Why an up-to-date benchmark is indispensable for schools

The education benchmark is not just a list of numbers. It is a tool that gives schools direction - provided the data are current and relevant. “A well-stocked and up-to-date benchmark makes the difference between just any data and real insights with which schools can take steps,” says senior researcher Raoul Hakkenberg of Gaasbeek.

Every summer, Raoul and his team analyse data from 35,000 employees from 850 schools. The result is a new benchmark covering the past two school years. “Because developments in the education field can move fast, your benchmark must always be up-to-date,” he says.”

Why an up-to-date benchmark is important becomes clear when you zoom in on issues that are prevalent in almost every school. “Take workload,” says Raoul. “No school scores exceptionally well on that. It is a theme that usually dangles at the bottom, so a low score should not be a surprise. But just then it is important to see: how do I compare to the national picture? Where do we really deviate? And where exactly are we doing remarkably well?”

Raoul explains that a benchmark helps to make choices. Suppose you score 7 on workload while the benchmark is 6. Then you can ask yourself whether that is where the biggest gains can be made. Perhaps you also score a 7 on communication, but the benchmark there is an 8. Then there may be more room for development there.”

Without a benchmark, a score stands alone. “You know what is going on within your own school and you can compare with previous years, but you cannot mirror a broader context. And that very mirroring provides valuable insights.”

Although staff mainly notice the actions that result from research, the power of good analysis plays an important role in support, according to Raoul. “When staff feel they are really being listened to and that decisions are based on good data, it increases engagement.”

Moreover, education is not an average sector. Raoul emphasises that the dynamics and culture in schools are very different from those in the business market. “That is why we have a separate research branch specifically for education. The way employees experience their work, the themes at play, and the factors that contribute to job satisfaction or work pressure: this is really different from other industries.”

Developments in the education field are also changing rapidly. “Themes shift due to new policy choices or social trends. This is precisely why it is important for schools to benchmark against a benchmark made up of similar populations. No comparing apples with oranges.”

Thanks to the large volume of surveys, Raoul also has rich subcategory data. “We can possibly break down by age, school size, years of service, region, you name it. This allows you to look very specifically: where are our risks? What works for schools like ours? This way, the benchmark becomes not just a measuring instrument, but a compass with which schools can strengthen their quality in a targeted way.”