Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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    ‘Ik geloof in het krijgen van draagvlak’
    Sikkema, A. ; Ramaker, R. ; Mol, A.P.J. - \ 2015
    Resource: weekblad voor Wageningen UR 9 (2015)18. - ISSN 1874-3625 - p. 4 - 5.
    hoger onderwijs - wetenschappers - bestuur - onderwijsbeleid - higher education - scientists - administration - educational policy
    In een razendsnelle procedure werd Arthur Mol eergisteren benoemd tot nieuwe rector magnificus. Wie is hij en wat wil hij? Een eerste interview met de aankomend rector.
    Een groene generatie met energie voor de toekomst
    Wijffels, Rene - \ 2013
    biobased economy - education - educational policy - labour market
    Workshop topsectorenbeleid overheid
    Peet, Geert van der - \ 2012
    dairy farming - agricultural policy - government policy - knowledge - education - educational policy
    Capacity development in higher education : five years involvement of Wageningen UR with NPT and NFP
    Muskens, R. ; Kusters, K. ; Beuming, B.P.J.M. ; Budel, L.L. - \ 2010
    Wageningen : Wageningen UR - ISBN 9789085859116 - 86
    hoger onderwijs - universiteiten - agrarisch onderwijs - beroepsopleiding - landbouwsector - economische sectoren - waterbeheer - natuurlijke hulpbronnen - duurzaamheid (sustainability) - onderwijshervorming - onderwijsvernieuwing - landbouwkundig onderzoek - capaciteit - ontwikkeling - internationale samenwerking - onderwijsbeleid - nederland - ontwikkelingslanden - landbouwvoorlichting - gelderland - veluwe - higher education - universities - agricultural education - vocational training - agricultural sector - economic sectors - water management - natural resources - sustainability - educational reform - educational innovation - agricultural research - capacity - development - international cooperation - educational policy - netherlands - developing countries - agricultural extension - gelderland - veluwe
    Onderwijsvisitatierapport Bedrijfswetenschappen: Faculteit Bedrijf, Bestuur en Technologie, medeauteur QANU (Quality Assurance Netherlands Universities)
    Edelman Bos, J.B.M. ; Dopper, J.G. ; Omta, S.W.F. ; Sluis, H. ; Vandenberghe, R. ; Zwaan, A. - \ 2007
    Utrecht : Quality Assurance Netherlands Universities (QANU) - 79
    onderwijs - onderwijsbeleid - hoger onderwijs - managementonderwijs - bedrijfswetenschap - leerplan - universiteiten - kwaliteitscontroles - lerarenopleidingen - evaluatie - prestatieniveau - monitoring - nederland - education - educational policy - higher education - management education - management science - curriculum - universities - quality controls - educational courses - evaluation - performance - monitoring - netherlands
    Dit rapport is onderdeel van de kwaliteitsbeoordeling van universitaire bachelor- en master-opleidingen in Nederland. Het doel van het rapport is om een betrouwbaar beeld te geven van de resultaten van de voor beoordeling voorgelegde opleidingen, alsmede een terugkoppeling te geven naar de interne kwaliteitszorg van de betrokken organisaties en als basis te dienen voor de accreditatie van de betrokken opleidingen door de Nederlands-Vlaamse Accreditatie Organisatie (NVAO).
    The Future of Agricultural Education: The Case of the Netherlands
    Mulder, M. ; Kupper, H.A.E. - \ 2006
    The Journal of Agricultural Education and Extension 12 (2006)2. - ISSN 1389-224X - p. 127 - 139.
    agrarisch onderwijs - onderwijsbeleid - onderwijsvernieuwing - agro-industriële complexen - nederland - toekomst - agricultural education - educational policy - educational innovation - agroindustrial complexes - netherlands - future
    Agricultural education has been an essential factor in the success of agricultural development in the Netherlands. At present, as in many countries throughout the world, the position of agricultural education is threatened. Does agricultural education have a future in the Netherlands, and if so, what strategies are being used for its survive? This paper discusses these questions. First the agri-food complex is described briefly, to give some contextual information about agricultural education. Additionally, some factual information about agricultural education itself is given. Subsequently, the trend towards green education is described, followed by a description and discussion of the first Policy Letter of the Ministry of Agriculture on the future of agricultural education. Then, the second Policy Letter is presented, including the shift towards content innovation of agricultural education and the implications for a general green curriculum. The paper then concludes with an overview of the types of responses used by institutes of agricultural education (schools and colleges) to cope with the uncertain developments. These responses are presented as metaphors: evaporating (vanishing), dissolving (merging into much bigger regional non-sectoral educational institutions) and crystallizing (regional and supra-regional sectoral cooperation and merging). The conclusion is that the crystallizing scenario is the most promising one for agricultural education, which has to support systems innovation of the agri-food complex. A further conclusion is that more attention should be given to the organization of the knowledge infrastructure to stimulate effective cooperative knowledge production and learning
    Groen onderwijs en de EU - Wiens competentie?
    Mulder, M. - \ 2004
    Vakblad Groen Onderwijs 46 (2004)17. - ISSN 1568-8704 - p. 12 - 14.
    agrarisch onderwijs - landbouwministeries - landen van de europese unie - onderwijsbeleid - agricultural education - ministries of agriculture - european union countries - educational policy
    Ook in andere EU-landen is het Landbouwministerie verantwoordelijk voor het groen onderwijs. Een vergelijking door prof. Martin Mulder maakt dit duidelijk. Hij vindt het jammer dat LNV tijdens het voorzitterschap van Nederland geen grootschalige conferentie heeft georganiseerd over de prioriteiten en programma's voor de verdere ontwikkeling van het groene onderwijs in Europa
    Teachers' participation in school policiy: nature, extent and orientation
    Jongmans, C.T. ; Sleegers, P.J.C. ; Biemans, H.J.A. ; Jong, F.P.C.M. de - \ 2004
    The Journal of Agricultural Education and Extension 10 (2004)1. - ISSN 1389-224X - p. 1 - 12.
    agrarisch onderwijs - voortgezet onderwijs - docenten - onderwijsbeleid - agricultural education - secondary education - teachers - educational policy
    Het formuleren van schoolbeleid door docenten en schoolleiders met behulp van een elektronisch discussieplatform
    Oene, P.M. van; Mulder, M. ; Veldhuis, A.E. ; Biemans, H.J.A. - \ 2003
    In: Onderwijsvernieuwing en groen onderwijs - naar actief en constructief leren / Biemans, H.J.A., Mulder, M., Wesselink, R., Lans, T., Schlooz, P., 's-Gravenhage : Elsevier Overheid - ISBN 9789059019270 - p. 29 - 39.
    onderwijsvernieuwing - onderwijsbeleid - scholen - educational innovation - educational policy - schools
    Vaardig Innoveren. Competentie-ontwikkeling ten behoeve van systeeminnovaties in het biodomein: de rol van het onderwijs
    Woerkum, C.M.J. van - \ 2001
    Den Haag : InnovatieNetwerk Groene Ruimte - ISBN 9789050591249 - 22
    agrarisch onderwijs - innovaties - onderwijsbeleid - universiteiten - nederland - agricultural education - innovations - educational policy - universities - netherlands
    Sustaining innovations : schools, institutions and linkages in the Cuzco region, Peru
    ChavezTafur, J. - \ 1998
    Agricultural University. Promotor(en): W. van den Bor. - S.l. : ChavezTafur - ISBN 9789054859703 - 203
    agrarisch onderwijs - onderwijsvernieuwing - onderwijshervorming - duurzaamheid (sustainability) - overheidsbeleid - onderwijsplanning - onderwijsbeleid - primair onderwijs - basisonderwijs - particuliere organisaties - plattelandsgemeenschappen - peru - agricultural education - educational innovation - educational reform - sustainability - government policy - educational planning - educational policy - primary education - elementary education - private organizations - rural communities - peru

