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Tailor made education for each child  “ from a project based approach to sustainable decentralized reality”  a consultancy challenge in Amsterdam and Utrecht Ady Hoitink  Gerard van den Hoven ICSEI, January 2011, Cyprus
Central question ,[object Object],[object Object]
Aims ‘passend onderwijs’ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The changed context ,[object Object],[object Object],[object Object],[object Object],[object Object]
Local practice Amsterdam ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],768.000 inhabitants, 180.000 aged 0-19  8 districts+ LA policies,  5 regional alliances, 70 school boards, focus on pupils 4-13 years discrepancies between functional and territorial decentralization
Local practice Utrecht ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],307.000 inhabitants, 45.000 aged 0-19.  10 districts, 1 city policy, 3 collaborating citywide alliances, 15 school boards, focus on children 0-19 years
Our observations in Amsterdam ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our observations in Amsterdam 2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The “lemniscaat model”: a model to analyse a multi layer context School development,  pedagogical issue design criteria routine  development routine  execution evaluation identification request policy issue, definition of a problem policy agenda collect data analyse data, present a proposal establish a policy framework coordinator Analyse and describe an issue,  set goals Intervene and solve the issue Develop practice, call attention to Policy framework sequence Work force routines  sequence
Our observations in Utrecht ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Our observations in Utrecht 2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Improvements Amsterdam ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Improvements Amsterdam 2 ,[object Object],[object Object],[object Object],[object Object]
Improvements Utrecht ,[object Object],[object Object],[object Object],[object Object],[object Object]
Lessons learned ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Courageous consultant: ,[object Object],[object Object]

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2011 Jan 5 Presentatie Cyprus Def

  • 1. Tailor made education for each child “ from a project based approach to sustainable decentralized reality” a consultancy challenge in Amsterdam and Utrecht Ady Hoitink Gerard van den Hoven ICSEI, January 2011, Cyprus
  • 2.
  • 3.
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  • 9. The “lemniscaat model”: a model to analyse a multi layer context School development, pedagogical issue design criteria routine development routine execution evaluation identification request policy issue, definition of a problem policy agenda collect data analyse data, present a proposal establish a policy framework coordinator Analyse and describe an issue, set goals Intervene and solve the issue Develop practice, call attention to Policy framework sequence Work force routines sequence
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