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This article analyzis two Dutch experiments in which the government guarantees a job to tackle long-term unemployment. The experiment with the Melkert jobs was carried out in the 1990s. Recently the municipality of Groningen implemented a project in which long-term unemployed people are offered a so-called basic job. The research results of this project demonstrate that the target group can do productive work on a regular basis and that basic jobs have a net positive social added value based on a Social Cost Benefit Analysis (SCBA).In this article we also pay attention to the recent academic debate betweenan unconditional basic income (BIG) and a job guarantee (JG).
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A short paper on the whats and the hows of learning technology standardization
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Why is it that we know and still act as if we do not know? SMEs are considered engines of job creation and therefore growth and generation of income but is it really true that the solo self-employed and micro entrepreneurs will become small or medium entrepreneurs, e.g. graduate? We knew in the 80’s that this assumption needed to be looked at critically. Research revealed that graduation hardly existed. Practitioners in MSME support and development programmes entertain few illusions about their programmes actually leading to graduation, while NGO and Government policy officers, from behind their desks, often presume that graduation occurs frequently. Actual graduation rates and the extent to which they can be attributed to interventions remain an unresolved and important issue. After more than three decades it is justified to the question whether it is still true that graduation hardly exists? If that is the case one needs to take a critical look into prevailing policies and programs in support of the SME sector.
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Huidige inburgeringscursussen zijn meestal gericht op taal en kennis en houden geen rekening met de complexe inspanningen die migranten moeten leveren om een nieuw bestaan op te bouwen in een vreemde samenleving. Sinds 2002 onderzoekt en ontwikkel ik samen met Vantrood Educational Services methoden voor psychosociale volwassenenonderwijs, toegespitst op een dubbele context benadering: de ontvangende samenleving, evenals de volwassen lerende migrant. In dit Position paper beschrijven we de theoretisch gefundeerde principes van deze effectieve pedagogische aanpak en bespreken we veronderstellingen van volwassenenonderwijs en inburgering om hiermee een constructieve bijdrage te leveren aan de doorontwikkeling van inburgeringscursussen.
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The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.
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The obser-view is a method to generate data and create a learning space for both researcher and participants in qualitative research. It includes reflection between the two after the researcher has observed the participant. This article aims to reveal the benefits and challenges encountered when using the obser-view in two different research projects. In a Dutch project whose aim was to empower residents with dementia, in nursing homes the obser-view was used to generate data and create space for reflection which included residents and the family members. It showed that the obser-view cannot be finished when reflection does not happen. A Danish project with the aim to map the practice for inmates’ opportunities for education and job guidance highlighted that it made participants—educational prison leaders and teachers—aware they were doing their jobs by rote and showed the difficulties the researcher had trying to reflect with some participants. In both projects the obser-view created a learning space for participants. A benefit of the obser-view is that it can be used in dissimilar settings with different research purposes and with vulnerable and stigmatized people often excluded from the research. A challenge is for the researcher to reflect with participants, which is more likely to be successful if they have had time to develop a trusting relationship. Although the obser-view is a novel method in qualitative research, it has proved useful in different settings. It is a valuable method and we recommend developing it further in additional different settings with different populations.
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Background The global nursing shortages exacerbated by the COVID-19 pandemic necessitated a drastic reorganization in nursing practices. Work routines, the composition of teams and subsequently mundane nursing practices were all altered to sustain the accessibility and quality of care. These dramatic changes demanded a reshaping of the nurses’ work environment. The aim of this study was to explore how nurses reshaped their work environment in the early stages of the COVID-19 pandemic. Methods A descriptive study comprising 26 semi-structured interviews conducted in a large Dutch teaching hospital between June and September 2020. Participants were nurses (including intensive care unit nurses), outpatient clinic assistants, nurse managers, and management (including one member of the Nurse Practice Council). The interviews were analysed with open, axial, and selective coding. Results We identified five themes: 1) the Nursing Staff Deployment Plan created new micro-teams with complementary roles to meet the care needs of COVID-19 infected patients; 2) nurse-led adaptations effectively managed the increased workload, thereby ensuring the quality of care; 3) continuous professional development ensured adequate competence levels for all roles; 4) interprofessional collaboration resulted in experienced solidarity, a positive atmosphere, and increased autonomy for nurses; and, 5) supportive managers reduced nurses’ stress and improved work conditions. Conclusions This study showed that nurses positively reshaped their work environment during the COVID-19 pandemic. They contributed to innovative solutions in an environment of equal interprofessional collaboration, which led to greater respect for their knowledge and competencies, enhanced their autonomy and improved management support.
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