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This paper investigates how Dutch education professionals and Ghanaian migrant youth frame the impact of young people's geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16–25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of 'education' and because dominant framings produce uncompromising narratives, realities, and eventually policies. [ABSTRACT FROM AUTHOR]

The writing center as research object: A broad exploration of effectiveness studies The concept of the writing center is on the rise in Dutch education institutions. However, there is little clarity about the real effects of the non-directive tutoring model the writing centers use. In order to create a basis for research on Dutch centers, this literature review provides an overview of worldwide empirical research on this subject. It shows that researchers have difficulty finding the right approach. Research that takes into account the mission of the writing center seems the most valuable. This kind of research focuses on the behavioral changes a center tries to make with students, such as a reduction of the anxiety about writing and a larger self-efficacy. [ABSTRACT FROM AUTHOR]

In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey's perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey's concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the perceived value-relevance of open data published by the Dutch Inspectorate of Education in the parents’ choice of Dutch primary schools. Design/methodology/approach – Empirical data were collected through a mixed method strategy including quantitative and qualitative methods: quantitative surveys among parents of pupils in 25 primary schools; and semi-structured in-depth interviews using a topic list. Findings – Parents make little use of the Inspectorate’s website compared to other information sources. The perceived usefulness of this website to parents choosing a primary school is also relatively low. Personal information gathered by school visits, written information from schools and information from other parents are more important sources. Research limitations/implications – Subjective considerations, such as the atmosphere and ambience of a school, play an important role in parents’ choice behavior. Pragmatic considerations also play a role, such as a school’s nearness. This study shows that it is necessary to rethink the rational assumptions behind publishing performance data. Practical implications – This study observed a mismatch between the demand and supply of open data about primary schools. The Inspectorate’s publication strategy is based on “hard” and “written” data presented on a website, but parents also appreciate “soft” and personal “oral” data. Parents state that the Inspectorate should not only focus on negative school results for censuring (“naming and shaming”), but also give attention to schools that perform well (“naming and faming”). Originality/value – Research about parents’ and citizens’ use of quality information in general is scarce. These findings show that parents’ choice behavior is less rational than assumed. Relativistic notions about decision-making processes are recognized in other studies also, but they suggest that highly educated parents are over-represented in the group of parents who actively make school choices, whereas this study found no indications that parents’ educational level affects their choices. [ABSTRACT FROM AUTHOR]

Providing high-quality feedback is essential for improving preservice teacher performance. Rather than post-lesson feedback, immediate performance feedback while teaching is considered effective. This article reports on developing and piloting a standardised tool for synchronous feedback. Eight teacher educators from a Dutch higher education institution were trained to use the tool (based on accepted models of teacher roles, observation criteria and feedback levels) with pre-recorded lessons. Interobserver reliability was good for teacher roles and sufficient for feedback levels. Positive evaluations of the tool and educators' interest in its application, warrant further research into scalability and effectiveness of synchronous feedback delivery. • This study presents a standardised tool for providing synchronous feedback to preservice teachers. • Good interobserver reliability was observed for feedback cues on visible teacher roles. • Teacher educators are positive about implementing the tool in vivo. • The tool offers opportunities for providing adequate, timely feedback in teacher education. [ABSTRACT FROM AUTHOR]

The article discusses the different international universities and colleges which integrate Dutch program as part of their curriculum. The Dutch Ministry of Education, Culture and Science has acknowledged the importance of native language and has asked the Foundation Education Worldwide (NOB) to support the high standards for Dutch education. It mentions various schools which are offering the course including the International School of Brussels (ISB), German European School Singapore (GESS), and Washington International School (WIS). Research shows that mother tongue proficiency helps children to learn language better. Moreover, the Integrated Dutch programs are evaluated regularly by the NOB and Dutch Inspectorate of Education.

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From six different aspects, the educational inspectorate systems (EIS) in China and in the Netherlands are compared. The careful comparison of six aspects includes the EIS historical development, their roles, the educational inspectorate organizations (EIO), the standards for selecting and appointing inspectors, the training of inspectors, and the inspection approaches used by the EIOs in China and in the Netherlands. Finally, the implications of this comparison for policy-makers, inspectors, researchers, and practitioners are discussed. [ABSTRACT FROM AUTHOR]

The article reports that the Netherlands-based Nuffic educational association has given 4,500 euros in Dutch educational assistance to the Rwanda Flower Farmers Association in Rwanda. The fund is for the training of farmers in flower gardening, floriculture, and ornamental horticulture. The country intends to have 200 hectares of flower gardens for flower exports to markets in Europe. The money will sponsor the participation of 20 farmers in a three-month instruction and fieldwork course in Naivasha, Kenya. The course covers crop management, the control of pest and disease, and electronic irrigation.