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Leerlingen die dit onderwijs volgen, maken pas op 14-jarige leeftijd definitief de keuze voor vmbo, havo of vwo. In ons huidige stelsel worden leraren opgeleid voor het basisonderwijs of het voortgezet onderwijs. Om les te geven aan leerlingen van 10 tot 14 jaar, hebben leraren dus formeel een dubbele bevoegdheid nodig en in sommige gevallen is een dubbele bezetting van leraren nodig. Om een oplossing te vinden voor deze onwenselijke situatie is het ministerie van OCW vanaf schooljaar 2020-2021 gestart met het experiment teambevoegdheid: dit houdt in dat het team dat 10-14 onderwijs geeft gezamenlijk de benodigde bevoegdheden bezit, zonder dat dit hoeft te gelden voor elke individuele leraar. Binnen het team vullen de leraren en hun bevoegdheden elkaar aan. Scholen komen voor teambevoegdheid in aanmerking als zij 10-14-onderwijs aanbieden en een aanvraag doen voor teambevoegdheid.\r\n\r\nHet ministerie van OCW heeft Dialogic en Oberon gevraagd een onderzoek te doen naar het experiment teambevoegdheid voor 10-14-onderwijs. Het onderzoek richt zich op de totstandkoming van teambevoegdheid, resultaten en doelbereik en de effecten van het experiment. Op basis van de bevindingen worden aanbevelingen gedaan met betrekking tot toekomstige wet- en regelgeving. In hun aanpak combineren Dialogic en Oberon een diepte- en een breedte-aanpak. De diepte-aanpak houdt in dat maximaal zestien deelnemers aan het experiment door de tijd worden gevolgd. Deze initiatieven nemen deel aan een nulmeting, tussenmeting en eindmeting. We interviewen of enquêteren schoolleiding, schoolbestuur, leraren, leerlingen en ouders. Daarnaast is er een minder intensieve breedte-aanpak, waarmee overige initiatieven die deelnemen aan het experiment worden gevolgd. Het onderzoek wordt afgesloten met een workshop met vertegenwoordigers van de initiatieven; deze dient om de bevindingen te valideren en input te leveren ten behoeve van de aanbevelingen.\r\n\r\nTijdens het traject wordt driemaal tussentijds gerapporteerd aan de opdrachtgever: in januari 2021, september 2021 en september 2022. De eindrapportage wordt opgeleverd in oktober 2023.\r\n\r\nDownload \u003Ca href=\"https:\u002F\u002Fwww.rijksoverheid.nl\u002Fbinaries\u002Frijksoverheid\u002Fdocumenten\u002Frapporten\u002F2021\u002F02\u002F08\u002Fnulmeting-onderzoek-teambevoegdheid-10-14-onderwijs\u002FOnderzoek+teambevoegdheid+10-14-onderwijs.pdf\">hier\u003C\u002Fa> de nulmeting.\r\nDownload \u003Ca href=\"https:\u002F\u002Fwww.rijksoverheid.nl\u002Fdocumenten\u002Frapporten\u002F2021\u002F09\u002F29\u002Feerste-tussenrapportage-experiment-teambevoegdheid-10-14\">hier\u003C\u002Fa> de tussenrapportage.\r\nDownload \u003Ca href=\"https:\u002F\u002Fwww.dialogic.nl\u002Fwp-content\u002Fuploads\u002F2021\u002F05\u002F2020.065c-Dialogic-Oberon-Tussenmeting-2-experiment-teambevoegdheid_def.pdf\">hier\u003C\u002Fa> de tweede tussenmeting.","Onderzoek teambevoegdheid 10-14-onderwijs, nulmeting",10306,"2020.065-2105",[48,51],{"extra_naam":49,"extra_bestand":50},"Eerste tussenrapportage experiment teambevoegdheid 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en beleid",{"vakgebied":357},"Machine learning","Als breed geïnteresseerde onderzoeker bijt ik me vast in complexe vraagstukken. Met een achtergrond in zowel de wiskunde als de psychologie\u002Fneurowetenschappen kan ik deze vraagstukken van verschillende kanten belichten. Daarnaast heb ik een brede maatschappelijke interesse, wat zich uit in een divers palet aan onderzoeken binnen Dialogic.\r\n\r\nVoor ik bij Dialogic kwam werken ben ik gepromoveerd in de Cognitieve Neurowetenschappen aan de Universiteit van Melbourne, waar ik onderzocht heb hoe de hersenen kunnen acteren in het ‘nu’ terwijl ze door vertragingen in neurale signalen alleen informatie hebben over het verleden. In de bijbehorende onderzoeken heb ik met behulp van menselijke hersendata en machine learning getracht dit fundamentele vraagstuk te beantwoorden. Voor mijn promotie heb ik een bachelor in Liberal Ats and Sciences gedaan met een focus op Wiskunde en Psychologie aan University College Utrecht, een master in Neurowetenschappen aan University College London en gewerkt als softwareontwikkelaar.",14263,"https:\u002F\u002Fwww.linkedin.com\u002Fin\u002Ftessel-blom-89676a63\u002F?originalSubdomain=au",{"items":362,"total":93},[363],{"id":364,"title":365,"url":367,"parent":19},13577,{"rendered":366},"Werken bij