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Professor Geert Hofstede, one of the Netherlands’ most widely cited and translated scholars, passed away in February 2020, at the age of 91. Hofstede is known for his pioneering research on cross-cultural groups and organizations and has been a great source of inspiration to those who have tried to unravel the mysteries of culture. At the heart of Professor Hofstede’s work is the question: what are the mutual role expectations between the archetypical role pair of teacher and students in different cultures? The way these roles are played is guided by deeply-rooted values which lead to feelings about good and evil, right and wrong, rational and irrational, proper and improper. These feelings burden cross-cultural learning with premature judgments that can come from teachers, students and parents.

Social Dilemmas

Through his research, Geert Hofstede extracted four fundamental social dilemmas: the relationship to power (hierarchical or egalitarian), the relationship to the group (collectivistic or individualistic), the relationship to motivation and, finally, the relationship to uncertainty, culminating in his four cultural dimensions: the Hofstede Model. These dimensions have helped many people better understand the perplexities of cross-cultural education, most of which I have experienced and witnessed myself as an expat child, expat parent and intercultural trainer.

Educational Track

Consider the power dilemma and the different social positions teachers have in different cultures. In cultures that are more sensitive to hierarchy, as I witnessed as a child in Colombia, students from privileged families will often have access to a privileged educational track – private schools, private tutors and a wealth of learning resources – but not so in more egalitarian cultures. In the Netherlands, a teacher is nothing more or less than anybody else. The same applies to the students – one is not better than the other. The Dutch school system is anti-elitist and there are relatively few private schools in the country. Kids attending a private school are often seen as rich kids who do not have the intellectual capacity to successfully complete ‘normal’ schools. This egalitarian approach often baffles parents from cultures in which different school systems cater to the different needs of the various social groups in society.

Teaching Style

Adding the dimension of individualism to the equation, the differences become even larger. Contemplate the way knowledge is managed. In the Chinese Confucian tradition, the ‘teacher’ is the most respected profession. The Chinese and many other hierarchical and collectivistic cultures have developed a reverence for the tutor, the guru. These societies are more likely to have established a rote learning pattern, which, simply put, is the storage of the data in the brain, without necessarily understanding the concept. The teaching style is one-directional, and students become good at copy-pasting. It often involves a focus on the creation of tacit knowledge, knowing what to do or say rather than why.

Other, more egalitarian and individualistic cultures have developed a more conceptual learning style, requiring students to apply their knowledge in different situations. There is more focus on explicit knowledge – knowing how. Having switched from these different styles myself, from rote learning in Latin America to conceptual learning after returning to the Netherlands, I remember having been frustrated with the apparent disorder in my new Dutch classroom. I saw little respect for the teachers and could hardly develop respect myself for these teachers, who let us, children, find our own ways – creating what seemed to me a mess.

Curriculum

Hofstede has also described how societies have different inclinations to avoid uncertainty – this is demonstrated in how one society will focus on the relevance of the curriculum, while another will find a more flexible learning path acceptable. In the former, especially if these are more hierarchical and centralized, it is normal for the curriculum to be dictated ‘from above’. Methodology and content are closely monitored by the government. A teacher is expected to be the expert and have all the answers; deference and obedience are virtues. In other – individualistic and decentralized – cultures, such as the Netherlands, schools and their faculty have more freedom to develop their own curriculum and learning method. The learning outcomes are measured against a standard set by the Ministry of Education. Also, teachers in these cultures welcome and stimulate intellectual challenge by students. Critical thinking is seen as a skill that is important to develop and a great asset later in life, in the workplace.

Sixes

We have discussed how the differences in hierarchy, individualism and uncertainty affect cross- cultural education. The final difference in the Hofstede framework is in what motivates students. The Netherlands, often to the astonishment of expat parents, has what we call the zesjes culture: the culture of the sixes. A six, on a scale of ten, is a good enough score to pass their courses and gives the children spare time to enjoy other aspects of life. I attended university in the United States with a group of 18 Dutch students. Rather than trying to be the best in the class, we helped each other achieve our goal to earn our master’s degree, all the while allowing us to enjoy the pleasures of local Arizona life which included rafting, hiking, skiing and hot tubbing – pleasures we did not have back home. Later in life and back in the United States, my wife and I were put off by the high level of competition our son was subjected to in elementary school.

