Maker: Marcel Oosterwijk
KL has researched and designed social progress since 1999, by increasing society’s capacity to learn and to innovate. We strive for a world in which systems support people, rather than holding them back, a world in which everyone can benefit, not just the happy few. We work to achieve a society that is inclusive and sustainable in all respects. Read our story here and see what we have achieved in 2019 and the ambitions we have for 2020 in this portfolio.
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KL has specialised in researching and designing social progress since 1999. We deploy various instruments, methodologies and change strategies to appeal more effectively to the collective intelligence of society. These include action research, challenges, incubators, pioneers’ programmes, leadership programmes and learning communities. Each problem is unique, and so is our approach. View our services
In 2019, we carried out an action research programme focused on the growth in flexible working in healthcare. For whom is this a problem, and for whom is it a solution? How can we connect the living and system environments optimally? Together with eight healthcare organisations, we developed (page in Dutch only) practical perspectives and new working methods that have an impact on how we see and deal with this urgent problem throughout the Netherlands. The research continues in 2020.
There is an increasing demand for more (and more complex) healthcare. Together with our knowledge partners, Kennisland is preparing a new generation of healthcare professionals to meet this demand. We brought together trainers, healthcare managers, supervisors, students and patients to investigate (in Dutch) what is necessary to design a new learning/working environment. What is already going well, and what can we learn from it? Read more (in Dutch)
The most recent governmental agreement contained just a few sentences about Youth Social Service (Maatschappelijke Diensttijd, MDT). The ministry decided it should not be created for young people and youth organisations, but with them: an inclusive policy programme was launched. Kennisland investigated the working parts of the first pilot projects, giving practice a leading role in the process. Read more (in Dutch)
What are the reasons why residents choose to live without natural gas (or not)? And what is helping them and holding them back? Together with residents in Amsterdam and West-Friesland, we learned what you need to live without natural gas. The most important insight: even for those with the network, time and means, living without natural gas is very complex. If the government wants to accelerate the energy transition, they must take action now. View all insights (in Dutch)
Our country is experiencing increasingly extreme weather conditions, such as heavy downpours and drought. Developing and sharing knowledge are important to accelerate climate adaptation, but what is the best way of doing this? We developed a knowledge infrastructure, which focuses on local practice and collective learning. The insights and recommendations are bundled in this publication (in Dutch).
Maker: Marcel Oosterwijk
The struggle against the plastic waste that is causing our planet, bodies, interpersonal relationships and animals unimaginable damage requires a systematic approach. In 2019, we supported thirty social entrepreneurs who are fighting against plastic waste. Thanks to our intensive mentoring programme and help from experts from across Europe, these pioneers could establish a strong foundation for continuing their efforts to achieve a Europe without plastic waste. Read more
Teachers, trainers and organisations came together at regional level to learn from each other’s knowledge, experiences, good practices and struggles, and to help each other with the problems they face. By enhancing and expanding this network, professionals in the complex field of education for newcomers can now do even more for their pupils. Read the publication (in Dutch), with recommendations for the future of education for newcomers.
Incubators developed by Kennisland in Hoorn, The Hague, Rotterdam and Amsterdam create sustainable, innovative local networks of teachers’ teams, school leaders and others involved with education both within and beyond schools. The intensive learning programmes are based on peer-to-peer discussions and collective leadership.
Teachers in Rotterdam now have a formal and systematic role in helping schools in primary, secondary, tertiary and vocational education to initiate innovative solutions to educational problems. After completing our learning programme (in Dutch) for educational innovation, they use their knowledge and experience to innovate in education. Read more (in Dutch)
During a three-day boot camp, students and teachers in vocational education, local government officials and other relevant parties devised seven insightful recommendations (in Dutch) based on their own experiences. These contribute to a future with more equal opportunities, where vocational education students have higher expectations of themselves and their opportunities, and where they take the steps they can and want to take.
A year ago, it was highly doubtful whether the Teachers’ Development Fund (LerarenOntwikkelFonds) had a future, following the closure of the Onderwijscoöperatie (Educational Co-operative). Kennisland supported the teachers in developing a strong and detailed programme and strategy to stake a claim as an independent breeding ground for pioneering teachers. A very positive evaluation report (in Dutch) has since been published by the Ministry of Education, Culture and Science.
In December, Kennisland supported the schools in the Nieuw-West district of Amsterdam that closed their doors for one week to devise solutions to the crisis arising from a shortage of teachers. During this week, the schools developed promising ideas to tackle the challenges of this crisis, such as partnerships with the local community, flexible working hours and different timetables. Read more (in Dutch)
All Hong Kong teachers together in Spring House.
We helped fifty teachers from Hong Kong take on an independent, pioneering role in education. We developed a listening exercise to analyse stories from the community in Bilbao, with the aim of transforming these into perspectives for Bilbao as a “city of values”. For the Turkish imece social innovation platform, we used our “dynamic evaluation” method in an incubation programme focused on the development of mobility-related innovations.
While the healthcare labour market is under pressure and drastic changes to the system are needed, the Dutch government is focusing everything on “returning to the good old days”: as many people as possible in salaried employment. This will not deliver the desired effect, as it has been devised from the perspective of the system, and not from that of working people and organisations. This is why we argue for action research, empathy and a movement that shows how it can be done better.
Sustainable living must become possible for more people, not just the happy few. Together with municipalities, companies and residents, we want to initiate research and experiments to learn what would help a broad spectrum of the population make the (right choices in the) transition to a sustainable lifestyle, sustainable energy supplies and creating a greener and healthier living environment.
Reports on how we deal with complex social problems as a society appear daily. But responsibility doesn’t end with observing and analysing. We need to experiment more – and more frequently – with research-based learning and designing. It is only by designing and testing new interventions and policy with those most closely involved that we can arrive at more inclusive solutions to complex social problems. In 2020, Kennisland will devote even greater attention to action research.
Maker: Martine Damler-MostertDownload
Education faces major societal challenges, such as teacher shortage and inequality of opportunity. Together with all those involved in education, we look for suitable solutions to these challenges. We help ambitious teams of teachers, school leaders and administrators to develop their innovative capacity and connect it with the rest of the school system, the neighbourhood or municipality. In this way we work on the innovative capacity of education itself and thus of society as a whole.
As a society, we are still failing to provide equal opportunities in education, and thus also in society. We want to bring together pupils, students, teachers, parents, school leaders, policymakers and others involved with education to investigate the causes of unequal opportunities together, and subsequently to eliminate these.
De nieuwe leden in onze Raad van Toezicht.
Maker: Several photographers
Rights: All rights reserved
In 2019, we were proud to welcome two new Supervisory Board members, and with them an incredible abundance of knowledge and experience: Marc Vermeulen (chair) and Gijsbert van Herk. Marc is a professor in educational sociology and strategy for non-profit organisations. Gijsbert is chair of the Executive Board of the Humanitas Foundation in Rotterdam. He will advise us on healthcare issues and brings an extensive network in the healthcare sector. View all members of our Supervisory Board