Netherlands from Re.ViCa - Revision history

Pbacsich: tidied authors and links and decategorised

2011-10-30T12:26:36Z

tidied authors and links and decategorised

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 The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.
 == The Netherlands in a nutshell ==
@@ Line 239: / Line 249: @@
 [http://www.fnm-austria.at/stategie/Dateiablage/view/nml-nib/08-nml-nib-international-laenderbericht-niederlande.pdf NML-NIB im internationalen Kontext Länderbericht: Niederlande (PDF - EN)] by [http://www.fnm-austria.at/ FNM-Austria]
 ----
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 [[Category:Netherlands| ]]
-[[Category:Country reports]]
+[[Category:VISCED]]

Pbacsich: Netherlands moved to Netherlands from Re.ViCa: VISCED entry becomes the main page for Netherlands

2011-10-30T12:22:57Z

Netherlands moved to Netherlands from Re.ViCa: VISCED entry becomes the main page for Netherlands

← Older revision	Revision as of 12:22, 30 October 2011
(No difference)

Daniela Proli: /* The different levels of education in the Netherlands */

2011-07-13T09:20:36Z

The different levels of education in the Netherlands

← Older revision		Revision as of 09:20, 13 July 2011
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	Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (partiële leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.		Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (partiële leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.

			There are public, special (religious), and private schools. The first two are government-financed and officially free of charge, though schools may ask for a parental contribution (ouderbijdrage).

			Public schools are controlled by local governments. Special schools are controlled by a school board. Special schools are typically based on a particular religion. There are government financed Catholic and Protestant elementary schools, high schools, and universities, furthermore there are government financed Jewish and Muslim elementary schools and high schools. In principle a special school can refuse the admission of a pupil if the parents indicate disagreement with the school's educational philosophy. This is an uncommon occurrence. Practically there is little difference between special schools and public schools, except in traditionally religious areas like Zeeland and the Veluwe (around Apeldoorn). Private schools do not receive financial support from the government.

			There is also a considerable number of publicly financed schools which are based on a particular educational philosophy, for instance the Montessori Method, Pestalozzi Plan, Dalton Plan or Jena Plan. Most of these are public schools, but some special schools also base themselves on any of these educational philosophies.


	In elementary and high schools the students are assessed annually by a team of teachers, who determine whether the pupil has advanced enough to move on to the next grade. If the pupil has not advanced enough he or she may have to retake the year (blijven zitten, English: stay seated); this is an uncommon occurrence. Highly intelligent children are sometimes granted the opportunity to skip an entire year, yet this happens rarely and usually in elementary schools.		In elementary and high schools the students are assessed annually by a team of teachers, who determine whether the pupil has advanced enough to move on to the next grade. If the pupil has not advanced enough he or she may have to retake the year (blijven zitten, English: stay seated); this is an uncommon occurrence. Highly intelligent children are sometimes granted the opportunity to skip an entire year, yet this happens rarely and usually in elementary schools.

Daniela Proli: /* The different levels of education in the Netherlands */

2011-07-13T09:20:12Z

The different levels of education in the Netherlands

← Older revision		Revision as of 09:20, 13 July 2011
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	Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (partiële leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.		Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (partiële leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.

	~~There are public, special (religious), and private schools. The first two are government-financed and officially free of charge, though schools may ask for a parental contribution (ouderbijdrage).~~

	Public schools are controlled by local governments. Special schools are controlled by a school board. Special schools are typically based on a particular religion. There are government financed Catholic and Protestant elementary schools, high schools, and universities, furthermore there are government financed Jewish and Muslim elementary schools and high schools. In principle a special school can refuse the admission of a pupil if the parents indicate disagreement with the school's educational philosophy. This is an uncommon occurrence. Practically there is little difference between special schools and public schools, except in traditionally religious areas like Zeeland and the Veluwe (around Apeldoorn). Private schools do not receive financial support from the government.

	There is also a considerable number of publicly financed schools which are based on a particular educational philosophy, for instance the Montessori Method, Pestalozzi Plan, Dalton Plan or Jena Plan. Most of these are public schools, but some special schools also base themselves on any of these educational philosophies.

	In elementary and high schools the students are assessed annually by a team of teachers, who determine whether the pupil has advanced enough to move on to the next grade. If the pupil has not advanced enough he or she may have to retake the year (blijven zitten, English: stay seated); this is an uncommon occurrence. Highly intelligent children are sometimes granted the opportunity to skip an entire year, yet this happens rarely and usually in elementary schools.		In elementary and high schools the students are assessed annually by a team of teachers, who determine whether the pupil has advanced enough to move on to the next grade. If the pupil has not advanced enough he or she may have to retake the year (blijven zitten, English: stay seated); this is an uncommon occurrence. Highly intelligent children are sometimes granted the opportunity to skip an entire year, yet this happens rarely and usually in elementary schools.

