The street interview was part of the inspiration session ‘Open Approach’ for policymakers in further education. An initiative from the Ministry of Education, Culture and Science (OCW), which also provided the setting for the session on the 15th floor at Upsalaplein. The central theme was future-proof vocational education.
Creative agency
Before the outdoor expedition, the morning featured lectures on this open approach. Social designer and artist Tabo Goudswaard introduced the group to how creative professionals work. Along with Jetske van Oosten, he co-authored the book Maakkracht. Max Herold delved deeper into his doctoral research, Dealing with Unwritten Rules, which examines how policymakers can create space for openness in policy development.
Goudswaard is a strong advocate for harnessing creative agency in societal innovation. “My passion is that we should make far greater use of imagination and the empathetic side of creativity—something we all possess—to create a better world.” He presents an alternative way of working alongside the more traditional analytical approach. “One is not better than the other—they are complementary.”
Working from creative agency comes from the heart. It is not about designing the solution, but designing change itself. It requires courage, openness to serendipity, and a willingness to deviate from rigidly pre-planned structures, instead discovering the next step as you go.
Rigid unwritten rules
Herold remarked, “Artists are often rebellious, independent thinkers—challenging the system. And then you find yourself working in a ministry.” The unwritten rules within a government ministry are almost impossible to change. “They are inextricably linked to the minister’s full accountability.” In his research, Herold identified 62 coping strategies for navigating these rigid unwritten rules. His advice to civil servants includes being entrepreneurial in policymaking: having the courage to set boundaries, make decisions, balance loyalty with independent thinking, and remain open to new insights.
Not every issue requires an open approach. It is especially necessary for so-called wicked problems—issues that cannot be solved through conventional means. Wicked problems are open-ended, complex, and dynamic, involving many stakeholders, with unclear cause-and-effect relationships. Moreover, the world keeps evolving even as solutions are being developed.
Life-changing
Hendrike Karreman, Director of Further Education at the Ministry of OCW, is also convinced of the need for an open approach. “All these government towers here in The Hague tend to look inward for solutions. But you need to be in touch with the people you are ultimately working for. That doesn’t mean simply consulting interest groups or sector councils. It means thoroughly investigating, from the outset, what the end-user—be it a teacher or a student—really needs. That leads to entirely different solutions than the bureaucratic reality of rules and regulations.”
Karreman opened the day with the words: “I hope this will be a life-changing event for policymakers.”
Representativeness
Following Goudswaard and Herold’s lectures, there was much discussion about the role of representativeness in research within an open approach. Traditional analytical thinking seeks the most representative sample, adhering to strict norms. Goudswaard explained: “Artists and designers conduct research by speaking to people, continuing until they feel they truly understand.” Herold added: “Design researchers validate their solutions step by step, much like an entrepreneur, who continuously creates and refines.”
That representativeness is not always about the size of a respondent group became clear in the afternoon. In pairs or small groups, policymakers took to the streets with pressing questions they personally found significant. They asked passers-by about their views on further education or whether they felt they had been given sufficient opportunities. For some, the exercise was unfamiliar and took them out of their comfort zone.
Upon returning, enthusiasm and surprise at the insights gained dominated the conversation. Engaging discussions had taken place with a diverse range of people, leaving participants energised. Groups returned with ideas such as a ‘flexibility space’, allowing students to dedicate 5% of their time to exploring their own interests and discovering their path.
The story of Halima
One story in particular left a lasting impression—that of Halima, a young woman working at Albert Heijn, who took the time to speak with Sharmila Angoelal and Jacqueline Klein. The topic? Child poverty. Below is the account they recorded:
Cold Data: The Dutch Central Bureau of Statistics (CBS) has launched a data page on poverty and debt. 540,000 people live below the poverty line, with another 1.2 million just above it but highly vulnerable.
“I didn’t know child poverty existed. I don’t know these statistics. I also didn’t know that some children go to school without food. It starts with increasing wages and lowering grocery prices.
That’s where it begins.
Breakfast at School
Providing food at school is a good initiative. Fruit in schools—like how we used to have school milk. Small things like that can make a difference.
But a cucumber costing €1? That’s not okay.
A sugar tax makes vegetables more expensive. What are we supposed to eat that’s healthy? With prices going up, how are we supposed to manage as a society?”
Do you know anyone struggling with poverty?
“I know a few acquaintances who are struggling. We can talk about it now—it’s not like before, because more people are experiencing it.”
What would you like to tell the Ministry of OCW?
“I have two younger sisters in primary school. They should go outside more, to the forest. Instead, they just sit in the classroom. They need to be outdoors more.”
“I hope this helps—that more people take action.
I work at Albert Heijn. I see it happening.
‘Oh, is it that expensive? I’ll put it back.’
A student wanting to buy a croissant:
‘Oh, that’s too expensive…’
Then I pay for it, even though I shouldn’t.
But what’s a croissant if it means helping someone?
We’re all in this together.
It feels really good to be heard, to share my story.
It’s great that you’re doing this, going out there and taking action.”
Angoelal and Klein left it at this one conversation. “It touched us. More stories would not do justice to Halima’s.”
Margot Felix, a researcher and adviser on regional ecosystems, was moved by the passion with which Angoelal and Klein shared Halima’s story. “This is incredibly inspiring.” For Felix, it embodies the open approach. “It’s about finding ways for people to feel they are contributing to the world—that they matter. That’s when real change accelerates.”
Meer over MBOin2030
MBOin2030 is an initiative in which education innovators have been working openly and collaboratively since 2019 to tackle challenges in further education. It was launched in response to two wicked problems: the increasing need for flexibility in further education and the anticipated decline in student numbers.
Nanke Kraehe, Account Manager for Direct Further Education at OCW, explains: “The Ministry wanted to bring these wicked problems to society, as they cannot be solved in isolation. Education alone is not enough—it’s too one-dimensional.”
The process began with two workshops, followed by working groups focused on four themes: dialogical validation, personalised learning, regional ecosystems, and the changing role of teachers. There were also competitions, with winners receiving €25,000 to implement their ideas. The initiative will conclude in March 2025.
For more information, visit: MBOin2030