Risk Based
Inspections in the
Netherlands
drs. E. Klaver
Program Manager
International
Lklav@owinsp.nl
Outline of the presentation:
1. Background, aims and processes of the Dutch inspection
approach
2. Detecting risks by assessing the published results of schools
3. A school visit
4. If you start a risk based approach
The Netherlands Inspectorate of Education
A long standing tradition, 210th. anniversary this year
(going back to 1801)
- Maintaining the basic quality of schools by a risk based
approach
- New approach focusses on underachievement of
students
- Legally embedded supervision (WOT, 2003 and a new
law pending)
- Focusses on schools and school boards
- All sectors: Pre-school, Primary, Secondary, Vocational,
Higher and University Education
-10.000 schools/institutes
- Focusses on Quality, Finances and Enforcement of
quality/information documents
-
Legal Tasks of the Inspectorate
4 legally based tasks:
- check/control eduational quality
- stimulate the improvement of the quality of education
- report about the quality of education in the Netherlands (annual report)
- check/control financial situation (schools and school boards)
Law on Educational Supervision (2003)
Basic Assumptions
- Effective and Proportional
- Balance between the responsiblity of the Netherlands Inspectorate
and the School boards for educational quality.
- School quality is primarily the responsibility of schools and its
governing bodies (school boards)
- Decrease of ‘information/accountability’ burden
- Proportional: Good schools deserve less inspections,
An integrated approach: Educational Quality, Finances and
Enforcement of Quality- and Information Documents
Inspectorate
Autonomy School Board
Independant
sources
Stake holders
Expectations
Complaints
Internal
evaluation
Quality
Control
proportional
supervision
experiences
Voting by feet
External
accountability
outcomes
analysis
Framework
Output/
Improvement
measurements
Published
arrangements
Education Quality Improvement
Signals about
quality and
safety
Annual
documents
Output/
outcomes
Analysis
Memory of the
organisation
The workprocess
inquiry
Quality arrangement
Interventions
quality
Interventions
enforcement
signals
Annual
documents
Output/
outcomes
analysis
Risk based
approach
towards school
quality
Memory of the
organization
risk analysis
inquiry
Quality arrangement
Interventions
Interventions
quality
enforcement
Signals
School visit to
investigate
failing quality+
inspection report
Annual reports
Output/outco
mes
Analysis
Memory of the
organization
inquiry
Quality arrangement
Interventions
quality
Interventions
enforcement
• Quality interventions on
Signals
Annual reports
weak/very weak schools.
• Will be legally supported in
the new Law on education
quality (pending).
analysis
• Enforcement measurements
(already legally supported).
Output
outcomes
Memory of the
organization
inquitry
Quality arrangement
Interventions
quality
Interventions
enforcement
Risk Analysis
- Each year, all schools
- Detection of risks
- First: the risk analysis on the computarized data
- Second: assessment of the available data, documents and
resources by the inspector assisted by an analyst
Standardized part of the Risk analysis
Three sources:
1. Data on student outcomes
2. Signals
3. Annual school report and other relevant
documents
- standardized
- based on available documents
- computarized data
- annual evaluation
Source 1: Student Outcomes
- average results below norms over the last three years
- decreasing average results over the last two years
- average results below norms over the last three years on
aspects (mother tongue and arithmetic)
- retention rate or number of early school leavers is above
average
risk indicators are of high quality
Available sources (national standardized test
results(Cito) and a national database on
schooldata (DUO)
School X
FACTOREN
RISICO
TOTAAL ALLE FACTOREN
91
OPBRENGSTEN
96
School
score
Score
Landelijk
Gemiddeld
Eindopbrengsten Cito
93
526.4
535.0
Eindopbrengsten herberekend Cito
77
532.5
535.0
Eindopbrengsten-trend Cito
76
-3.0
-0.2
Eindopbrengsten Schoolgroep 6 (Cfi)
72
526.4
529.6
Percentage uitstroom LWOO
97
37.5
8.7
Percentage 2-jaar trend LWOO
98
25.0
0.9
7
1.0
0.9
Oordeel tussenresultaten
93
0.0
0.9
Oordeel zittenblijven
93
0.0
0.8
Oordeel eindresultaten
EERDERE INSPECTIE-OORDELEN
85
71.0
82.8
Trend percentage voldoendes
86
-12.3
3.5
Oordeel leerlingzorg
61
0.8
0.8
Oordeel differentiatie lesaanbod
73
0.5
0.8
CONTEXTFACTOREN
44
0.0
0.6
Percentage 1.90-leerlingen
94
59.6
12.0
Percentage trend 1.90 leerlingen 1-3 jaar
37
-1.1
-3.9
Percentage 1.25-leerlingen
37
6.3
10.3
Trend 1.25 leerlingen 1-3 jaar
33
-10.0
-13.1
Percentage niet (volledig) bevoegde leraren
82
6.3
2.7
Percentage vertrokken leraren
64
6.3
4.9
Percentage ziekteverzuim
54
12.5
13.6
Percentage leraren langdurig ziek
58
6.3
6.0
Percentage vacatures per docent
0
0.0
0.5
Vacature schoolleider?
0
nee
3.0
Directie ongewijzigd?
0
ja
22.0
100.0
80.4
GEGEVENSBETROUWBAARHEID
National
databases
66
Trend leerlingaantal 1-3 jaar
Percentage valide factoren
`
95
Percentage voldoendes
6
6
%
factoren in
profiel
100
BRON
National
databases
Source 2: Signals
-
complaints (inspectorate)
complaints (Ministery of Education)
complaints (student and parent organizations)
signals from the press (television, (local) news papers etc).
For each signal a risk level is determined
- topical
- immediate interventions
Risk analysis approach of the Dutch Inspectorate
-
an evidence based riskmodel:
only evidence based risk factors
annual sample survey to test the risk model
annual evaluation of the (risk) behavior of inspectors
continuous improvement of the model
Conditions are favourable for the Dutch Inspectorate because of the
size of the number of schools
Lots of data available for the inspectorate, schools and school boards
Available standardized system for the Dutch inspectorate
Inspection inquiry and visit: norms
Norms are based on a quality framework and decision rules
Norms about: teaching materials (content), teaching/learning
time, didactical approach, differentiation, (safe) schoolclimate,
student care and guidance, school self- evaluation and student
output/outcomes.
In consultation with stakeholders norms have been decided
The Minister decides on the quality framework.
Schoolvisit (after first detection of failing quality)
Schoolvisit
- Studying school quality documents and student file
- Lesson Observations
- Interviews with school head and special teacher for special
needs students
- Feedback about the findings to the school board and school
director, at the same day.
Interrater reliability: annual evaluations (of risk behavior)
individual inspectors
review procedures on schoolreports
If you start a risk based approach
1. Choice of a model: Schooleffectiveness/schoolimprovement
2. Many European countries use CIPO: Context, Input, Process and
Output (schooleffectiveness)
3. Focus on dialogue,
4. Support for quality indicators and norms by stakeholders
5. Developing/standardizing instruments
6. Specifying procedures
7. Data collection (central/decentral)
8. Step-by-step implementation
Questions, remarks?
Thank you for your attention
drs. Liesbeth Klaver
Program Manager
The Netherlands Inspectorate of Education
lklav@owinsp.nl