INCA Education around the world
Netherlands : Curricula (age 3-19)
5.2.1 Control
5.2.2 Compulsory subjects
5.2.3 Optional/elective subjects
5.2.4 Formulation of curriculum
5.2.5 Key skills
5.2.6 Curriculum materials
5.2 Second phase: Pre-compulsory and primary, age (4)/5 - 12
Although the education system in the Netherlands is, essentially, a two-phase system, for the purposes of comparative analysis across the INCA website, this two-phase system is described in four-phase format throughout this Archive. As a result, Phases 1 and 2 of the Archive describe the first phase of the education system in the Netherlands, namely pre-compulsory and primary education, whilst Phases 3 and 4 describe compulsory and post-compulsory lower and upper secondary education for students aged 12 to 16, 17 or 18.
5.2.1 Control
The Primary Education Act 19811, implemented in 1985 and now superseded by the Primary Education Act 1998,1 lowered the starting age of compulsory education from 6 to 5 years, abolished separate nursery schools and brought provision for 4- and 5-year-olds into primary education (Basisschool). Nearly all children attend school from the age of 4, although schooling does not become compulsory until the age of 5.11
The national curriculum for primary education, as laid down in the Primary Education Act 1981 (now superseded by the Primary Education Act 199865), provides information on the subjects schools are expected to teach and an indication, for each subject, of what students must learn. This is expressed in the form of attainment targets which indicate what schools must offer students in terms of teaching matter (focussing not only on cognitive and emotional development, but also on creativity and social, cultural and physical skills). Schools are expected to organise their teaching in such a way that all the subject matter to which these targets relate has been covered by the end of primary school. That is, the targets define, in broad terms, the core curriculum for primary school and aim to ensure that children are prepared for secondary education. Schools are free, within this framework of attainment targets set by the Government to decide how much time is spent on the various subjects and areas of the curriculum and when.21
In formulating the national curriculum guidelines, the Minister of Education, Culture and Science is required to consult the Education Council (a permanent advisory board), and the Consultative Committee for Primary and Secondary Education (POVO), which comprises representatives of the competent authorities, headteachers, teachers, students and parents (nominated by organisations representing these groups).21
Every school is also required to set up a participation council representing staff and parents/students. In addition, parental participation may also take place through the parents' council; staff may set up staff councils; and students may set up a students' council. These councils may all make recommendations to the participation council and/or the headteacher.11
The curriculum for each school is drawn up in a school plan featuring teaching and development objectives, the subjects, teaching methods, school organisation and the means used to assess students' achievement. Special provision may be made for students without a Dutch language background. Each year, the school plan is further developed into an activity plan which sets out the students' activities for the year in question, the duties of the teaching staff as well as the teaching time, holidays and other free days. No requirements are laid down for subject content or teaching methods, but the school plan and the activity plan must be submitted to the Inspectorate for approval.21
National Institute for Curriculum Development (SLO)
The National Institute for Curriculum Development (SLO) is funded by the Government to give independent, professional advice on, and support for, curriculum development and implementation. In performing its tasks, the SLO tries, as far as possible, to take account of developments in society in general and in education in particular. The end-users of SLO curricula play an important role: a curriculum is only developed after 'field advisory groups' have issued their recommendations. These field advisory groups include teachers from the various regions and educational phases, who are sufficiently familiar with education practices to be able to identify needs. 29
The SLO works across virtually all education sectors including primary education, secondary education, special education, and teacher training, but excluding higher education, and covers all subject areas. Its central task is to advise government on important national education reforms, advise government on new national curricula and examination programmes, coordinate curriculum development at national level in cooperation with schools and universities, carry out curriculum evaluations, work closely with publishers, and provide information about learning materials. 48
SLO has three departments for curriculum development, one for Primary Education, one for Secondary Education and one for Vocational Training and Adult Education. Examples of the types of project for which the Primary Education department is responsible include:
- The revision and updating of core objectives/attainment targets.
