The article deals with the comparative analysis of the Dutch and Ukrainian processes in educational management system in order to define the best practices and recommendations for modernization of Ukrainian school management. The system of education in Ukraine lacks for change; it requires a new way of thinking and behaving. The author analyzes such notions as «change», «innovation», «educational change», «modernization of education». The author offers the following definition of modernization of school management, which lies in transition from the old forms and methods of management to new, contemporary and innovative ones; dynamic, controlled and qualitative improvement in educational management. It is stated that high quality results of the Dutch education are reached mainly because of the long history of decentralized model in educational management together with a lot of freedom and autonomy given to schools. Under the article 23 of the Dutch Constitution it is mentioned that the key feature of education in the Netherlands is freedom: 1) to found schools and determine school philosophy (administrative autonomy); 2) to organize the teaching process and determine the principles of education (curriculum autonomy); 3) to administer funds (financial autonomy). The article shows another peculiar feature of the Dutch education system, which is decentralization that has been clearly felt over the last twenty years. This tendency is regarded to be positive, because it facilitates democratic approach to distribution of administrative functions from the central government to local authorities, from local authorities to directors who know best what their school needs. At the same time attention is paid to school funding and parental involvement in decision-making. Unlike in Ukraine, the educational management in the Netherlands is more democratic; the system of education is more open to the participation of society in educational decision-making. The article highlights the main problems and weaknesses of the Ukrainian educational management system processes such as: corruption in the educational system, the inappropriate usage of financial and material resources; centralisation, a lack of school autonomy which results in an overload of bureaucracy and excess of control; the lack of democracy, social accountability, readiness for innovations in education and school independence in choosing programs, curricula and books; insufficient parental participation, community involvement in school management. The solutions to these problems, possibilities to use the best examples of educational management experience of the Netherlands in order to improve the Ukrainian system of educational management are offered.