SICI working group SICI-SOE SOCIAL OUTCOMES in EDUCATION WELCOME

Social Outcomes in The Netherlands

The Netherlands in Europe

DEFINITIONS SOCIAL OUTCOMES IN GENERAL Individual and collective benefits of participating in education in the interpersonal sphere of life Social outcomes can be: individually acquired characteristics like knowledge and skills or effects at the personal level like participating in political activities or at a collective level, as result of individual attitudes and behaviours (like social capital and social cohesion)

DEFINITIONS SOCIAL OUTCOMES AT SCHOOL LEVEL Competences to live with others, like: social competences to relate to others in all kinds of situations (work, elsewhere) and for realising goals civic competences to contribute to society, democracy and in our social networks

LEGISLATION FOR CITIZENSHIP (since 2006) Students grow up in a pluralist society Education must promote active citizenship and social integration Ensures pupils to acquire knowledge of and become familiar with the background and cultures of their peers

OTHER LEGISLATION Curriculum – core objectives School climate & school safety

FRAMEWORK Inspecting social quality in the Netherlands Regular inspections Inspections for annual report New approaches

Regular inspections: risk based (since 2007) School Authority Risk analysis Outcomes Documents Signals (Community) Management Teachers Inspectorate Government Schools

INSPECTION FRAMEWORK INDICATORS FOR SOCIAL OUTCOMES OUTPUT Pupils’ social competences are at a level that may be expected CURRICULUM Promotes social competences and active citizenship ETHOS & SAFETY POLICY Staff realizes respectful behaviour with and between pupils Including awareness of safety perception of pupils and staff QUALITY ASSURANCE Evaluates if objectives (cohesion, competences, citizenship) are realized

INSPECTION FRAMEWORK INDICATORS FOR SOCIAL OUTCOMES OUTPUT Pupils’ social competences are at a level that may be expected CURRICULUM ETHOS & SAFETY POLICY QUALITY ASSURANCE

HOW TO MEASURE SOCIAL OUTCOMES ( (OUTPUT) Pupils’ social competences are at a level that may be expected Schools free in their choise of questionnaires (Q’s) Inspection prefers standardized Q’s (for which there are criteria) More and more schools using these Q’s Filled out by teachers and /or pupils ‘Norms’ for 3 years ‘insufficient results’

MEASURING SOCIAL OUTCOMES (OUTPUT) Pupils’ social competences are at a level that may be expected SVL – SAQI (pupils) VISEON (pupils) KANJERVRAGENLIJST (pupils) ZIEN! (teacher) SCOL (teacher)

CONTENT QUESTIONNAIRES Social competences are at a level that may be expected All these questionnaires measure intra- and interpersonal competences SVL – SAQI (pupils): wellbeing, self-confidence, social behaviour VISEON (pupils): active, involved, reliability, pleasant behaviour KANJERVRAGENLIJST (pupils) negative intentions, gloomy moods, disturbing, helfpful & social ZIEN! (teacher): wellbeing, involved, empathetic, social initiative, flexible SCOL (teacher): active & involved, reliability, engaged, empathetic

Output for social outcomes (Results, Annual Report) The social competences are at a level that can be expected   2011 2012 2013 total 3 years nr. schools  n=396 n=341 n=1133 % + 29 30 41 32,9 ? 70 69 59 66,4 - 1 0,6

INDICATORS OUTPUT CURRICULUM ETHOS & Safety Policy Pupils’ social competences are at a level that may be expected CURRICULUM Promotes active citizenship and social competences ETHOS & Safety Policy Staff realizes respectful behaviour with and between pupils QUALITY ASSURANCE Evaluates if objectives (cohesion, competences, citizenship) are realized

JUDGING ETHOS Classroom & school observations (observation forms) Staff realizes respectful behaviour with and between pupils Classroom & school observations (observation forms) Sum of all lesson observations 75% must be +

SAFETY & RESPECTFUL INTERACTION pupils & staff feel safe parents are involved in school activities school aware of (social) safety perception by pupils and staff school prevents incidents effective safety policy regarding incidents staff ensures that pupils treat others with respect

RESULTS FOR ETHOS: SAFETY & RESPECTFUL INTERACTION (Annual Report) Staff realizes respectful behaviour with and between pupils 2011 2012 2013 total 3 years   n=396 n=341 n=1133 % + 99 99,1

BASIC VALUES OF OUR DEMOCRATIC CONSTITUTIONAL STATE Risks the school adapts its curriculum to adress risks and undesirable views, attitudes and behavior of students in terms of citizenship and integration

WHAT DO WE EXPECT SCHOOLS TO DO? Raise social competences Openness to society and the diversity, participation and involvement in society;  Learning and working environment citizenship visible and Environment includes Basic Values (knowledge, attitudes, skills for participation in the democratic constitutional state) 

NEW DEVELOPMENTS IN DUTCH FRAMEWORK INCLUDING SOCIAL OUTCOMES Pilots in 2012-2014 In Primary, Secondary and special education Supervision in 2020: pilots in 2015 Standards for social competences

DISCUSSION 1. Focus of Norwegian/Swedish/Scottish/Dutch approaches different goals, structures indicators same contents (more or less) and similarities in instruments   2.  What are the main results / effects of these approaches? 3.  Differences in outcomes and processes   different models: output- or process-oriented 4.  Feedback / reflection on different country-approaches & results