Netherlands : School Autonomy and Accountability

Education in the Netherlands is highly decentralized. While education policy is the sole responsibility of the Ministry of education, school boards are responsible for delivery. The entire organization of the school system is based on checks and balances to ensure accountability. Budgetary autonomy is established. The school board controls the school budget, with input from parents. Personnel management is established. Salaries are relatively fixed by civil service rules at the primary school level, but completely negotiable at the secondary school level. The school board controls the hiring and firing of teachers and principals. Participation of parents in school governance is established. There is an accountability system comprised of different supervisory institutions where parents are formally represented. School autonomy and accountability are key components to ensure education quality. The transfer of core managerial responsibilities to schools promotes local accountability, helps reflect local priorities, values, and needs, and gives teachers the opportunity to establish a personal commitment to students and their parents. There are five indicators of school autonomy and accountability that can help benchmark an education system's policies that enable school autonomy and accountability: school autonomy in budget planning and approval; school autonomy in personnel management; the participation of the school council in school finance; the assessment of school and student performance; and school accountability to stakeholders. This report focuses specifically on policies in the area of school autonomy and accountability.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ASSESSING STUDENTS, ATTAINMENT TESTS, BLOCK GRANTS, CIVIL SERVICE, CLASSROOM, CLASSROOM VISITS, COMMUNITIES, COMPULSORY EDUCATION, CURRICULUM, DISADVANTAGED GROUPS, ECONOMICS OF EDUCATION, EDUCATION BUDGET, EDUCATION DECENTRALIZATION, EDUCATION INDICATORS, EDUCATION LEVELS, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION QUALITY, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ASSESSMENTS, EDUCATIONAL PERFORMANCE, EDUCATIONAL SYSTEMS, EMOTIONAL DEVELOPMENT, EXAM, EXAMS, FINANCIAL AUDITS, GRADUATE STUDIES, HUMAN DEVELOPMENT, LEVEL OF EDUCATION, MINISTRY OF EDUCATION, NET ENROLLMENT, NET ENROLLMENT RATE, PARENT PARTICIPATION, PARTICIPATION OF PARENTS, PEDAGOGICAL MATERIALS, PRIMARY LEVEL, PRIMARY LOWER SECONDARY, PRIMARY SCHOOL, PRIMARY SCHOOL LEVEL, PRIMARY SCHOOL STUDENTS, PRIMARY SCHOOLS, PRIMARY STUDENT, PRIVATE SCHOOLS, PUBLIC EXPENDITURE, PUBLIC EXPENDITURE ON EDUCATION, PUBLIC SCHOOLS, QUALITY EDUCATION, QUALITY OF CLASSROOM TEACHING, QUALITY OF EDUCATION, QUALITY OF INSTRUCTION, REPEATERS, SCHOOL AUTONOMY, SCHOOL BOARDS, SCHOOL COUNCIL, SCHOOL COUNCILS, SCHOOL FINANCE, SCHOOL FUNDING, SCHOOL GOVERNANCE, SCHOOL INSPECTIONS, SCHOOL OPERATIONS, SCHOOL PARTICIPATION, SCHOOL PERFORMANCE, SCHOOL PERSONNEL, SCHOOL PRINCIPALS, SCHOOL STAFF, SCHOOL SYSTEM, SCHOOLS WITH STUDENTS, SECONDARY EDUCATION, SECONDARY SCHOOL, SECONDARY SCHOOLS, SOCIETY, STANDARDIZED TESTS, STUDENT ALLOCATIONS, STUDENT ASSESSMENT, STUDENT ASSESSMENTS, STUDENT EVALUATION, STUDENT EXPENDITURES, STUDENT LEARNING, STUDENT PERFORMANCE, STUDENT POPULATION, TEACHER, TEACHER EVALUATION, TEACHER SALARIES, TEACHER TENURE, TEACHERS, TERTIARY EDUCATION, TRANSPORTATION, VOCATIONAL EDUCATION, YOUNG PEOPLE, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18104113/netherlands-school-autonomy-accountability https://hdl.handle.net/10986/17670
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