Abstract
Recent publications on changes in education have paid considerableattention to the interplay of control and extended autonomy. Thisinterplay takes place on three levels: between government and theindividual school; between school and the individual teacher; andbetween teacher and student. At each level there are issues surroundingthe relationship between a top-down and a bottom-up approach to changesin education. The major questions to be answered are: what goals are tobe achieved; what means of direction and control should be preserved;who exercises control over the goals and processes; how extensive is theautonomy of schools, teachers and students; and will self-regulation andautonomy become a reality? In this article we describe the interplay oftop-down and bottom-up processes in recent changes in senior secondaryeducation in the Netherlands. These changes include introducingself-regulated learning by students, flexibility in teachers' tasks,liaison with advanced studies in higher education, and raisingstandards.
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Veugelers, W. Between Control and Autonomy: Restructuring Secondary Education in the Netherlands. Journal of Educational Change 5, 141–160 (2004). https://doi.org/10.1023/B:JEDU.0000033070.80545.01
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DOI: https://doi.org/10.1023/B:JEDU.0000033070.80545.01