This presentation was given by Klaas Heemskerk from the Amsterdam Institute for Social Science Research at the GCES Conference on Governing Education in a Complex World during the second Workshop A on Participatory Goverance in Brussels on 17 October.

1. Only A Pawn In Their Game?
Participation in National Educational Reform
in The Netherlands
Klaas Heemskerk OECD -GCES
Governing Education in a Complex World
Brussels, October 17-18, 2016

2. Educational reform in The Netherlands
Exemplary case of paricipatory governance?
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3. Dialogue Education2032
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4. Dialogue Education2032
150 meetings with over 9.000 participants
59 brainstorm sessions with over 1000 pupils
Over 260 white papers, manifests, surveys, etc.
Over 13.500 online messages (Twitter, Facebook, etc.)
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5. Advisory Report Education2032
When the Platform began its work, we were aware that our
efforts might attract a degree of scepticism, dissent or even
outright opposition, not least from the people who work in
education. We are happy to report that this was not the case. We
have been very pleasantly surprised by the enthusiasm,
engagement and willing cooperation shown by the thousands
of teachers, school administrators, students and parents who
have contributed to the discussion.
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6. Teachers respons to Education2032
“Many teachers disagreed with this advisory report"
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7. Media respons to Education2032
“Abrainstorming with the entire population does not work.
It will be a mess.”
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8. Secretary of state in denial
Refering to support from employers to suggest support base
among teachers
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9. Education2032: seeking support base
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10. Discussing Education2032: Synthetron
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11. How?
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12. How?
‘textbook example of sham participation’and too late
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The question 'Why Education2032?’ was not asked. It was assumed
that it goes with the story described in the advisory report and the
debate so headed on the 'how' within this framework.
Taco op lerareninactie.nl
The educational-administrative complex has decided behind
closed doors what they wanted, and only then began looking for
support. Well, that leads to the opposite.
Ton van Haperen in de Volkskrant
[…] the influence of OECD’s educational imperialism
Ben Wilbrink op onderwijs2032sciencecheck.wordpress.com

13. Aside: a global problem
“[…] the need for dialogue and the participation of teachers
at all levels of education reform rather than a mere
participative pretense” Levinson et al. 2012.
‘‘Only rarely have teacher educators and teachers been
allowed to participate in the dialogue that results in the
construction of new curriculum” Tatto, 1997.
“[…] in many cases, teachers are expected or encouraged to
‘buy into’an institutional vision rather than share or develop
their own’’Hammerness, 2001.
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14. How do we see participatory governance?
“Opening governance structures and processes to broad
participation provides a channel for stakeholders to express
their views and contribute in shaping policy. Incorporation of
knowledge is improved and opinions and concerns are taken
into account. These kinds of processes increase levels of
acceptance and understanding of the policy output.”
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15. Participatory governance as an advanced marketing strategy?
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16. Spot the difference
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17. Back to Fung & Wright
Deepening democratic involvement
Three principles
1. Practical Orientation
2. Bottom-Up Participation
3. Deliberative Solution Generation
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18. More encouraging developments in participatory governance in
The Netherlands
1. Empowerment of teachers within the Educational
Cooperative (Onderwijscooperatie) – participants
council for the teachers register.
2. Teacher-civil servants
3. Social Media unites teachers, students and parents
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