The Dutch Educational Culture and the Muslim Community: Shared Values and Experiences

To develop an understanding of the cultural foundations and societal values of the Dutch education system, as well as the experiences of Muslim communities within this system; to strengthen awareness of coexistence and inclusivity in education.

The program is conducted using a participant-centered and interactive approach.

Each week includes theoretical instruction followed by games, role-playing, group discussions, and creative activities.

Participants:

• Practice with real-life scenarios

• Observe their own emotions and social reactions

• Improve communication skills in a safe, supportive group setting

• Concrete collaborations for educators, social workers, and youth leaders

• Identification of intersections between Dutch educational culture and the values of Muslim communities

• Production of an academic publication, workshop, or small-scale field research

Module 1 – Introduction to the Dutch Education System

Instructor: Ibrahim Kurt

Topics:

• Structure and historical development of education in the Netherlands

• Functioning of public, private, and faith-based schools

• The principle of freedom of education

• Core values of Dutch educational culture: equality, individuality, and freedom

Learning Outcomes:

Participants gain insight into the fundamental principles and institutional functioning of the Dutch education system.

Module 2 – Intercultural Education and Shared Values

Instructor: Ibrahim Kurt

Topics:

• Cultural diversity and multiculturalism in education

• Shared values: respect, empathy, responsibility, and dialogue

• Values education and moral development in the Netherlands

• Intersections between the educational values of Muslim families and Dutch educational culture

Practice:

Small group activity – case study analysis on “The reflection of shared values in classroom practice”.

Module 3 – Environmental Awareness and Responsibility in Islamic Thought:

Developing Environmental Sensitivity in Children

Instructor: Ömer Faruk Gürlesin

Topics:

• Human–nature relations and the concept of amanah (trust/responsibility)

• Environmental ethics: responsibility, moderation, and avoidance of waste

• The development of environmental awareness in children

• Transmission of environmental sensitivity within family and educational settings

• Common ground between Islamic values and Dutch environmental culture

Learning Outcomes:

Participants acquire value-based pedagogical approaches to foster environmental awareness among children.

Module 4 – Elderly People as a Source of Social Prosperity: Developing Awareness of Care for the Elderly in Children

Instructor: Alper Alsag

Topics:

• The meaning of aging

• The importance of elderly people for society

• Our responsibilities toward the elderly

• How to cultivate sustainable care and responsibility awareness in children

Workshop:

Role-playing – “Empathic communication in a classroom with diverse values”.

Module 5 – Multiculturalism and the Art of Living Together

Instructor: Fatih Kumaş

Topics:

• The Dutch state and multiculturalism: historical development and present context

• The importance of multiculturalism for strong societies

• Conditions for coexistence in multicultural societies

• How to convey these conditions to children

Workshop:

Negotiation and practical application of shared values, supported by lived examples.

Module 6 – Educational Practices with Religious and Cultural Sensitivity

Instructor: Alper Alsag

Topics:

• Sensitivity regarding Ramadan, religious practices, clothing, and symbols

• Pedagogical implications of faith-based diversity

• Strategies for creating a respectful and inclusive classroom environment

Participants develop a broader and more nuanced perspective on religious and cultural sensitivity in education.

1. Dronkers, J. (2010). Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes, in Dronkers J. (Ed.) Quality and Inequality of Education: Cross-national perspectives, pp. 299–328. Dordrecht: Springer.→ Overview of Dutch educational structure, equality, and social outcomes.

2. Karsten, S. (2006). Policies for disadvantaged children under scrutiny: The Dutch policy compared with policies in France, England, Flanders and the USA.Comparative Education, 42(2), 261–282.→ Contextualizes Dutch education within European diversity debates.

3. Ministerie van Onderwijs, Cultuur en Wetenschap (OCW). The Education System of the Netherlands. Dutch Ministry of Education.→ Official reference for structure, school types, and governance.

4. Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. → Key text for understanding Muslim educational values.

5. Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge. → Foundational framework for multicultural education.

6. Council of Europe (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Strasbourg.→ Aligns well with Dutch values of equality and dialogue.

7. Leeman, Y. (2003). School leadership for intercultural education.Intercultural Education, 14(1), 31–45. → Practical relevance for educators in culturally diverse contexts.

