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Daarbij besteden we extra aandacht aan praktische handelingsperspectieven, zoals het identificeren van succesvolle aanpakken bij gemeenten, het signaleren van trends en het inzichtelijk maken van de effecten van beleidskeuzes.\r\n\r\nEen belangrijk onderdeel van het project is de verdere ontwikkeling van het online dashboard. We halen gebruikersbehoeften op en zorgen voor een toegankelijke en gebruiksvriendelijke omgeving waarin gemeenten hun resultaten kunnen vergelijken, trends kunnen volgen en zelf verdiepende analyses kunnen uitvoeren. Ook verkennen we innovatieve toepassingen, zoals AI-ondersteunde inzichten, die complexe informatie begrijpelijk en direct bruikbaar maken.\r\n\r\nDe publicatie van het dashboard en het 'boekje' met resultaten van de Personeelsmonitor 2026 staat gepland voor eind mei 2027.",16402,"p0",{"id":371,"date":372,"date_gmt":373,"slug":374,"type":15,"link":375,"title":376,"featured_media":19,"acf":378},16330,"2026-07-02T15:21:16","2026-07-02T13:21:16","midterm-review-nolai","https:\u002F\u002Fcontent.dialogiconderzoek.nl\u002Fprojecten\u002Fmidterm-review-nolai\u002F",{"rendered":377},"Midterm Review NOLAI",{"projectnummer":379,"opdrachtgevers":380,"projectleden":385,"loopt":61,"sleutelwoorden":389,"omschrijving":390,"rapporttitel":20,"bestand":20,"publicatienummer":20,"extra_downloads":45,"slider":391,"slider_fallback":20,"prominentie":369,"interviews":20,"slogan":20,"onder_slogan":20,"slogan_titel":20,"slogan_links":20},"2026.088",[381,383],{"opdrachtgever":382},"Ministerie van Economische Zaken en Klimaat",{"opdrachtgever":384},"Ministerie van Onderwijs, Cultuur en Wetenschap",[386,387,365,388],526,12547,15832,"NOLAI AI onderwijs NGF ","NOLAI is het nationale onderwijslab AI voor het basis, voortgezet en speciaal onderwijs van Nederland en wordt gefinancierd door het Nationaal Groeifonds. In tientallen projecten op scholen door heel Nederland ontwikkelt, onderzoekt én implementeert NOLAI verantwoorde educatieve AI. Hierbij staat de samenwerking tussen onderwijs, bedrijfsleven en wetenschappers centraal. Dialogic voert in opdracht van het ministerie van EZK en het ministerie van OCW een ‘Midterm Review’ uit van NOLAI.\r\n\u003Ch2>Wat is het doel van de review?\u003C\u002Fh2>\r\nDeze review heeft de volgende doelen:\r\n\u003Cul>\r\n \t\u003Cli>Beoordelen of NOLAI zich ontwikkelt heeft volgens de beoogde koers en planning;\u003C\u002Fli>\r\n \t\u003Cli>Inzicht geven in de doeltreffendheid en doelmatigheid van de aanpak;\u003C\u002Fli>\r\n \t\u003Cli>Het toetsen van de werking van de beleidstheorie van NOLAI en onderliggende aannames;\u003C\u002Fli>\r\n \t\u003Cli>Het bieden van aanknopingspunten voor bijsturing richting de volgende fase van het programma.\u003C\u002Fli>\r\n\u003C\u002Ful>\r\n\u003Ch2>Onderzoeksopzet\u003C\u002Fh2>\r\n\u003Cdiv>Voor het onderzoek maken we gebruik van deskresearch en interviews. Centraal staat een kritische analyse van de beleidstheorie van NOLAI, waarbij we in afstemming met de opdrachtgever bepalen welke vragen en accenten voor de midterm review het meest relevant zijn. Vervolgens beoordelen we in hoeverre de zelfevaluatie een goed onderbouwd beeld geeft van de voortgang, doelmatigheid en verwachte resultaten van het programma. Waar nodig toetsen we feitelijke onduidelijkheden en gehanteerde definities bij NOLAI en de auteurs van de zelfevaluatie. Daarnaast analyseren we aanvullende documentatie, zoals stukken over governance, monitoring en bijsturing, om de plausibiliteit van het programma nader te beoordelen. Om de bevindingen te valideren en te verdiepen voeren we gesprekken met relevante stakeholders en experts over de werking, uitvoerbaarheid en externe geloofwaardigheid van het programma. 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De reguliere lerarenopleidingen leveren echter niet voor alle beroepsgerichte profielen in het vmbo voldoende bevoegde leraren op. Ook sluiten bestaande zij-instroomroutes beperkt aan bij vakmensen uit de beroepspraktijk, vaak met een mbo-3- of mbo-4-achtergrond. Hoewel zij regelmatig willen instromen in het onderwijs, ervaren zij in de huidige situatie diverse obstakels. Het ministerie van OCW werkt daarom aan een wetsvoorstel over bevoegdheden in het beroepsgerichte vmbo. Voor dit wetsvoorstel is het belangrijk om eerst meer zicht te krijgen op (potentiële) onderwijsprofessionals en de uitdagingen om hen voor de klas te krijgen.\u003C\u002Fdiv>\r\n\u003Cdiv>In samenwerking met Oberon, Jacqueline Kerkhoffs en Wilma Roijackers onderzoekt Dialogic in opdracht van het ministerie van OCW welke routes (potentiële) onderwijsprofessionals in en rond het beroepsgerichte vmbo doorlopen of overwegen, en welke push- en pullfactoren daarbij een rol spelen. We kijken daarbij naar vier groepen: (1) onbevoegd lesgevenden, (2) onderwijsondersteunend personeel dat (ook) lesgeeft, (3) vakmensen uit het bedrijfsleven die een overstap overwegen en (4) zij-instromers die inmiddels bevoegd werken. Wie zijn zij, welke route doorlopen zij (of willen zij doorlopen), en wat hebben zij nodig om bevoegd te worden?\u003C\u002Fdiv>\r\n\u003Cdiv>\u003C\u002Fdiv>\u003C\u002Fp>\r\n\r\n\u003Ch4>\u003Cb>Wat doen we?\u003C\u002Fb>\u003C\u002Fh4>\r\n\u003Cdiv>Na een korte verkenningsfase (documentanalyse en interviews) halen we via twee digitale vragenlijsten breed op wie de doelgroepen zijn, welke routes zij (willen) volgen en welke push- en pullfactoren meespelen. Aan de hand van focusgroepen en aanvullende interviews verdiepen we de enquêtebevindingen en het onderliggende ‘waarom’ van de afwegingen en factoren. De uitkomsten worden gestructureerd aan de hand van het Weten-Willen-Kunnen-gedragsmodel. 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