Balancing Curriculum Freedom and Regulation in the Netherlands

Autor/inn/en	Nieveen, Nienke; Kuiper, Wilmad
Titel	Balancing Curriculum Freedom and Regulation in the Netherlands
Quelle	In: European Educational Research Journal, 11 (2012) 3, S.357-368 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2012.11.3.357
Schlagwörter	Achievement Tests; Curriculum Development; Foreign Countries; Academic Freedom; Intellectual Freedom; Educational Policy; Policy Analysis; Government Role; Educational Development; Curriculum Implementation; Politics of Education; Elementary Secondary Education; Elementary School Curriculum; Secondary School Curriculum; Educational History; Educational Legislation; Government School Relationship; Educational Research; Netherlands + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Akademische Freiheit; Intellektuelle Unabhängigkeit; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsentwicklung; Educational policy; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bildungsforschung; Pädagogische Forschung; Niederlande
Abstract	The extent to which the goals and contents of (compulsory) education should to be regulated has been a complicated balancing act in the Netherlands. Against a background of a long-standing statutory tradition of freedom of education, governmental decisions about "what knowledge is of most worth" have been delicate. The purpose of the analysis described in this article is to disentangle, interpret and discuss this complicated balancing act between curriculum regulation and curriculum freedom during the past 40 years and to learn from other countries by putting the results into a wider European curriculum policy perspective. The contribution will end with discussing issues that need to be carefully considered with respect to the recent Dutch policy shift towards output regulation by means of mandatory achievement tests for mathematics, mother tongue and English at the end of lower secondary education. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10