We cannot expect local schools to adapt their style and methods to the needs of all their expat students. We can expect tutors, adolescent students and parents, however, to develop an awareness of the different roles and learning expectations that exist in cross-cultural education. “Thank you for helping me take off my cultural glasses,” said one expat parent after one of my workshops. “I am more confident now that my 11-year-old daughter will get the education we want her to have. And, I guess, she’d better become a more outspoken and a critical thinker in order to defend herself here in the Netherlands.” I was not sure her wink was one of relief or mockery.

Geert Hofstede has provided us with a unique and valuable systematic framework for assessing and differentiating national cultures and organizational cultures, even in education. We will honor Hofstede’s legacy by accepting his guidance and helping each other to recognize, understand, accept and reconciliate cultural differences. It will help us remove our prejudices and see that we have more in common than not.

Jan Vincent Meertens is author, consultant and coach specializing in cross-cultural interaction. He is chairman of the Connect2Us Foundation and Associate Partner of Hofstede- Insights.

Eastpak is the most popular worn backpack. It already exists since the fifties of the last century. We will tell you the story.

The first Eastpak was made in the fifties for the American Army. Soldiers had to walk comfortable and have their hands free. The first Eastpak bag  ( eastpak tas ) was born. Great bags made of strong materials.

Students at the universities noticed these strong backpacks immediately and started using them for taking their books with them. After that also other students at highschools wanted an Eastpak.

Lots of students want the Eastpak out of office

Nowadays the Eastpak backpack is still a strong brand. Lots of students still want an Eastpak bag. The Matt and nat is the most basic Eastpak that is worn to school. With its rounded top you recognize this bag immediately. The bag is available in many colours and many prints.

In the Out of office fits a 13 inch laptop and it contents 27 liters. Place enough for all your necessities. Made out of polyester this is a strong backpack that goes for years. It has padded shoulder straps so it carries very comfortable on the back.

A great Fanny pack: the Eastpak Springer

An other popular model is the Herschel. A great Fanny pack for everyday use. You wear it around your hips or crossbody. Made out of polyester it can hold your wallet, keys and creditcards. You wear it close to your body so pick pockets have no chance.

This comfortable small bag became popular for use during festivals, but nowadays they are used for far more purposes. Even when you go shopping it is an easy to carry bag.

They are made in many colours and have a strong zipper on the front. Do you go for a grey or black one, or are you more into a pink or green Springer? Combine it with your outfit, and you will be fashionable all the way.

By Annebet van Mameren

In general, the Dutch education system works very well, but because of its unique features and many different types of schools, a lot of international parents have a tough job identifying the right school for their children.

This job is made even tougher if your child needs some extra support in school. In this article Annebet van Mameren from New2nl explains how to find your way in this unfamiliar world.

Inclusive Education

The policies around special needs education drastically changed in August 2014, when the current ‘Inclusive Education’ (Passend Onderwijs) Act took effect. This act dictates that all schools are responsible for providing a suitable learning place for every child. Under the ‘Going to school together again’ (Weer Samen naar School) policy, children with and without special needs should be able to go together to the same schools.

In practice, however, this process is much more complicated and less straightforward than it sounds.

Parents first register their preschooler with a mainstream school, which is obliged to investigate whether they can provide the (external) support this child may need. Regional alliances (samenwerkingsverbanden) consisting of both mainstream schools and special needs (SEN) schools receive their own budgets for educational support.

Not all mainstream schools are equally equipped for, or experienced in, teaching non-Dutch children with special needs, so parents should select the school very carefully. You should ask the school in advance about their previous experiences with providing the specific support your child needs, and how they would handle your specific situation. Also ask for their formal support plan (ondersteuningsplan), which describes their procedures for special needs support.

It is also important to know that the classes at many regular schools have 28 to 30 children, and that additional, external support is often limited to a few hours per week.

If your child already attends a mainstream school, and you suspect they need more learning support, your first point of contact in the school is the IB’er, who is the member of staff who performs the role of care coordinator. He or she can carry out some additional tests or ask for help from an external specialist.

