Deze zomer verscheen er een tweede rapport over evidence-informed werken in onderwijs van de OESO. Dit rapport werd onlangs voorgesteld in een webinar dat je hieronder kan bekijken, samen met de bijhorende slidedeck.

Een van de belangrijkste inzichten is wellicht dit:

A culture of research engagement is founded on a shared and deep understanding of what research evidence and “thoughtful engagement” with it mean. Data suggest that most systems are still missing this shared understanding. Genuine motivation, a willingness to challenge one’s views, curiosity and trust are key ingredients of thoughtful engagement with research. To nurture these, systems need to allocate time and stable funding for research generation, knowledge mobilisation and engagement. These resources can be used to create stable relationships and quality interactions between actors that promote thoughtful engagement with research.

Maar dan moet er ook gekeken worden naar opleiding en professionalisering van alle actoren, dus niet enkel lesgevers, maar ook beleidsmensen:

Professional learning should be both a norm and a deliberate strategy in organisations and systems that aspire to develop a strong research engagement culture. Yet, practitioners’ and policy makers’ research-engagement skills are not yet widespread, and they lack appropriate learning opportunities. On the positive side, a variety of tools and approaches have been developed to promote such learning. There are tools to build policy makers’ and practitioners’ research-related skills for research; and tools to improve organisational and system-level capacity for greater research engagement. In many cases, there is a strong degree of innovation in their design. This report showcases competence frameworks, models of research use and knowledge mobilisation, and learning conversations and collective evidence appraisal by stakeholders, among other tools and approaches. Overall, the analysis highlights the need to better leverage existing tools.

Bekijk hieronder het webinar dat spijtig genoeg ieen heel stuk lijkt te missen: