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.Aspire Public Schools, USA 2.Boston/Mass, USA 3.England 4.Hong Kong 5.Latvia 6.Lithuania 7.Long Beach, CA, USA 8.Ontario, Canada 9.Poland 10.Saxony, Germany 11.Singapore 12.Slovenia 13.South Korea Promising starts 14.Armenia 15.Chile 16.Ghana 17.Jordan 18.Madhya Pradesh, India 19.Minas Gerais, Brazil 20.Western Cape, South Africa

FOTO: AFZWEMMEN VOOR A ZWEMDIPLOMA, UTRECHT, FOTOGRAAF: MICHAEL KOOREN/HH We are not in the list! Insight 1 “Treading Water”

Universal scale score We are “stuck in good” Great Good Fair Excellent Poor

.. despite 29 attempts to improve Dutch education BRON: Regeerakkoorden 1989, 1994, 1998, en 2010; Dereguleren met beleid (Onderwijsraad, 2000) 1 BVE omvat beroeps- en volwassenenonderwijs Hervorming Onderzoekscommissie Commissie Dijsselbloem (februari 2008): “De regering heeft haar kerntaak, het garanderen van de kwaliteit van het onderwijs, ernstig verwaarloosd” “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.” Curriculums Basisvorming Basisonderwijs: Rekenen en lezenTweede fase Opnieuw evalueren kerndoelen basisonderwijs Output gefocust leren WEB (MBO) ’90’95’00’05’10 Lubbers III (’89)Paars I (’94)Paars II (’98)Balkenende I (’02) Balkenende II (’03) Balkenende III (’06) Balkenende IV (’0’7) Regeringen Lesgevend personeel Convenant Leerkracht (functiemix) Decentralisatie van arbeidsovereenkomsten MO en BVE2 Leraarbegrotingen Vakbekwaamheids- eisen (BIO) Organisatie Creëren VMBO Schaalvergroting middelbaar onderwijs Bachelor/Master structuurSchaalvergroting basisonderwijs TE Wet (WHW) Fusietoets Overig Innovatieplatform Dijsselbloem (‘08) Prestatiebeurs: studiebeurs & lening Van Rijn (‘01)Van Es (‘94) Financieel Lumpsum basisonderwijsRonde som middelbaar onderwijs Rutte I (’10) Rinnooy Kan (‘07) Decentralisatiebeleid voor achterblijvende studenten Integraal personeelsmanagement Introductie ROC’s Kwalificatiestructuur Domein Gratis schoolboekenLGF (rugzak voor kinderen met bijzondere behoeften)

A system can make significant gains – in a short period of time Insight 2 “Opportunity” FOTO: LES GRIEKS & LATIJD, SINT JANSLYCEUM IN DEN BOSCH FOTOGRAAF: KOEN VERHEIJDEN/HH

These systems proved they could continuously improve, irrespective of their starting position BRON: TIMSS, PISA, NAEP, nationale en provinciale assessments; McKinsey interventies database Poor Fair Good Great Saxony, Germany England Slovenia Poland Latvia Lithuania Hong Kong South Korea Long Beach, CA, USA Boston/MA, USA Armenia Minas Gerais, Brazil Aspire Public Schools (USA) Madhya Pradesh, India Chile Western Cape, SA Singapore Ghana Jordan Ontario, Canada

Systems can improved over just a six year period ChileLatviaHong Kong +75%+65%+25% Saxony +75% Poor Good Fair Great Initial Performance SYE

Overall Indian Chinese Malay 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

Each stage of improvement has a unique set of interventions Insight 3 “Acupuncture”

Successful interventions from “good” to “great” focus on teachers and school leaders as professionals SOURCE: McKinsey 2007; McKinsey 2010; Skolverket; Interviews Poor to fairFair to goodGood to greatGreat to excellent Improvement journey  Revising curriculum and standards  Reviewing reward and remuneration structure  Building technical skills of teachers and principals Theme Intervention cluster Achieving the basics of literacy and numeracy ▪ 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 Getting the foundations in place ▪ 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 Shaping the professional ▪ 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 Improving through peers and innovation ▪ 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 Common across all journeys  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 Public spend per student, PPP USD Poor Fair Good Great Excellent

The engine of the “good” to “great” journey is shaping the professional in the school ExamplesCollaborative practice by teachers and school principals Hong Kong Boston, MA, USA Ontario, Canada Aspire Public Schools, USA Finland Raising caliber of entering teachers and principals ▪ Teacher education programs requiring high grades and performance 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 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