We are dedicated to an inclusive, fair and social society. But how inclusive, fair and social is Kennisland itself? We would like to tell a little more about the composition of our team. Considerably more women than men worked at KL in 2016. The youngest employee was 24, the oldest 53. The average length of service at Kennisland was four years. At least half of us have a migration background, according to the definition of the CBS. Here you can find more social and demographic figures about our organisation.
In the social lab in Amsteldorp in Amsterdam, Kennisland developed the Woningruilweken (Home Exchange Weeks) as a prototype together with housing corporations, residents and the Amsterdam-Oost district council. The Home Exchange Weeks are an answer to the needs of Amsteldorp residents, connect well with official policy (living independently for longer) and create movement within the social housing stock. Ymere: “Our thinking about home exchange has changed for good!”. The corporations are now developing this prototype further.
The crowdsourcing project Onze Nieuwe School (Our New School) was responsible for an important step in democratisation and innovation in education. It was a unique experiment with starting new schools. The selection commission of the municipality of Amsterdam selected four innovative schools, which were given the chance to be set up for real. The first opened its doors in August 2016: The Alan Turing School. Read the publication with lessons learned from this education challenge here (in Dutch).
Copyright law in Europe is a complex patchwork of rights and exceptions. It is unclear where particular exceptions apply, for example for education or the press. Kennisland has created the first comprehensive overview of these exceptions, which makes evidence-based policymaking possible.
Read more at copyrightexceptions.eu
Kennisland has developed a programme concept (in Dutch) for teaching innovation to school leaders in primary education, as this professional group also has a need for new innovation strategies in a rapidly-changing society. The starting points are an action-orientated, inquisitive approach and learning to innovate in peer groups on the basis of their own practice. This programme has now been officially accredited and included in the CNV Onderwijs programme.
In Hong Kong, it is very difficult to innovate within the public sector. That’s why KL helped the Make a Difference Institute to swim against the tide and set up three social labs. In the first, the government department for Leisure and Cultural Services, librarians, social designers, political parties, students, researchers and residents of Sham Shui Po, the poorest district of Hong Kong, worked together to make the library more inclusive and relevant for all local residents. The next two labs will start in February 2017.
In recent years, residents of many cities have taken the initiative in social innovation. How can we help them most effectively? We researched this question in the Challenge Stad van de Toekomst (Challenge City of the Future), which Kennisland developed and implemented together with Pakhuis de Zwijger. We supported 150 initiatives and, together with the research institute DRIFT, gathered our insights in a publication (in Dutch) that was shared and discussed with authorities, city-makers and scientists.
We set up the first incubator for innovative teachers in Rotterdam. Uniquely, teachers from the vve, po, vo and mbo sectors (the pre-school, primary, secondary and vocational sectors within Dutch education) will together research the needs of pupils in Rotterdam in one development programme, within the context of the social challenges in the city. They will lay the foundations for new networks and work on their own development as innovative teachers.
The European Commission presented a disappointing proposal for the modernisation of EU copyright law. It is first and foremost a confirmation of the status quo and does not contain the changes sorely needed for the digital age. There is a positive exception: the Commission has proposed a law that should make it easier for heritage institutions to present their collections to the public online. This is the result of three years of intensive lobbying work done by us, together with Europeana, on behalf of heritage institutions across Europe. Read more
The LinC programme celebrated a record number of 800 registrations. The impact of LinC is clearly reflected in the results of the “learning paths”, in which teams work together on innovative solution trajectories for problems in the sector and in society. A growing group of Leaders in Culture strongly represents the desired developments in the debate about the sector: a review of the financial (subsidy) system, talent development and promoting diversity.
Social labs do not focus on solving problems but instead try to strengthen the problem-solving capacity of citizens, professionals and local government officials. A strong example of this comes from the social lab in Amsteldorp, where residents, planners, district council and housing corporation worked together to give the local convenience store – a vital lifeline for older people that threatened to disappear – a complete makeover. The “Buurtsuperman” has been active again since December 2016. Read more (in Dutch)
In April 2016, together with Europeana and the Digital Public Library, we launched rightsstatements.org. This website provides internationally standardised, machine-readable rights statements that heritage institutions can use to indicate the copyright status of the works in their collections. Rightsstatements.org is already used by the Digital Public Library of America, and Europeana has replaced 23 million old rights statements with statements from rightsstatements.org. Read more
The Teachers’ Development Fund (TDF), the successor to Onderwijs Pioniers (Education Pioneers), had a successful year in which hundreds of teachers were able to develop their own innovative initiatives. Together, teachers amplified their ideas in national Teachers’ Labs. TDF has become a platform where the education of the future is developed by teachers themselves, and where teachers can develop their own innovative forms of leadership.
When datasets are proactively made public, this data can be reused and government becomes more transparent. Nevertheless, municipalities are only opening their datasets in a piecemeal way. We organised the Gemeentelijk Leernetwerk Open Data (Municipal Open Data Learning Network), in which 15 municipalities experimented with open data. This encouraged them to actually open datasets and allowed us to gather insights about the barriers currently existing. We share the lessons and practical recommendations in this publication (in Dutch).
