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A place for every child

Well, because the Dutch score high on Pisa rankings, they top almost every chart on child well-being and have a high performing system with a good balance between equity and excellence. These are just a few aspects that indicate the Dutch society and its education has a lot of things to discover if you look more closely.

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Slow shift

For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark, Sweden, and Norway. Following a first inventory of honors programs in Scandinavian higher education in which the only programs were found in Denmark, 10 experts were interviewed to analyze their national situation and reflect on the leading role of Denmark. In this country, external incentives, focus on quality, pioneers, and an open atmosphere were found to produce a culture more appreciative of excellence over the last decade. Starting from the Danish experience, the situation in Norway and Sweden is analyzed, showing that the combination of factors leading to change in Denmark is not yet present here. Lessons for other countries are highlighted, notably the importance of sharing information and exchanging knowledge at an international level.

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Bètadidactiek

Het bètatechnisch bedrijfsleven en de bètawetenschappen zijn voortdurend in ontwikkeling. Bovendien hebben zij zichtbaar en onzichtbaar invloed op het leven van alledag. Op bètadocenten rust de boeiende taak om leerlingen te laten zien welke betekenis bèta, ook buiten de context van het onderwijs, heeft. Het blijkt bovendien een uitdaging om die taak te verenigen met de robuuste vakstructuur die elk van de bètaschoolvakken kenmerkt. Lerarenopleidingen helpen om bètadocenten (in opleiding) een verfijnd 'vakbeeld' (d.w.z. een genuanceerde visie op het vak) te ontwikkelen. Het lectoraat bètadidactiek heeft daarbij als doel om kennis te verwerven over visies van bètadocenten op hun vakken en deze kennis in te zetten in de praktijk van de lerarenopleiding en in samenwerking met docenten in het voortgezet onderwijs.

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Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs

BackgroundWe report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.MethodsSeveral iterative steps were undertaken. An international panel of experts reviewed content validity. A 66-item pilot questionnaire was administered in schools. Mokken and Rasch model analysis were applied. Internal consistency was assessed using Cronbach’s alpha. Analyses were conducted on associations with teacher and child demographic variables. Feedback was sourced from users. Participants were teachers of 101 children (5−12 years old) with a range of disabilities, including intellectual disability, autism spectrum disorder and learning difficulties.ResultsFour participation-related dimensions of the SPQ were confirmed. Rasch person and item reliability were good, and 2–4 strata were confirmed per scale. Internal consistency was good (all scales, Cronbach α > 0.8). Mean administration time was 11.7 min. Mean SPQ scores were independent of teacher characteristics. A significant effect of school support level, eligibility for free school meals and gender was found. Through synthesising analytic results and feedback, a new 46-item tool was obtained.ConclusionThe results of this study provide evidence of acceptability, practicality and validity. The SPQ is the first tool developed to assess participation related constructs in schools, and it contains novel information not given by other assessments. The SPQ may be used by practitioners and researchers to understand and improve the participation of children with a range of disabilities in schools.

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Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs

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Learning-by-Exporting and destination effects: evidence from African SMEs

Vast empirical evidence underscores that exporting firms are more productive than non-exporters. As governments accordingly pursue export-promoting policies we are interested in the firmness of these conclusions with respect to African small and medium sized enterprises (SMEs) and the influence of the destination of export trade. Using a micro-panel dataset from five African countries we confirm the self-selection. We apply propensity scores to match exporters and use a difference-in-difference methodology to test if African SMEs experience productivity gains because of export participation. Results indicate that African firms significantly learn-by-exporting. Manufacturers obtain significant performance improvements due to internationalization although this effect is moderated by export destination. Firms that export outside Africa become more capital intensive and at the same time hire more workers. In contrast we find evidence that exporters within the African region significantly downsize in capital intensity. Results regarding skill-bias of internationally active firms are mixed, where exporters within the region expand in size and hire more relatively unskilled workers.

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Secondary school mathematics teacher education in the Netherlands

In this chapter, we discuss the education of secondary school mathematics teachers in the Netherlands. There are different routes for qualifying as a secondary school mathematics teacher. These routes target different student teacher populations, ranging from those who have just graduated from high school to those who have already pursued a career outside education or working teachers who want to qualify for teaching in higher grades. After discussing the complex structure this leads to, we focus on the aspects that these different routes have in common. We point out typical characteristics of Dutch school mathematics and discuss the aims and challenges in teacher education that result from this. We give examples of different approaches used in Dutch teacher education, which we link to a particular model for designing vocational and professional learning environments.We end the chapter with a reﬂection on the current situation.

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The City as a License.