Pbacsich: added cat Benelux

2010-01-26T18:23:43Z

added cat Benelux

← Older revision		Revision as of 18:23, 26 January 2010
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	[[Category:Europe]]		[[Category:Europe]]
	[[Category:European Union]]		[[Category:European Union]]
			[[Category:Benelux]]
	[[Category:OECD]]		[[Category:OECD]]
	[[Category:Dutch-speaking countries\| ]]		[[Category:Dutch-speaking countries\| ]]

Gertjan: /* The Netherlands in a nutshell */

2009-09-02T12:19:39Z

The Netherlands in a nutshell

← Older revision		Revision as of 12:19, 2 September 2009
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	== The Netherlands in a nutshell ==		== The Netherlands in a nutshell ==

	[[Image:~~Nl-map~~.~~gif~~\|thumb\|left\|200px\|The Netherlands]]		[[Image:NL.png\|thumb\|left\|200px\|The Netherlands]]

	The Netherlands (Dutch: Nederland) is the European part of the Kingdom of the Netherlands, which consists of the Netherlands, the [[Netherlands Antilles]] and [[Aruba]] in the Caribbean. The Netherlands is a parliamentary democratic constitutional monarchy, located in Western Europe. It is bordered by the North Sea to the north and west, [[Belgium]] to the south, and [[Germany]] to the east.		The Netherlands (Dutch: Nederland) is the European part of the Kingdom of the Netherlands, which consists of the Netherlands, the [[Netherlands Antilles]] and [[Aruba]] in the Caribbean. The Netherlands is a parliamentary democratic constitutional monarchy, located in Western Europe. It is bordered by the North Sea to the north and west, [[Belgium]] to the south, and [[Germany]] to the east.

NikkiCortoos: Undo revision 18495 by RelgeTbasc (Talk) due to adding spamlinks and changing special html characters

2009-09-02T08:47:27Z

Undo revision 18495 by RelgeTbasc (Talk) due to adding spamlinks and changing special html characters

← Older revision		Revision as of 08:47, 2 September 2009
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	* [http://bocodomerzel.com/viletoric.html vicoounoac]
	~~http://tageters.com/erdomelcoc.html[vicoounoac] [[http://tageters.com/erdomelcoc.html][vicoounoac]]~~
	* http://roletoba.com/bonotroczelm.html vicoounoac
	* [[http://ricacrelcoro.com/ricroc4t.html vicoounoac]]
	* [[http://getouta.com/olodronviac.html\|vicoounoac]]
	* [[http://orcccnaou.com/rozelcnano.html \| vicoounoac]]
	* [http://acviractroct.com/reldell.html\|vicoounoac]
	* [vicoounoac\|http://cadardarmo.com/cololao.html]
	* ((http://acboctralort.com/viriclide.html vicoounoac))
	* [vicoounoac](http://elacdel.com/lichisitdro.html "vicoounoac")
	~~"vicoounoac":http://letoeltlitra.com/eltdom.html~~

	The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.		The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.

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	The [[Netherlands]] is often called Holland. This is formally incorrect as North and South Holland in the western Netherlands are only two of the country's twelve provinces. Still, many Dutch people colloquially refer to their country as Holland in this way, as a synecdoche.		The [[Netherlands]] is often called Holland. This is formally incorrect as North and South Holland in the western Netherlands are only two of the country's twelve provinces. Still, many Dutch people colloquially refer to their country as Holland in this way, as a synecdoche.

	The Netherlands is a geographically low-lying and the 25th most densely populated country in the world, with 395 inhabitants per square kilometre (1,023 sq mi)~~âor~~ 484 people per square kilometre (1,254/sq mi) if only the land area is counted, since 18.4% is water. The population in total is 16.3 million.		The Netherlands is a geographically low-lying and the 25th most densely populated country in the world, with 395 inhabitants per square kilometre (1,023 sq mi)—or 484 people per square kilometre (1,254/sq mi) if only the land area is counted, since 18.4% is water. The population in total is 16.3 million.

