scholarly journals Using Data to Advance Educational Research, Policy, and Practice: Design, Content, and Research Potential of the Netherlands Cohort Study on Education

2020 ◽  
Vol 36 (4) ◽  
pp. 643-662
Author(s):  
Carla Haelermans ◽  
Timo Huijgen ◽  
Madelon Jacobs ◽  
Mark Levels ◽  
Rolf van der Velden ◽  
...  
Keyword(s):  
Cohort Study ◽  
Secondary Education ◽  
The Netherlands ◽  
Educational Research ◽  
Research Policy ◽  
Tertiary Education ◽  
Register Data ◽  
Policy And Practice ◽  
Data Set ◽  
Primary And Secondary Education

Abstract In many countries, the quality of (large-scale quantitative) educational research is threatened by data challenges. In this article, we present an innovative data research project from the Netherlands in which many of the challenges that come forward in previous literature are addressed. The Netherlands Cohort Study on Education [in Dutch abbreviated as NCO (Nationaal Cohortonderzoek Onderwijs)] uses longitudinal register data on track placement of cohorts of pupils in primary and secondary education from Statistics Netherlands, which will be combined with school admin data on pupils’ performance and data from the major (inter)national surveys. NCO maps pupils’ pathways and performances through primary and secondary education and their trajectory into tertiary education. NCO so far covers more than 10 complete cohorts and is complemented with the newest data every year. These registers are made available at Statistics Netherlands. A major contribution of NCO is that data from school administrative systems and additional research projects are linked with administrative register data, thereby creating a unique data set that enriches not only research, but also policy and practice. This data brief elaborates on the possibilities of this database by exploring and following one of the cohorts over time.

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

scholarly journals Adequacy of Data Sources for Investigation of Tertiary Education Student’s Wellbeing in Australia: A Scoping Review

Healthcare ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 136 ◽  
Author(s):  
Stephanie Partridge ◽  
Eloise Howse ◽  
Gwynnyth Llewellyn ◽  
Margaret Allman-Farinelli
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Longitudinal Studies ◽  
Scoping Review ◽  
Tertiary Education ◽  
Adult Population ◽  
Data Sources ◽  
Data Sets ◽  
Policy And Practice ◽  
Data Set

Young adulthood is a period of transition, which for many includes higher education. Higher education is associated with specific risks to wellbeing. Understanding the available data on wellbeing in this group may help inform the future collection of data to inform policy and practice in the sector. This scoping review aimed to identify the availability of data sources on the wellbeing of the Australian young adult population who are attending tertiary education. Using the methods of Arksey and O’Malley, data from three primary sources, i.e., Australian Bureau of Statistics, Australian Institute of Health and Welfare and relevant longitudinal studies, were identified. Data sources were screened and coded, and relevant information was extracted. Key data for eight areas related to wellbeing, namely, family and community, health, education and training, work, economic wellbeing, housing, crime and justice, and culture and leisure sources were identified. Forty individual data sets from 16 surveys and six active longitudinal studies were identified. Two data sets contained seven of the areas of wellbeing, of which one was specific to young adults in tertiary education, while the other survey was not limited to young adults. Both data sets lacked information concerning crime and justice variables, which have recently been identified as being of major concern among Australian university students. We recommend that government policy address the collection of a comprehensive data set encompassing each of the eight areas of wellbeing to inform future policy and practice.

scholarly journals Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel.

2020 ◽  
Author(s):  
Thijs Bol
Keyword(s):  
Secondary Education ◽  
The Netherlands ◽  
Gender Gap ◽  
Parental Support ◽  
Primary And Secondary Education ◽  
Education Data ◽  
Academic Track ◽  
First Results ◽  
Education Degree ◽  
Nationally Representative

The outbreak of the Corona virus has led to unprecedented measures in education. From March 16, all schools in the Netherlands are closed, and children must keep up with their schoolwork from home. Parents are expected to take a crucial role in this “homeschooling”: they are primarily responsible for ensuring that their children follow the curriculum. In this article I report the first results of a module in the LISS Panel that was designed to map how parents school their children in primary and secondary education. Data on a nationally representative sample of 1,318 children in primary and secondary education were gathered in April. The results show marked differences between social groups. Whereas all parents find it important that their children keep up with the schoolwork, children from advantaged backgrounds receive much more parental support and have more resources (e.g., own computer) to study from home. Differences in parental support are driven by the ability to help: parents with a higher education degree feels themselves much capable to help their children with schoolwork than lower educated parents. Parents also report that schools provide more extensive distant schooling for children in the academic track in secondary education (vwo) than for children in the pre-vocational track (vmbo). Finally, there is a clear gender gap: parents feel much more capable to support their daughters than their sons.These initial findings provide clear indications that the school shutdown in the Netherlands is likely to have strong effects on the inequality in educational opportunities.

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