Reviews of National Policies for Education - Netherlands 2016

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




permeability


excellence








23


Strengthen educational quality in early childhood education and care

• Curriculum framework• Qualifications and training of ECEC staff• Integrated approach




permeability


excellence








25


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




permeability


excellence








27


Promote and reward student motivation and excellence

• Teacher capacity to respond to individual learning needs• Rewards for excellence throughout the system• Parental involvement




permeability


excellence








29


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




permeability


excellence








31


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




permeability


excellence








33


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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Reviews of National Policies for Education - Netherlands 2016

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