Steering dynamics in the Dutch education system

Introduction

How does steering in complex education systems work? Based on detailed empirical research, our aim here is to paint a lively picture of steering dynamics in Dutch education. We use the policy to stimulate ‘schools as learning organisations’ in secondary education as a case study. The starting point for our research is the steering trilogy inspired by Foucault’s thinking. The steering trilogy represents assumed conditions for steering to occur: ‘something’ first needs to be made thinkable, calculable, and practicable by different actors. It depicts an actor perspective to trace back steering to the actors’ actions and interactions.