The Social Innovation Agenda for Education The Netherlands by lme37917


									The Social
Innovation Agenda
for Education

The Netherlands

Daisy Satijn

Ministry of Education, Culture
and Science
• The Dutch Social Innovation Agenda for Education

• Six impediments for innovation

• New policy strands: examples of the strategy

• Measurement: development of indicators (a Dutch attempt)

Social Innovation Agenda for Education

 Programme of the present government: Social Innovation
  Agendas for a range of crucial subjects (e.g. water, energy,
  health, mobility, etc): one of them for education

 Been brought about in consultation with different ministries,
  the directorates within the ministry of education,
  organisations in the educational field (school leaders,
  teachers, educational ICT, etc), and education scientists.

 Presented last June; implementation started in September.

Innovation in Education: why?
 Some challenges can’t be met by launching a special
  programme or just by putting more money in the system
  (e.g. teacher shortage)

 A lot of knowledge about possible improvements, how to
  arrange things ‘smarter’, is hidden in the education field

 The education field itself has to be strengthened, so they can
  use their expertise to cope with forthcoming challenges.

 In the Netherlands schools have a lot of autonomy.
  The stronger the schools (teachers, school leaders), the less
  policy from the ministry is needed.

Innovation in education: where?
    Sustainable improvement possible at three levels:
    - Executive level:
        learning environment and teaching
    - Organisational level:
        processes in schools
    - Institutional level:
        the system (steering and giving incentives to the other two
        levels by funding, regulations, etc.)

    Misconceptions in the education field: ’innovation is something
    difficult with ICT’, ‘Innovation is some kind of big plan from the
    ministry’, ‘Innovation costs extra time so it will increase
    workload’ etc. -> teachers in the Netherlands are quite sceptical

The innovation strategy for education

A twofold policy:
       Special programmes for specific challenges (e.g. teacher
        shortage, arrears in language skills, drop outs, etc.)
       Strengthening the innovation capabilities of the field.
            Removing the six impediments

Innovative strength of the education field:
6 impediments
1. Resistance to innovations
2. Shortage of time to think about how to optimize processes
   in the school
3. No feeling of urgency and necessity
4. The reluctance of professional school leadership
5. The educational and financial risks that come with
6. A lack of knowledge about what works and what not

Three principles
    Basic strategy: autonomy of the school as starting point
    Depth strategy: trying to find out what works best, using
    Dissemination strategy: using proven interventions in
    other areas (make applicable for an other situation)

Special attention for evidence based policy and practice

What’s new about the strategy?
    The basic, depth and dissemination strategy for programmes
    in all education levels: from implicit practise to explicit strategy

    Always reduction of one or more impediment(s)

    Always attention for evaluation (gathering evidence)

    Always attention for sustainability (so in the future schools will
    be a little bit less dependant on all the support organisations)

    With the aim of empowering the field (so in the future, less
    policy is needed)

Examples of implementations

• Innovation Impulse: tackling the teacher shortage

• WikiWijs: open source for digital educational resources

• Onderwijs Bewijs

Innovation Impulse
•    Subsidy to stimulate schools (teachers and school leaders) to come
     up with innovative solutions for the future teacher shortage
•    Executed by external organisations
•    For primary and secondary education
•    Focus on solutions that organise the work in an other way, without
     an increase of workload or a decline of school quality
•    Progress:
      • Innovative concepts are now being developed en judged
      • Good concepts will be translated to specific school situations
         (early 2010)
      • Experiments start in January 2010


WikiWijs - WikiWise
 An open, internet-based platform for educational resources
 Based on open source software, open content and open standards

 By teachers and for teachers

 Scope: the whole Dutch educational system, from primary education

up to universities

 Still in trial phase

 only for mathematics and Dutch language

 School year 2010-2011 expected to be fully operational

Role of the government:
 Make a platform as Wikiwijs possible. Content is the responsibility of

the education field.

Onderwijs Bewijs

Onderwijs Bewijs
   Programme to stimulate experimental research in education
   For early childhood, primary education and secondary education
   Meant to obtain knowledge about what works and what not

Role of the government:
 The government sets the topics, but the interventions/experiments

are ideas of the schools
 Organisation of conferences and an online tool for matching

researchers and schools

 First round started in December 2008

 Implementation of the selected projects started in June 2009

 Second round will start in February 2010

     Measuring innovation in education
           - a Dutch attempt -

         measuring innovation in education
Two approaches possible:

