Background
The desired transformation of Child and Family Protection (CFP) in the Netherlands is very complex. It involves a combination of changes in the legal system, a paradigm shift in thinking about CFP, new practices for professionals, shifting roles of existing organisations, the entry of new parties, a changing relationship between local, regional and national governments, and so on. In order to realise this shift, the project will create a knowledge and learning infrastructure which will give a guide of the knowledge gaps as well as communication pathways that need to be addressed.
Objectives
The goal of this project is to develop a model for a knowledge/learning infrastructure that optimally promotes the learning capacity of the relevant actors involved in the Child and Family Protection Future Scenario programme.
We approach the design of this infrastructure from three perspectives: 1) from the practice of actors in CFP; 2) from the practice of knowledge actors relevant to CFP; and 3) from theories and case histories related to knowledge/learning infrastructures that promote learning capacity.
Approach
To develop a model for a knowledge/learning infrastructure, we distinguish four activities, appropriate to the (sub)goals. In these, building a knowledge/learning infrastructure is the main activity, where the outputs of the other three activities feed iteratively.
Activity 1: Building a knowledge/learning infrastructure
We aim to develop a model and research programme for the knowledge/learning infrastructure that responds to the complexity and plurality of the societal mission and stakeholders. The outputs of the various activities feed this main activity, gradually shaping the model and programme.
Activity 2: Understanding the role of knowledge and reflection in current policy and implementation practices
To develop an appropriate knowledge/learning infrastructure, we need insight into (implicit and explicit) decision-making processes in relevant practices (professional, organisational, policy) and the role of knowledge, learning and reflection in them. We obtain this through discussions with the programme team.
Activity 3: Insight into current (formal and informal) knowledge infrastructure
In addition, we gain insight into the current (formal) knowledge infrastructure around CFP, from a knowledge actor perspective, and relate this to the results of Activity 2.
Activity 4: Conceptual clarification of characteristics of knowledge/learning infrastructure
Conceptual clarification of characteristics that a knowledge/learning infrastructure (temporary and structural) should meet in order to promote learning capacity of relevant actors.
Lessons and outcomes
We envision a transformative research programme operating hand-in-hand with the transformative policy programme (Child and Family Protection Future Scenario) over the next 3-4 years. The knowledge/learning infrastructure to be developed defines how such a transformative research programme and the transformative policy programme interact.
The final products aim to longitudinally monitor the knowledge infrastructure from different scientific perspectives, add new knowledge and advise relevant stakeholders on next steps. The final products take into account the complexity and plurality of the societal mission and the parties involved in this mission, including monitoring of the living labs and regions and the substantive and managerial issues.