Development, transition, revolution, renewal, growth and innovation, all words to describe a movement, a movement from something to something else, something new, something better. That is what we are constantly trying to do in education and training: to support learners - toddlers, children, young people and adults - from not yet knowing and being able to know and being able to know. That development process presupposes school leaders and teachers - pre-school teachers, teachers, teacher educators, coaches, directors, education managers and education and school support staff - who themselves can move from something to something new in that movement.
To this end, together with the Education & Development Expertise Centre, we research and design questions and answers that identify three major age/organisational target groups within education
- Early childhood education
- Primary / secondary education
- Higher Education
as well as three substantive cores:
- Behaved change processes
- Develop and evaluate vision and policy on transversal competences
- (The development of) education professionals
With centre of expertise Education & Development, we assume that development processes are pre-eminently research-based. Moreover, we prefer to focus on projects from a collaborative position: pupils-adolescents but also nursery school teachers and school leaders assume as much ownership and co-responsibility for research as possible. Where possible we do research with them and for them, not about them. In addition, we want to further deepen the detachment, systematics and urgency of practice-based scientific research. By deploying creative, mostly qualitative research methods (such as action research, photojournalism, development research, deliberative research, video analysis, etc.), we not only try to better understand the complexity of teaching and learning, but we also make results public and open up a societal deliberation.