    This thesis is about linkages between the different institutions operating in the rural areas and the contributions these linkages provide. Numerous activities are found taking place in the rural areas of Peru. Many are the result of a specific intervention, designed and implemented towards the improvement of a given situation. This research concentrated on the interventions around education, considering both formal and non-formal education. It looked, in particular, at the innovations in each case.

    The purpose of this research was to determine the possibilities for sustainability which the different educational innovations have, considering basic rural education as one of the main input factors for development. In short, this study intended to explore to what extent linkages and interrelations between the different institutions in the field can contribute to sustained educational innovations. Consequently, the following research questions were formulated:

    1. What are the critical factors influencing the sustainability of innovations within (a) basic formal education in the rural areas and (b) NGO-initiated non-formal educational interventions?
    2. What are the reasons which determine the establishment or non-establishment of linkages?
    3. What are the (potential) contributions of linkages to interventions and to the resulting innovations in education?

    Different theories on education and development were considered, as well as various concepts on sustainability and on linkages. In particular, research drew upon the knowledge systems approach as the necessary analytical tool for looking at the advantages emerging from the establishment of linkages. This proved useful for looking at the actors and institutions in the field, and specifically for looking at their interactions. A difference was found however between the institutions considered in the literature and those in the field. No research institutions were found directly involved, while the (primary) schools were seen in every location, related in many ways to agriculture and general life in the community. This proved the need for a wider outlook.

