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Monitoring and evaluation of education policy and educational institutions
Sound government policy requires sound monitoring and evaluation. Dialogic has specialised in this for more than 25 years, including in the field of education. Dialogic has extensive quantitative expertise and knows how to make effective use of education data from, for example, Statistics Netherlands (CBS). In addition, Dialogic offers expertise in numerous evaluation protocols relevant to education, such as SEP, EMTO, RPE and evaluations of independent administrative bodies.
Dialogic also conducts evaluations of institutions related to education. We can also act as supporting secretary to an evaluation committee in this context. Dialogic is well acquainted with how educational institutions operate, particularly in higher education, and with the relationships between educational institutions and their stakeholders. We have extensive experience in setting up and facilitating site visits.
Digitalisation of education
Digitalisation offers education many opportunities, but also presents challenges. Broadly speaking, a distinction can be made between digitalisation (1) of the organisation of education, (2) in the delivery of education and (3) in the content of education. Digitalisation in education is not an end in itself, but a means of achieving higher-quality education and an improved capacity to connect with society and the labour market.
Dialogic examines these developments from technological, economic and policy perspectives. Our expertise includes digital education infrastructures, student data, AI, information security and privacy, and digital literacy. We also investigate the position of Big Tech in education and dependence on major technology companies, for example in the development of digital infrastructures and the availability of alternatives. In addition, we have experience with developments such as Edu-V, in which agreements are made to establish a secure, reliable and future-proof digital ecosystem for education.
Learning resources and the learning resources market
Learning resources are undergoing significant change. Digitalisation, open educational resources and new forms of education are changing both the supply of learning resources and the way in which schools and teachers select and use them. At the same time, questions arise concerning market functioning and public values: is there sufficient choice, do the available learning resources meet the needs of education, and what role can public bodies play in this?
Dialogic examines both the demand and supply sides of the learning resources domain. On the supply side, we map providers, products and market structures, including for mainstream education and digital distance education. On the demand side, we investigate how schools and teachers choose and use learning resources, and the needs and barriers they experience in doing so. We have specific expertise in open educational resources, including their use by teachers and the needs and conditions for wider adoption. We also examine new developments in the learning resources landscape, such as the supply of learning resources for digital distance education and the relationship between public and private parties.
Equal opportunities and accessibility in education
Access to and participation in good education is not self-evident for everyone. Differences in background, support needs and personal circumstances can affect educational opportunities. The way education itself is organised can also create barriers to participation. Education can act as a driver of equal opportunities, or instead of inequality of opportunity. Preventing inequality of opportunity is important, both for pupils and students and for society as a whole.
Dialogic examines issues relating to equal opportunities and the accessibility of education, as well as the effectiveness of policies aimed at removing barriers. In doing so, we look at differences between groups of pupils and students, as well as at how schools, partnerships and other parties respond to these differences. Among other things, we have experience in research into early school leaving, pupils unable to attend school, and the potential of digital distance education for pupils for whom mainstream education is temporarily or structurally unsuitable.
Alignment between education and the labour market
Good alignment between education and the labour market is important for students, educational institutions, employers and society as a whole. One of the tasks of education is to prepare people for the labour market, enabling them to develop further and contribute to societal challenges.
Changes in the labour market can affect the knowledge and skills required, while developments in education in turn influence the available labour supply. Dialogic conducts research into the alignment between education and the labour market and the role of study choices in this, and monitors this alignment in several sectors. Here you can find more information about our labour market research.
Internationalisation of education
Education increasingly takes place in an international context. Students and staff are internationally mobile, educational institutions collaborate across national borders, and Dutch education policy is influenced by European and international developments.
Dialogic examines the impact of internationalisation in education. For example, we look at international collaboration, European education programmes and the position of Dutch educational institutions from an international perspective. Dialogic also specialises in carrying out international comparisons in order to place developments in Dutch education in a broader context.
