Page 14 - TWO OF A KIND • Erik Renkema

Bron: PBL (2011)
B B B r r r o o o n n n : : : P P P B B B L L L ( ( (2 2 2 0 0 0 1 1 1 1 1 1) ) ) Bron: PBL (2011)
Bron: PBL (2011)
Figuur 1.5
Bevolkingsontwikkeling 2010-2040 per gemeente
Figuur 1.5 Figuur 1.5
Figuur 1.5
Bron: PBL (2011)
CHAPTER 1
BevolkingsontwBeikvkoelkliing2so0n10tw-2i0k4k0elpinegr g2e0m10e-e2n04te0 per gemeente
Figuur 1.5
Bevolkingsontwikkeling 2010-2040 per gemeente Bevolkingsontwikkeling 2010-2040 per gemeente
Stterroknegkrdimemp(o10g%rapoShftmeicrkedeerk)crliminpe(10%ofmeer)
Sterke krimp (10% of meer)
Sterke krimp (10% of meer)
K(1ri0m%p (o2r,5mtotr1e0)%)Krimp (2,5 tot 10%)
pbl.pnpblbll.l.n.npnllbll.nl
pbl.nl
Figure 1. Demographic trends in the Netherlands 2010-2040 (Ritsema van Eck et al. 2013)
Bron: CBS/PBL (2011)Bron: CBS/PBL (2011) B B B r r r o o o n n n : : : C C C B B B S S S / / / P P P B B B L L L ( ( (2 2 2 0 0 0 1 1 1 1 1 1) ) )
Bron: CBS/PBL (2011)
Bron: CBS/PBL (2011t)he dual system. Dutch law sees these type of schools as ‘informal’ cooperation
18 | Demografische osn1ct8whio|kDkoelminsog.eg‘nrFa2fio0sr1c0hm-e2o0an4lt0’wcikokeolipngerna2t0i1o0-n20s40chools that meet legal and governmental standards 18 | Demografififische ontwikkelingen 2010-2040
18 | Demografische ontwikkelingen 2010-2040
hardly exist. In 2017, Dutch law was amended to make it possible for ‘informal’
18 | Demografische ontwikkelingen 2010-2040
cooperation schools to become formal by law. The new law states that both
public and nongovernment identity must be identifiable in a formal cooperation school, therefore guaranteeing both nongovernment and public education for children. It is up to the school and its board to organize the forms and content of the religious identity (Onderwijsraad 2000). In a formal cooperation school, students have the right to receive public education and, according to the value of public education, it therefore has to be accessible for all students, no matter their religion or worldview (Noorlander 2011; Eerste Kamer der Staten-Generaal 2011). Our context always concerns cooperation schools in the Netherlands, in our case schools offering primary education.
In our analysis of the concrete practice of religious education at cooperation schools, we focus on two practices: moments of contemplation and celebrations. Moments of contemplation are daily moments in which religious themes are presented. We interpret both of these as school rituals: educational practices in which values of community and belonging are expressed (Barnard and Wepener 2012; Henry 1992) and the development of the student’s identity is fostered (Elias 2010; Rautionmaa and Kallioniemi 2017).
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Sterke krimp (10% of meer) Krimp (2,5 tot 10%)
KDriempo(2g,r5atpohti1c0%de)cline (2.5% - 10%)
Redelijk stabiel (-2,5Retodte2li,jk5%st)abiel (-2,5 tot 2,5%)
Krimp (2,5 tot 10%)
Redelijk stabiel (-2,5 tot 2,5%) Reedlealtiijkvesltyabsitealb(-le2,5(-t2o.t52%,5%- 2) .5%) Groei (2,5 tot 10%) Groei (2,5 tot 10%)
Redelijk stabiel (-2,5 tot 2,5%)
Groei (2,5 tot 10%)
GDroeemi (o2g,5ratopth1i0c%g)rowth (2.5% - 10%) Sterkegroei(10totS2t0e%rk)egroei(10tot20%)
Groei (2,5 tot 10%) Stterroknegrdoemi(1o0gtroatp2h0i%c)growth
Sterke groei (10 tot 20%)
Zeer sterke groei (20Z%eerosftmereker)groei (20% of meer)
Sterke groei (10 tot 20%) Z(e1e0r%ste-r2ke0%gr)oei(20%ofmeer) Zeer sterke groei (20% of meer)
ZVeerystSetrrkoenggrodeei(m20o%groafpmhiecerg)rowth (20% or more)