    Research followed a qualitative approach. The purpose was thus not to produce generalizations, but rather in depth understandings. A combination of different research instruments was used in order to cover the research questions: literature reviews, semi-structured and unstructured interviews, observations (in particular 'participant observation') and group discussions.

    Four different locations were chosen, in two provinces in the southern highlands of Peru: Urubamba and Acomayo. Each of these locations is witness to different intervention projects. Two groups of projects were chosen: those oriented at improving the provision of formal education in rural primary schools, and the general set of activities resulting from the presence of an NGO (non-formal education). These projects involve different actors and institutions: the Ministerio de Educación , the local education authorities, the Asociaciones de Padres de Familia (parents associations), the school staff, the NGOs, the extension workers and the beneficiaries.

    It was observed that projects, or the specific activities within each project, last for a limited period of time. Results are seldom sustained after the project is finished. Different factors were identified behind this lack of sustainability, running from a poor definition of roles and responsibilities to a general lack of interest or motivation. All these factors are summarized in one: management. This refers to management during the intervention itself, as well as management after the project is finished.

    All institutions and interviewees showed interest in sustainability. However, this is not easily translated into their day-to-day activities. Besides, the 'sustainability of educational innovations' showed various meanings. These meanings range from a continuous supply of goods and services to a continuous response to changes. Even if all opinions share an interest in an ongoing existence or persistence, the differences emerge when considering what exactly is to persist, and how.

    Linkages between the different institutions were observed in the field. These showed different attributes and different functions. Still, considering the large number of institutions and activities taking place, these linkages are not many. Several factors were recognized behind this lack of linkages: from the difference in aims and objectives to an apparent competition between these institutions (e.g. competition to see which one reaches a greater section of the population). These factors were observed limiting the emergence of new linkages, as well as influencing the performance of those already existing.

    The establishment of linkages is limited by the characteristics of each of the institutions surveyed. But each institution also shows positive factors, such as the accumulated experience in NGOs, their capacity to canalize resources, the permanent presence of schools in a given area or the local authority present in the municipalities. Implementation of further linkages is then to be based on these positive attributes. And it is facilitated by an adequate provision of resources (money and in particular time), a common objective between the institutions being linked, and the pressure exerted by a 'higher authority'.

    The need for a certain leadership showed how important it is to establish linkages with the authorities. This confirmed previous studies which showed the importance of establishing linkages between the public and the non-governmental sectors. However, and despite the 'recovery' of the State in Peru, it is not easy to determine where 'the State' is in the rural areas. Thus the need to consider the local authorities. It became clear that district municipalities can effectively assume the role of managers and contribute to attaining specific advantages.

    Fieldwork showed that the existence of linkages does provide specific benefits to the different educational activities. This positive contribution was recognized by the different actors, who mentioned existing and potential advantages. These advantages were summarized as:

    • a greater provision of materials, resources or facilities;
    • a better distribution of all activities taking place (coordination); and
    • greater possibilities for reaching the long term objectives (by reaching out to additional target groups and improving the interventions).

    The contribution of linkages to sustainability was the main motivation behind this research. Even though it was not explicitly formulated in the field, the findings showed that the sustainability of the different educational interventions can be enhanced with greater linkages. Linkages can provide resources or facilities. They can lead to a greater participation of the various groups of the population, something which in turn leads to a better selection of the activities which define an intervention. Similarly, this can lead to a better distribution of roles and responsibilities. These are all conditions which determine that the result of an intervention is sustained in time.

    An additional issue arising from this research was the difference between an innovation product and a process. Research showed that most interventions see an innovation as the final product which results from the intervention itself. An innovation process is not frequently sought, and facilitation towards this process does not take place. However, an innovation process always occurs: the final product is modified and adapted, both within the formal and the non-formal activities. The product is therefore the starting point of a process, which continues or stops altogether depending on the different factors identified. The greatest contribution which linkages provide lies in the possibility for the innovation processes to continue.

