Open Access: Islamic Primary Schools in the Netherlands

2020 ◽  
pp. 135-150
Author(s):  
Jaap Dronkers
2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.


2021 ◽  
Vol 72 (1) ◽  
pp. 17-38
Author(s):  
Jacques Van Keymeulen

Abstract Digital tools for dialectology at the Ghent UniversityTill the year 2000, all professors of Dutch Linguistics at Ghent University were professional dialectologists, who were at pains to carefully document the dialects of Dutch speaking Belgium. These efforts resulted in large collections of dialect data. During the last decade, all collections were digitized and made available in open access to a large audience. In this article, we will in short present both already available databases (and the accompanying tools) and the projects in progress. Eventually, all Ghent dialect databases will be hosted and cared for by the Instituut voor de Nederlandse Taal (Institute for the Dutch Language) at Leiden (The Netherlands).


Vaccine ◽  
2012 ◽  
Vol 30 (19) ◽  
pp. 2999-3002 ◽  
Author(s):  
Bianca E.P. Snijders ◽  
Alies van Lier ◽  
Jan van de Kassteele ◽  
Ewout B. Fanoy ◽  
Wilhelmina L.M. Ruijs ◽  
...  

10.1068/a449 ◽  
2012 ◽  
Vol 44 (9) ◽  
pp. 2153-2170 ◽  
Author(s):  
Joëlle Noailly ◽  
Sunčica Vujić ◽  
Ali Aouragh

2021 ◽  
Vol 4 (1) ◽  
pp. 18-31
Author(s):  
Geert Driessen

At present around 865.000 Muslims live in the Netherlands. In 1988 the first Islamic primary school was founded; now there are 61 with 15,000 students. Islamic education always has been a highly controversial topic in the Netherlands. The debate centers around the question whether the schools contribute to the integration of Muslim youth into Dutch society, or leads to isolation and segregation. This article’s goal is to entangle why and how the schools were established, the obstacles met in this process and the resulting heated societal debate, and the schools’ attainments in terms of cognitive and noncognitive student achievement. To arrive at these insights a review and analysis of the literature was conducted. The results show that Islamic schools academically achieve relatively well, that is, taking into account their largely socioeconomically disadvantaged student population. Also, they perform best on a pen-and-paper integration test. This does not mean, however, that especially populist and right-wing politicians are convinced now that all Muslim youngsters will accept the Dutch norms and values and will integrate into Dutch society.


2021 ◽  
Vol 31 (1) ◽  
pp. 1-17
Author(s):  
Jeroen Sondervan ◽  
Arjan Schalken ◽  
Jan de Boer ◽  
Saskia Woutersen-Windhouwer

The ambition of the Netherlands, laid down in the National Plan Open Science, is to achieve 100% open access for academic publications. The ambition was to be achieved by 2020. However, it is to be expected that for the year 2020 between 70% and 75% of the articles will be open access. Until recently, the focus of the Netherlands has been on the gold route - open access via journals and publishers’ platforms. This is likely to be costly and it is also impossible to cover all articles and other publication types this way. Since 2015, Dutch Copyright Act has offered an alternative with the implementation of Article 25fa (also known as the ‘Taverne Amendment’), facilitating the green route, i.e. open access via (trusted) repositories. This amendment allows researchers to share short scientific works (e.g. articles and book chapters in edited collections), regardless of any restrictive guidelines from publishers. From February 2019 until August 2019 all Dutch universities participated in the pilot ‘You Share, we Take Care!’ to test how this copyright amendment could be interpreted and implemented by institutions as a policy instrument to enhance green open access and “self-archiving”. In 2020 steps were taken to scale up further implementation of the amendment. This article describes the outcomes of this pilot and shares best practices on implementation and awareness activities in the period following the pilot until early 2021, in which libraries have played an instrumental role in building trust and working on effective implementations on an institutional level. It concludes with some possible next steps for alignment, for example on a European level.


2015 ◽  
Author(s):  
Hilde Remøy ◽  
Clarine van Oel ◽  
Monique Arkesteijn ◽  
Daniël Vos

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