This paper reports on the state of affairs of the „Erziehungswissenschaften“ in the Netherlands. For this description of the educational sciences we primarily rely on a report written in 2014 by a committee that prepared a discipline plan educational sciences (CSO 2014). This report was commissioned by the association of universities in the Netherlands (VSNU, http://www.vsnu.nl/en _GB/), the umbrella association of research universities. Such reports regularly are prepared to describe the state of affairs of a discipline and advice on policies for the future development of a discipline. For the educational sciences, the committee was composed of representatives of most universities at the level of university executive boards, faculty deans and department chairs. The participation of executive board members signals the importance they attach to an improvement of education research. This interest seems to originate from a generally perceived lack of impact of education research on practice and policy; an important issue for this paper. Before summarizing the state of affairs in research and teaching in the educational sciences, we define the domain of educational sciences. We conclude with what might be done to strengthen the educational sciences.

De onderwijskwaliteit staat sinds jaren hoog op de agenda van de Universiteit Utrecht. Wat is er bereikt, welke hindernissen zijn er nog te nemen? Hoogleraar didactiek Theo Wubbels vindt dat er reden is tot tevredenheid, maar spoort tevens aan om op volle kracht door te gaan. Internet lokt