The OECD Review of Digital Education Policy in the Netherlands offers an independent analysis of strengths and challenges related to digital education in Dutch schools. It was carried out as part of the OECD project Resourcing School Education: Policies for the Digital Transformation of Education and Future-Readiness of Teachers. The report describes and assesses the system from an international perspective and proposes policy options to guide future reforms. The analysis covers primary and secondary education, focussing on digital education policies concerning the following topics: i) governance and system-level strategy, ii) funding and procurement; iii) the EdTech and education materials markets; iv) capacity building and the future roles of teachers, and v) the curriculum framework, assessments and school evaluations. This report aims to inform education authorities and stakeholders in the Netherlands as well as other countries looking to develop a system-level policy environment that enables schools to achieve excellence and equity in the digital age.
OECD Review of Digital Education Policy in the Netherlands
Abstract
Executive summary
The OECD Review of Digital Education Policy in the Netherlands was conducted as part of the OECD project Resourcing School Education: Policies for the Digital Transformation of Education and Future-Readiness of Teachers. It provides an independent analysis of the Netherlands’ digital policies for primary and secondary education, drawing on international evidence and comparative insights. The report aims to inform the development of a system-level policy environment to promote educational excellence, equity and innovation in the digital age. Key findings and recommendations of the review are summarised below and elaborated in subsequent chapters.
Chapter 2 examines the governance of digital education, the central strategies guiding its development and related monitoring and evaluation provisions. Digital education is recognised as a key priority for the Dutch school system but lacks an effective strategic vision with a clear action plan that outlines targets, timeframes and responsibilities. While the development of digital education policy is based on a strong commitment to co-creation, there is a recognised need for more central steering and co-ordination in some areas.
The OECD review team recommends:
Update and strengthen the strategic vision to effectively guide improvements in the digital education policy ecosystem
Clarify the role of central steering in digital education and balance guidance, quality assurance and pedagogical autonomy more effectively
Develop a monitoring and evaluation framework for digital education that is aligned with strategic priorities and leverages existing data
Chapter 3 covers the funding mechanisms, procurement and infrastructure that underpin digital school education. Significant resources have been mobilised to support digital education and literacy in recent years, though the time-bound nature of targeted support has made it difficult for schools to pursue sustainable longer-term strategies. An increased emphasis on collective procurement has improved schools’ position in the market for digital resources and important steps have been taken to strengthen security and privacy in schools’ digital infrastructure. The widespread availability of digital devices provides a good basis for digital learning in Dutch schools, though a reliance on parental contributions raises equity concerns.
The OECD review team recommends:
Strengthen school leaders’ and school boards’ capacity to strategically manage investments in digital education
Create a targeted funding mechanism for school improvement priorities, including digital education, and associated accountability mechanisms
Ensure that the rules on parental contributions are observed and support the equitable access to digital devices
Enable SIVON to provide procurement support to the entire sector and advance the implementation of sector-wide technical standards
Strengthen the provision of technical expertise to support the implementation of information security and privacy standards
Chapter 4 examines policies to promote quality and innovation in the market for education technology (EdTech) and digital education materials, as well as the collaboration among developers, researchers and educators. Market consolidation and new product structures have raised concerns about teachers’ flexibility and agency in choosing digital learning materials. There are efforts to strengthen the domestic EdTech sector, although barriers to entry remain high and stakeholders face difficulties navigating a fragmented market for digital learning materials and software. There is no systematic approach to evaluating the effectiveness of digital education resources, though momentum is growing to develop quality standards that could promote public values, pedagogical diversity and alignment with the needs of schools, teachers and students.
The OECD review team recommends:
Establish clear governance structures and responsibilities for the evaluation of digital education resources
Create a national framework for the evaluation of digital education resources and consider establishing testbeds or sandboxes for EdTech and education materials
Ensure a level playing field for smaller and domestic EdTech companies and encourage competition based on education priorities
Foster a culture of open educational resources (OER) that encourages their development and use
Chapter 5 examines the capacity of teachers and school leaders to promote students’ digital literacy and foster their basic skills using technology. Many Dutch teachers embrace the purposeful integration of digital technology. While schools’ digital capacity remains uneven, significant investment in professional learning presents an opportunity to support teachers’ effective use of digital technology. The market for school advisory services responds to diverse needs arising from the digital transformation of schools and the momentum to strengthen its quality assurance is welcomed. Efforts to rebuild a professional organisation for teachers could strengthen their ability to shape the future of their profession in light of technological changes.
The OECD review team recommends:
Develop, adopt and disseminate quality standards for continuing professional learning on digital education
Develop professional standards or leverage existing professional frameworks to strengthen teachers’ digital literacy
Encourage teacher collaboration and knowledge sharing around the development of teaching materials for digital literacy and other subjects
Support school leaders in shaping the digital transformation of their schools and in promoting digital literacy
Chapter 6 examines the role of digital literacy in the ongoing revision of the Dutch curriculum framework and its links to student assessments. It also covers the role of school evaluations in promoting the effective use of digital resources. The curriculum reform is an important step to improve digital education and literacy, though greater co-ordination will be needed to ensure synergies in its implementation. The revised curriculum framework provides teachers with additional guidance, which could foster a more active and creative engagement with its learning goals. While capacity building is underway, additional efforts are needed to prepare all schools to implement the new core objectives for digital literacy.
The OECD review team recommends:
Provide a clear road map for the implementation of the new core objectives and co-ordinate actors for a whole-of-system approach
Prepare schools and strengthen their capacity to implement the revised core objectives
Promote stakeholders’ active engagement with the revised core objectives and the integration of digital literacy across subjects
Strengthen the capacity to monitor schools’ compliance with technical standards for digital education