	The Netherlands has an international outlook; among other affiliations the country is a founding member of the European Union (EU), NATO, the OECD, and has signed the Kyoto protocol. Along with [[Belgium]] and [[Luxembourg]], the Netherlands is one of three member nations of the Benelux economic union. The country is host to five international (ised) courts: the Permanent Court of Arbitration, the International Court of Justice, the International Criminal Tribunal for the Former Yugoslavia, the International Criminal Court and the Special Tribunal for Lebanon. All of these courts (except the Special Tribunal for Lebanon), as well as the EU's criminal intelligence agency (Europol), are situated in The Hague, which has led to the city being referred to as "the world's legal capital."		The Netherlands has an international outlook; among other affiliations the country is a founding member of the European Union (EU), NATO, the OECD, and has signed the Kyoto protocol. Along with [[Belgium]] and [[Luxembourg]], the Netherlands is one of three member nations of the Benelux economic union. The country is host to five international (ised) courts: the Permanent Court of Arbitration, the International Court of Justice, the International Criminal Tribunal for the Former Yugoslavia, the International Criminal Court and the Special Tribunal for Lebanon. All of these courts (except the Special Tribunal for Lebanon), as well as the EU's criminal intelligence agency (Europol), are situated in The Hague, which has led to the city being referred to as "the world's legal capital."
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	'''Education policy''' is coordinated by the Dutch Ministry of Education, Culture and Science, together with municipal governments.		'''Education policy''' is coordinated by the Dutch Ministry of Education, Culture and Science, together with municipal governments.

	Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (~~partiÃ«le~~ leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.		Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (partiële leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.

	There are public, special (religious), and private schools. The first two are government-financed and officially free of charge, though schools may ask for a parental contribution (ouderbijdrage).		There are public, special (religious), and private schools. The first two are government-financed and officially free of charge, though schools may ask for a parental contribution (ouderbijdrage).
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	==Grading==		==Grading==

	In The Netherlands, grades from 1.0 up to 10.0 are used, with 1 being worst and 10 being best. Generally one decimal place is used and a +/~~â~~ means a quarter, rounded to either 0.8 or 0.3. Thus, a 6.75 could be written as ~~7â~~ and count as an 6.8, whereas a 7+ would be a 7.25 and count as an 7.3.		In The Netherlands, grades from 1.0 up to 10.0 are used, with 1 being worst and 10 being best. Generally one decimal place is used and a +/− means a quarter, rounded to either 0.8 or 0.3. Thus, a 6.75 could be written as 7− and count as an 6.8, whereas a 7+ would be a 7.25 and count as an 7.3.

	The grade scale with the labels:		The grade scale with the labels:
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	Depending on the grade, several honors are available: total average of grades 8 with no grade under 7 and finishing in time: cum laude. For an average better than 7, but not meeting the criteria for cum laude, met genoegen (with honor), is sometimes awarded. This honor system is typically only used at universities.		Depending on the grade, several honors are available: total average of grades 8 with no grade under 7 and finishing in time: cum laude. For an average better than 7, but not meeting the criteria for cum laude, met genoegen (with honor), is sometimes awarded. This honor system is typically only used at universities.

	Usually 5.5 and up constitute a pass whereas 5.4 and below constitute a fail. If no decimal places are used, 6 and up is a pass and 5 and below a fail. Sometimes, when no decimal place is used, an additional grade, ~~6â~~, is used as "barely passed". This is what would have been a 5.5 if a decimal place were used.		Usually 5.5 and up constitute a pass whereas 5.4 and below constitute a fail. If no decimal places are used, 6 and up is a pass and 5 and below a fail. Sometimes, when no decimal place is used, an additional grade, 6−, is used as "barely passed". This is what would have been a 5.5 if a decimal place were used.

	==Dutch higher education==		==Dutch higher education==
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	Degree programmes offered by Dutch universities and universities of applied sciences are accredited by the Dutch-Flemish Accreditattion Organisation (NVAO), which is responsible for assessing the quality of study programmes offered by higher education institutions in the Netherlands and Flanders (Belgium). The NVAO uses a validation framework, containing the topics, facets and criteria to be assessed. A positive validation report indicates that potentially a study programme satisfies the requirements of basic quality.		Degree programmes offered by Dutch universities and universities of applied sciences are accredited by the Dutch-Flemish Accreditattion Organisation (NVAO), which is responsible for assessing the quality of study programmes offered by higher education institutions in the Netherlands and Flanders (Belgium). The NVAO uses a validation framework, containing the topics, facets and criteria to be assessed. A positive validation report indicates that potentially a study programme satisfies the requirements of basic quality.

	In the Netherlands, accreditation is a precondition for government funding of ~~Bachelorâs~~ or ~~Masterâs~~ degree programmes, for the right of awarding recognised diplomas and for granting financial assistance for students. In the light of the internationalisation of education and the labour market, accreditation provides for comparable quality assurance of higher education.		In the Netherlands, accreditation is a precondition for government funding of Bachelor’s or Master’s degree programmes, for the right of awarding recognised diplomas and for granting financial assistance for students. In the light of the internationalisation of education and the labour market, accreditation provides for comparable quality assurance of higher education.