1. Starting from outside the education sector:

service industry >public/non-profit services > educational services

2. Starting from within the education sector:

looking into the educational practice: which factors are the most
influencial ones

     areas for specifying indicators

             MICRO (class                   MESO (school                   MACRO (sector                   NATIONAL (level
             level)                         level)                         level)                          of education)
     input    teachers                      school climate                 financially                     financially
              - specific competencies        - functioning as a team       - percentage innovation          - time and money for life
             such as examining               - appreciation of diversity   subsidies of total financing    long learning
             attitude, external              - openness concerning          - nature and unambiguity        - (co)financing by third
             orientation                    errors and learning of it      of the incentives               parties
              - percentage ‘thinking         - well functioning             - budgets for further           commitment
             time’ scheduled for further    suggestion box                 training and R&D                 - involvement
             training, external contacts,    - satisfaction of employees   curriculum                      stakeholders
             study travel etc.               - moral notion of             - creativity/dissolvent
             knowledge management           responsibility                 capacity explicitly in
              - access to knowledge          knowledge management          attainment targets
             (Internet, library)             - ict-datainfrastructure       regulation
              - knowing who knows            - access to knowledge          - flexible rules for renewal
             what                           (Internet, library)             - development of
              material                       - knowing who knows           knowledge about managing
              - modern equipment            what                           risks
              - interactive learning        school leadership               management
             methods                         - transformational             - sufficient basis (research
             pupils/students                leadership                     and practice)
             - percentage receiving          - specific HRM                 - access to knowledge
             personalised approach          competencies to promote        (Internet, library)
                                            creativity and
                                             - expenditure for
                                            improvement processes
                                            and products
                                             - expenditure for training
                                             - expenditure for new

             MICRO (class level)          MESO (school level)         MACRO (sector level)      NATIONAL (level of

     input    teachers                    school climate              financially               financially
              - specific competencies      - functioning as a team    - percentage innovation    - time and money for
             such as examining             - appreciation of          subsidies of total        life long learning
             attitude, external           diversity                   financing                  - (co)financing by third
             orientation                   - openness concerning       - nature and             parties
              - percentage ‘thinking      errors and learning of it   unambiguity of the         commitment
             time’ scheduled for           - well functioning         incentives                 - involvement
             further training, external   suggestion box               - budgets for further    stakeholders
             contacts, study travel        - satisfaction of          training and R&D
             etc.                         employees                   curriculum
             knowledge management          - moral notion of          - creativity/dissolvent
              - access to knowledge       responsibility              capacity explicitly in
             (Internet, library)           knowledge management       attainment targets
              - knowing who knows          - ict-datainfrastructure    regulation
             what                          - access to knowledge       - flexible rules for
              material                    (Internet, library)         renewal
              - modern equipment           - knowing who knows         - development of
              - interactive learning      what                        knowledge about
             methods                      school leadership           managing risks
             pupils/students               - transformational          management
             - percentage receiving       leadership                   - sufficient basis
             personalised approach         - specific HRM             (research and practice)
                                          competencies to promote      - access to knowledge
                                          creativity and              (Internet, library)
                                           - expenditure for
                                          improvement processes
                                          and products
                                           - expenditure for
                                           - expenditure for new

20                                        equipment
              MICRO (class level)       MESO (school level)        MACRO (sector level)        NATIONAL (level of

     output   educational performance   Manual (OECD)              provision of education      competitiveness
              - pupil/student           - new product/process      - percentage new            - position of The
              performances in           introduced in last three   schools and                 Netherlands in
              innovative areas          year                       (combinations of)           innovation ranking
              (adaptation PISA-test     - existing activities      courses existing less       (WEF)
              questions?)               organised in a new way     than five years             - more higher educated
              teachers                  - new marketing            - percentage schools        people with constant
              - higher productivity     technique introduced       with a particular profile   level of quality
              - less absenteeism        applied to education       - diversity in teaching     social outcomes
                                        - positions graduates in   and learning methods        - improved social
                                        further education and      - renewal of (parts of)     functioning
                                        profession                 curricula (for example      - smaller percentage
                                        - reputation benchmark     robotics, genetics)         unemployed people
                                        - saving in expenditures   results                     economic outcomes
                                        - higher productivity      - percentage students       - saving in expenditures
                                        - less absenteeism         in programmes started       - higher productivity
                                                                   less than five years        - less absenteeism
                                                                   - adoption curve of
                                                                   policy measures (for
                                                                   example social training)
                                                                   external cooperation
                                                                   - connectivity: number
                                                                   of and nature of the
                                                                   connections (for
                                                                   example companies,
                                                                   science, foreign
                                                                   - figures of the
                                                                   surrounding area
                                                                   economic outcomes
                                                                   - saving in expenditures
                                                                   - higher productivity
                                                                   - less absenteeism

• Overview is version zero: result of just one brainstorm
• What has to be done next:
   compare the result of this bottum-up approach with the other
   thinking about the coherence between the factors: which one is
   conditional for others
   thinking about priorities: which are must-haves, which nice-to-
   thinking about the phase of the innovation process: which ones
   are predictive, indicating acceptance, and which ones are
   relevant for implementation of innovation
   as one of the colleagues said: these factors influencing
   innovation, are to be seen as a game of domino.

Thank you

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