National Program for Primary and Secondary Education: Consent of mr's crucial

The consent of the participation councils in primary and secondary education and the involvement of the school team are crucial in the one-off expenditure of the billions of euros to get rid of corona arrears among students. The AOb developed useful guidelines to help mrs and teams on their way. Download them on this page.

For example, the AOb in the guides for it primary education en secondary education not to let the money leak to commercial - often expensive - tutoring agencies. Schools can make better use of the staff's own expertise so that it is sustainable development and the expertise is retained in the school. In addition, the AOb that it concerns incidental money and major problems such as the high workload and the teacher shortage cannot be solved. Structural investments are needed for that.

One time money

Last February, outgoing education minister Arie Slob known that a one-off amount of EUR 8,5 billion will be made available for education as a whole to clear up backlogs. 5,8 billion euros has been reserved for basic education. This means that primary, secondary and special education schools will receive extra money for the next 2,5 years.

School teams make an analysis ('the school scan') to see where the bottlenecks are for students and then a plan, the school program, which clearly describes what is needed and which interventions they choose. A choice must be made from proven interventions that the Ministry of Education has listed ('the menu'). In addition to eliminating learning disadvantages, attention can be paid to the broad development of pupils and their well-being.


De AOb wants to support mr'en with the guidelines (see downloads below) and point out that they have the right of consent. The school team must be actively involved in spending the money and drawing up the plan. Slob also called the involvement of the team 'crucial' in his letter to Parliament. In addition, the union advocates careful spending of the money, whereby clear national objectives are set in advance.


The ministry first wanted schools to complete the school program in April and then choose which measures they wanted to take in May. Acting chairman Tamar van Gelder mentioned this rather 'an impossible timeline'. According to the union, schools should be given sufficient time to be able to conduct the conversation. Quality is more important than speed, according to the AOb. The ministry has now announced that they will be more flexible with the deadline, as long as schools have described the broad outlines of the school program before the summer holidays.

Webinar, sign up!

Would you like to know more about effective interventions that a school can take to eliminate learning disadvantages, the role of the mr and the rules of the OCW in the distribution of the money from the National Education Program? The AOb holds about this on May 19 a webinar. During this webinar, researchers from Education Lab share handy toolkits that show schools which interventions are useful and effective. Sign up via the / calendar

The CAOP, where the AOb participates, organizes a webinar especially for mr'en on 17 May. Central is the role of participation councils in corona arrears and creating equal opportunities. Read more about this webinar

Frequently asked Questions

  • What is a school scan and do we have to share the results with the ministry?

    The minister asks schools to perform a school scan. With this bring schools in map where exactly are the delays for their students due to the corona pandemic. Schools can look at cognitive, social-emotional and well-being of their students.

    So the school scan is a process where you can use information from the student tracking system. School teams think so hard about the impact of corona on their students and what interventions they can take. The Ministry prepared for the execution of the school scan a step-by-step plan that you can use.

    Then they choose from the 'menu' of the Ministry of Education for appropriate interventions. For example, smaller classes, extra support from teachers, the use of digital resources or more one-on-one education. The menu is mainly based on effectiveness studies from the United Kingdom. 

    Schools need the results of the school scan cannot be delivered in its entirety at the ministry. Schools will, however, receive a monitoring questionnaire in September. This questionnaire is still under development, but questions will be asked, for example, about choices made and consent.

  • What is in the school program and do you have to be accountable for it?

    The school program is one plan for the coming school years 2021/2022 and 2022/2023, stating how the backlogs will be eliminated and which interventions schools will use for this. The chosen interventions make schools concrete in terms of activities and tasks, commitment and formation, financing and other preconditions.

    Schools develop this program at school level as a supplement to the school plan. At group or student level this can be worked out in a group plan or a development perspective (opp). The school program can be adjusted based on new insights.

  • What is the role of the (g) mr in the development of the school program?

    Mr's must early become involved in the process concerned, especially given the tight time frame. It is up to the school team to draw up the school program, but the advice can already be done in between make proposals. Once the school program is in place, the school director or the director makes a proposal to the mr. The council has right of consent when determining the school program, as it is an addition to the school plan. The Ministry of Education also sets mr approval as a condition. This means that the mr must receive sufficient information and, where possible, can also make use of the legal information right. Is there little support for the plans at your school? Then the mr has a good reason to turn to withhold consent.

    In principle, the Joint Participation Council (GMR) does not play a role at board level. Nevertheless, especially for the staff part of the GMR can not be excluded when those choices affect it board formation plan or for the terms of employment, such as for the appointment of permanent and temporary staff. Ultimately, the board is responsible for spending the money. The GMR has the right to advise on the distribution of resources among the schools and the budget of the board, but the school is in charge. This means that the school board does not make a central school program itself. However, the school board can facilitate specific interventions in consultation with the GMR.

    Download our guide for mrs in primary education via this link. Do you work in secondary education? Then download this guide.

  • How should the team be involved in the school program?

    Involvement of the school team is very important and one condition, says the Ministry of Education. It is important for support and for implementation. Which interventions schools choose to make up for the backlog, moreover, falls under the professional space of the teachers according to the Teaching Profession Act.

    What does the involvement look like?

    1. The conversation is first about possible interventions to clear up backlogs. Schools choose from 'the menu' of proven interventions from the Ministry of Education. That map will be published at the end of April.
    2. The school management processes the choices in a draft school program and also discusses this with the team. Involve the mr in this from the start.
    3. After the school program has been discussed in the team, the school management formally submits the program to the mr. The mr has the right of approval. Download our handy guide for school teams and mrs in primary education via . You will find the guide for secondary education here.
  • Is the school program a condition for the school to receive the money?

    The school program is no condition to receive the money. In any case, all schools receive the budget reserved for them. Accountability takes place at board level in the annual report at the end of the year.

  • What do parents have to say about the school program?

    Parents, and in secondary education also the pupils, belong to the 'constituency' of the MR, just like the staff. In case of important decisions, the MR can gauge the opinion of the constituency before the council agrees. The position of parents in the school program differs from that of the staff. Education staff are professionally involved in planning. Teachers assess what students need from their professional expertise and are independently responsible (laid down in the education laws) for assessing educational performance. Parent discussions do have added value, especially because the school program also focuses on the social emotional development of the pupil.

  • Can schools use this incidental sum of money to attract staff?

    Yes, that is allowed if the commitment of the staff is intended to reduce delays by corona. Additional staff will be required for a number of interventions from the ministry's 'menu'. The AOb advises to invest in it own staff. This can be done, for example, by converting temporary contracts into permanent contracts, expand part-time appointments, postpone (early) retirement and the hiring (extra) support staff.
    In addition, schools can investigate whether the efforts of students for specific activities can contribute. The leakage of money to commercial parties is not in the interest of the students and does not ensure sustainable development in education and teaching staff.