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Foreign-born youth in the Netherlands are particularly at risk of becoming NEET ...

„Foreign-born youth in the Netherlands are particularly at risk of becoming NEET. Foreign-born youth (aged 15-24) are more than twice as likely as native-born youth to be NEET (OECD, 2016b). They are at serious risk of economic and social exclusion, with potentially harmful effects for all of society.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Netherlands 2017“ (2017), S. 135

 

Beratung und Unterstützung statt harter Konsequenzen für Schulen mit schlechten Evaluationsergebnissen ...

„Während Schulen mit schlechten Evaluationsergebnissen in den USA und England harte Konsequenzen drohen, werden ihnen in den Niederlanden Beratung und Unterstützung angeboten.“

Univ.-Prof. Mag. Dr. Franz Rauch u. a., „Auswirkungen von Schulrankings auf Unterricht, Schulorganisation und Bildungssystem“ (November 2016), S. 8

 

Countries with low academic inclusion and high social inclusion ...

„Some countries and economies, such as the Netherlands, have low academic inclusion (performance varies considerably between schools) and high social inclusion (advantaged and disadvantaged students are relatively evenly distributed across schools), whereas others, like Spain, have high academic inclusion and low socio-economic inclusion.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 173

 

Low academic inclusion in the Netherlands ...

„The low academic inclusion in the Netherlands is not associated with greater socio-economic segregation of students across schools.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 173

 

Students selected into one of the education tracks in the Netherlands ...

Niederlande: „At the end of primary school, students are selected into one of the education tracks offering practical training, pre-vocational, general and pre-university secondary education.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 174

 

Students assigned to various tracks in the Netherlands ...

Niederlande: „Students are assigned to various tracks based on their performance on a national examination at the end of primary school and on their primary teachers’ recommendation.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 174

 

Literacy in the Netherlands ...

„Italy (85.4 %), Spain (82.6 %), Korea (79.4 %) and the Netherlands (71.8 %) have an exceptionally high proportion of adults who scored at or below Level 1 in literacy who came from families in which both parents had less than upper secondary level attainment.“

Univ.-Prof. Dr. Anke Grotlüschen u. a., „Adults with Low Proficiency in Literacy or Numeracy“ (2016), S. 34

 

Rates of year repetition in Dutch primary schools ...

„In Dutch primary schools the rates of year repetition are three times higher than the OECD average (7.7 %).“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 57

 

Repetition most common during the first two years of primary education in the Netherlands ...

Niederlande: „Repetition is most common during the first two years of primary education (at age four or five) and is heavily biased towards children from socio-economically disadvantaged and immigrant backgrounds. In some schools, nearly half of the student population repeats a grade.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 57

 

Secondary schools in the Netherlands are free to select students ..

„Secondary schools in the Netherlands are free to select students and impose additional selection requirements that may go beyond the primary school’s advice.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 68

 

The Netherlands differs from other early tracking countries ...

„The Netherlands differs from other early tracking countries as it has six or seven (depending on how they are counted) “early” tracks, rather than the more usual two or three.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 25

 

The Dutch school system is highly stratified ...

„The Dutch school system is highly stratified with extensive early tracking. Early tracking is controversial, but student outcomes in the Netherlands are good on average and in terms of equity.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 63

 

Tracking by ability takes place early ...

Niederlande: „Tracking by ability takes place early and is intensive, with more tracks than almost any other OECD country. Since the Dutch school system performs well both on equity and on average, it is harder to advance the argument for radical change to establish a comprehensive school system.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 39

 

The Netherlands is in the 7th position among OECD countries ...

„The Netherlands is in the 7th position among OECD countries behind Switzerland, the United Kingdom, the United States, Luxembourg, Ireland and Canada in terms of attracting talent. Likewise, the country appears to be in a good position to retain talent. It ranks 6th among OECD countries, behind Switzerland, the United States, Norway, Finland and the United Kingdom.“

OECD (Hrsg.), „Recruiting Immigrant Workers – The Netherlands 2016“ (2016), S. 196

 

In Croatia, Hong Kong-China, Japan and the Netherlands, over 90 % of students attend selective schools ...

„In Croatia, Hong Kong-China, Japan and the Netherlands, over 90 % of students attend selective schools, i.e. schools where student academic performance and/or recommendations from feeder schools are always considered for admission.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 88

 

In Frankreich, den Niederlanden und Deutschland sprechen fast 50 % der fremdsprachigen Zuwanderer zu Hause die Sprache des Aufnahmelands ...

