participatory governance, the dutch example
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Participatory Governance
The Dutch example
Maarten Vollenbroek
m.r.vollenbroek@minocw.nl
Workshop GCES-conference
Brussels, October 17th, 2016
THE DUTCH SCHOOL SYSTEM
FACTS AND FIGURES
GCES-conference Brussels, October 17th 2016
Primary Education
• Average expenditures per pupil: € 6400
• 1.158.000 pupils
• 135.000 staff
• 7261 schools
• 1138 school boards (1-60 schools)
Secondary Education
• Average expenditures per pupil: € 7800
• 941.000 pupils
• 104.000 staff
• 645 schools
• 344 school boards
GCES-conference Brussels, October 17th 2016
Two examples
Size of school boards is highly diverse:
The smallest (‘t Kompas, Den Bommel)
1 school
42 pupils
€350.000 annually
5 teachers
The largest (BOOR, Rotterdam)
78 schools
30.000 pupils
€248.000.000 annually
Over 3000 teachers
GCES-conference Brussels, October 17th 2016
Guiding principles:
• The Minister of Education • Schoolboards • Inspectorate of Education Centralised policy implemented by school boards with a high degree of school autonomy. School freedom balanced by strong accountability mechanism
Dilemma: school autonomy national targets
GCES-conference Brussels, October 17th 2016
+ Gelijkheid vs. kwaliteit
GCES-conference Brussels, October 17th 2016
However,
GCES-conference Brussels, October 17th 2016
Yes, we can!
https://www.youtube.com/watch?v=eclbaC3q94k
Well…
https://www.youtube.com/watch?v=BzrI15uw92k
GCES-conference Brussels, October 17th 2016
CASE
EARLY SCHOOL LEAVE
GCES-conference Brussels, October 17th 2016
Approach to Early School Leave: Why?
Dropping out of school effects:
- Youth unemployment
- Crime rates (5 times as high for ESL’s)
- Healthcare costs
Overall:
• Annual benefits of tackling ESL are higher than costs (900 vs 700 million Euro)
GCES-conference Brussels, October 17th 2016
Tackling ESL is priority for EU
- EU-definition of early school leaving (18-24 years old without a basic qualification)
- Reducing ESL to less than 10% by 2020 is a headline target in the Europe 2020 strategy
GCES-conference Brussels, October 17th 2016
15,4% ESL in 2000 8,2% ESL in 2015
GCES-conference Brussels, October 17th 2016
GCES-conference Brussels, October 17th 2016
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
2008 2009 2010 2011 2012 2013 2014 2015
EU-28
NL
Sweden
Regional Approach (‘golden triangle’)
GCES-conference Brussels, October 17th 2016
Schools
Ministry of Education, Culture and Science
Municipality
Ingredients of working together
• Long-term performance agreements
(between ministry, municipalities and schools)
• Strict percentage targets and performance bonus if met.
• The goal (or: ‘the what’) is clear
• The way to get there (or: ‘the how’) is up to the local cooperation between municipalities, schools and other parties
• Last but not least: listening to eachother’s needs
GCES-conference Brussels, October 17th 2016
Getting the numbers right
• Adequate and complete non-attendance and ESL registration
(Data collection and digital absence portal early warning system)
• Detailed information products help schools, regions and the ministry to target resources aimed at reducing ESL
• Better registration, better analysis
• Consistent and reliable comparisons between years
GCES-conference Brussels, October 17th 2016
Introduction of the Education Number
GCES-conference Brussels, October 17th 2016
VET institution
Secondary school
1-stop shop
(DUO)
Other stakeholders, such as •Juvenile Care Centre of Work & Income Public Prosecutions Service Truancy officer
Min. of Educ., Education Inspectorate
Other
Municipality of residence: School Drop-out Registration and Coordination Centre (RMC) School Attendance officials
18
Example of information product / indicators
Accountmanagement
ESL Accountmanagement
• Inspiring and encouraging
• Monitoring
• Sharing the knowledge and good practices
• Linking pin
GCES-conference Brussels, October 17th 2016
Why this succes? Not 1 golden tip… Probably the mix does the trick: • Golden Triangle: the regional approach
• Listen to the practical problems and act on them • Getting the numbers right
• Clear targets with a money-bonus if met
• Laws in place (obligation to report truancy; obliged start-qualification) • Accountmanagers
• The right people (sometimes a bit unorthodox)
GCES-conference Brussels, October 17th 2016
Other lessons learned
Analysis of succes learns us:
- If only the ESL-coordinator defines the approach, succes is significantly less
- When schools and teams of teachers are involved in the process, succes is significantly higher
Also did we leave it to the regions in 2012 to first make their own analysis of their ESL-situation
Feeling of ownership was high, the quality of the several analysis differentiated
GCES-conference Brussels, October 17th 2016
Not everybody happy
Not happy:
The organisations representing the schoolboards
Why?
They were not involved
GCES-conference Brussels, October 17th 2016
GCES-conference Brussels, October 17th 2016
24 24
Golden Triangle; Regional differences
Providing, analyzing and translating local results to the regions and schools
But local policies or measures are not imposed centrally…
Golden Triangle; Regional differences .. Instead regions and other entities look at their own situation and benchmark across comparable regions / municipalities / schools and act accordingly (making local policies/measures etc.)
25 25
The future
- Strong networks
- Specific information
Dilemma’s:
- Investing in relations combined with conflict of interests
- How representative is your network?
- Information itself guides behaviour (sometimes unintended)
GCES-conference Brussels, October 17th 2016
28
University education (wo) 4 years
Higher professional education (hbo) 4 years
Upper secondary vocational education (VET) (mbo) 4 levels 1-4 years
Adult education
Pre-university education (vwo) 6 years
General secondary education (havo) 5 years
Pre-vocational education (vmbo) 4 paths 4 years
Primary education
8 years
Overall view of the educational system
29
Overall view of the educational system (2)
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