This document summarizes education in the Netherlands and the role of Kennisnet. It provides the following key points in 3 sentences: Kennisnet supports Dutch primary, secondary, and vocational schools in effectively using ICT. Kennisnet coordinates standards, provides professional networks and online platforms, and manages shared infrastructure. The document outlines recommendations to better align ICT use with educational goals by improving teacher expertise, integrating technology into learning, and developing a shared vision within schools.

1. Quality in education with ict
Thailand Education Deans Council (TEDC)
Frans Schouwenburg
Kennisnet
November 2011

2. Education in The Netherlands
 Primary Education
6900 schools
1.600.000 pupils
135.000 teachers
 Secondary Education
647 schools; 70% special (religious)
900.000 pupils
64.000 teachers
 Vocational Education:
73 educational institutions; 3% special
(religious)
573.000 students
37.000 teachers
2

3. Kennisnet
 The Netherlands aim to be among the top five
knowledge economies of the world.
 ICT is a critical factor for meeting this challenge.
 Kennisnet is the public educational organisation
which supports and inspires Dutch primary,
secondary and vocational institutions in the
effective use of ICT
3

4. Kennisnet – some facts
• Founded in 2001: 120 FTE
• Funded by Ministry of Education
• Basic funding EURO 18 million

5. Partners
Samenwerken
Ve n r on
va ve
rb b ru d e
en s e
rw pe an
in
o
ict
de ikba rwij
ijs rti
v
on re len
n
en re e en
d e ex
er ba ke
ve xp ict
ov ruik wik
rs ert
b nt
pr
s
O
ei ise
de
n
Expertise
en
de s d ing
u n de
O n c o d er
en
on wij ien
rs ie
td mb wi
ek in js
te
tie er rz
on
ke at en
sa ond voo
Synergie
n ies ic
va
ga et an
n van
or n h n v
ni
va ere
eu
ni
w
h
t
e
Be
services
Voorzieningen innovation
Innovatie
Sa
n
ke
me
er
nw
nw
Pa
s
er
me
er
ke
rtn
Sa
rtn
n
er
Pa
s
Realiseren en beheren Tonen van de potentie van
van standaarden en nieuwe combinaties
generieke voorzieningen van onderwijs en ict

6. Products and services for schools
 Research, practical guides
 Co-ordination standards and agreements
 Networks for professional development
 Portals and platforms, public services

7. Four in Balance
7

11. Entree Federation: authentication, authorization

12. 180,000 community members
12

13. Design sessions
challenge
What do we What do What do
Choices Plan
want we know we have
design try
13

16. Probable scenarios

17. Status quo Re-schooling De-schooling
Government prescribes Government Government takes
the ‘what’ less prescribing in limited role in
‘what’ allocating public funds
School decides of the Schools focus on Modular education,
‘how’ qualification and filling business comunity ,
demands of community student is customer
with many options
Teacher as director of Teacher makes Student portfolio
the learning process demands Teacher/coach
Student plots his
learning track

18. Our role…
innovation
expertise
facilities
kennisnet

19. Why ict in education?
To function in a knowledge society
rich with media
Ict in future professions
Improve quality and
productivity of education

20. Ict makes teaching and learning
• More effective
• More efficient
• More interesting
Only if…..

21. Four in Balance
2
1

22. Vision
 Teachers want a vision with broad support
within the school that was developed with
teachers
 74% of teachers feel any co-ordination
between the planning and implementation of
ict is lacking
 Knowledge transfer is leading education style
 Growth in knowledge construction expected

23. Expertise
 Teachers: operating skills: yes
 pedagogical skills: no
 40% of teachers feel that they are
inadequately equipped to use ICT
confidently in their lessons

24. Learning materials
 Teachers use tools primarily
 25% of all learning material is digital
Considerable increase is expected
 30% occasionally develop their own digital
learning materials. 10% more than two
years ago. 50% expect to develop their
own materials soon.

25. Infrastructure
 Ratio computers to pupils 1:5
 Interactive whiteboards: Primary
education 50% of classrooms equipped
 in secondary education ratio is 1:6 and in
vocational education 1:11
 Wireless Internet and optical fiber
connections standard at secondary schools
and in vocational sector

26. Recommendations 2011
 Adapt support to aim
 Use leadership to involve followers
 Formalize professional use
 Integrate teacher, pupil, and subject
matter in a digital learning environment
 Know what works

27. Outlook driven
Technology driven

28. Teacher
task based Blended learning self organised
driven, frontal Projects (40-60)
Inquiry based (60-40) learning
instruction
vb gebaseerd op leerlingen zoeken zelf
docent volgt methode activering leerling via
leerlingen krijgen via leerstijl, invulling en zijn
met uitstapjes. (vakoverstijgende)
elo rijke opdrachten samenwerkingsvorm, leidend bij
Via toetsing projecten
profiel, kennisniveau scholingsvraag
opdrachtbronnen rijke schakering van school voorziet in
wikiwijs voor variatie bronnen vooral naast nodig leermateriaal, toegang tot bronnen
methodes, wikiwijs, opdrachtproductie (ondezoeks- en expertise van
)opdrachten, etc. docenten
leerlingvolgsysteem,
digibord voor leerlingvolgsysteem, school voorziet in school voorziet in
elo, portfolio’s dragen
illustratie bij instructie elo rijke leeromgeving rijke leeromgeving
systeem
computers voor computers voor
laptopklassen laptopgroepen bring your own device
naslag naslag,
multi-media multimedia plus multi media
volgsystemen volgsystemen
thuiscomputer met thuiscomputer met laptop en andere laptop en andere laptop en andere
contact elo contact elo devices devices devices

29. developments

30. quality
registration
learning materials
techology
it-skills

31. Options in learning materials

32. Internet re-organizes the chain….
32

33. 33

35. Collections of resource
materials, components,
lessons, etc

36. Options in infrastructure

38. Options in leadership

39. Options in
teacher
development

41. Tpack - wet Bio

42. 4
Model for a
vision meeting

43. Design plan
Our dream (flash presentation) Learning behaviour
Role teacher
School
What do we have Strengths
What do we need To fullfill our dream
Think of: teacher development, infra
structure, learning materials and
concepts
Quick wins Where can we start right now?
What other priorities do we see?

44. Process sheet
Dream 2020 4 in balance scores pedagogics
vision expertise transer of Construction of
knowledge knowledge
materials all primary
all methods
sources
infra leadership
multi media adaptive
Designing the future
What do we have?
What do we need?
Where do we start?

45. Thank you!
Presentation:
www.slideshare.net/allfrans