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Netherlands:Management Staff for Early Childhood and School Education

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Overview Netherlands

Contents

Netherlands:Political, Social and Economic Background and Trends

Netherlands:Historical Development

Netherlands:Main Executive and Legislative Bodies

Netherlands:Population: Demographic Situation, Languages and Religions

Netherlands:Political and Economic Situation

Netherlands:Organisation and Governance

Netherlands:Fundamental Principles and National Policies

Netherlands:Lifelong Learning Strategy

Netherlands:Organisation of the Education System and of its Structure

Netherlands:Organisation of Private Education

Netherlands:National Qualifications Framework

Netherlands:Administration and Governance at Central and/or Regional Level

Netherlands:Administration and Governance at Local and/or Institutional Level

Netherlands:Statistics on Organisation and Governance

Netherlands:Funding in Education

Netherlands:Early Childhood and School Education Funding

Netherlands:Higher Education Funding

Netherlands:Adult Education and Training Funding

Netherlands:Early Childhood Education and Care

Netherlands:Organisation of Early Childhood Education and Care

Netherlands:Teaching and Learning in Early Childhood Education and Care

Netherlands:Assessment in Early Childhood Education and Care

Netherlands:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Netherlands:Primary Education

Netherlands:Organisation of Primary Education

Netherlands:Teaching and Learning in Primary Education

Netherlands:Assessment in Primary Education

Netherlands:Organisational Variations and Alternative Structures in Primary Education

Netherlands:Secondary and Post-Secondary Non-Tertiary Education

Netherlands:Organisation of General Lower Secondary Education

Netherlands:Teaching and Learning in General Lower Secondary Education

Netherlands:Assessment in General Lower Secondary Education

Netherlands:Organisation of General Upper Secondary Education

Netherlands:Teaching and Learning in General Upper Secondary Education

Netherlands:Assessment in General Upper Secondary Education

Netherlands:Organisation of Vocational Secondary Education (MBO)

Netherlands:Teaching and Learning in Vocational Secondary Education (MBO)

Netherlands:Assessment in Vocational Secondary Education (MBO)

Netherlands:Post-Secondary Non-Tertiary Education

Netherlands:Higher Education

Netherlands:Types of Higher Education Institutions

Netherlands:First Cycle Programmes

Netherlands:Bachelor

Netherlands:Short-Cycle Higher Education

Netherlands:Second Cycle Programmes

Netherlands:Programmes outside the Bachelor and Master Structure

Netherlands:Third Cycle (PhD) Programmes

Netherlands:Adult Education and Training

Netherlands:Distribution of Responsibilities

Netherlands:Developments and Current Policy Priorities

Netherlands:Main Providers

Netherlands:Main Types of Provision

Netherlands:Validation of Non-formal and Informal Learning

Netherlands:Teachers and Education Staff

Netherlands:Initial Education for Teachers Working in Early Childhood and School Education

Netherlands:Conditions of Service for Teachers Working in Early Childhood and School Education

Netherlands:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Netherlands:Initial Education for Academic Staff in Higher Education

Netherlands:Conditions of Service for Academic Staff Working in Higher Education

Netherlands:Continuing Professional Development for Academic Staff Working in Higher Education

Netherlands:Initial Education for Teachers and Trainers Working in Adult Education and Training

Netherlands:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Netherlands:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Netherlands:Management and Other Education Staff

Netherlands:Management Staff for Early Childhood and School Education

Netherlands:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Netherlands:Education Staff Responsible for Guidance in Early Childhood and School Education

Netherlands:Other Education Staff or Staff Working with Schools

Netherlands:Management Staff for Higher Education

Netherlands:Other Education Staff or Staff Working in Higher Education

Netherlands:Management Staff Working in Adult Education and Training

Netherlands:Other Education Staff or Staff Working in Adult Education and Training

Netherlands:Quality Assurance

Netherlands:Quality Assurance in Early Childhood and School Education

Netherlands:Quality Assurance in Higher Education

Netherlands:Quality Assurance in Adult Education and Training

Netherlands:Educational Support and Guidance

Netherlands:Special Education Needs Provision within Mainstream Education

Netherlands:Separate Special Education Needs Provision in Early Childhood and School Education

Netherlands:Support Measures for Learners in Early Childhood and School Education

Netherlands:Guidance and Counselling in Early Childhood and School Education

Netherlands:Support Measures for Learners in Higher Education

Netherlands:Guidance and Counselling in Higher Education

Netherlands:Support Measures for Learners in Adult Education and Training

Netherlands:Guidance and Counselling in a Lifelong Learning Approach

Netherlands:Mobility and Internationalisation

Netherlands:Mobility in Early Childhood and School Education

Netherlands:Mobility in Higher Education

Netherlands:Mobility in Adult Education and Training

Netherlands:Other Dimensions of Internationalisation in Early Childhood and School Education

