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Foundations for the future
Reviews of National Policies for Education
Netherlands 2016
Foundations for the Future
Montserrat GomendioDeputy Director, OECD Directorate for Education and Skills
The Netherlands25 May 2016
OECD Education Policy Reviews
• Tailored to the needs of the country • Scope: wide range of topics • Goal: effective policy design and implementation• In-depth analysis strengths and weaknesses based on
– data and information, such as PISA, TALIS, PIAAC and other comparable statistics and earlier OECD reviews
– national and international research – review visits to the country– OECDs extended knowledge base of effective policy reforms
and their implementation
Strengths of the Dutch school system
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580Mean score
High mathematics performance
Low mathematics performance
… Shanghai-China performs above this line (613)
… 12 countries perform below this line
High average performance
of 15-year-olds in mathematics
High levels of literacy skills among adults
ItalySpain
FranceIrelandPolandAustria
United StatesGermanyDenmark
England/N. Ireland (UK)Korea
AverageCanada
Slovak RepublicCzech Republic
Russian Federation³Flanders (Belgium)
EstoniaNorwaySwedenAustralia
NetherlandsFinland
Japan
100 150 200 250 300 350 40025th
Mean and .95 confidence interval for
mean 75th 95th 5th Score
Socially equitable distribution of learning
opportunities
High mathematics performance
Low mathematics performance
Equitable system with above average results
Strong socio-economic impact on student
performance
Strong vocational system
Percentage of 20-24 year-olds neither in employment nor in education or training
School autonomy balanced by public accountability
Public accountability
School autonomy
Challenges and areas for further improvement
10
Sweden
New Zea
land
Icelan
d
Denmark
Netherl
ands
Slovak
Rep
ublic
Hunga
ry
Irelan
d
OECD avera
ge 20
03
Luxe
mbourg
Spain
Japa
n
Switzerl
and
Korea
German
y
Poland
Portug
al
Turkey
-8
-6
-4
-2
0
2
4
6
8
10
12
Ave
rage
ann
ual m
athe
mat
ics
scor
e ch
ange
Student performance declined since 2003
* Excludes Dubai
Countries/economies whose mathematics performance improved
Countries/economies whose mathematics performance declined
11
Hon
g K
ong-
Chi
na
Kor
ea +
Liec
hten
stei
n
Mac
ao-C
hina
+Ja
pan
S
witz
erla
nd
Bel
gium
-N
ethe
rland
s -
Ger
man
y
Pol
and
+C
anad
a -
Finl
and
-N
ew Z
eala
nd -
Aus
tralia
-A
ustri
a
OE
CD
ave
rage
200
3 -
Fran
ce
Cze
ch R
epub
lic -
Luxe
mbo
urg
Ic
elan
d -
Slo
vak
Rep
ublic
Ire
land
P
ortu
gal
+D
enm
ark
-Ita
ly +
Nor
way
-H
unga
ry
Uni
ted
Sta
tes
S
wed
en -
Spa
in
Latv
ia
Rus
sian
Fed
erat
ion
Tu
rkey
G
reec
e
Thai
land
U
rugu
ay -
Tuni
sia
B
razi
l M
exic
o
Indo
nesi
a 0
10
20
30
40
2012 2003%
Percentage of high performers in mathematics decreased between 2003 and 2012
High participation rates in ECEC but low intensity
12
Denmark
Icelan
d
Netherl
ands
Norway
Luxe
mbourg
France
Belgium
Sweden
Sloven
ia
Portug
al
Switzerl
and
Spain
United
King
dom
OECD-24 av
erage
(1)
Irelan
d
German
y
Finlan
d
Estonia Ita
ly
Austria
Greece
Hunga
ry
Poland
Czech
Rep
ublic
Slovak
Rep
ublic
0
5
10
15
20
25
30
35
40
45
Average hours in formal care during a usual week for 0-2 year olds in formal childcare and pre-school
13Sha
ngha
i-Chin
a
France
Macao
-Chin
a
Switzerl
and
Czech
Rep
ublic
Thaila
nd
Denmark
Viet N
amU.A
.E.
Greece
Spain
Singap
ore
Finlan
d
Poland
Austra
lia
OECD avera
ge
Malays
ia
Luxe
mbourg
Mexico Peru
Portug
al
Turkey
Canad
a
Tunisi
aChil
eKore
a
Russia
n Fed
.
