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Suite aux réactions des employeurs et des établissements d’enseignement tertiaire, une nouvelle forme d’« architecture d’apprentissage » se fait jour dans les écoles secondaires aux Pays-Bas. Les autorités néerlandaises chargées de l’élaboration des programmes ont décidé qu’une stratégie entièrement nouvelle s’imposait. Fonctionnant dans un environnement qui n’a rien à voir avec la salle de classe traditionnelle, le foyer d’étude donnera aux élèves du système d’enseignement public la possibilité de travailler en équipe, de définir leur propre travail scolaire, se préparant par là même aux études supérieures et à la vie active.

Education --- Netherlands

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In early 2011, the Netherlands Institute for Transport Policy Analysis performed a mobility analysis, focussing on recent trends. This analysis showed that, following the remarkable growth in the 1980s and 1990s, the total national mobility of people in the Netherlands has not increased since 2005. This particularly appears to apply to car use. Except for the economic crisis around 2008/2009, the reasons for this development remained unclear at the time…

Transport --- Netherlands

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This case study looks at the effectiveness of policy instruments aimed at reducing the number of underperforming primary schools in a system with a long tradition of school autonomy. It reviews relevant Dutch policy developments in education since 1998 and provides an in-depth analysis of five selected schools and their responsiveness to the policy instruments under study. Interviews with relevant stakeholders explore a key issue: what happens after a reform is introduced, and what are the elements that make it successful (or not)? The study suggests that there is not a linear cause and effect driving changes in educational performance of schools. For example, even the assignment of the label ‘very weak’ can elicit a positive response from one school and a negative response from another, depending on the local context, history and staffing situation at the school. The same intervention can thus create a vicious cycle that triggers increasing deterioration of schools or a virtuous cycle that improves conditions to an extent that surpasses the original goal of the reform. This goes some way to explaining why some reform measures unintentionally backfire while others quickly (‘virally’) spread over the system and set a virtuous cycle in motion that engages all parts of the system.

Education --- Netherlands

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Strengthening the innovation system in the Netherlands is a priority for raising productivity growth, which has been relatively weak in recent years. Knowledge creation in the Netherlands is strong -- scientific publications per capita are the sixth highest in the OECD -- but innovation activity is only around the average for OECD countries according to the EIS Summary Innovation Index. The main weaknesses are in business R&D intensity, the share of the population with tertiary education, and in commercially applying new knowledge. This paper discusses reforms being implemented to overcome these weaknesses and suggests directions for building on such reforms. Co-operation between public research organisations and innovating firms is being strengthened, support for innovation is being rationalised and measures are being taken to increase both the current and prospective supply of scientists and engineers with a view to making the Netherlands a more attractive location for R&D investments. To increase the tertiary attainment rate, the authorities are considering introducing shorter tertiary courses and are experimenting with greater competition among tertiary education suppliers for public funds. To strengthen performance in commercial application of new knowledge, barriers to entrepreneurship are being reduced but more should be done to strengthen incentives for entrepreneurship. This Working Paper relates to the 2005 OECD Economic Survey of the Netherlands (www.oecd.org/eco/surveys/netherlands).

Economics --- Netherlands

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Innovative teaching methods and organisational change make new demands on our future learning environments. The Brink and the Laak Clusters are two related examples of a new type of building for a community in the Netherlands. The Firebird School (Vuurvogel), a primary school for students from ages 4 to 12, is currently housed in the Brink Cluster and will move to the Laak when it opens in 2006. The Firebird School’s needs and the resulting flexible building design are described here along with useful characteristics for creating flexibility in the learning environment.

Education --- Netherlands