	== Virtual learning initiatives in the Netherlands==		== Virtual learning initiatives in the Netherlands==

	In the Higher Education and Research Plan 2000 (HOOP 2000) of the Dutch Ministry of Education, Science and Culture, a cutback of NLG 15 million (~~Â£4~~.3 million) in the annual governmental contribution was announced for the Open University of the Netherlands (OUNL). This decision was based on both the decline in enrolment rates of the OUNL and also on the fact that the proportion of OUNL students that had al-ready obtained a higher education degree had increased in the 1990s. The OUNL was established in 1984, its most important objective was to provide higher education to adults that had not yet had the opportunity to attend higher education (the so-called second-chancers). A report in 1995 observed that part of this objective was reached, but it also pointed to the increasing student population that was not within the official target group but rather consisted of highly educated and highly skilled professionals, updating and expanding their knowledge base.		In the Higher Education and Research Plan 2000 (HOOP 2000) of the Dutch Ministry of Education, Science and Culture, a cutback of NLG 15 million (£4.3 million) in the annual governmental contribution was announced for the Open University of the Netherlands (OUNL). This decision was based on both the decline in enrolment rates of the OUNL and also on the fact that the proportion of OUNL students that had al-ready obtained a higher education degree had increased in the 1990s. The OUNL was established in 1984, its most important objective was to provide higher education to adults that had not yet had the opportunity to attend higher education (the so-called second-chancers). A report in 1995 observed that part of this objective was reached, but it also pointed to the increasing student population that was not within the official target group but rather consisted of highly educated and highly skilled professionals, updating and expanding their knowledge base.

	Due to new legislation in 1997, the OUNL gained a second core function: contributing to the innovation of higher education. Although the OUNL had carried out several efforts to shape this new core task, in the HOOP 2000 it was observed that, given the limited capacity of the OUNL and its expanding tasks, a new arrangement was needed for the organisation of distance education in the Netherlands. The need to reorganise the distance-education sector was further increased due to the fact that other ~~âtraditionalâ~~ HEIs were also developing innovative ways of delivering and improving higher education.		Due to new legislation in 1997, the OUNL gained a second core function: contributing to the innovation of higher education. Although the OUNL had carried out several efforts to shape this new core task, in the HOOP 2000 it was observed that, given the limited capacity of the OUNL and its expanding tasks, a new arrangement was needed for the organisation of distance education in the Netherlands. The need to reorganise the distance-education sector was further increased due to the fact that other “traditional” HEIs were also developing innovative ways of delivering and improving higher education.
	These observations eventually resulted in two possible scenarios for the future of the Open University of the Netherlands and its relationship to the national organisation of distance education:		These observations eventually resulted in two possible scenarios for the future of the Open University of the Netherlands and its relationship to the national organisation of distance education:
	* A merger with the University of Maastricht (located near the OUNL).		* A merger with the University of Maastricht (located near the OUNL).
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	On the basis of a scenario study by PricewaterhouseCoopers in July 2000, the Ministry decided that the consortium scenario would be the most attractive and feasible option. The envisaged consortium would be based upon two main objectives: contributing to educational innovation on the one hand, and providing digital education both as part of regular higher education and for new target groups on the other. The broad financial base of the consortium option played a major role in this decision. Immediately afterwards, the OUNL, three universities and nine HBO institutions signed a letter of intent to participate in the consortium.		On the basis of a scenario study by PricewaterhouseCoopers in July 2000, the Ministry decided that the consortium scenario would be the most attractive and feasible option. The envisaged consortium would be based upon two main objectives: contributing to educational innovation on the one hand, and providing digital education both as part of regular higher education and for new target groups on the other. The broad financial base of the consortium option played a major role in this decision. Immediately afterwards, the OUNL, three universities and nine HBO institutions signed a letter of intent to participate in the consortium.

