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The ways in which the educational structure in The Netherlands has consequences for educational administration are described in this paper. The introduction discusses the concept of educational effectiveness and stresses learning outcomes as a primary goal and the next section outlines the structure of The Netherlands' educational system, particularly the administrative aspect, which is characterized by educational freedom and central regulation with decentralized execution. The final part offers experiences that illustrate the relationship between the administrative bodies and educational effectiveness. The push for decentralization may catch many principals unprepared for their new roles of greater responsibility, which raises the question of whether to grant greater principal authority or provide more staff development. The paper raises the question of whether there is some influence of higher administrative bodies, such as school boards, on educational effectiveness. A conclusion is that student-teacher interaction in the classroom is the most important factor in student learning outcomes. The contributions of other levels in education by providing and facilitating conditions for what happens on the classroom-level is fairly small. (6 references) (LMI)

Descriptors: Boards of Education, Decentralization, Educational Administration, Elementary Secondary Education, Foreign Countries, Governance, Government Role, Government School Relationship, School District Autonomy, School Effectiveness

Autor: Creemers, Bert


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