Only A Pawn In Their Game? Participation in National Educational Reform in The Netherlands

Klaas Heemskerk OECD -GCES

Governing Education in a Complex World

Brussels, October 17-18, 2016

Educational reform in The Netherlands

Exemplary case of paricipatory governance?

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Dialogue Education2032

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Dialogue Education2032

150 meetings with over 9.000 participants

59 brainstorm sessions with over 1000 pupils

Over 260 white papers, manifests, surveys, etc.

Over 13.500 online messages (Twitter, Facebook, etc.)

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Advisory Report Education2032

When the Platform began its work, we were aware that our

efforts might attract a degree of scepticism, dissent or even

outright opposition, not least from the people who work in

education. We are happy to report that this was not the case. We

have been very pleasantly surprised by the enthusiasm,

engagement and willing cooperation shown by the thousands

of teachers, school administrators, students and parents who

have contributed to the discussion.

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Teachers respons to Education2032

“Many teachers disagreed with this advisory report"

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Media respons to Education2032

“A brainstorming with the entire population does not work.

It will be a mess.”

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Secretary of state in denial

Refering to support from employers to suggest support base

among teachers

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Education2032: seeking support base

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Discussing Education2032: Synthetron

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How?

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How?

‘textbook example of sham participation’ and too late

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The question 'Why Education2032?’ was not asked. It was assumed that it goes with the story described in the advisory report and the debate so headed on the 'how' within this framework. Taco op lerareninactie.nl

The educational-administrative complex has decided behind closed doors what they wanted, and only then began looking for support. Well, that leads to the opposite. Ton van Haperen in de Volkskrant

[…] the influence of OECD’s educational imperialism Ben Wilbrink op onderwijs2032sciencecheck.wordpress.com

Aside: a global problem “[…] the need for dialogue and the participation of teachers

at all levels of education reform rather than a mere

participative pretense” Levinson et al. 2012.

‘‘Only rarely have teacher educators and teachers been

allowed to participate in the dialogue that results in the

construction of new curriculum” Tatto, 1997.

“[…] in many cases, teachers are expected or encouraged to

‘buy into’ an institutional vision rather than share or develop

their own’’ Hammerness, 2001.

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How do we see participatory governance?

“Opening governance structures and processes to broad

participation provides a channel for stakeholders to express

their views and contribute in shaping policy. Incorporation of

knowledge is improved and opinions and concerns are taken

into account. These kinds of processes increase levels of

acceptance and understanding of the policy output.”

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Participatory governance as an advanced marketing strategy?

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Spot the difference

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Back to Fung & Wright

Deepening democratic involvement

Three principles

1. Practical Orientation

2. Bottom-Up Participation

3. Deliberative Solution Generation

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More encouraging developments in participatory governance in The Netherlands

1. Empowerment of teachers within the Educational

Cooperative (Onderwijscooperatie) – participants

council for the teachers register.

2. Teacher-civil servants

3. Social Media unites teachers, students and parents

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