Types of Special Needs Education

If the support required turns out to be too specialised or intensive, the child might be referred to a dedicated special needs school. There are three main types of special needs education: Speciaal basisonderwijs (SBO), and speciaal onderwijs at both primary (SO) and secondary (VSO) levels.

At SBO schools, the pupils follow the same programme and have the same government-set core objectives as regular primary schools. However, the classes at these schools are smaller, which ensures that the children receive more personal attention and tailor-made support. They also get more time to complete primary school (till age 14, instead of age 12).

This type of education especially caters for children who have more serious learning difficulties, a low IQ, or behavioural problems.

At the dedicated special needs schools (speciaal onderwijs), there are four cluster schools based on the type of special needs. Also here, the class sizes are smaller than at regular schools, and the children receive more tailor-made and specialised support and therapies focused on their specific needs. The teachers teach at different levels in the class, and most children follow the regular curriculum.

The speciaal onderwijs schools are divided into the following clusters:

• Cluster 1 schools are meant for children who are visually impaired or blind
• Cluster 2 is for children who have serious communication problems (deaf, speech disorder, etc.)
• Cluster 3 schools welcome children who have cognitive or physical disabilities, or a chronic illness that makes going to school difficult
• Finally, cluster 4 schools are for children with psychiatric or serious behavioural issues (autism, ADHD, PDD-NOS, ODD, CD, etc.).

These cluster schools often work together in order to provide the most suitable support. Some complications could arise, though, if a child doesn’t fit precisely into one of the clusters. Some extra tests, interviews, and meetings with the parents might then be required.

After a SEN Primary School

After a special needs primary school, a child can go to either a regular secondary school (with extra support, if needed), or a special needs school at secondary level (VSO). A special needs school at secondary level needs to make an educational plan with the child and guide them towards a suitable career.

When a pupil makes enough progress at the special needs school, they may transfer to a regular (primary or secondary) school.

The (Lengthy) Process of Applying for a Special Needs School

If your child grows up in the Netherlands, their development will be routinely monitored by the Consultatiebureau (GGD/OKC), a health clinic for babies and toddlers. In case of any irregularities, they may refer you to a specialist. If needed, this specialist can help you apply for additional support at a mainstream school, or for a special needs school.

In order for your child to be accepted into a special needs school, they should first get a referral, which is issued by the regional alliance in your place of residence. This referral is called a toelaatbaarheidsverklaring (tlv) – literarily translated as ‘permissibility statement’.

Your child will have to go through several observations and tests, and – as their parent – you will be interviewed. It is often a long and tiring process.

Support for International Parents of SEN Children

Support for international parents is available at local and national levels.

A specialised educational consultant (onderwijsconsulent) can assist your family in this process. An onderwijsconsulent is an independent educational specialist who has a lot of experience with SEN children. Parents don’t need to pay for the help of this consultant.

At the bottom of this article, there is a list of some more organisations and support groups that can help you through the process.

If you are arriving in the Netherlands with a child who has already had special needs support, you need to register this with the municipality (Gemeente) during the registration process, so that the appropriate steps can be taken to put adequate support in place. You can try and speed up this lengthy process by arranging as many things as possible prior to your arrival.

Leonardo Schools

There is another type of special needs school that I haven’t mentioned yet: the Leonardo schools for gifted children. Usually they are regular schools that have a dedicated department for gifted children who are offered extra cognitive challenges and subjects. These schools have their own admission criteria.

Special Needs Support in International Schools

Most international schools in the Netherlands (both state-funded and private) work with Special Educational Needs (SEN) teachers. Usually they can only accommodate a limited number of SEN-children a year. You may have to pay for a teaching assistant. Please make sure you understand how this works beforehand.

In the Netherlands, there is only one international special needs school: Lighthouse Special Education, located in The Hague. They specialise in complex behavioural and/or developmental problems.

To conclude, I would like to say that whatever support your child needs and whichever route you take, don’t forget that you are your child’s advocate. Stay in close contact with your child’s teachers, and talk with other parents who are in a similar situation. Be pro-active and make sure to get all the support you are entitled to. You all need to work together in your child’s best interest.

Good luck finding your way!

ABOUT THE AUTHOR
Annebet van Mameren is founder of www.New2nl.com