scholarly journals Islamic Primary Schools in The Netherlands: The Founding, The Debate, and The Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 18-31
Author(s):  
Geert Driessen
Keyword(s):  
The Netherlands ◽  
Primary Schools ◽  
Islamic Education ◽  
Right Wing ◽  
Socioeconomically Disadvantaged ◽  
Dutch Society ◽  
Islamic Schools ◽  
Norms And Values ◽  
Integration Test ◽  
Controversial Topic

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.

Exploring marketing orientation in integrated Islamic schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ayesha Latif Shaikh ◽  
Syed Hasnain Alam Kazmi
Keyword(s):  
Primary Schools ◽  
Science Curriculum ◽  
Modern Science ◽  
Islamic Education ◽  
Exploratory Research ◽  
Content Type ◽  
Islamic Schools ◽  
Marketing Orientation ◽  
Competitor Orientation ◽  
Foundational Work

Purpose The purpose of this paper is to scrutinize the marketing orientation and market-oriented cultural elements of integrated Islamic schools. These integrated schools teach modern science curriculum alongside comprehensive religious instruction in an Islamic environment. Design/methodology/approach This is an inductive, exploratory research from an interpretivist study. Narrative inquiry was undertaken to understand the perceptions, attitudes and actions of school senior management and teachers. Content analysis of the school websites and social media pages was carried out. In total, 7 schools and 16 respondents became part of the purposive sample. Findings The presence of several integrated Islamic schools, experienced Islamic education leadership and Islamic education consultants are evidence of a growing sector. The schools are technologically enabled, strongly customer-oriented and adept at inter-functional coordination. The need-gap found in this sector is in competitor orientation, curriculum development and recruitment of specific criteria-based staff. Practical implications With the mushrooming of integrated Islamic schools in Pakistan, the level of competition has also risen. The schools have made a considerable investment and strives to maintain and increase the enrollment rate of the institute. This research can enlighten integrated Islamic educators about effective education marketing practices and the prevalence of marketing orientation in such schools. Originality/value In Pakistan, private primary schools strive to differentiate themselves and competitively position their value proposition. The marketization of education has begun to affect perceptions of school staff, teachers, students and academic work itself. Yet, there is scarce exploratory research on marketing done by integrated Islamic primary schools. This study will contribute foundational work for the development of a holistic marketing model tailored to the requirements of integrated Islamic schools.

Społeczeństwo holenderskie i los Żydów: skomplikowana historia

2016 ◽  
pp. 425-434
Author(s):  
Dan Michman
Keyword(s):  
The Netherlands ◽  
Southern Europe ◽  
Dutch Society ◽  
Nazi Occupation ◽  
The Holocaust ◽  
Western European ◽  
Post War ◽  
Of Greece

The percentage of victimization of Dutch Jewry during the Shoah is the highest of Western, Central and Southern Europe (except, perhaps of Greece), and close to the Polish one: 75%, more than 104.000 souls. The question of disproportion between the apparent favorable status of the Jews in society – they had acquired emancipation in 1796 - and the disastrous outcome of the Nazi occupation as compared to other countries in general and Western European in particular has haunted Dutch historiography of the Shoah. Who should be blamed for that outcome: the perpetrators, i.e. the Germans, the bystanders, i.e. the Dutch or the victims, i.e. the Dutch Jews? The article first surveys the answers given to this question since the beginnings of Dutch Holocaust historiography in the immediate post-war period until the debates of today and the factors that influenced the shaping of some basic perceptions on “Dutch society and the Jews”. It then proceeds to detailing several facts from the Holocaust period that are essential for an evaluation of gentile attitudes. The article concludes with the observation that – in spite of ongoing debates – the overall picture which has accumulated after decades of research will not essentially being altered. Although the Holocaust was initiated, planned and carried out from Berlin, and although a considerable number of Dutchmen helped and hid Jews and the majority definitely despised the Germans, considerable parts of Dutch society contributed to the disastrous outcome of the Jewish lot in the Netherlands – through a high amount of servility towards the German authorities, through indifference when Jewish fellow-citizens were persecuted, through economically benefiting from the persecution and from the disappearance of Jewish neighbors, and through actual collaboration (stemming from a variety of reasons). Consequently, the picture of the Holocaust in the Netherlands is multi-dimensional, but altogether puzzling and not favorable.

W cieniu Anny Frank. Szanse Żydów na przeżycie w okupowanej Holandii

2014 ◽  
pp. 384-406
Author(s):  
Bob Moore
Keyword(s):  
The Netherlands ◽  
Jewish Population ◽  
Hostile Environment ◽  
Dutch Society ◽  
German Occupation

During the German occupation of the Netherlands between 1940 and 1945, around 75% of the country’s Jewish population were deported and killed, primarily in the extermination camps of Auschwitz and Sobibor. Much attention has been paid to the factors which explain this, but this article questions how any Jews managed to survive in an increasingly hostile environment where there were no ‘favorable factors’ to aid them. The analysis centers on the attitudes of the Jews towards acting illegally, their relationships with the rest of Dutch society, and the possible opportunities for escape and hiding. It also looks at the myriad problems associated with the day-to-day experiences of surviving underground

