Contends that developmental, determinist, and contextualist psychologists, although all studying reminiscence in older adults, have not fully acknowledged the role the environment plays in establishing reminiscent behavior in elderly people. Suggests including sociological life course theory in the analyses and interpretation of this behavior.…

On March 5, 1980, the "World Conservation Strategy: Living Resource Conservation for Sustainable Development" (WCS) report was submitted to the Dutch government. The Nature Conservation Education Committee (CNBE) was then asked to prepare another report based on its initial reactions to the WCS, particularly to section 13, which deals…

Responsive evaluation offers a perspective in which evaluation is reframed from the assessment of program interventions on the basis of policy makers' goals to an engagement with and among all stakeholders about the value and meaning of their practice. Responsive evaluators have to be extra sensitive to power relations given the deliberate…

The situational approach to ethnic identity with regard to migrants in the Netherlands is examined. This approach says that ethnicity is continuously created and can only be understood in relation to both past experience and specific political, economic, and social processes. (RM)

There has been much discussion about the role of foreign languages, particularly French, in Netherlands secondary education reform. Any attempt to redefine objectives and learning approaches must consider social, political, educational, and linguistic influences. Most weight should be given to affective factors but new trends must be approached…

The National Institute for Curriculum Development (SLO) in the Netherlands originated in 1975 to evaluate and redesign existing curricula and to coordinate programs at various levels. The SLO Humanities department, which includes the subjects of geography, history, and economics, has been engaged in curriculum development in lower vocational and…

Examining the ways in which Western European countries have presented and justified educational reform, Neave explores the shift in values and social ethics that occupy the center of the educational stage. States that education is less a part of social policy, but is increasingly viewed as a sub-sector of economic policy. (GEA)