Educational reforms in the Netherlands have a strong ideological nature. The main reason is that the quality of the educational system is generally high. Due to the ideological nature of educational reforms, teachers and schools are often not involved in the design of the reforms, which constitutes the central cause of reforms failing. The current reform regarding preparing the Dutch educational system for the 21st century also has ideological features, although attempts were made to involve teachers and schools to a large extent, making it more promising to succeed.

No abstract