Prawne aspekty eutanazji w Holandii

2016 ◽  
Vol 14 (3) ◽  
pp. 243-253
Author(s):  
Grzegorz Stefanowicz
Keyword(s):  
The Netherlands ◽  
Assisted Suicide ◽  
Public Authority ◽  
Dutch Society ◽  
On Demand ◽  
Limited Length ◽  
The Law ◽  
Death On Demand ◽  
The Way

This article undertakes to show the way that has led to the statutory decriminalization of euthanasia-related murder and assisted suicide in the Kingdom of the Netherlands. It presents the evolution of the views held by Dutch society on the euthanasia related practice, in the consequence of which death on demand has become legal after less than thirty years. Due attention is paid to the role of organs of public authority in these changes, with a particular emphasis put on the role of the Dutch Parliament – the States General. Because of scarcity of space and limited length of the article, the change in the attitudes toward euthanasia, which has taken place in the Netherlands, is presented in a synthetic way – from the first discussions on admissibility of a euthanasia-related murder carried out in the 1970s, through the practice of killing patients at their request, which was against the law at that time, but with years began more and more acceptable, up to the statutory decriminalization of euthanasia by the Dutch Parliament, made with the support of the majority of society.

Jejak Historis Madrasah Serta Tantangannya Di Indonesia

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 58-75
Author(s):  
Achmad Faisol Haq
Keyword(s):  
Education Policy ◽  
Natural Resources ◽  
Islamic Education ◽  
Educational Institutions ◽  
Islamic Schools

The birth of madrassa (Islamic schools) is a response to Islamic education in dealing with the Dutch education policy, initially arriving in Indonesia to trade following the Indonesia’s abundant natural resources. Even, it was determined to take control of the Indonesia’s territory by propagating its teachings, popularly known as 3G namely, Glory, Gold, and Gospel. On account of this phenomenon, the madrassa appeared as Islamic educational institutions used as a means of transfering knowledge in addition to considerably having strateges, especially in shaping the soul of patriotism of the nation children.

Do Dutch dermatologists care for venereology? An inquiry among all non-academic dermatologists in The Netherlands

2002 ◽  
Vol 13 (1_suppl) ◽  
pp. 45-47
Author(s):  
◽  
J M Mommers ◽  
W I Van Der Meijden
Keyword(s):  
Health Services ◽  
The Netherlands ◽  
Structural Changes ◽  
Outpatient Clinics ◽  
National Society ◽  
Dutch Society ◽  
Regional Collaboration ◽  
Fruitful Cooperation ◽  
Municipal Health ◽  
Do So

The financing of STD outpatient clinics in The Netherlands is currently undergoing structural changes. Because these changes also have implications for the infrastructure of STD care as a whole, the STD committee of the Dutch Society for Dermatology and Venereology (STD committee NVDV) and the National Society of Municipal Health Services (GGD-Nederland) are currently exploring the possibilities and feasibility of intensified regional collaboration between Municipal Health Services (MHSs) and dermatologists. However, for fruitful collaboration it is essential that a substantial number of dermatologists has an interest in STD care. Therefore, the STD committee NVDV has conducted a structured survey in order to study the support of Dutch dermatologists for such a regional collaboration. In this paper, the results of the survey are presented. It appears that the majority of Dutch dermatologists is (still) interested in STD, and although a minority currently collaborates with local MHSs on a regular basis, a large group is willing to do so in the future. We conclude that the majority of dermatologists in the Netherlands (still) cares for venereology and that there is a sound basis for a fruitful cooperation with MHSs.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

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.

ICT Differences in Islamic Education

2017 ◽  
Vol 3 ◽  
Author(s):  
Glenn Hardaker
Keyword(s):  
Cultural Identity ◽  
Religious Identity ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Islamic Schools ◽  
Inclusive Approach ◽  
Characteristic Features ◽  
And Gender ◽  
Islamic Faith ◽  
Defined Culture

The aim of this paper is to explore the ICT differences in access and use by Muslim in Islamic faith schools, and ICTs’ perceived influence on learning. Our research explores ICT differences in the context of Muslim learners and it is distinctive in adopting the premise that there is a unity in Muslim cultural identity that increasingly transcends ethnicity and gender. As a proxy for our research, we use an Islamic understanding of cultural identity. We defined culture as the deeper level of basic assumptions and beliefs that are shared, operate unconsciously , and that define, in an intuitive way, our selves and the environment. This shares an affinity with an Islamic understanding of humanity and the environment, which is represented by three interrelated dimensions of Fitrah (human nature), khilāfah (vicegerent) and Dīn (religion). These dimensions demonstrate that the teachings of the Qur’ān are integral to cultural and religious identity. It is suggested that the impetus for learning is based on the realisation that pedagogy requires an appreciation by pupils that knowledge is derived from a teacher and experiences. The realisation is of particular importance in the field of Islamic education. The concept of revealed and acquired knowledge being equally accepted in Islamic schools for teaching and learning and this shapes, in turn, cultural identity that may influence ICT difference in access and use. This paper provides an overview of the characteristic features of ICT access, use and difference in the context of Islamic schools. We conclude with some tentative suggestions to support an inclusive approach towards ICT provision.

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