Kazak
hstan
Colombia
Sloven
iaLa
tvia
-20
0
20
40
60
80
100
120
140before accounting for students' socio-economic status after accounting for students' socio-economic status
Scor
e po
int d
iffer
ence
Concerns about the quality of the ECEC
Difference in mathematics performance, by pre-primary school attendance
14
Albania
Icelan
d
Norway
Estonia
Spain
Poland
Kazak
hstan
Mexico
Costa
Rica
Malays
ia
New Zea
land
Greece
United
King
dom
Austra
lia
Portug
alChil
e
Roman
ia
Switzerl
and
Urugua
y
U.A.E
.
SerbiaKore
a
Singap
ore Italy
Czech
Rep
ublic
Bulgari
aQata
r
German
y
Slovak
Rep
ublic
Belgium
Liech
tenste
in
Chines
e Taip
ei100
80
60
40
20
0
20
40
60
80
100
Variability in student mathematics performance between and within schools
Performance variation of students within schools
Performance differences between schools OECD average
Large differences in performance between schools
15
PRO VMBO-b VMBO-k VMBO-g/t HAVO VWO0
100
200
300
400
500
600
700
800PISA mathematics score distribution, by educational track
Educational tracks
PISA
sco
re in
mat
hem
atic
s
The risks of school segregation and inconsistent selection
Fewer excellent students in the Netherlands than might be expected
0
5
10
15
20
25
30
Ser
ies1
OECD average
Percentage of 15-year-olds who scored level 6 or above on mathematics on PISA scale
Is the Netherlands selecting top graduates in the teaching force?
Italy
Poland
Estonia
United States
Canada
Ireland
Korea
England (UK)
England/N. Ireland (UK)
Denmark
Northern Ireland (UK)
Slovak Republic
France
Australia
Sweden
Czech Republic
Austria
Netherlands
Norway
Germany
Flanders (Belgium)
Finland
Japan
230 250 270 290 310 330 350
Middle half of the numeracy skill distribution of tertiary graduates (16-65 years)
Numeracy skills of teachers
PIAAC test scores (numeracy)
Many Dutch primary and secondary teachers tend to work alone
Discuss individual students
Share resources
Team conference
Collaborate for common standards
Team teaching
Collaborative professional development
Joint activities
Classroom observations
0 10 20 30 40 50 60 70 80 90 100
62
46
43
41
26
17
12
9
37
40
52
24
11
11
6
6
Netherlands Average
Activities undertaken by lower secondary teachers at least once per month, TALIS 2013
School leadership matters, but it has received little policy attention
Weak accountability of school boards
Accountably Autonomy
Robust and transparent accountability arrangements
Authority of school boards
Recommendations – “going from good to great”
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
22
GOING FROM GOOD TO GREAT
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
23
GOING FROM GOOD TO GREAT
Strengthen educational quality in early childhood education and care
• Curriculum framework• Qualifications and training of ECEC staff• Integrated approach
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
25
GOING FROM GOOD TO GREAT
Reform initial selection and subsequent permeability
• The extent of early tracking• National objective test• Autonomy of secondary schools to select students• Upward transition between tracks• Differentiated teaching skills
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
27
GOING FROM GOOD TO GREAT
Promote and reward student motivation and excellence
• Teacher capacity to respond to individual learning needs• Rewards for excellence throughout the system• Parental involvement
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
29
GOING FROM GOOD TO GREAT
Strengthen teacher professionalism and further develop the career structure
• Initial selection arrangements• Mandatory induction• Collaborative working and learning within and across
schools • Teacher career structure• Links appraisal to professional and school development
goals • Differentiated teaching skills
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
31
GOING FROM GOOD TO GREAT
Develop a leadership strategy that promotes professional collaboration and a culture of continuous improvement
• Collaboration among school leaders, teachers and school boards
• National induction programme for school leaders• Annual appraisals for all school leaders • Capacity to conduct school self-evaluations
Strengthen educational quality in early
childhood education and care
Reform initial selection and subsequent
permeability
Promote and reward student motivation and
excellence
Strengthen teacher professionalism and
further develop the career structure
Develop a leadership strategy that promotes
professional collaboration and a culture of
continuous improvement
Enhance the accountability and capacity of school
boards and rebalance their authority
33
GOING FROM GOOD TO GREAT
Enhance the accountability and capacity of school boards and rebalance their authority
• Enhanced transparency • Strategic leadership capacity of school boards and
professionalism• Internal supervisory boards • Balance in authority of school boards, school leaders
and teachers
Foundations for the future
Thank you!
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