Educational sciences in the Netherlands: state of affairs and challenges

This paper reports on the state of affairs of the „Erziehungswissenschaften“ in the Netherlands. For this description of the educational sciences we primarily rely on a report written in 2014 by a committee that prepared a discipline plan educational sciences (CSO 2014). This report was commissioned by the association of universities in the Netherlands (VSNU ...), the umbrella association of research universities. Such reports regularly are prepared to describe the state of affairs of a discipline and advice on policies for the future development of a discipline. For the educational sciences, the committee was composed of representatives of most universities at the level of university executive boards, faculty deans and department chairs. (DIPF/Orig.)

Keeping the promise? Contextualizing inclusive education in developing countries

Inclusive education became a global promise corroborated by international declarations such as the Salamanca Statement (1994) and the Incheon Declaration (2015). Most countries worldwide have committed to the goal of inclusive education, putting a lot of pressure on so-called developing countries. Against this backdrop the threefold purpose of this book is to: 1. Generate research evidence on the development and implementation of inclusive education in developing countries, 2. Contextualize inclusive education in specific developing countries and contexts, and 3. Reflect on the future of inclusive education in developing countries. (DIPF/Orig.)