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CITIZENSHIP EDUCATION IN DUTCH HIGHER VOCATIONAL EDUCATION (Edukacja obywatelska w wyzszym szkolnictwie zawodowym w Holandii)

100%
Bilon A.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2010
|
vol. 11
87-94
EN
The aim of the paper is to present citizenship education in Dutch higher professional education (HBO - Hoger Beroepsonderwijs). In the first part of the text, the authoress describes the Dutch higher education system and the importance of HBOs for this system. Then, the paper presents the aims of citizenship education. In Netherlands, there is a very direct connection between citizenship education and competencies which are required on the labour market. The goal of the education is to help students become good employees and citizens for the future. The Dutch Ministry of Education, Culture and Science together with the organization COLO (Kenniscentra voor Beroepsonderwijs en Bedrijfsleven) define the basic competencies and qualifications required from the graduates. The Dutch higher education is described as competence-based education and civic competencies constitute its important part. In the next part of the text, the authoress presents how the citizenship education is incorporated into the higher education and implemented in real life. Higher vocational schools are socializing agents and offer not only business competencies or the competencies required at the labour market, but also those that are of social, cultural and political character.
2

CITIZENSHIP EDUCATION FOR ADULT IMMIGRANTS IN NETHERLANDS - INDICATOR OF INTEGRATION OR DISCRIMINATION? (Edukacja obywatelska doroslych imigrantow w Holandii - przejaw integracji czy dyskryminacji?)

88%
Bilon A.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2011
|
vol. 12
133-147
EN
The citizenship education for adult immigrants and its sociopolitical context in the Netherlands come under consideration in the article. The authoress ponders over whether the current way of organizing citizenship education for adult immigrants is the indication of integration or discrimination. In the first part of the article, the authoress presents the sociopolitical context of this kind of education. The second part is devoted to the procedure of integration test as well as to some basic rules and assumptions of civic integration courses. The third part of the paper reflects on the possibility of unequivocal assessment of the existing Dutch integration policy and its relevant component - the citizenship education.
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