14/10/2024
Less dependent on big tech in education
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Following the motion Kathmann, Dialogic conducted a brief study for the Ministry of Education, Culture and Science (OCW) to investigate the conditions for transitioning from a BigTech application to an alternative application within education. We examined five cases.
The alternative solutions studied in other EU Member States demonstrate that it is possible to develop a (partial) alternative to BigTech, and that educational institutions actually utilise these alternatives. The alternatives analysed in this case study all have both positive and negative aspects. It is clear that the alternatives are not yet a full substitute for existing BigTech services.
For policymakers, it is important to determine which routes are worth exploring further based on related policy themes (sovereignty, safeguarding public values, market dynamics within the education supply market). In any follow-up, a critical assessment should be made on:
- Feasibility (based on business case for market parties, state aid, etc.)
- Effectiveness (are BigTech alternatives an effective solution?)
- Efficiency (are BigTech alternatives an efficient solution?)
The term 'addicted' is too heavy, but the dependency of primary education on big tech is very significant.
Interview with Guido de Moor
