

• primary school education (4 – 13 years)

• care during lunchtime

• after school care (4 – 13 years)

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The Quality of Education

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the governmentthe school boardthe school directorthe teacherthe parents

The system of quality

improvement

Important questions

•Do we do the good things

•Do we do the things good?

•How do we know that?

•What do others think about us?

•What do we do with that information?

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Important instruments

• Primary education act, supervision and control

inspection, quality en risks

• Strategic policy documents, monitoring by review and research

• Improvement plans, systematically, cyclic, continuous, development of teachers by visiting classrooms,

performance reviews, visitation, quality cards, self evaluation, benchmark

• Personal development plans, collegial consultation, life long learning, training, analyze results, reflection

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The focus on

• to work planned, systematic, cyclic, continuous

• improvement results of the students, especially mathematics en language

• improvement of the teacher skills, lifelong learning, registration

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But also

• wellbeing, involvement, social skills

• new ways of learning like the 21st century skills;

creativity, working together, working with ICT, research attitude

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