The Netherlands has an effective training system for secondary school administrators, in spite of an outwardly complex and compartmentalized education system. Nearly one-third of the schools are Roman Catholic, one-third Protestant, and one-third run by municipalities and by private boards. There is increasing emphasis on the growing complexity of the headmaster's task. Most headmasters engage in organizational planning within their school, and many have powers of staff selection delegated to them. Selection procedures of headmasters reflect a high degree of participation by employers, parents, and, in some cases, pupils. The task of headmaster training is delegated to a regional teacher training center, Gelderse Leergangen, and lasts for 13 days with two subsequent followup sessions. The basic emphasis of the courses is the "school as an organization in a state of change." The school is studied as a social system. Trainers believe that teaching headmasters to solve school problems is of prime importance. The aim is to provide headmasters with the opportunity to describe and diagnose their own situations and to work out solutions to problems in their own schools. Some group sessions give participants practical training in social, group, and meeting skills. In other groups, individual problem solving methods and policy making skills are studied. Interviews of graduates provided favorable ratings of the program, but some criticisms of the scope of the endeavor were voiced. (JD)