- The development of guidelines to educate children with special needs in a regular, mainstream setting.
- The development of guidelines for textbooks for all subjects.
- The development of curricula for primary teacher training institutions.48
5.2.2 Compulsory subjects
Subjects/areas of learning
The Primary Education Act 1981 (now superseded by the Primary Education Act 1998) advocates a 'well-balanced curriculum' geared to children's development and the diversity of the demands of the society to which they belong. Since August 1993, a set of core objectives (attainment targets) has determined the formal content of primary education. 58 new attainment targets for primary level education were introduced in the 2005/06 school year and schools have until August 2009 to implement these. These revised attainment targets aim to offer schools the freedom to cater for differences between students and consequently do not contain the same level of detail in all areas of learning. In practice this means, for example, that attainment targets for Dutch or arithmetic are more detailed than those for factual or creative subjects. The new attainment targets also cover citizenship, technology and cultural education.21 78
The Core Objectives for primary education are available online (in English): http://www.minocw.nl/documenten/core%20objectives%20primary%20education.pdf
The attainment targets are divided into chapters for:
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Dutch language
-
English
-
Frisian language
-
Mathematcis and arithmetic
-
Exploratory social studies
-
Art education
-
Physical education.
They do not prescribe any teaching methods or content. It is expected that the content and objectives will be connected to each other (where relevant) and linked to everyday life. In planning what is taught, schools are also expected to pay attention to the cross-curricular areas, see section 5.2.5 Key Skills.
Intermediate targets and teaching guidelines, commissioned by the Ministry of Education, Culture and Science, have been developed for arithmetic/mathematics and Dutch to provide additional support for schools in organising teaching in these subjects. Intermediate targets provide a starting point for teaching in each year of primary schooling. Teaching guidelines provide a general framework for designing and organising learning and development processes in a given subject area or part thereof in the medium to long term. They include the following elements, presented in relation to each other:
- The goals to be achieved and in what order.
- Appropriate subject matter.
- The underlying approach to the subject.
- Educational and organisational pointers for achieving these goals.
The language of instruction is Dutch, but schools in the province of Friesland also teach Frisian and may teach other subjects in that language also. Children from a non-Dutch background may likewise be taught for part of the time in their own language in order to help them settle in. The Niedersachsisch, Limburger, Yiddish and Romany languages may be used as a language of instruction alongside Dutch.21
Time allocation
Within the framework set by central government, schools are free to decide how much time is spent on the various subjects and areas of the curriculum. In recent years, the competent authority of a school has been given greater flexibility regarding the length of the school day, so that timetables can reflect the specific needs and wishes of the school and the community. They must still provide at least 7,520 teaching periods over the eight years that children attend primary school, but the distribution of periods between the first and last four years is flexible. Schools can reduce the number of teaching periods in the last four years to 3,760. The minimum number of periods over the first four years remains unchanged at 3,520. The maximum of 5.5 teaching hours a day has been abolished.78
There are no rules as regards the length of lessons (although 60 minutes is common). It is the competent authority of the school which decides when the school day starts and ends and how long the lessons last. The parent members of participation councils have a right of assent regarding the setting and changing of school timetables. The teacher members of the participation council are entitled to advise on when the school day starts and ends, and all parents' opinions are canvassed before any decisions are taken, to minimise problems. Schools are also allowed to timetable in a maximum of seven four-day weeks a year for Years 3 to 8 (6- to 12-year-olds) (not counting weeks in which the school is already closed due to a public holiday). The Education Inspectorate oversees school timetables and ensures that schools keep to the times stated in their prospectus. 21
5.2.3 Optional/elective subjects
Optional subjects are not applicable at this level. However, all schools, both public and private, may teach subjects other than those required by law. All public schools must also make arrangements for students to receive religious education or ethical instruction during school time. This instruction may take up a maximum of 120 hours each school year. Children may choose not to receive such religious instruction. In such cases, other study activities are organised. 55
