In the 1980s there was a lot of discussion about whether monitoring special conditions should be a probation task, and whether this can be combined with offering help and assistance. The authors show that this discussion has been settled by introducing a specific knowledge base for probation work. They outline a number of important developments in recent decades: the focus on risk and the enforced framework, and the great influence of new technology. Nevertheless, an important basis for probation remains unchanged: the quality of the contact between probation officer and client.
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Kennis uit onderzoek is van cruciaal belang om het onderwijs te verbeteren en te innoveren. Dit vraagt om een nauwe verbinding tussen onderwijsonderzoek en de dagelijkse onderwijspraktijk. De roep om een meer lerende cultuur in het onderwijs en de ambitie om onderwijsonderzoek meer te benutten voor het verbeteren van de onderwijspraktijk is niet nieuw: in het onderwijswerkveld zijn steeds meer scholen bezig met kennisbenutting, en het vraagstuk staat al langere tijd op de politieke agenda. Tegelijkertijd blijkt uit verschillende studies dat dit nog geen vanzelfsprekendheid is en dat het versterken van een kennisinfrastructuur een bijzonder complexe opgave is. In opdracht van de onderwijsraad heeft het lectoraat Public Governance een internationale vergelijking uitgevoerd naar de kennisinfrastructuur in andere – met Nederland vergelijkbare – landen. Deze ‘best practices’ zijn beschreven vanuit de vraag: wat kan Nederland van deze andere landen leren?
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When the Netherlands developed a national system of vocational education at the end of the 19th century, it was a direct answer to obvious shortcomings in the technical and trade professions (De Jonge, 1968). It concentrated on training craftsmen for the traditional, mainly agrarian economy, and technicians for the new, industrial economy. The training being offered was closely related to actual professional practices. In the first place, there was a very stable occupational structure, in which professional knowledge and skills did not become obsolete quickly. This, in turn, made it possible that education was -and remained - up-to-date. Secondly, almost all teachers were also experienced craftsmen, who only started teaching after a long career. The teachers learned actual professional practices through direct experience. In addition, students were also frequently familiar with actual practice, because the occupational structure was so stable: they knew exactly for which profession they were being trained. A stable occupational structure, a clear occupational orientation by the students, and teachers with extensive firsthand work experience ensured that vocational education was a powerful learning environment. For this reason, a dual system had hardly any added value. A consequence is that the apprenticeship system in the Netherlands - as opposed to almost all surrounding countries - had a lower status and fewer students than full-time education (Teerling & Bijveld, 1982).
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