Empirical Evidence of a Comprehensive Model of School Effectiveness: A Multilevel Study in Mathematics in the 1st Year of Junior General Education in The Netherlands

Globalisation and increasing digitisation mean that companies must increasingly orientate themselves internationally in order to become (more) competitive or to remain competitive. Promoting e-working can revitalise rural development. The issue involved is always interaction between people from different cultures, between people who, according to their cultural backgrounds, feel, think and act differently. When cultural diversity and differences are taken into account, greater creativity, more diverse ideas and faster problem solving are achieved. The cultural dimensions, according to Geert Hofstede, offer a comprehensive model for capturing the various expressions of intercultural values. This paper examines the motives for applying e-working in selected European countries in 2018 according to Hofstede’s six dimensions of national culture. Twenty-eight countries from the Eurostat database were analysed (Finland and the Netherlands were excluded, and software detected them in the e-working variable as outliers). Correlation with e-working is statistically significant at PDI (power distance index - negative: the lower the PDI index, the higher the proportion of e-working) and IVR index (indulgence versus restraint - positive: the higher the IVR index, the higher the proportion of e-working).

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Grammar of Difference. General Education in the Netherlands and Java, 1800-1940

Historical Life Course Studies ◽

10.51964/hlcs9579 ◽

2021 ◽

Vol 10 ◽

pp. 119-123

Author(s):

Elise Van Nederveen Meerkerk

Keyword(s):

The Netherlands ◽

General Education ◽

19Th Century ◽

School Attendance ◽

Indigenous Education ◽

Government Investment ◽

Early 19Th Century ◽

Primary Schooling ◽

East Indies ◽

Public Investments

This contribution compares developments in school enrolment and public investments in primary education in the Netherlands and its most important colony in the 19th century: the Netherlands East Indies, more specifically the island of Java. Despite being part of the same Empire, conditions in both regions were very different, with the metropole having already quite high enrolment rates from the beginning of the period studied (the early 19th century) compared to very low school attendance in the colony. For long, the colonial government left indigenous education in Java to religious and private initiatives, whereas primary schooling in the Netherlands was increasingly financed and regulated. Rising interest for public schooling in the colony, including some government investment in the first decades of the 20th century did lead to some changes, but these were insufficient to prevent Dutch and Javanese children from experiencing a fundamentally different educational upbringing.

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The Religious Gender Gap within Dutch Relationships: Explaining the Persistent Religious Gender Gap in the Netherlands Using a Multifactorial Approach

Journal of Empirical Theology ◽

10.1163/15709256-12341379 ◽

2019 ◽

Vol 32 (1) ◽

pp. 1-35

Author(s):

Joris Kregting ◽

Peer Scheepers ◽

Paul Vermeer ◽

Chris Hermans

Keyword(s):

The Netherlands ◽

Gender Gap ◽

Church Attendance ◽

Personal Relationships ◽

Comprehensive Model ◽

Religious Socialization ◽

High Quality ◽

Belief In God ◽

Psychological Differences ◽

Multifactorial Approach

Abstract Like other Western countries, in the Netherlands women continue to demonstrate higher levels of religiosity than men. In this article, we set out to explain this Dutch religious gender gap regarding belief in God, prayer and church attendance. Using high quality survey data (LISS 2015), a comprehensive model is built combining social and psychological differences between Dutch men and women. These gender differences are operationalized where they are most strongly experienced, i.e. within personal relationships. We find that the gender gaps within Dutch relationships regarding belief in God and prayer can be explained by gendered religious socialization and gendered mental health dependency—and for belief in God additionally by the gendered level of agreeableness. For the gender gap regarding church attendance, gendered religious socialization explains the religious gender gap.

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