Ph.D. trajectories and labour market mobility - A survey of recent doctoral recipients at four universities in the Netherlands

This research analyses the Ph.D. trajectories and employment outcomes of recent Dutch Ph.D. recipients at four universities in the Netherlands in 2008-2009: Delft University of Technology, Erasmus University Rotterdam, Utrecht University and Wageningen University and Research Centre. The research was conducted on behalf of the Netherlands Centre for Graduate and Research Schools in the Netherlands and the Institute of Education (IVLOS) at Utrecht University and was subsidized by the Dutch Ministry of Education, Culture and Science (Ministerie van Onderwijs, Cultuur en Wetenschap, OC&W). This report is an important source of information on Ph.D. candidates in the Netherlands. The most recent comprehensive study of Ph.D. candidates conducted prior to this research is from 1996 (Hulshof et al., 1996). This study provides detailed information on the background of Ph.D. candidates, their Ph.D. trajectory, including supervision and the performance of Ph.D. candidates, as well as their initial employment after obtaining their Ph.D

Parent and child reports of fruit and vegetable intakes and related family environmental factors show low levels of agreement

OBJECTIVE: The purpose of the present study was to determine the level of agreement between child and parent reports of 9- to 10-year-old children's consumption of fruit and vegetables and potential family-environmental determinants. METHODS: Schoolchildren and their parents completed parallel questionnaires at baseline and at follow-up (1 year later) about usual fruit and vegetable consumption of the child, potential determinants and general demographics. Matched child-parent couples were included in the analyses (baseline = 380; follow-up = 307). To assess the level of agreement between child and parent reports at both points in time, dependent-sample t-test, correlation coefficients, weighted Cohen's kappa coefficients and Bland-Altman plots including limits of agreement were used. RESULTS: Both at baseline and at follow-up, the mean intake of fruit and vegetable reported by the children were significantly higher than reported by their parents, but differences were smaller at follow-up. Correlation coefficients between child and parent reports (0.28-0.43) and weighted Cohen's kappa coefficients (0.25-0.28) were weak to moderate. Limits of agreement were wide. CONCLUSION: The agreement between parent and child reports is weak to moderate and may depend on the age of the child. Fourth graders may overestimate their own intake of fruit and vegetables

Transformative agendas and educational demands in the British and Dutch overseas territories of the Caribbean

There are several small territories in the Caribbean that have not yet gained their independence and remain under the control of a metropolitan power. These include the territories governed by the United Kingdom (UK) and the Netherlands. This chapter analyses the way in which education policy and reform are enacted in these quite unusual circumstances – with pressures and influences both from the territories and their respective metropoles. The chapter is constructed around two interlinked parts. The first considers the broader political and economic relationships that exist, and the place that education has within them. Both the UK and the Netherlands use language, such as, “partnership,” “prosperity,” and “renewal” to describe their approach to the territories, including in relation to the education sector. However, both governments have used different mechanisms to facilitate change – the British have a slightly more detached approach, while the Dutch are more hands-on. This has important implications for the way in which education is managed in their territories and the consequences that result – and these issues are explored further in the second part of the chapter. By focusing particularly on the Dutch BES (Bonaire, Saint Eustatius, and Saba) islands and Bermuda (a UK Overseas Territory), the chapter traces the contours of recent education reforms, and evaluates the advantages and disadvantages of the particular approaches taken. The more flexible approach of the UK is perhaps preferable, but here too concerns are raised about neocolonialism and the lack of sensitivity when it comes to local norms and practices

The School Career of Children With Hearing Loss in Different Primary Educational Settings—A Large Longitudinal Nationwide Study

Children with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority Statistics Netherlands. From 2008 to 2018, 3,367,129 children, of whom 1,193 used cochlear implants (CIs) and 8,874 used hearing aids (HAs), were attending primary and/or secondary education. Sixty-one percent of children with HL attended mainstream and 31% special primary education. Compared to mainstreamed pupils without HL, mainstreamed pupils with HL achieved lower levels for language and mathematics in primary education but eventually attended comparable types of secondary education. Children with HL attending special primary education attained lower types of secondary education compared to mainstreamed peers with and without HL. These findings suggest that future educational (and as a result professional) attainment of a child with HL depends on the type of primary educational setting