Page 44 - TWO OF A KIND • Erik Renkema

CHAPTER 2
Groof 2012). Characteristic for Article 23 in the Dutch Constitution is the right for every non-government school to receive governmental subsidy. Therefore, the authorities of the non-government school have to belong to a, by government, acknowledged religious or philosophical orientation and education and teaching staff have to meet standards of quality and virtue (Zoontjens 2003; Noorlander and Zoontjens 2011; Glenn and De Groof 2012). The government only has influence on the quality of the education, and it can decide whether or not the school has a sufficient number of students.
About 67% of all primary schools are non-government schools: most are religious schools based on the Protestant or (Roman-) Catholic tradition (each 30%) (Bakker 2011). Other main religious and philosophical orientations in non- government primary education are: ‘neutral’ (religious identity and religious education without any priority of a specific tradition), Anthroposophic, orthodox Jewish, liberal Jewish, Evangelical, Hindu and Muslim (Glenn and De Groof 2012).
Non-government schools based on a similar point of view may nevertheless interpret their integrated identity differently. This is expressed by the way they offer and organize their education (Miedema and Vroom 2002). For example, the Protestant schools display several different interpretations of their conceived identities. Moreover, combinations within different denominations also exist: ecumenical (Protestant and Catholic schools merged) (De Wolff 2000; Bakker 2004). This differentiated practice is illustrated by the right of a non-government school to admit or to remove students (Zoontjens 2003). Where most schools admit all students (Noorlander 2011; Glenn and De Groof 2012), about 5% maintain strict regulations for admittance and expulsion of students based upon the orientation of the school (Zoontjens 2003; Glenn and De Groof 2012). Because of the open admittance policy most of the groups of students at non- government schools are religiously differentiated (Bakker 2011; Ter Avest et al. 2007).
Concerning the restricted identity “religion is central to the characteristic aspects of these schools” (Ter Avest et al. 2007, 209). The religious basis is recognizable in several practical choices and activities. Firstly at most schools teachers are appointed in accordance with the religious identity of the school (Kuyk 2012). Secondly: because religious education at most non-government denominational schools is based on a specific religious tradition, these schools offer lessons in
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