	The main rationale for establishing a consortium was the range of operations, which were considered too broad for separate institutions to handle, as individual institutions had neither the resources nor the experience and expertise. Co-operation was therefore seen as necessary to keep up with contemporary and future developments. For the participating institutions, a variety of motivations could be distinguished. The Digital University (DU) could have led to cost reductions through the joint development of products and the sharing of infrastructure facilities. Furthermore, the DU provided access to new markets, to expertise that was not present within the institution, and to new content. Participating institutions hoped to enjoy a ~~âfirst~~ mover ~~advantageâ~~ and to make a profit by selling products to non-participants. The DU was officially established on 6 April 2001 in Utrecht. But the concept did not succeed: Three years later it closed.		The main rationale for establishing a consortium was the range of operations, which were considered too broad for separate institutions to handle, as individual institutions had neither the resources nor the experience and expertise. Co-operation was therefore seen as necessary to keep up with contemporary and future developments. For the participating institutions, a variety of motivations could be distinguished. The Digital University (DU) could have led to cost reductions through the joint development of products and the sharing of infrastructure facilities. Furthermore, the DU provided access to new markets, to expertise that was not present within the institution, and to new content. Participating institutions hoped to enjoy a “first mover advantage” and to make a profit by selling products to non-participants. The DU was officially established on 6 April 2001 in Utrecht. But the concept did not succeed: Three years later it closed.

	A survey of virtual university activity in the Netherlands was produced in 2001 for HEFCE and updated in summer 2004. It is called [http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands] and was written by Petra Boezerooy and Eric Beerkens with the assistance of Professor Betty Collis, Jeroen Huisman and Professor Jef Moonen. It is now rather out of date.		A survey of virtual university activity in the Netherlands was produced in 2001 for HEFCE and updated in summer 2004. It is called [http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands] and was written by Petra Boezerooy and Eric Beerkens with the assistance of Professor Betty Collis, Jeroen Huisman and Professor Jef Moonen. It is now rather out of date.
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	[http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands]		[http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands]

	[http://www.fnm-austria.at/stategie/Dateiablage/view/nml-nib/08-nml-nib-international-laenderbericht-niederlande.pdf NML-NIB im internationalen Kontext ~~LÃ¤nderbericht~~: Niederlande (PDF - EN)] by [http://www.fnm-austria.at/ FNM-Austria]		[http://www.fnm-austria.at/stategie/Dateiablage/view/nml-nib/08-nml-nib-international-laenderbericht-niederlande.pdf NML-NIB im internationalen Kontext Länderbericht: Niederlande (PDF - EN)] by [http://www.fnm-austria.at/ FNM-Austria]

NikkiCortoos: Undo revision 18496 by RelgeTbasc (Talk) due to adding spamlinks

2009-09-02T08:46:33Z

Undo revision 18496 by RelgeTbasc (Talk) due to adding spamlinks

← Older revision		Revision as of 08:46, 2 September 2009
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			* [http://bocodomerzel.com/viletoric.html vicoounoac]
			http://tageters.com/erdomelcoc.html[vicoounoac] [[http://tageters.com/erdomelcoc.html][vicoounoac]]
			* http://roletoba.com/bonotroczelm.html vicoounoac
			* [[http://ricacrelcoro.com/ricroc4t.html vicoounoac]]
			* [[http://getouta.com/olodronviac.html\|vicoounoac]]
			* [[http://orcccnaou.com/rozelcnano.html \| vicoounoac]]
			* [http://acviractroct.com/reldell.html\|vicoounoac]
			* [vicoounoac\|http://cadardarmo.com/cololao.html]
			* ((http://acboctralort.com/viriclide.html vicoounoac))
			* [vicoounoac](http://elacdel.com/lichisitdro.html "vicoounoac")
			"vicoounoac":http://letoeltlitra.com/eltdom.html

	The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.		The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.

RelgeTbasc at 23:34, 1 September 2009

2009-09-01T23:34:27Z

← Older revision		Revision as of 23:34, 1 September 2009
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	* [http://bocodomerzel.com/viletoric.html vicoounoac]
	~~http://tageters.com/erdomelcoc.html[vicoounoac] [[http://tageters.com/erdomelcoc.html][vicoounoac]]~~
	* http://roletoba.com/bonotroczelm.html vicoounoac
	* [[http://ricacrelcoro.com/ricroc4t.html vicoounoac]]
	* [[http://getouta.com/olodronviac.html\|vicoounoac]]
	* [[http://orcccnaou.com/rozelcnano.html \| vicoounoac]]
	* [http://acviractroct.com/reldell.html\|vicoounoac]
	* [vicoounoac\|http://cadardarmo.com/cololao.html]
	* ((http://acboctralort.com/viriclide.html vicoounoac))
	* [vicoounoac](http://elacdel.com/lichisitdro.html "vicoounoac")
	~~"vicoounoac":http://letoeltlitra.com/eltdom.html~~

	The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.		The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.