Sex and relationships education
It is not compulsory for schools in the Netherlands to offer sex education and not all do. It is down to the individual schools to decide if basic sex education is needed and agree in which way the school participates in these matters.108
At primary school level sex education comes under the "personal and world orientation" area of the curriculum. Targets are set out in the curriculum under different subjects, and some of these may relate to sex education including two in social studies students learn to care for their own physical and psychological health and that of others and students learn to behave in a self-sufficient manner; and in nature and technology students learn about the makeup of plants animals and humans and about the form and function of their parts.108
5.2.4 Formulation of curriculum
The curriculum is expressed in terms of attainment targets. Attainment targets indicate what schools must offer students in terms of teaching matter, focussing not only on cognitive and emotional development, but also on creativity and social, cultural and physical skills. Schools are expected to organise their teaching in such a way that all the subject matter to which these targets relate has been covered by the end of primary school. The targets define, in broad terms, the core curriculum for primary school and aim to ensure that children are prepared for secondary education. Intermediate targets and teaching guidelines, commissioned by the Ministry of Education, Culture and Science, have been developed (by the National Institute for Curriculum Development, SLO) for arithmetic/mathematics and Dutch. The aims is to provide additional support for schools in organising teaching in these subjects. Intermediate targets provide a starting point for teaching in each year of primary schooling. Teaching guidelines provide a general framework for designing and organising learning and development processes in a given subject area or part thereof in the medium to long term. They include the following elements presented in relation to each other:
- The goals to be achieved and in what order.
- Appropriate subject matter.
- The underlying approach to the subject.
- Educational and organisational pointers for achieving these goals.21
Schools are free, within the framework set by the Government, to determine how much time to devote to each subject, and the content and methods of teaching, provided they meet the attainment targets. 21
5.2.5 Key skills
Certain objectives are regarded as important for all learning areas. These are:
- A good working attitude
- Use of learning strategies
- Reflection on one's own actions and learning
- Expression of one's own thoughts and feelings
- Respectful listening to and criticising of others' opinions
- Acquisition and processing of information
- Development of self-confidence
- Respectful and responsible dealing with others
- Care and appreciation for the living environment.21
5.2.6 Curriculum materials
Textbooks
Although the Ministry of Education, Culture and Science determines the attainment targets for the primary phase curriculum, it does not prescribe - or produce - specific teaching materials. Textbooks are produced by commercial publishers and purchased by the school on the free market. Schools are free to choose appropriate teaching methods and materials. Teachers and headteachers select the textbooks to be used in class.32
School textbooks are the property of the school and are loaned to students free of charge.21
To help schools make an informed choice on teaching methods and materials, the Ministry publishes guides comparing the quality of all teaching materials for each subject area. The National Teaching Materials Information Centre (NICL) produces a consumer guide to teaching materials which schools can use to compare existing and new products. The NICL is part of the National Institute for Curriculum Development (SLO). The SLO is also commissioned by the Ministry of Education to analyse textbooks for mathematics and the Dutch language on a regular basis. The results are published on the Internet. The analysis uses the following criteria:
- Are the demands of the core attainment targets addressed in the textbook?
- What is the pedagogical quality (that is, how useful is the textbook as a teaching and learning aid)?
- Does the textbook allow for differentiated teaching within a group?
- Are there specific indications for evaluation and assessment?
- How does the textbook deal with the complexity of a multicultural society and the different social and cultural backgrounds of children?
- What does the textbook say about gender issues, equity and equality?
- How manageable is the textbook for the teacher?
- How much time is required to complete the tasks required by the textbook? 56
Other resources
Teachers also have access to online teaching materials for a variety of subjects, such as those provided by the Knowledge Network ('Kennisnet') website. All schools are linked to Kennisnet. The Knowledge Network website is available at http://www.kennisnet.nl/ and the teaching materials at http://www.leerkracht.kennisnet.nl/
