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Dutch Education From Good to Excellent CONFIDENTIAL AND PROPRIETARY Any use of this material without specific permission of McKinsey & Company is strictly prohibited Our research questions What school systems have shown an ‘umph”? What did they do? How do they sustain improvement? We studied school systems that achieved an increase in achievement Sustained improvers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Aspire Public Schools, USA Boston/Mass, USA England Hong Kong Latvia Lithuania Long Beach, CA, USA Ontario, Canada Poland Saxony, Germany Singapore Slovenia South Korea Promising starts 14. 15. 16. 17. 18. 19. 20. Armenia Chile Ghana Jordan Madhya Pradesh, India Minas Gerais, Brazil Western Cape, South Africa Insight 1 “Treading Water” We are not in the list! FOTO: AFZWEMMEN VOOR A ZWEMDIPLOMA, UTRECHT, 19-07-00. FOTOGRAAF: MICHAEL KOOREN/HH We are “stuck in good” Universal scale score1 600 Excellent 550 529 518 513 510 491 500 520 Great Good Fair 498 450 Poor 400 350 300 0 1984 1988 1992 1996 2000 2004 2008 2012 Hervorming .. despite 29 attempts to improve Dutch education Domein Organisatie ’90 ’95 ’00 Schaalvergroting basisonderwijs Creëren VMBO TE Wet (WHW) Introductie ROC’s Schaalvergroting middelbaar onderwijs Onderzoekscommissie ’05 ’10 Bachelor/Master structuur Decentralisatiebeleid voor achterblijvende studenten Integraal personeelsmanagement Fusietoets Leraarbegrotingen Lesgevend personeel Decentralisatie van arbeidsovereenkomsten MO en BVE2 Vakbekwaamheidseisen (BIO) Ronde som middelbaar onderwijs LGF (rugzak voor kinderen met bijzondere behoeften) Financieel Lumpsum basisonderwijs Gratis schoolboeken Tweede fase Curriculums Basisvorming WEB (MBO) Kwalificatiestructuur Overig Van Es (‘94) Lubbers III (’89) Regeringen Prestatiebeurs: studiebeurs & lening Paars I (’94) Paars II (’98) Convenant Leerkracht (functiemix) Basisonderwijs: Rekenen en lezen Opnieuw evalueren kerndoelen basisonderwijs Innovatieplatform Rinnooy Kan (‘07) Van Rijn (‘01) Balkenende I (’02) Dijsselbloem (‘08) Balkenende III (’06) Balkenende II (’03) “Wanneer de overheid helderheid biedt over de onderwijsdoelen, effectief toeziet op resultaten en zekerheid biedt over adequate faciliteiten, wordt de scholen een duidelijk kader geboden waarbinnen zij het onderwijs in grote vrijheid verder vorm kunnen geven.” BRON: Regeerakkoorden 1989, 1994, 1998, 2002. 2003 en 2010; Dereguleren met beleid (Onderwijsraad, 2000) Rutte I (’10) Balkenende IV (’0’7) Commissie Dijsselbloem (februari 2008): “De regering heeft haar kerntaak, het garanderen van de kwaliteit van het onderwijs, ernstig verwaarloosd” 1 BVE omvat beroeps- en volwassenenonderwijs Output gefocust leren Insight 2 “Opportunity” A system can make significant gains – in a short period of time FOTO: LES GRIEKS & LATIJD, SINT JANSLYCEUM IN DEN BOSCH 18-01-10. FOTOGRAAF: KOEN VERHEIJDEN/HH These systems proved they could continuously improve, irrespective of their starting position 1985 1990 1995 2000 Singapore Hong Kong South Korea Ontario, Canada Saxony, Germany England Latvia Lithuania Slovenia Poland Long Beach, CA, USA Boston/MA, USA Armenia Jordan Western Cape, SA Chile Ghana Aspire Public Schools (USA) Minas Gerais, Brazil Madhya Pradesh, India BRON: TIMSS, PISA, NAEP, nationale en provinciale assessments; McKinsey interventies database Poor Fair 2005 2010 Good Great Systems can improved over just a six year period +75% SYE 2000 2006 +65% 2000 Chile Poor +75% 2006 Latvia Fair 2000 2006 Saxony Good Initial Performance +25% 2000 2006 Hong Kong Great Example: Singapore also narrowed the gap between its ethnic groups % of pupils who sat the Primary School Leaving Exam and achieved eligibility for secondary school by ethnicity 100 95 Chinese Overall Indian Malay 90 85 80 75 70 65 1987 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 2006 Insight 3 “Acupuncture” Each stage of improvement has a unique set of interventions Successful interventions from “good” to “great” focus on teachers and school leaders as professionals Improvement Poor to fair journey