The role of Dutch government in curriculum design and change.

Autor/inn/en	Huisman, Jeroen; Jenniskens, Ineke
Titel	The role of Dutch government in curriculum design and change.
Quelle	In: European journal of education, 29 (1994) 3, S. 269-280Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 13
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
DOI	10.2307/1503740
Schlagwörter	Curriculum; Curriculumentwicklung; Staat; Hochschulgesetz; Studiengang; Hochschule; Leistungsmessung; Reform; Niederlande
Abstract	In 1985, the Dutch Ministry of Education and Science proposed a fundamental change in the relationship between the national government and the higher education system. In a policy paper entitled Higher Education-Autonomy and Quality (HOAK), the Ministry suggested replacing previous law, which emphasised the use of stringent governmental regulation and explicit objectives and procedures, with more institutional autonomy in decision making. Issues covered by HOAK included planning, funding, the division of the higher education system, educational matters (e. g. duration of studies, the examination system, admission requirements) and evaluation of institutional performance. In this article, we examine whether the new government approach has been fully implemented with regard to curriculum design and curriculum change. Our analysis is based on three distinct periods: 1) the Two-Tier Act (1981) and its implementation (1982), 2) the appearance of the policy paper HOAK (1985), and 3) the implementation of the Higher Education and Scientific Research Act (1993). (DIPF/Text uebernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1996_(CD)