RelgeTbasc at 23:34, 1 September 2009

2009-09-01T23:34:08Z

← Older revision		Revision as of 23:34, 1 September 2009
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			* [http://bocodomerzel.com/viletoric.html vicoounoac]
			http://tageters.com/erdomelcoc.html[vicoounoac] [[http://tageters.com/erdomelcoc.html][vicoounoac]]
			* http://roletoba.com/bonotroczelm.html vicoounoac
			* [[http://ricacrelcoro.com/ricroc4t.html vicoounoac]]
			* [[http://getouta.com/olodronviac.html\|vicoounoac]]
			* [[http://orcccnaou.com/rozelcnano.html \| vicoounoac]]
			* [http://acviractroct.com/reldell.html\|vicoounoac]
			* [vicoounoac\|http://cadardarmo.com/cololao.html]
			* ((http://acboctralort.com/viriclide.html vicoounoac))
			* [vicoounoac](http://elacdel.com/lichisitdro.html "vicoounoac")
			"vicoounoac":http://letoeltlitra.com/eltdom.html

	The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.		The Netherlands is the host of the [http://www.ou.nl/ Open Universiteit Nederland] (Dutch Open University) and of the former Dutch Digital University.

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	The [[Netherlands]] is often called Holland. This is formally incorrect as North and South Holland in the western Netherlands are only two of the country's twelve provinces. Still, many Dutch people colloquially refer to their country as Holland in this way, as a synecdoche.		The [[Netherlands]] is often called Holland. This is formally incorrect as North and South Holland in the western Netherlands are only two of the country's twelve provinces. Still, many Dutch people colloquially refer to their country as Holland in this way, as a synecdoche.

	The Netherlands is a geographically low-lying and the 25th most densely populated country in the world, with 395 inhabitants per square kilometre (1,023 sq mi)~~—or~~ 484 people per square kilometre (1,254/sq mi) if only the land area is counted, since 18.4% is water. The population in total is 16.3 million.		The Netherlands is a geographically low-lying and the 25th most densely populated country in the world, with 395 inhabitants per square kilometre (1,023 sq mi)âor 484 people per square kilometre (1,254/sq mi) if only the land area is counted, since 18.4% is water. The population in total is 16.3 million.

	The Netherlands has an international outlook; among other affiliations the country is a founding member of the European Union (EU), NATO, the OECD, and has signed the Kyoto protocol. Along with [[Belgium]] and [[Luxembourg]], the Netherlands is one of three member nations of the Benelux economic union. The country is host to five international (ised) courts: the Permanent Court of Arbitration, the International Court of Justice, the International Criminal Tribunal for the Former Yugoslavia, the International Criminal Court and the Special Tribunal for Lebanon. All of these courts (except the Special Tribunal for Lebanon), as well as the EU's criminal intelligence agency (Europol), are situated in The Hague, which has led to the city being referred to as "the world's legal capital."		The Netherlands has an international outlook; among other affiliations the country is a founding member of the European Union (EU), NATO, the OECD, and has signed the Kyoto protocol. Along with [[Belgium]] and [[Luxembourg]], the Netherlands is one of three member nations of the Benelux economic union. The country is host to five international (ised) courts: the Permanent Court of Arbitration, the International Court of Justice, the International Criminal Tribunal for the Former Yugoslavia, the International Criminal Court and the Special Tribunal for Lebanon. All of these courts (except the Special Tribunal for Lebanon), as well as the EU's criminal intelligence agency (Europol), are situated in The Hague, which has led to the city being referred to as "the world's legal capital."
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	'''Education policy''' is coordinated by the Dutch Ministry of Education, Culture and Science, together with municipal governments.		'''Education policy''' is coordinated by the Dutch Ministry of Education, Culture and Science, together with municipal governments.

	Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (~~partiële~~ leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.		Compulsory education (leerplicht) in the Netherlands starts at the age of five, although in practice, most schools accept children from the age of four. From the age of sixteen there is a partial compulsory education (partiÃ«le leerplicht), meaning a pupil must attend some form of education for at least two days a week. Compulsory education ends for pupils age eighteen and up.

	There are public, special (religious), and private schools. The first two are government-financed and officially free of charge, though schools may ask for a parental contribution (ouderbijdrage).		There are public, special (religious), and private schools. The first two are government-financed and officially free of charge, though schools may ask for a parental contribution (ouderbijdrage).
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	==Grading==		==Grading==

	In The Netherlands, grades from 1.0 up to 10.0 are used, with 1 being worst and 10 being best. Generally one decimal place is used and a +/− means a quarter, rounded to either 0.8 or 0.3. Thus, a 6.75 could be written as 7− and count as an 6.8, whereas a 7+ would be a 7.25 and count as an 7.3.		In The Netherlands, grades from 1.0 up to 10.0 are used, with 1 being worst and 10 being best. Generally one decimal place is used and a +/â means a quarter, rounded to either 0.8 or 0.3. Thus, a 6.75 could be written as 7â and count as an 6.8, whereas a 7+ would be a 7.25 and count as an 7.3.