Kennisland helped building a new and innovative museum in 2016: Taalmuseum Leiden (The Language Museum Leiden). The Taalmuseum promotes knowledge of and enthusiasm for language. It is no traditional museum, because language is everywhere; it is in the heart of society. In many of our projects, stories, and thus language, play a leading role. The museum is exploring new forms of engagement. For example, how could the public become co-owner? Read more (in Dutch)
We organised a four-day Academy in Berlin for the thirty semi-finalists of the European Social Innovation Competition. Participants attended intensive workshops and learned from each other, local initiatives and a coach. This strengthened the projects and increased their impact, and new collaborations emerged. Read here which initiatives reached the final and who the winners were.
New school concepts, leaders in culture, urban innovators, municipalities experimenting with open data and the modernisation of European copyright law: in 2016 Kennisland continued to work on complex social problems as a change agent.
To do justice to our personal observations, actions, opinions and amazement at the world around us we also offer a glimpse at our calendars, just as we do on our homepage. We also take a good look at ourselves in the mirror: what is the gender ratio at Kennisland? Are there income disparities between the sexes? Where do our employees come from? And what is our environmental impact?
Check out last year’s successes and our ambitions for 2017!Nederlands
In order to achieve innovation in the social domain, we generally experiment with new partnerships, roles and forms of service delivery on the basis of what currently exists. But what would happen if we took “utopian imagination” as the starting point to work towards? What if values shared by government, professionals and citizens were the basis for a social innovation challenge? In 2017, KL will work on such visions of the future and will take the first practical steps.
Maker: Anna Dziubinska
The challenges in today’s society call for smart, creative and unorthodox solutions in education. New collaborations between education and society are needed with the aim of providing young people with better guidance as they find their place in society, but most of all to shape the society of the future. These include the Broedplaats (Incubator) in Rotterdam, where teachers are actively seeking collaboration with numerous social partners beyond education.
In 2016, under the name PLAATSMAKERS (PLACEMAKERS), KL began an investigation into the large number of complaints from residents of the Corfuplantsoen. In 2017, PLAATSMAKERS will mobilise professionals and local residents of many different backgrounds to create a vibrant neighbourhood where everyone is welcome and feels safe. Young, old, newcomers and natives in Amsterdam will live a comfortable life here together – an example for the whole of the Netherlands.
Many museums, archives and other heritage institutions have already digitised large parts of their collections. That’s great, but we must not only store our cultural heritage for conservation purposes; more importantly for reuse. And that can be done a lot better. By making digital heritage collections available in open and innovative ways, new knowledge can be generated. Since 2007, Kennisland has worked to improve the visibility, accessibility and reusability of digital heritage, and we will continue to do so.
Kennisland believes that education for newcomers can become much better if teachers cooperate more and learn from one another. In 2016, together with LOWAN, KL organised regional study days in order to discover which strategies contribute to learning with and from each other and thus to improving education. The ambition is to develop the approach of teachers’ learning networks nationally so that newcomers’ education is given the impulse it needs.
What began in 2016 with a discussion, an idea and a modest attempt will grow into a structural collaboration in 2017: two large youth welfare agencies and Kennisland will initiate the Social R&D Lab in Youth Welfare. We will spend the coming years in this lab working on the youth welfare of the future. We will shape sustainable space for experimentation with service delivery, collaboration and new roles for institutions, governments, professionals and young people – always together with young people and their own networks.
At the end of 2016, the European Commission presented proposals for the modernisation of copyright in the European Union. At the insistence of heritage institutions, this also contained a proposal for making out-of-commerce works (works no longer available in customary channels of commerce) available online. The proposal was dismissed as unworkable by both the heritage institutions and rights holders’ organisations. In 2017, Kennisland will work on a solution that can count on the agreement of all stakeholders.
KL is constantly looking for new ways to generate knowledge that is directly applicable in practice and that contributes to social innovation. We often still encounter resistance to this, including from traditional knowledge institutions that see this knowledge and methodology as non-valid, and from policymakers who cannot base policy on “soft” data, such as the stories from social labs. In 2017, we will convince them of the importance of alternative knowledge production for social innovation.
In 2017, Kennisland will also fight for better copyright with Copyright for Education: we will conduct research, lobby policymakers and legislators, and we will run a public campaign for concrete changes to copyright that will improve the position of education. At present there is too much uncertainty and too many restrictions on the use of (digital) material in classrooms for education in European countries.
In 2016, Amsterdam won the iCapital award from the European Commission. Together with our partners we will use the prize money in 2017 to launch a call to support bottom-up innovation for an inclusive city. These initiatives will then be strengthened with financial resources and a tailor-made support programme. With this programme we will contribute to the development of the “Amsterdam approach” – one in which the municipality, knowledge institutions, businesses and residents work together intensively towards an innovative and inclusive city.
In 2017, a new phase will begin for Creative Commons Netherlands. Kennisland will restructure CC NL to become a network organisation with members from outside the three founding organisations. This will make the open movement more effective and our message more concrete. This reflects the diversity of people involved with open licenses in the Netherlands and is in line with the international network structure of Creative Commons.