ERIC Number: ED221945
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Curriculum Development in The Netherlands: Implications for Theory and School Practice.
Oudkerk Pool, Theo
The government of the Netherlands is currently rethinking national educational policy on a broad basis, according to this report. In addition to preparing the way for a substantial restructuring of the educational system, from the pre-primary to adult education levels, this national policy overhaul has raised major issues regarding the purposes of education, the nature of the curriculum, and the relationship between the theory of education as a curriculum-based enterprise and the practice of education in the classroom. This document describes the changes being legislated in the Dutch educational system's structure and considers several aspects of the major issues being debated. Primary attention is given to the impact of teacher autonomy and choice of curricular approach on the ability of schools to implement educational change; the benefits and pitfalls inherent in approaching curricular development from either a systemwide, holistic perspective or a school-based, atomistic perspective; and the relative merits of establishing curriculum decisionmaking power at any of several points on a continuum running from the educational expert to the individual student. (PGD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: Netherlands Ministry of Education and Sciences, The Hague.
Identifiers: Netherlands; Theory Practice Relationship
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982) as part of Invited Symposium on "Curriculum Theory in Four Countries: A Description and Critique of Emerging Issues."