    Vorming door wetenschap: universitair onderwijs in Nederland 1815-1960.
    Baggen, P. - \ 1998
    Delft : Eburon - ISBN 9789051666502 - 204
    hoger onderwijs - universiteiten - onderwijshervorming - onderwijsvernieuwing - onderwijsbeleid - nederland - geschiedenis - higher education - universities - educational reform - educational innovation - educational policy - netherlands - history
    LUW voorbereid op toekomst.
    Pepping, F. ; Ende, E.R. van den - \ 1997
    Voedingsmiddelentechnologie 30 (1997)20. - ISSN 0042-7934 - p. 52 - 54.
    hogere agrarische scholen - universiteiten - onderzoek - samenwerking - overheid - regering - onderwijsplanning - onderwijsbeleid - privatisering - wetenschappelijk onderzoek - wetenschap - wetenschappelijke samenwerking - reorganisatie - veluwe - gelderland - agricultural colleges - universities - research - cooperation - public authorities - government - educational planning - educational policy - privatization - scientific research - science - scientific cooperation - reorganization
    In de nieuwe structuur zullen departementen, onderwijsinstituten, onderzoekscholen en technologische topinstituten naast en met elkaar werken. Een uiteenzetting is gegeven over de wijze waarop het doctoraal en postdoctoraal onderwijs en onderzoek aan de LUW in elkaar grijpen
    Plattelandsontwikkeling en agrarisch onderwijs. De menselijke maat.
    Bor, W. van den - \ 1997
    Agrarisch Onderwijs 39 (1997)19. - ISSN 0925-837X - p. 18 - 21.
    sociale ontwikkeling - plattelandsontwikkeling - technologie - sociaal welzijn - sociologie - plattelandsgemeenschappen - agrarisch onderwijs - onderwijsplanning - onderwijsbeleid - docenten - verbetering - innovaties - modernisering - social development - rural development - technology - social welfare - sociology - rural communities - agricultural education - educational planning - educational policy - teachers - improvement - innovations - modernization
    Onderwijskundige vernieuwing en het kunnen participeren hierin van docenten. Een korte speurtocht naar mogelijkheden om betrokkenheid en motivatie van docenten bij het vernieuwingsproces te verhogen
    Vernieuwing van de kennis-innovatiepyramide en de positie van de LUW
    Rabbinge, R. - \ 1996
    In: Essays voor de verkenning 'Landbouwwetenschappen in 2010: de positie van de LUW
    agricultural colleges - universities - educational planning - educational policy - agriculture - organization of research - research policy - netherlands - science - veluwe - gelderland
    Vier jaar kwalificatiestructuur: een tussenbalans.
    Lazonder, A. - \ 1996
    Agrarisch Onderwijs 38 (1996)19. - ISSN 0925-837X - p. 16 - 17.
    voortgezet onderwijs - agrarisch onderwijs - leerplan - scholen - onderwijsprogramma's - onderwijs - onderwijzen - participatie - beroepsopleiding - onderwijshervorming - onderwijsvernieuwing - onderwijsplanning - onderwijsbeleid - methodologie - evaluatie - grootte - duur - groepsgrootte - middelbaar beroepsonderwijs - organisatie - studie - secondary education - agricultural education - curriculum - schools - education programmes - education - teaching - participation - vocational training - educational reform - educational innovation - educational planning - educational policy - methodology - evaluation - size - duration - group size - intermediate vocational training - organization - study
    Aandacht voor doorstroommogelijkheden en rendementsverbetering
    Gemotiveerd voor scholing maar ontevreden over uitvoering.
    Jongmans, C.T. - \ 1995
    Agrarisch Onderwijs 37 (1995)20. - ISSN 0925-837X - p. 20 - 22.
    docenten - interne opleiding - onderwijsplanning - onderwijsbeleid - agrarisch onderwijs - teachers - inservice training - educational planning - educational policy - agricultural education
    Emancipatiebeleid vindt nog weinig weerklank bij AOC's.
    Kools, Q.H. - \ 1994
    Agrarisch Onderwijs 36 (1994)7. - ISSN 0925-837X - p. 18 - 20.
    sociale verandering - onderwijsplanning - onderwijsbeleid - agrarisch onderwijs - overheidsorganisaties - landbouwministeries - landbouw - natuurbescherming - visserij - emancipatie - social change - educational planning - educational policy - agricultural education - government organizations - ministries of agriculture - agriculture - nature conservation - fisheries - emancipation
    Mooi zo'n ontwikkelingsplan... maar hoe maak je het?
    Klink, M.R. van der - \ 1993
    Agrarisch Onderwijs 35 (1993)3. - ISSN 0925-837X - p. 6 - 8.
    agrarisch onderwijs - onderwijsplanning - onderwijsbeleid - agricultural education - educational planning - educational policy
    De koers van het aoc (agrarische opleidingscentra)
    Landbouwonderwijs moet imago in kennisnetwerk verbeteren. Huidige beleid is doodlopend spoor.
    Grooters, J.W. - \ 1993
    Agrarisch Onderwijs 35 (1993)18. - ISSN 0925-837X - p. 10 - 13.
    onderwijsplanning - onderwijsbeleid - onderzoek - hogere agrarische scholen - universiteiten - landbouw - verspreiding van onderzoek - informatieverspreiding - technologieoverdracht - scholen - samenwerking - relaties - organisaties - wetenschappelijk onderzoek - wetenschap - landbouwvoorlichting - educational planning - educational policy - research - agricultural colleges - universities - agriculture - diffusion of research - diffusion of information - technology transfer - schools - cooperation - relationships - organizations - scientific research - science - agricultural extension
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