Netherlands:Other Dimensions of Internationalisation in Higher Education

Netherlands:Other Dimensions of Internationalisation in Adult Education and Training

Netherlands:Bilateral Agreements and Worldwide Cooperation

Netherlands:Ongoing Reforms and Policy Developments

Netherlands:National Reforms in Early Childhood Education and Care

Netherlands:National Reforms in School Education

Netherlands:National Reforms in Vocational Education and Training and Adult Learning

Netherlands:National Reforms in Higher Education

Netherlands:National Reforms related to Transversal Skills and Employability

Netherlands:European Perspective

Netherlands:Legislation

Netherlands:Institutions

Netherlands:Bibliography

Netherlands:Glossary


Requirements of appointment

Primary education

Candidates seeking appointment as head or deputy head of a primary school must hold:
● a certificate of good conduct and
● a higher education certificate.


If the position involves management duties for which standards of competence have been set, candidates must also hold a certificate showing that they satisfy those requirements. If the head or deputy head is to perform teaching duties, he or she must meet the applicable standards of competence. Candidates must not have been banned from teaching by judgment of a court.


Secondary education

Candidates seeking appointment as head or deputy head of a secondary school must hold:
● a certificate of good conduct;
● a teaching certificate qualifying them to teach one of the subjects taught at the school. This requirement does not apply to the chairperson and members of a school’s central management board.


The competent authority of a school without a central management board may depart from this requirement in respect of no more than half of the members of the school’s management team.
If the position involves management duties for which standards of competence have been set, candidates must also hold a certificate showing that they satisfy those requirements.


Conditions of service

Day-to-day management of educational institutions

The powers and duties of the management of educational institutions are laid down in various Acts of Parliament. A new Act entered into force in 1997 which is designed to promote the proportional representation of women in management posts in education. The Act applies to all sectors of education. If women are underrepresented in senior posts, school boards are obliged to draw up a document once every four years setting out their policy (complete with target figures and a schedule) and the results achieved. This obligation ceases as soon as women are proportionally represented in management posts.


Day-to-day management of primary schools

The day-to-day running of primary and special schools is the responsibility of the head teacher. Primary schools usually have one or more deputy heads. Apart from the head, the staff consists of teachers and support staff. The competent authority draws up a document describing the duties and powers of the school management. The head teacher is responsible, under the aegis of the competent authority, for:
● the general running of the school;
● assisting in the planning and implementation of policy with regard to teaching, the organisation of the school and internal matters;
● helping to plan and implement the school’s personnel policy;
● helping to plan and implement the school’s financial policy;
● maintaining internal and external contacts regarding the above matters;
● giving lessons insofar as he or she is not exempted from teaching duties;
● other duties arising from the post of head.


Multi-school management, where the same group of persons manages several schools, focusing primarily on preparing and implementing cross-school policy, is becoming increasingly common. At least one head must be attached to each school to take care of educational, organisational and internal matters on behalf of the competent authority.


Day-to-day management of secondary schools

The day-to-day running of secondary schools is the responsibility of the head of the school, who is known in VWO schools as the rector and in other schools as the director. Secondary schools have one or more deputy heads. Together they form the management team. The competent authority draws up a document describing the duties and powers of the school management. The head and deputy heads are responsible, under the aegis of the competent authority, for:
● the general running of the school;
● assisting in the planning and implementation of policy with regard to teaching, the organisation of the school and internal matters;
● helping to plan and implement the school’s personnel policy;
● helping to prepare policy on behalf of the competent authority and preparing meetings of the governing body if asked to do so by the competent authority;
● maintaining internal and external contacts in relation to the above-mentioned tasks;
● giving lessons and performing other teaching duties insofar as the nature and size of the institution warrant it;
● other duties arising from their post.


The introduction of broad-based combined schools has made it possible to set up central management boards in schools providing VMBO/HAVO/VWO courses. Schools can now opt either for an "ordinary" management team (i.e. a head and one or more deputies) or a central management board consisting of up to five people (no more than three full-time equivalents), one of whom is appointed chairperson.


Various new forms of management are increasingly being introduced. Rather than there being a head and several deputies, the school management may consist of the head plus a number of "portfolio managers". Depending on the size of the school, the management team may also include one or more site heads who, as well as helping to shape policy, are responsible for implementing all aspects of policy at their own site.