Extended education in the Netherlands
The article deals with the concept of extended education as it is applied in Dutch primary and secondary schools. While the development of "the brede school" (broad school - BS) in the primary sector is now part of all schools, the introduction of BS in secondary education did not proceed with the same speed. The main argument of the article is that in the BS the formal and the non-formal curriculum remain largely at a distance from each other, less so in the primary and more so in the secondary sector, and that is disadvantageous for the development of a learning biography. The article accrue... Mehr ...
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| Dokumenttyp: | Artikel |
| Erscheinungsdatum: | 2013 |
| Reihe/Periodikum: | International journal for research on extended education : IJREE 1 (2013) 1, S. 5-17 |
| Verlag/Hrsg.: |
Verlag Barbara Budrich
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| Schlagwörter: | Erweitertes Bildungsangebot / Primarbereich / Sekundarbereich / Lernbiografie / Außerschulische Jugendbildung / Informelle Bildung / Non-formale Bildung / Nachschulische Betreuung / Formale Bildung / Ganztagsschule / Niederlande / Extension Education / Primary education / Primary level / Secondary education / Out of school education / Out-of-school education / Informal education / Formal education / All-day school / ddc:370 / Erziehung / Schul- und Bildungswesen / Education / Schulpädagogik / Bildungsorganisation / Bildungsplanung und Bildungsrecht |
| Sprache: | Englisch |
| Permalink: | https://search.fid-benelux.de/Record/base-29227520 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | https://doi.org/10.25656/01:22970 |
The article deals with the concept of extended education as it is applied in Dutch primary and secondary schools. While the development of "the brede school" (broad school - BS) in the primary sector is now part of all schools, the introduction of BS in secondary education did not proceed with the same speed. The main argument of the article is that in the BS the formal and the non-formal curriculum remain largely at a distance from each other, less so in the primary and more so in the secondary sector, and that is disadvantageous for the development of a learning biography. The article accrues research findings supporting this argument. (DIPF/Orig.)