School Leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2011 Compulsory Education Act (Leerplicht Verordening) defines the “Head” (hoofd) as “the person charged with the management of a school.” The 1989 Basic Education Act (Basisonderwijs) also uses the term “Head” (hoofd) to refer to the school leader.
In the 1989 Basic Secondary Education Act (Voortgezet Onderwijs), the school leader may also be referred to as the director (directeur).
The 2030 National Education Plan defines the terms headmasters and directors as those “responsible for managing their schools through policy. They maintain good contact with their team and with the parents. When they identify problems that need to be resolved at the school board or national level, they report this to their school board.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
According to Aruba’s 2021-2025 Education Policy, the competencies for teachers are currently being worked on through the Kibrahacha project, a project to guide the teacher training for Aruba, Bonaire, and Curaçao.
Roles
Setting expectations/objectives: School heads must be able to think creatively and outside the box, operating strategically and acting tactically. They need a positive attitude towards educational innovations and modern didactic tools. They also need to maintain extensive knowledge and experience in management and business operations.
Developing teaching and learning: Article 12 in the 1989 Basic Education Act (Basisonderwijs) and Article 22 in the 1989 Basic Secondary Education Act (Voortgezet Onderwijs), state that the head of the school (or the director) annually designs the curriculum and the lesson schedule by national regulations, after discussion with joint teachers. This information includes the distribution of the subject matter over the grades, the number of hours that will be spent on each subject, as well as a list of books and other learning aids to be used.
Promoting collaboration: According to the 2030 National Education Plan, the headmaster or director of the school is responsible for ensuring good contact with their team, with the parents, and with the school board. School heads must also have a “flexible and open attitude towards parents and other external contacts.”
Supporting staff development: School heads must be able to work as a team and know how to deal effectively with problem and conflict situations.
Acting in accordance with the ethical principles of the profession: The National Code of Conduct for Education Aruba sets behavioral standards for school management, teachers, parents, and students. With the National Code of Conduct, the Minister of Education and Family wants to promote a positive and safe school climate in collaboration with those involved. Safety relates to physical, mental, social and emotional aspects.
Others: According to the 1989 Basic Education Act (Basisonderwijs), the school head is required to teach a class. The 1989 Basic Secondary Education Act (Voortgezet Onderwijs) states that the minimum hours which a director must teach is set by the minister.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 1989 Basic Education Act (Basisonderwijs) and the 1989 Basic Secondary Education Act (Voortgezet Onderwijs), a certificate of competence as a head teacher is required which provides proof of sufficient pedagogical and didactic preparation. A certificate of good character and a medical certificate are also required. To become the head of a school of special education, one must also obtain the certificate of competence as a fully qualified teacher, and another certificate as determined by the Minister of Education. Headteachers must have a certificate of competence as a fully qualified teacher and must have at least 5 years of experience.
Appointment decision
The 1989 Basic Education Act (Basisonderwijs) and the 1989 Basic Secondary Education Act (Voortgezet Onderwijs), state that the school head is appointed, suspended and dismissed by the Minister of Education. The appointment is to take place as far as possible from the position start date. The minister may also transfer school heads to different locations. The school board signs a deed of appointment with the school head and sends a copy to the school inspector. The deed of appointment states whether the appointment is on a temporary or permanent basis. Job openings are posted on the page of the Ministry of Education.
Employment equity measures
Information could not be found.
Working conditions
The 2030 National Education Plan does refer to trade unions, emphasizing their importance when it comes to good working conditions, safety at school, a strong healthcare structure, cooperation with various authorities in the field of healthcare and more respect for the teaching profession by society. The policy states that trade unions represent the interests of the teachers including working conditions, employment conditions, necessary materials and instruments for education. The unions are not responsible for policy preparation in the field of education or curricula, but they do provide information to the school boards and the education inspectorate which in turn passes on the information to the directorate of education.
The 1989 Basic Education Act (Basisonderwijs) mentions that the salary of school heads and teachers is determined by a national decree containing general measures. There is a retirement age by which school heads will no longer be able to hold the position of school head. The Education Administration also has in place a salary scale based on the Netherlands version, though a copy could not be found.
2.3. Leadership preparation and training
Pre-service training
Prior to becoming the head of a school, one must pass an examination to receive the certificate of competence.
Induction and in-service training
The 2030 National Education Plan aims to provide more leaders in education with a broader “toolbox” that can be applied in different situations (intrapersonal, interpersonal). The project "E Docente na Wiel" (The Teacher in the Driver's Seat) is a learning network in which teachers and school leaders can learn from each other.
3. Teachers, parents and students
3.1. School management committees and boards
Article 41 of the 1989 Basic Education Act (Basisonderwijs) states that schools are under the management of a school board with a legal personality that aims to provide education without making a profit. The school staff may not be a part of the school board. Responsibilities of the school board include managing the school. This includes signing the deeds of appointment of the school head, teachers, and staff; as well as the budgeting of school finances.
The 2030 National Education Plan states that school boards are charged with implementing government policy in the field of education at their schools, exercising control over the activities and personnel and financial policies of their schools and maintaining good communication with the Ministry, keeping them informed of the progress in their work. The school board also sets out the rules, agreements, rights and obligations of the school ensuring that a copy is handed out to teachers, students and parents/ guardians at the beginning of each school year and signed for receipt.
Private schools have their own Boards and Policies and do not follow the Aruban government guidelines.
3.2. Middle leaders
The 1989 Basic Secondary Education Act (Voortgezet Onderwijs) mentions that a deputy director is assigned by the competent authority to assist the school’s director.
3.3. Parents
Article 37 of the 1989 Basic Education Act (Basisonderwijs) states that a parent committee is attached to every public primary school. According to Article 42, the school board gives the parents, guardians and caregivers of students the opportunity to form a parent committee. The organization, the method of electing the members and the authority of the parent committee are determined by the school board and regulated by national decree.
Article 44 of the 1989 Basic Secondary Education Act (Voortgezet Onderwijs), a parent committee is associated with each public secondary school.
The 2030 National Education Plan states that parent committees are responsible for checking whether schools are fulfilling their duties to educate students, and that education is offered in a healthy environment. They provide support to schools in educating students and creating a healthy environment at school.
3.4. Students
Information about student councils was not found in Aruba’s national laws, policies, strategies or frameworks. However, there is evidence that schools in Aruba do have student councils. Both Elementary and Secondary levels may have Student Leadership groups that have a meaningful voice in how the school operates. This may be through student councils or several clubs that provide representatives to assist with leadership decisions.
4. Governance
4.1. Autonomy of school leaders
School heads may choose teachers or transfer them; however, the final appointment of the teachers is done by the Minister after notification from the school head. Schools also determine their budgets and design the curriculum for the school. They are required to submit them to the ministry.
4.2. Assessment and accountability of school leaders
Schools at the primary level are supervised by an inspector who is responsible for monitoring the school and decisions made by the school head. This includes the school curriculum, school policies, and hiring of school staff. The school board may move to suspend, to impose a disciplinary penalty or to dismiss school heads. The school head may submit an appeal to the appeal committee.
At the secondary level, the competent authority sets up a quality assurance system for the school and ensures the quality of education. For a public school, this is the Minister of Education. For a special school, such as a religious one, this is the school board. The competent authority sends a report on quality assurance to the inspector every year before May.
4.3. Teacher assessment by school leaders
In 2017, Aruba switched to the Netherlands’ Fuwasys system for job evaluation. A review of the Arubean Education System stated that performance reviews for teachers “hardly took place”.
This profile was reviewed by Dennis Willeford, International School of Aruba.