„In Frankreich, den Niederlanden und Deutschland sprechen fast 50 % der fremdsprachigen Zuwanderer zu Hause die Sprache des Aufnahmelands.“

OECD (Hrsg.), „Integration von Zuwanderern: Indikatoren 2015“ (2015), S. 66

 

Segregation in den Niederlanden ...

„Familien ohne Migrationshintergrund entscheiden sich häufiger bewusst für eine Schule mit niedrigem Zuwandereranteil und treiben so die Entmischung der ‚schwarzen Schulen‘ (zwarte scholen) weiter voran.“

Sachverständigenrat deutscher Stiftungen für Integration und Migration (Hrsg.), „Unter Einwanderungsländern: Deutschland im internationalen Vergleich“ (2015), S. 86

 

Bereits im Alter von vier Jahren besuchen 98 Prozent aller Kinder eine Grundschule in den Niederlanden ...

Niederlande: „Bereits im Alter von vier Jahren besuchen 98 Prozent aller Kinder eine Grundschule, in der sie schrittweise und meist spielerisch an Buchstaben, Zahlen und andere grundlegende Unterrichtsinhalte herangeführt werden.“

Sachverständigenrat deutscher Stiftungen für Integration und Migration (Hrsg.), „Unter Einwanderungsländern: Deutschland im internationalen Vergleich“ (2015), S. 85

 

Support through targeted early childhood education programs ...

„Children from a disadvantaged background aged 2½ to 4 are offered support through targeted early childhood education programs (voorschoolse educatie), which reach around 45 000 children.“

EU-Kommission (Hrsg.), „Early Childhood Education and Care Systems in Europe“ (2015), S. 31

 

A range of initiatives to promote excellence ...

„The Dutch government has launched a range of initiatives to promote excellence in education. This includes a focus on providing better support to gifted and talented students and increasing the proportion of students achieving the highest levels on national and international assessments.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education: Netherlands“ (2014), S. 28

 

Countries where the largest proportion of students report that they had repeated a grade ...

„The largest proportion of students reporting that they had repeated a grade in primary, lower secondary or upper secondary school can be found in Belgium (36.1 %), closely followed by Spain, Luxembourg and Portugal (all exceeding 30 %). […] In France and the Netherlands, the rates of students who repeated a grade are close to 30 %.“

Eurydice (Hrsg.), „Tackling Early Leaving from Education and Training in Europe“ (2014), S. 44

 

Private schools are allowed to select ...

Niederlande: „Private schools are allowed to select on the basis of religion or educational philosophy and some non-religious private schools ask significantly higher ‘voluntary’ fees.“

Univ.-Prof. Dr. Henry Levin u. a., Does educational privatisation promote social justice?“ in „Oxford Review of Education“, 2013, Vol. 39, No. 4, S. 523

 

Hollands differenziertes Schulwesen ...

„In secondary education, the highest performing Dutch students seem to catch up with their international peers to some extent, which could be due to ability tracking.“

Univ.-Prof. Dr. Henry Levin u. a., „Does educational privatisation promote social justice?“ in „Oxford Review of Education“, 2013, Vol. 39, No. 4, S. 524

 

The proportion of those repeating a year in primary education ...

„The proportion of those repeating a year in primary education is particularly high in six countries (Belgium, Spain, France, Luxembourg, the Netherlands and Portugal), ranging from 12.2 % in Spain to 22.4 % in the Netherlands and Portugal.“

Eurydice (Hrsg.), „Education and Training in Europe 2020“ (2013), S. 23

 

Most of the native-Dutch parents choose a religious school for their children ...

„Most of the native-Dutch parents choose a religious school for their children, and thus self-segregate into either a Catholic or Protestant denomination.“

Univ.-Prof. Dr. Eddie Denessen u. a., „School and Classroom Diversity Effects on Cognitive and Non-Cognitive Student Outcomes“ in „Journal of Education Research“ (2010), Volume 4, Issue 2, S. 3

 

Demographic and housing segregation ...

„In the Netherlands, especially in the large cities, demographic and housing segregation leads to neighborhood schools with large proportions of students from lower socioeconomic and especially ethnic-cultural minority backgrounds.“

Univ.-Prof. Dr. Eddie Denessen u. a., „School and Classroom Diversity Effects on Cognitive and Non-Cognitive Student Outcomes“ in „Journal of Education Research“ (2010), Volume 4, Issue 2, S. 3