	The grade scale with the labels:		The grade scale with the labels:
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	Depending on the grade, several honors are available: total average of grades 8 with no grade under 7 and finishing in time: cum laude. For an average better than 7, but not meeting the criteria for cum laude, met genoegen (with honor), is sometimes awarded. This honor system is typically only used at universities.		Depending on the grade, several honors are available: total average of grades 8 with no grade under 7 and finishing in time: cum laude. For an average better than 7, but not meeting the criteria for cum laude, met genoegen (with honor), is sometimes awarded. This honor system is typically only used at universities.

	Usually 5.5 and up constitute a pass whereas 5.4 and below constitute a fail. If no decimal places are used, 6 and up is a pass and 5 and below a fail. Sometimes, when no decimal place is used, an additional grade, 6−, is used as "barely passed". This is what would have been a 5.5 if a decimal place were used.		Usually 5.5 and up constitute a pass whereas 5.4 and below constitute a fail. If no decimal places are used, 6 and up is a pass and 5 and below a fail. Sometimes, when no decimal place is used, an additional grade, 6â, is used as "barely passed". This is what would have been a 5.5 if a decimal place were used.

	==Dutch higher education==		==Dutch higher education==
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	Degree programmes offered by Dutch universities and universities of applied sciences are accredited by the Dutch-Flemish Accreditattion Organisation (NVAO), which is responsible for assessing the quality of study programmes offered by higher education institutions in the Netherlands and Flanders (Belgium). The NVAO uses a validation framework, containing the topics, facets and criteria to be assessed. A positive validation report indicates that potentially a study programme satisfies the requirements of basic quality.		Degree programmes offered by Dutch universities and universities of applied sciences are accredited by the Dutch-Flemish Accreditattion Organisation (NVAO), which is responsible for assessing the quality of study programmes offered by higher education institutions in the Netherlands and Flanders (Belgium). The NVAO uses a validation framework, containing the topics, facets and criteria to be assessed. A positive validation report indicates that potentially a study programme satisfies the requirements of basic quality.

	In the Netherlands, accreditation is a precondition for government funding of ~~Bachelor’s~~ or ~~Master’s~~ degree programmes, for the right of awarding recognised diplomas and for granting financial assistance for students. In the light of the internationalisation of education and the labour market, accreditation provides for comparable quality assurance of higher education.		In the Netherlands, accreditation is a precondition for government funding of Bachelorâs or Masterâs degree programmes, for the right of awarding recognised diplomas and for granting financial assistance for students. In the light of the internationalisation of education and the labour market, accreditation provides for comparable quality assurance of higher education.

	== Virtual learning initiatives in the Netherlands==		== Virtual learning initiatives in the Netherlands==

	In the Higher Education and Research Plan 2000 (HOOP 2000) of the Dutch Ministry of Education, Science and Culture, a cutback of NLG 15 million (£4.3 million) in the annual governmental contribution was announced for the Open University of the Netherlands (OUNL). This decision was based on both the decline in enrolment rates of the OUNL and also on the fact that the proportion of OUNL students that had al-ready obtained a higher education degree had increased in the 1990s. The OUNL was established in 1984, its most important objective was to provide higher education to adults that had not yet had the opportunity to attend higher education (the so-called second-chancers). A report in 1995 observed that part of this objective was reached, but it also pointed to the increasing student population that was not within the official target group but rather consisted of highly educated and highly skilled professionals, updating and expanding their knowledge base.		In the Higher Education and Research Plan 2000 (HOOP 2000) of the Dutch Ministry of Education, Science and Culture, a cutback of NLG 15 million (Â£4.3 million) in the annual governmental contribution was announced for the Open University of the Netherlands (OUNL). This decision was based on both the decline in enrolment rates of the OUNL and also on the fact that the proportion of OUNL students that had al-ready obtained a higher education degree had increased in the 1990s. The OUNL was established in 1984, its most important objective was to provide higher education to adults that had not yet had the opportunity to attend higher education (the so-called second-chancers). A report in 1995 observed that part of this objective was reached, but it also pointed to the increasing student population that was not within the official target group but rather consisted of highly educated and highly skilled professionals, updating and expanding their knowledge base.