Distributed ledger technologies (DLTs) such as blockchain have in recent years been presented as a new general-purpose technology that could underlie many aspects of social and economic life, including civics and urban governance. In an urban context, over the past few years, a number of actors have started to explore the application of distributed ledgers in amongst others smart city services as well as in blockchain for good and urban commons-projects. DLTs could become the administrative backbones of such projects, as the technology can be set-up as an administration, management and allocation tool for urban resources. With the addition of smart contracts, DLTs can further automate the processing of data and execution of decisions in urban resource management through algorithmic governance. This means that the technological set-up and design of such DLT based systems could have large implications for the ways urban resources are governed. Positive contributions are expected to be made toward (local) democracy, transparent governance, decentralization, and citizen empowerment. We argue that to fully scrutinize the implications for urban governance, a critical analysis of distributed ledger technologies is necessary. In this contribution, we explore the lens of “the city as a license” for such a critical analysis. Through this lens, the city is framed as a “rights-management-system,” operated through DLT technology. Building upon Lefebvrian a right to the city-discourses, such an approach allows to ask important questions about the implications of DLTs for the democratic governance of cities in an open, inclusive urban culture. Through a technological exploration combined with a speculative approach, and guided by our interest in the rights management and agency that blockchains have been claimed to provide to their users, we trace six important issues: quantification; blockchain as a normative apparatus; the complicated relationship between transparency and accountability; the centralizing forces that act on blockchains; the degrees to which algorithmic rules can embed democratic law-making and enforcing; and finally, the limits of blockchain's trustlessness.

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The city as a licence

Distributed ledger technologies (DLTs) such as blockchain have in recent years been presented as a new general-purpose technology that could underlie many aspects of social and economic life, including civics and urban governance. In an urban context, over the past few years, a number of actors have started to explore the application of distributed ledgers in amongst others smart city services as well as in blockchain for good and urban commons-projects. DLTs could become the administrative backbones of such projects, as the technology can be set-up as an administration, management and allocation tool for urban resources. With the addition of smart contracts, DLTs can further automate the processing of data and execution of decisions in urban resource management through algorithmic governance. This means that the technological set-up and design of such DLT based systems could have large implications for the ways urban resources are governed. Positive contributions are expected to be made toward (local) democracy, transparent governance, decentralization, and citizen empowerment. We argue that to fully scrutinize the implications for urban governance, a critical analysis of distributed ledger technologies is necessary. In this contribution, we explore the lens of “the city as a license” for such a critical analysis. Through this lens, the city is framed as a “rights-management-system,” operated through DLT technology. Building upon Lefebvrian a right to the city-discourses, such an approach allows to ask important questions about the implications of DLTs for the democratic governance of cities in an open, inclusive urban culture. Through a technological exploration combined with a speculative approach, and guided by our interest in the rights management and agency that blockchains have been claimed to provide to their users, we trace six important issues: quantification; blockchain as a normative apparatus; the complicated relationship between transparency and accountability; the centralizing forces that act on blockchains; the degrees to which algorithmic rules can embed democratic law-making and enforcing; and finally, the limits of blockchain's trustlessness.

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The teaching profession in the Netherlands

Het Nederlandse onderwijssysteem kan beschouwd worden als ‘the hidden secret in education’ (Alma Harris). Weinig landen zijn in staat om hoge onderwijs kwaliteit te combineren met een grote mate van gelijke kansen. Daarmee kan Nederland naast gidslanden zoals Finland, Canada/Ontario en Singapore een inspiratiebron zijn voor andere landen. Met dit doel voor ogen is in mei 2017 het boek ’The Dutch way in education: Teach, learn and lead the Dutch way’ gepubliceerd. ‘because the Dutch score high on Pisa rankings, they top almost every chart on child well-being and have a high performing system with a good balance between equity and excellence. These are just a few aspects that indicate the Dutch society and its education has a lot of things to discover if you look more closely.’In dit boek worden de verworvenheden van het Nederlandse onderwijssysteem beschreven vanuit verschillende invalshoeken (klik hier voor de inhoudsopgave [https://www.thedutch-way.com/downloads/The_Dutch_Way_in_Education_tableofcontents.pdf]). Lector Marco Snoek heeft het hoofdstuk over de leraar in het Nederlandse schoolsysteem beschreven. In the Netherlands, as in every country in the world, the quality of education is an issue of major concern, as education is a key factor in maintaining and developing the economic and social stability of a country. It is a key responsibility of the government to maintain and develop that quality. After all, educational quality is not a static concept, as education needs to adapt itself continuously to changes and new needs in society. This chapter focuses on the way in which educational quality and development are supported in the Netherlands and the role teachers play in these. Three perspectives on that role are presented, one in which teachers are recipients from government measures and follow system structures and regulations, one in which individual teachers are seen as the key actors in defining and realizing educational quality and one in which educational quality is considered the result of close collaboration of teams of teachers. The chapter shows how government and local policies in the Netherlands have moved from the first to the second perspective and are now, slowly, evolving to the third perspective.Het boek is uitgegeven door Uitgeverij Onderwijs maak je Samen. Zie www.thedutch-way.com. Sinds november 2017 is er ook een Nederlandse vertaling beschikbaar: The Dutch Way. Leren, lesgeven en leiderschap in het Nederlandse Onderwijs.

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Producten 46

A place for every child

Slow shift

Bètadidactiek

Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs

Learning-by-Exporting and destination effects: evidence from African SMEs

Secondary school mathematics teacher education in the Netherlands

The City as a License.

The city as a licence

The teaching profession in the Netherlands

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Producten 46

A place for every child

Slow shift

Bètadidactiek

Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs

Learning-by-Exporting and destination effects: evidence from African SMEs

Secondary school mathematics teacher education in the Netherlands

The City as a License.

The city as a licence

The teaching profession in the Netherlands