Dialogic","https:\u002F\u002Fcontent.dialogiconderzoek.nl\u002Fwerken-bij-dialogic\u002F",{"title":369,"source_url":370},{"rendered":44},"https:\u002F\u002Fcontent.dialogiconderzoek.nl\u002Fwp-content\u002Fuploads\u002F2021\u002F05\u002FOnderzoek-teambevoegdheid-10-14-onderwijs-nulmeting.pdf",{"items":372,"total":93},[373],{"id":35,"slug":345,"link":346,"title":374,"featured_media":376,"acf":377},{"rendered":375},"Tessel 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Gemeenten",{"projectnummer":485,"opdrachtgevers":486,"projectleden":489,"loopt":70,"sleutelwoorden":494,"omschrijving":495,"rapporttitel":20,"bestand":20,"publicatienummer":20,"extra_downloads":54,"slider":496,"slider_fallback":20,"prominentie":497,"interviews":20,"slogan":20,"onder_slogan":20,"slogan_titel":20,"slogan_links":20},"2026.019",[487],{"opdrachtgever":488},"A&O fonds Gemeenten",[490,491,492,493],15565,530,11595,14957,"Personeelsmonitor monitor dashboard gemeenten HR arbeidsmarkt","Hoe ontwikkelen gemeenten zich als werkgever? Welke trends en uitdagingen spelen er op de arbeidsmarkt, in het bijzonder die van gemeenten? In opdracht van het A&O fonds Gemeenten voert Dialogic de \u003Cstrong>Personeelsmonitor Gemeenten 2026\u003C\u002Fstrong> uit. Deze monitor wordt elk jaar uitgebracht, en vormt dé benchmark voor HR-kengetallen bij gemeenten. Dialogic voert voor de Personeelsmonitor \u003Cstrong>onderzoek\u003C\u002Fstrong> uit naar het personeelsbestand, HR- en personeelsbeleid en salarisbestanden van gemeenten. Daarnaast zal Dialogic het \u003Cstrong>dashboard\u003C\u002Fstrong> voor de Personeelsmonitor (door)ontwikkelen en onderhouden.\r\n\r\nDe Personeelsmonitor brengt niet alleen actuele ontwikkelingen in kaart, maar helpt gemeenten ook vooruit te kijken. Met een combinatie van enquêtegegevens, salarisdata en geavanceerde analyses onderzoeken we welke factoren samenhangen met succesvolle arbeidsmarkt- en HR-strategieën. 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":499,"date":500,"date_gmt":501,"slug":502,"type":15,"link":503,"title":504,"featured_media":19,"acf":506},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":505},"Midterm Review NOLAI",{"projectnummer":507,"opdrachtgevers":508,"projectleden":512,"loopt":70,"sleutelwoorden":516,"omschrijving":517,"rapporttitel":20,"bestand":20,"publicatienummer":20,"extra_downloads":54,"slider":518,"slider_fallback":20,"prominentie":497,"interviews":20,"slogan":20,"onder_slogan":20,"slogan_titel":20,"slogan_links":20},"2026.088",[509,511],{"opdrachtgever":510},"Ministerie van Economische Zaken en Klimaat",{"opdrachtgever":33},[513,514,493,515],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. Alle bevindingen worden samengebracht in een eindrapport (de Midterm Review), dat naar verwachting eind oktober 2026 wordt opgeleverd.\u003C\u002Fdiv>",16331,{"id":520,"date":521,"date_gmt":522,"slug":523,"type":15,"link":524,"title":525,"featured_media":19,"acf":527},15829,"2026-05-07T15:19:28","2026-05-07T13:19:28","meer-vakmensen-in-het-beroepsgerichte-vmbo","https:\u002F\u002Fcontent.dialogiconderzoek.nl\u002Fprojecten\u002Fmeer-vakmensen-in-het-beroepsgerichte-vmbo\u002F",{"rendered":526},"Meer vakmensen in het beroepsgerichte vmbo",{"projectnummer":528,"opdrachtgevers":529,"projectleden":531,"loopt":70,"sleutelwoorden":533,"omschrijving":534,"rapporttitel":20,"bestand":20,"publicatienummer":20,"extra_downloads":54,"slider":535,"slider_fallback":54,"prominentie":497,"interviews":20,"slogan":20,"onder_slogan":20,"slogan_titel":20,"slogan_links":20},"2026.036",[530],{"opdrachtgever":33},[490,514,532],15769,"beroepsgericht vmbo, bevoegdheden, vakmensen, zij-instroom, lerarenopleidingen","\u003Cp>\u003Ch4>\u003Cb data-olk-copy-source=\"MessageBody\">Meer bevoegde vakmensen in het beroepsgerichte vmbo\u003C\u002Fb>\u003C\u002Fh4>\r\n\u003Cdiv>Het ministerie van OCW streeft naar zoveel mogelijk bevoegde docenten voor de klas. 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. Zo maken we zichtbaar waar huidige routes wel of niet passen, welke randvoorwaarden (zoals tijd, geld, instapeisen en begeleiding) het verschil maken, en welke aandachtspunten belangrijk zijn bij het uitwerken van nieuwe of aangepaste routes richting bevoegdheid.\u003C\u002Fdiv>",15830,"150",{"title":538,"caption":540,"alt_text":20,"media_details":542,"source_url":572},{"rendered":539},"Hofvijver lake and Binnenhof , The Hague",{"rendered":541},"\u003Cp>View of the Binnenhof House of Parliament and the Hofvijver lake with downtown skyscrapers in background. 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