	Due to new legislation in 1997, the OUNL gained a second core function: contributing to the innovation of higher education. Although the OUNL had carried out several efforts to shape this new core task, in the HOOP 2000 it was observed that, given the limited capacity of the OUNL and its expanding tasks, a new arrangement was needed for the organisation of distance education in the Netherlands. The need to reorganise the distance-education sector was further increased due to the fact that other ~~“traditional”~~ HEIs were also developing innovative ways of delivering and improving higher education.		Due to new legislation in 1997, the OUNL gained a second core function: contributing to the innovation of higher education. Although the OUNL had carried out several efforts to shape this new core task, in the HOOP 2000 it was observed that, given the limited capacity of the OUNL and its expanding tasks, a new arrangement was needed for the organisation of distance education in the Netherlands. The need to reorganise the distance-education sector was further increased due to the fact that other âtraditionalâ HEIs were also developing innovative ways of delivering and improving higher education.
	These observations eventually resulted in two possible scenarios for the future of the Open University of the Netherlands and its relationship to the national organisation of distance education:		These observations eventually resulted in two possible scenarios for the future of the Open University of the Netherlands and its relationship to the national organisation of distance education:
	* A merger with the University of Maastricht (located near the OUNL).		* A merger with the University of Maastricht (located near the OUNL).
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	On the basis of a scenario study by PricewaterhouseCoopers in July 2000, the Ministry decided that the consortium scenario would be the most attractive and feasible option. The envisaged consortium would be based upon two main objectives: contributing to educational innovation on the one hand, and providing digital education both as part of regular higher education and for new target groups on the other. The broad financial base of the consortium option played a major role in this decision. Immediately afterwards, the OUNL, three universities and nine HBO institutions signed a letter of intent to participate in the consortium.		On the basis of a scenario study by PricewaterhouseCoopers in July 2000, the Ministry decided that the consortium scenario would be the most attractive and feasible option. The envisaged consortium would be based upon two main objectives: contributing to educational innovation on the one hand, and providing digital education both as part of regular higher education and for new target groups on the other. The broad financial base of the consortium option played a major role in this decision. Immediately afterwards, the OUNL, three universities and nine HBO institutions signed a letter of intent to participate in the consortium.

	The main rationale for establishing a consortium was the range of operations, which were considered too broad for separate institutions to handle, as individual institutions had neither the resources nor the experience and expertise. Co-operation was therefore seen as necessary to keep up with contemporary and future developments. For the participating institutions, a variety of motivations could be distinguished. The Digital University (DU) could have led to cost reductions through the joint development of products and the sharing of infrastructure facilities. Furthermore, the DU provided access to new markets, to expertise that was not present within the institution, and to new content. Participating institutions hoped to enjoy a ~~“first~~ mover ~~advantage”~~ and to make a profit by selling products to non-participants. The DU was officially established on 6 April 2001 in Utrecht. But the concept did not succeed: Three years later it closed.		The main rationale for establishing a consortium was the range of operations, which were considered too broad for separate institutions to handle, as individual institutions had neither the resources nor the experience and expertise. Co-operation was therefore seen as necessary to keep up with contemporary and future developments. For the participating institutions, a variety of motivations could be distinguished. The Digital University (DU) could have led to cost reductions through the joint development of products and the sharing of infrastructure facilities. Furthermore, the DU provided access to new markets, to expertise that was not present within the institution, and to new content. Participating institutions hoped to enjoy a âfirst mover advantageâ and to make a profit by selling products to non-participants. The DU was officially established on 6 April 2001 in Utrecht. But the concept did not succeed: Three years later it closed.

	A survey of virtual university activity in the Netherlands was produced in 2001 for HEFCE and updated in summer 2004. It is called [http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands] and was written by Petra Boezerooy and Eric Beerkens with the assistance of Professor Betty Collis, Jeroen Huisman and Professor Jef Moonen. It is now rather out of date.		A survey of virtual university activity in the Netherlands was produced in 2001 for HEFCE and updated in summer 2004. It is called [http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands] and was written by Petra Boezerooy and Eric Beerkens with the assistance of Professor Betty Collis, Jeroen Huisman and Professor Jef Moonen. It is now rather out of date.
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	[http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands]		[http://www.matic-media.co.uk/ukeu/EUNI-chap05-Netherlands-2004.doc Impact of the Internet on Higher Education in the Netherlands]

	[http://www.fnm-austria.at/stategie/Dateiablage/view/nml-nib/08-nml-nib-international-laenderbericht-niederlande.pdf NML-NIB im internationalen Kontext ~~Länderbericht~~: Niederlande (PDF - EN)] by [http://www.fnm-austria.at/ FNM-Austria]		[http://www.fnm-austria.at/stategie/Dateiablage/view/nml-nib/08-nml-nib-international-laenderbericht-niederlande.pdf NML-NIB im internationalen Kontext LÃ¤nderbericht: Niederlande (PDF - EN)] by [http://www.fnm-austria.at/ FNM-Austria]