Information systems Information systems for innovation and for innovation and

improvementimprovementin the Netherlandsin the Netherlands

Kasper WeekenborgKasper Weekenborg

Ministry of Education, Culture and Ministry of Education, Culture and

ScienceScience

Three types of systemsThree types of systems

1.1. Pupil monitoringsystem, a longitudinal system Pupil monitoringsystem, a longitudinal system of tests to measure the level achieved by the of tests to measure the level achieved by the pupils. For teacher, school and parents. pupils. For teacher, school and parents.

2.2. Cohort system, periodic survey which combines Cohort system, periodic survey which combines progress in school careers, test results and progress in school careers, test results and pupil/parent characteristicspupil/parent characteristics

3.3. Integral education number system (new), data- Integral education number system (new), data- information system of all pupils/students. At this information system of all pupils/students. At this moment mainly for policymakersmoment mainly for policymakers

Pupil monitor systemPupil monitor system What is it: longitudinal test system to measure the What is it: longitudinal test system to measure the

achievement level of the pupils during their school achievement level of the pupils during their school careerscareers

Main purpose: to help teachers become, better Main purpose: to help teachers become, better teachers. They can make instructions more teachers. They can make instructions more responsive to the needs of the pupils. Also, a self-responsive to the needs of the pupils. Also, a self-evaluation system for schools.evaluation system for schools.

Main test subjects: Dutch(& English)language, Main test subjects: Dutch(& English)language, mathematics, environmental studies mathematics, environmental studies

Use:Result data is only available to Use:Result data is only available to school/teacher/parents.school/teacher/parents.

Coverage: Primary and lower secondary education Coverage: Primary and lower secondary education (ISCED 1 and 2). This monitor is voluntary (CITO (ISCED 1 and 2). This monitor is voluntary (CITO coverage 65% of the primary schools). coverage 65% of the primary schools).

Initiator: the monitor is designed and carried out by Initiator: the monitor is designed and carried out by CITO, a private organisation. CITO, a private organisation.

Cohort systemCohort system What is it: periodic longitudinal survey which What is it: periodic longitudinal survey which

combines progress of school careers, test results combines progress of school careers, test results and pupil/parent characteristicsand pupil/parent characteristics

Main purpose: understanding school careers and Main purpose: understanding school careers and results, in relation to pupil and parent charactistics.results, in relation to pupil and parent charactistics.

Use: Data system for research and policy makersUse: Data system for research and policy makers Coverage: pupils Coverage: pupils from their 5th to their 18th from their 5th to their 18th

birthday’s birthday’s (ISCED level 1,2 and partially 3), 10% (ISCED level 1,2 and partially 3), 10% sample of the five year olds. sample of the five year olds.

Initiator: NWO, Netherlands Organisation of Initiator: NWO, Netherlands Organisation of Scientific. Research Scientific. Research carried out by a consortium of carried out by a consortium of research institutes. research institutes.

Integral education Integral education number-systemnumber-system

What is it:What is it: data information system of all data information system of all pupils/students based on unique personal pupils/students based on unique personal numbers which enables us to monitor the school numbers which enables us to monitor the school careercareer of each pupil/student. of each pupil/student.

Main purpose: funding schools and monitoring Main purpose: funding schools and monitoring school careers for policy makers on school, local school careers for policy makers on school, local and national-levels. and national-levels.

Coverage: all ISCED levels, nearly all pupils and Coverage: all ISCED levels, nearly all pupils and students (only a small part of private schools is students (only a small part of private schools is missing).missing).

Initiator: Minister of Education Initiator: Minister of Education

Integral educationno.-Integral educationno.-system: data system: data

Available data of every pupil/student Available data of every pupil/student Education: Grade, type of school, level of education, Education: Grade, type of school, level of education,

educational trackrecord, test/examination results, educational trackrecord, test/examination results, diploma, school characteristics, zip code schooldiploma, school characteristics, zip code school

Person/pupil: civil number, age, sex, ethnic Person/pupil: civil number, age, sex, ethnic background, zip codebackground, zip code

By linking databasesBy linking databases Household information: income, single parentHousehold information: income, single parent Parents: income, (un)employmentParents: income, (un)employment ……

After leaving schoolAfter leaving school Labourmarket: (sort of) Job, income, unemploymentLabourmarket: (sort of) Job, income, unemployment

Integral educationno.-Integral educationno.-system: profitssystem: profits

System offers a very ‘rich’ base for informationSystem offers a very ‘rich’ base for information

For example: For example:

Insight into educational results on national, local, school Insight into educational results on national, local, school and pupil level in one system.and pupil level in one system.