8. OECD (2023). Education Policy Outlook: Netherlands. OECD Publishing.→ Up-to-date policy context and educational culture.

9. Biesta, G. (2011). Good education in an age of measurement: Ethics, politics, democracy. Routledge. → Strongly relevant to Dutch educational philosophy.

10. Inspectie van het Onderwijs (Dutch Education Inspectorate). Citizenship education in the Netherlands. → Citizenship, values education, and democratic participation.

11. Merry, M. S. (2010). Culture, identity, and Islamic schooling: A philosophical approach.Palgrave Macmillan. → Muslim identity formation within Western education systems.

12. Cesari, J. (2014). The awakening of Muslim democracy: Religion, modernity, and the state. Cambridge University Press. → Useful for understanding Muslim civic participation.

13. Pels, T., & de Haan, M. (2007). Socialization practices of Moroccan families after migration. Journal of Cross-Cultural Psychology, 38(4), 485–500.→ Directly relevant to Dutch–Muslim family contexts.

14. Habermas, J. (2005). Religion in the public sphere. European Journal of Philosophy, 14(1), 1–25. → Theoretical grounding for dialogue and pluralism.

15. Jackson, R. (2014). Signposts: Policy and practice for teaching about religions and non-religious worldviews. Council of Europe. → Practical guide for educators.

16. Taylor, C. (2021). The politics of recognition. taylorfrancis.com→ Key for understanding respect, identity, and recognition.

17. UNESCO (2017). Global citizenship education: Topics and learning objectives. UNESCO Publishing

Lecture:

Lecture • Presentation • Demonstration • Inductive approach • Deductive approach • Analysis • Synthesis • Case study • E-resource-based learning

Group Work:

Group work • Discussion/Debate • Presentation • Book-based learning • Demonstration • Brainstorming • Case study • Inductive approach • Deductive approach • Analysis • Synthesis • Simulation • E-resource-based learning

Seminar:

Seminar • Presentation • Discussion/Debate • Brainstorming • Inductive approach • Deductive approach • Analysis • Synthesis • E-resource-based learning

No, the online training program is conducted entirely online. You do not need to visit the institution physically for the application or any other processes. All procedures are handled through the online system.

No, you can access the system via a computer, tablet, or mobile device. The platform can be accessed with any device that has an internet connection. The application is also compatible with mobile devices.

Once you complete your registration, your username and password will be sent to you via SMS or email. You can log in to the website using this information, where step-by-step guidance will be provided from the login screen.

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Courses are generally presented in a structured sequence that must be followed. However, some programs may offer flexibility between certain courses. It is best to proceed in the order specified by the system for optimal learning.

If there is a priority order indicated among the programs you are enrolled in, follow that sequence. If no order is specified, you may start with the program that best suits your needs. As long as you have access to all programs, there will be no issues.

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Yes, watching the courses is mandatory. Completing the entire training program requires viewing all lessons. Skipping lessons may affect your eligibility to take projects, exams, or receive the certificate.

After completing all lessons, the projects or exams will become available. You must pass the project or exams to have your certificate issued, which you can then download from the system.

The project or exam will automatically become available after you complete all lessons. Exam access will be opened by the end date of the program. You can follow detailed information on the system.

The duration for taking the project or exam is defined at the beginning of the program and typically lasts for 8 weeks. You can take the exam within this period. The deadline will be clearly indicated on the system.

Projects or exams are conducted online. Depending on the program, the exam may be in the form of a multiple-choice test or a project assignment. The type and details of the exam will be explained in the system.

The number of questions on the exam varies depending on the training program. Generally, the number of questions for multiple-choice tests is determined based on the scope of the program. The details will be provided on the exam information screen.

The exam duration varies depending on the program content. You will be informed of the duration at the start of each exam. You must complete the exam before the time runs out.

A passing score is generally set at 60% or 70%, depending on the program details. The passing score will be clearly indicated in the exam instructions.

Yes, if you fail, you typically have two more attempts. You can retake the exam by meeting the conditions specified in the system.

Usually, you cannot retake the exam to improve your score once you pass. However, some programs may offer an additional attempt in special cases. Check the program conditions for more information.

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