1. SICI working group SICI-SOE SOCIAL OUTCOMES in EDUCATION
WELCOME

2. Social Outcomes in The Netherlands

3. The Netherlands
in Europe

4. 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)

5. 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

6. 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

7. OTHER LEGISLATION Curriculum – core objectives
School climate & school safety

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

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

10. 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

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

12. 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’

13. 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)

14. 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

15. 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

16. 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

17. 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 +

18. 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

19. 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

22. 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

23. 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) 

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

25. 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