Insight into the different school careers of different Insight into the different school careers of different groups of pupils. groups of pupils.

Insight into the success of the pupils after leaving school Insight into the success of the pupils after leaving school (success in futher education, success in the (success in futher education, success in the labourmarket)labourmarket)

Insight into the dropout–rates and the characteristics of Insight into the dropout–rates and the characteristics of these pupils (also parents, neighbourhood) and school these pupils (also parents, neighbourhood) and school carecare

These insights help in making the right policy decisions at These insights help in making the right policy decisions at

school/local/national level to improve the level of educationschool/local/national level to improve the level of education

New policy in the New policy in the NetherlandsNetherlands

Agreement new coalition goverment: Agreement new coalition goverment:

introducing compulsory (central)testing in introducing compulsory (central)testing in primary and secondary education to measure and primary and secondary education to measure and benchmark learning gains benchmark learning gains

Linking learning gains and incentives for Linking learning gains and incentives for teachers/schoolteamsteachers/schoolteams

Establish a minimum baseline for mathematics Establish a minimum baseline for mathematics and Dutch language in primary and secondary and Dutch language in primary and secondary education (ISCED level 1,2,3).education (ISCED level 1,2,3).

Integration of monitors?Integration of monitors? Considering an integration of the longitudinal Considering an integration of the longitudinal

test monitor (CITO) and longitudinal education test monitor (CITO) and longitudinal education number data system. number data system.

Risks: CITO-test system is a voluntary self-Risks: CITO-test system is a voluntary self-evaluation system. The scope and use of the tests evaluation system. The scope and use of the tests will probably change when the tests become will probably change when the tests become compulsary and are linked to learning gains, compulsary and are linked to learning gains, benchmarks and financial incentives. benchmarks and financial incentives.

Are there similar experiences in other countries? Are there similar experiences in other countries?

Challenges 1Challenges 1 Points of attention: testingPoints of attention: testing Compare results of tests set at fixed points along Compare results of tests set at fixed points along

the school career (places greater demands on the the school career (places greater demands on the depth of the tests)depth of the tests)

Testing pupils with special needsTesting pupils with special needs Strong focus on qualification subjects, less focus Strong focus on qualification subjects, less focus

on socialization-matterson socialization-matters

Points of attention: benchmarking schoolsPoints of attention: benchmarking schools Preventing teaching to the testsPreventing teaching to the tests How to react in the case of schools with a high How to react in the case of schools with a high

proportion of disadvantaged pupilsproportion of disadvantaged pupils

Challenges 2Challenges 2Points of attention: dataPoints of attention: data Privacy matters: it takes 10 years of discussion in Privacy matters: it takes 10 years of discussion in

the Netherlands (change in personal number in the Netherlands (change in personal number in another another irreducible number and create a statistic irreducible number and create a statistic enclave for linking with other databases)enclave for linking with other databases)

Technical/ICT: theTechnical/ICT: the school’s administration has to school’s administration has to be ready for the electronic data transportation of be ready for the electronic data transportation of pupil data.pupil data.

The quality of the data must be guaranteed The quality of the data must be guaranteed (combined with data for funding, audited by an (combined with data for funding, audited by an accountant)accountant)

Challenges 3Challenges 3

Points of attention: support Points of attention: support Create support within schools (offer facilities for Create support within schools (offer facilities for

their own information needs)their own information needs) Create support for the tests Create support for the tests Create support among teachers (also within Create support among teachers (also within

teacher training institutions)teacher training institutions) Reduce the administrative burdensReduce the administrative burdens Last but not least: gain political support. Last but not least: gain political support.