National Education Programme: Consent is crucial

Schools are now up to speed with the National Education Program (NP Onderwijs). They have mapped out the backlogs and opted for interventions from the ministry's 'menu' to eliminate the backlogs. They have also described this in their school curriculum.

De AOb considers the involvement of teachers to be crucial in the development of the NP Onderwijs. For example, participation councils or works councils must agree to the school program in which everything is described. The AOb developed useful guidelines for mrs and ors in every education sector.

For example, the AOb in the guides for it primary education en secondary education to prevent the money from leaking into commercial -often expensive- tutoring agencies. Schools can better focus on the own expertise of the staff so that it is about sustainable development and the expertise is kept in the school.

In manual for secondary vocational education, the hbo and the science education&research the union refers to the education team. The teaching staff must know in advance how much money is available and in what period. The works council or employee participation council must provide this clarity. In these sectors, part of the money is structural because of the increased numbers of students.

Structural money needed

In addition, the . emphasizes AOb in general that it concerns incidental money and major problems such as the high workload and the teacher shortage cannot be solved with this. Structural investments are necessary for this, the union believes. In addition, the . emphasizes AOb time and again that the time frame - currently two years - is too tight to spend the money.

Uit the first progress report of the ministry showed that half of all primary schools think they will run into problems with the implementation of the NP Onderwijs. This is due to a shortage on the labor market and the lack of structural financing.

In the report, a large majority of school leaders also indicated that they involved their teacher teams in all choices. Not all mr's have agreed yet, but the expectation of the ministry is that they will do so soon. Has your school or institution not yet given its approval? Then be alert to this. Education teams that notice that they are under-involved can contact the help desk from the ministry.

Bonus disadvantaged schools

Outgoing minister Slob temporarily rewards employees at disadvantaged schools with a bonus. The AOb has strongly criticized this arrangement and director Thijs Roovers called it a 'Slobloss'. It offers no structural solution to the teacher shortage and the problem is only shifted. In addition, the consent of the staff section of the participation council (pmr) should also apply in primary and secondary education, but the ministry persistently insists that the consent of the staff section of the joint participation council (p)gmr (participation at board level within a school board) ) in primary education is sufficient. As a result, the choice can be made that this money, intended for staff at disadvantaged schools, is spread over all schools under one board.

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Frequently asked questions

  • What is the role of employee participation in the expenditure of the labor market allowance (the bonus for employees who work at a disadvantaged school)?

    The labor market allowance is intended for staff at disadvantaged schools. Boards receive money for this from the ministry. This is in addition to the lump sum. The employee representation has the right to consent about how this applies. In secondary education, this right lies with the staff members of the participation councils of the individual schools. The situation is slightly different in primary education, where the ministry finds the approval of the staff section of the joint participation council (pgmr) sufficient. This is participation at the level of an entire school board. The AOb has criticized this, because the pgmr can choose to distribute this money - intended for staff at disadvantaged schools - over all schools among the entire board.


  • 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, in which it is stated how the backlogs will be eliminated and which interventions schools will use for this. The chosen interventions make schools concrete in activities and tasks, commitment and formation, financing and how you as a team evaluate progress in the interim and adjust it if necessary.

    This program is created at the 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. The mr must also know whether the school team has been sufficiently involved in the entire plan. If that is not the case, then that is a good reason not to agree for the time being.

    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 this link. You will find the guide for secondary education here.
  • 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 commitment 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. The AOb wants it so as little money as possible flows to commercial parties. Sometimes specialized knowledge and outside help is needed. Always check the quality. Ask for experience, training, evaluations and references. And ask around in your own network. Go never just respond to 'offers' from external parties that come in via e-mail.