Foreign vs Dutch education institutions in development programmes

This remarkable development has been revealed in “De Filantropie voorbij” (Beyond Philantrophy), a newly released Nuffic study report examining the motivations and interests of Dutch organisations to participate in the programmes.

Why more and more foreign institutions?

The rising involment of foreign education institutions in the programmes is the result of the recommended use of regional expertise. Substantial utilisation of local and regional capacity in programme management and project implementation is a key policy requirement which is stringently enforced. Therefore Dutch bidding parties do their best to enlist foreign institutions in their bids. Some have become very succesful in sourcing more and more foreign education institutions as new consortium partners.

A laudable phenomenon?

But should we jubilate in view of this apparent enthusiasm of 'non-Dutch' higher education institutions to participate in the programmes? Can these foreign institutions take over the roles and places of the Dutch institutions that are becoming more and more reluctant to participate in the programmes?

At first glance, we may be tempted to applaud this increasing involvement of foreign institutions. And even more when we consider the dwindling motivation of some Dutch higher education institutions to participate in the programmes.

No substitute for Dutch institutions

My viewpoint is that participation of Dutch higher education institutions in the programmes is essential and cannot be missed. No other party can satisfactorily engage nor fulfill the roles that the Dutch higher education sector plays towards the effectiviness of the capacity development programmes in post-secondary education. The Dutch higher education sector brings its own expertise in dealing with developmental challenges in Southern countries. It also generates added value that is being ploughed back into Dutch society. Only Dutch higher education institutions can deliver with the “Dutch touch” while implementing projects and at the same time generate added value for back home. 

Unique 'Dutch touch'

Dutch knowledge and expertise play an essential role in achieving the aims of the programmes with regards to knowledge development, dissemination and application. It is true that much of what was done using Dutch expertise in the past can now be sourced locally or regionally. Foreign education institutions may be more or less able to provide the required expertise. But they cannot bring in what makes Dutch education institutions so ‘uniquely Dutch’ and so clearly the offshoot of the national higher education system.

Dutch higher education has a tradition of independence, accompanied by a practical orientation. Participating Dutch institutions bring – along with the technical input – the 'Dutch touch' which is typical to the Dutch education system and the country’s traditions and culture at large. Only Dutch higher education institutions are depository of these Dutch values and culture. Bringing it in adds a lot to programme effectiveness.

Returns on participation of Dutch institutions 

Through the programmes, Dutch higher education institutions secure assets benefiting their own core businesses and the Dutch society at large. While intervening in projects, some institutions gather information that is very useful for socio-economic prospects for  the country itself and also for the Netherlands. Economic diplomacy does sometimes make good use of such acquired insights. The products and services of Dutch institutions have become a visible export product. Education and research are set to take a well-earned place in the global branding of the Netherlands. Alumni are the best ambassadors for the Netherlands. In short, Dutch higher education involvement in the programmes results in a win-win situation for both sides.

Boosting Dutch institutions’ future participation

Though not advocated for, implementation of future programmes through involving exclusively Dutch education institutions – like in the past – is possible. The same cannot be said for foreign higher education institutions. They miss some elements that bring more effectiveness to the programmes. As revealed by the study, Dutch higher education institutions are still interested in participating in future programmes. Foreign education institutions can supplement up to a certain extent the contribution of Dutch institutions towards achieving the programmes objectives. There should not be a question of substitution but rather of cooperation.

It is therefore important that efforts are made to keep Dutch higher education institutions on board. Conditions and recommendations for fostering Dutch institutions’ participation in future programmes are known. Policymakers are now in charge. They face the challenge of coming forward with appealing new programmes that can interest the Dutch higher education sector.

Time will tell if they succeeded to balance the wishes and expectations of the various stakeholders and the developmental objectives that are key to the programmes.

Interested? Please read the report (437.3 kB)and let us know your comments (report in Dutch with an English summary).