Fair to good Good to great Great to excellent Theme Achieving the basics of literacy and numeracy Getting the foundations in place Shaping the professional Improving through peers and innovation Intervention cluster ▪ ▪ ▪ ▪ ▪ ▪ Common across all journeys Providing motivation and scaffolding for low skill teachers – Scripted teaching materials – Coaching on curriculum – Instructional time on task – School visits by center – Incentives for high performance Getting all schools to a minimum quality level – Outcome targets – Additional support for low performing schools – School infrastructure improvement – Provision of textbooks Getting students in seats – Expand school seats – Fulfill students basic needs to raise attendance ▪ ▪ Data and accountability foundation – Transparency to schools and/or public on school performance – School inspections and inspections institutions Functional and organizational foundation – Optimization of school and teacher volumes – Decentralizing financial and administrative rights – Increasing funding – Funding allocation model – Organizational redesign Pedagogical foundation – School model/streaming – Language of instruction Revising curriculum and standards Reviewing reward and remuneration structure Building technical skills of teachers and principals SOURCE: McKinsey 2007; McKinsey 2010; Skolverket; Interviews ▪ ▪ Raising caliber of entering teachers and principals – Recruiting programs – Pre-service training – Certification requirements Raising caliber of existing teachers and principals – In-service training programs – Coaching on practice – Career tracks – Teacher forums and collaborative planning School-based decision making – Self-evaluation – Independent and specialized schools ▪ ▪ Cultivating peer-led learning for teachers and principals – Collaborative practice – Decentralizing pedagogical rights to schools and teachers – Rotation and secondment programs Creating additional support mechanisms for professionals – Release professionals from admin burden by providing additional administrative staff System-sponsored experimentation/ innovation across schools – Providing additional funding for innovation – Sharing innovation from front-line to all schools Assessing student learning Utilizing student data to guide delivery Establishing policy documents and education laws Systems with similar spend have widely ranging levels of performance 580 Excellent 561 Finland 560 525 540 Estonia 520 508 498 500 480 Croatia 478 471Armenia Moldova 460 440 420 Jordan Chile Algeria Columbi a Mexico Tunisia 380 Hungary Lithuania Bulgaria Malta Czech Republic England Slovenia New Zealand Greece Israel Netherlands Spain 485 498 Iceland USA Iran Oman 489 488 Norway 470 464 456 Good Luxembourg Denmark Austria Sweden Italy Bahrain Fair Saudi Arabia Botswana 421 Kuwait Brazil Poor 402 Ghana Argentina Azerbaijan 383 380 Morocco 0– 1,000 France Germany4 Australia Portugal 522 Switzerland Belgium Ireland Japan El Salvador 0 Great Singapore 520 Hong Kong Cyprus Turkey Syria Philippine s Georgia Uruguay W. Cape 400 Malaysia Romania Slovak Republic Poland Latvia South Korea 541 Ontario 533 361 1,000– 2,000 2,000– 3,000 3000– 4,000 4,000– 5,000 5,000– 6,000 6,000– 7,000 7,000– 8,000 8,000– 9,000 9,000– 10,000 10,000+ Public spend per student, PPP USD The engine of the “good” to “great” journey is shaping the professional in the school Collaborative practice by teachers and school principals Raising caliber of entering teachers and principals ▪ Teacher education programs requiring high grades and performance Examples Finland Raising caliber of existing teachers and principals ▪ Teachers visiting each other's class rooms ▪ Teachers doing joint-lesson-planning ▪ Teachers mentoring and coaching each other and working with specialist coaches and principals on instructional practice Ontario, Canada School-based decision making ▪ Teachers and leaders reviewing student performance data together and jointly developing solutions ▪ Study groups, professional learning communities using research and data Boston, MA, USA Aspire Public Schools, USA Hong Kong