Since 1985, Dutch elementary schooling has witnessed a reform in its structures, with a move toward strong decentralization and independent establishments managed in connection with local stakeholders. At the same time, a major instructional overhaul is underway, with the implementation of new learning models. Time management, content selection and performance assessment are considered the schools’ powers and the instructors’ responsibilities, hence better adjustment to a work plan that is tailored to each student. The concept of “broadened” schooling has opened schools to more adults, and has even become the backbone of a socially responsible society. Yet problems still remain, in particular a slight decline in schooling.