
Contents
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Dutch Education Governance: A Bird’s-Eye View Dutch Education Governance: A Bird’s-Eye View
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Evolution of the System Evolution of the System
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Pay and Shut Up, 1917–1961 Pay and Shut Up, 1917–1961
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Education and Welfare State Ambitions, 1962–1982 Education and Welfare State Ambitions, 1962–1982
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Enter Managerialism, 1982–2002 Enter Managerialism, 1982–2002
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Re-politicizing Education, 2002–2020 Re-politicizing Education, 2002–2020
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A Dense and Multilayered Field A Dense and Multilayered Field
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Education as an Object of Political Ambitions: Analyzing Party Manifestos Education as an Object of Political Ambitions: Analyzing Party Manifestos
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Research on Dutch Education Policy Research on Dutch Education Policy
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Reflection and Agenda Reflection and Agenda
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References References
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39 The Politics of Dutch Education Policy
Get accessMarlies Honingh, Associate professor at the Department of Public Administration, Radboud University
Lars Stevenson, PhD candidate at the Department of Public Administration, Radboud University
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Published:23 January 2025
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Abstract
This chapter sheds light on the dynamics of and research into the Dutch system of education, rooted in article 23 of the constitution. In article 23, both freedom of education for schools and the necessity of continued government attention to the education system are laid down. Consequently, from article 23 a complex balancing act emerges between schools enjoying freedom of education and government interventions based on the notion of continued attention. The authors offer a historical overview, demarcating four phases between 1917 and 2021 based on how the balance between freedom of education and continued attention changed over time. They discuss the actors that emerged within the system and show how changes in the balance between freedom of education and continued attention affect the power of the different actors in the educational field. With a lack of research on the only actors able to change the system and the balance within it, political parties, the authors provide a short analysis of party manifestos. They show that parties remain in favour of the system based on article 23, but increasingly push the balance within the system towards more government intervention. They discuss the state of research on the education system, arguing that there is a tripartite division with studies focusing (1) on the system, (2) on the governance of the system, and (3) on issues of education unrelated to the system. The authors conclude by reflecting on the impact of continuous government intervention and the role that studies unrelated to the system have in this.
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