THEXPAT JOURNAL T H E P R E M I E R M A G A Z I N E F O R E X PA T R I A T E S I N T H E N E T H E R L A N D S VOLUME 19 ISSUE # 74 | SPRING 2017 | € 4.95
Education SPECIAL
SCHOOLING in the Netherlands
SPECIAL NEEDS
EDUCATION
TRAFFIC EDUCATION
BETTER SAFE THAN SORRY When a Marriage Ends
CASTLES IN UTRECHT
Following in the Footsteps of an Emperor
&
EVENTS ART DIARY LEISURE
Activities for the Summer
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LETTER FROM THE EDITOR
Murphy In January, the World’s Most Loved Dog died. Or, actually, one of World’s three Most Loved Dogs. Because we have two more. His name was Murphy and during all his 11-and-a-half years, he never stopped looking like a stuffed animal straight from the toy store. Not because he was some or other ‘toy’ version of something; no, he was a fully-grown 55-pound Australian Shepherd. But he was very, very fluffy, with grey-and-white fur, a few brown patches and blue eyes. And he loved people and people loved him. Wherever you took him, he would go up to absolutely everyone, one-by-one, so that he could lay his head on their lap and say ‘hi’, while cheerfully wagging his short tail at lightning speed. Even people who were afraid of dogs could not resist him. Murphy was a bit of a racist though. Once, when he was still young, he was attacked by a Friese Stabij, or Stabyhoun, and ever since that day, he hated any dog that had a black head. No matter what color the rest of the body was, if the head was black, the dog deserved Murphy’s deepest resentment. A growl would rumble through his body and up his leash, and if he was sitting behind me in the car, he would practically throw himself against the window in an attempt to get at his archenemy (or any representative thereof ) and teach him a lesson or two. Though there was always enough love to go around, Murphy had to share his attention with a veritable zoo all his life. Fourteen rabbits, two cats, a hamster, four turtles, three parakeets, a bearded lizard, various cockatiels, four guinea pigs, four hermit crabs, two other dogs, a chicken and a duck. And I’m probably forgetting something. Like our relatives. He embraced us all. In January, we came home from vacation to a dog who had been feeling iffy for about three days. The next day, we went to the vet. At first, they thought he had pneumonia and blood poisoning, but an autopsy revealed that it had been blood poisoning of a different kind: hemangiosarcoma. He died within a week. All I can say about that is: google it and be informed. The last days were hard and heartbreaking, for instead of getting better, he only got worse. Luckily for
him, it was over relatively quickly. At this stage, his death was entirely inevitable, but if you catch the disease really early, your dog might stand a chance. And now it is spring, a time when life and nature erupt again. This is a great time to visit one of my favorite regions; the Castle Route in the province of Utrecht. Conveniently located right middle of the country, it can be accessed from anywhere. Our Leisure article focuses on the castles along this route, but actually the nature is even more magnificent, with everything ranging from woods, to meadows, to waterways – and more than 100 types of birds, as well as bats, foxes, polecats, weasels, stoats, pine martens, and badgers. And a stroll around sunset on the Gooyerdijk between Driebergen and Doorn is an almost sure bet for spotting a roe deer. And if, while you are walking along the paths through the woods, you see a medium-sized fluffy grey dog, with a naturally bobbed tail, the softest ears ever, the sweetest blue eyes, an aristocratic bump on his nose, a nickel-sized brown spot on his snout and a huge smile... that’s the spirit of Murphy. For he has explored every path in this region and knows it like the back of his paw. Speaking of paws, give him a high five from me. For he knows how to do that too.
‘He embraced us all. Even our relatives’
Stephanie Dijkstra editor@xpat.nl
the xpat journal | 2017 | 1
4 BRYNA HELLMANN From the point of view of...
70
30
UTRECHT CASTLE ROUTE
66
BUILDING BRIDGES
Following in the Footsteps of an Emperor
TRAFFIC EDUCATION
THE XPAT JOURNAL ®
EDITOR-IN-CHIEF
SUBSCRIPTIONS
© 2017 THE XPAT JOURNAL CV
The premier magazine for expatriates in the Netherlands. Published quarterly since 1998. Volume 19 Number 4 March - May 2017 ISSN 1388 932 X
Stephanie Dijkstra E-mail: editor@xpat.nl
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TRANSLATIONS
The XPat Journal c.v. Bert van Essen Van Boetzelaerlaan 153 2581 AR The Hague, the Netherlands Tel.: +31 (0)70 306 33 10 E-mail: info@xpat.nl Website: www.xpat.nl
Across Borders, Driebergen
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CONTRIBUTORS TO THIS ISSUE ACCESS, Yolanda Bokhorst, Stephanie Dijkstra, Tom Fadrhonc, Nico McGough, Richard Laribij, Diane Lemieux, Annebet van Mameren, Lesley Murphy, Willemijn van Oppen, Robin Pascoe, Edith van Ruitenbeek, Gregory Shapiro, Chris Smit.
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CONTENTS
EDUCATION
SPECIAL Schooling in the Netherlands Special Needs Education Useful References A “B-” Is Good Enough Traffic Education Read all about this, starting on page 12
42
10
ART TIPS FOR THE SPRING
A variety of exhibitions selected for you
ACCESS TO EDUCATION And Other Children’s Rights
IN THIS ISSUE LETTER FROM THE EDITOR Murphy . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
INTERVIEW
LEISURE
SPORTS
Following in the Footsteps of an Emperor . 30 Event Diary . . . . . . . . . . . . . . . . . . . . . . . 36 NEMO Science Museum . . . . . . . . . . . . . 48 Come Fly with Us . . . . . . . . . . . . . . . . . . 52 Catamaran Sailing at the KZVS . . . . . . . . 54
Why We Like Different Sports . . . . . . . . . . 64
From the Point of View of... Bryna Hellmann . . . . . . . . . . . . . . . . . . . . . 4 Interview with Manar Aburshaid . . . . . . . 14
ART
LEGAL
COLUMN
Better Safe Than Sorry . . . . . . . . . . . . . . . . 8 Access to Education and Other Children’s Rights . . . . . . . . . . . 10
Art Diary . . . . . . . . . . . . . . . . . . . . . . . . . 42
Dutch Education: Burnout Early and Burnout Often . . . . . . . . . . . . . 56 Lessons in Life . . . . . . . . . . . . . . . . . . . . . 60
EXPAT COMMUNITY Building Bridges . . . . . . . . . . . . . . . . . . . 66
EDUCATION MAIN FEATURES Schooling in the Netherlands . . . . . . . .12 Special Needs Education . . . . . . . . . . . 16 Useful References . . . . . . . . . . . . . . . . 20 A “B-” Is Good Enough . . . . . . . . . . . . 58 Traffic Education . . . . . . . . . . . . . . . . . 70
the xpat journal | 2017 | 3
FROM THE POINT
OF VIEW OF... In the articles entitled “From the Point of View of…” we tell the story of an expatriate who is living in the Netherlands. In each edition, we interview this expatriate, each time from a different country and each time in a different position (the person who was placed here by the employer, came here on his or her own initiative, the family members, etc.) For this issue of The XPat Journal, we interviewed Bryna Hellmann, American-born author and founder/director of two Dutch schools in Amsterdam: the college The New School for Information Services and the private high school De Nieuwe School. Photos by Joan van Nispen tot Sevenaer
Bryna Hellmann 4 | the xpat journal | 2017
INTERVIEW
Bryna Hellmann may be turning 90 this year, but in mind, spirit and physical well-being, she is no older than 30. You know this for sure, once you’ve panted your way up the steep stairs to her apartment – something you know she does several times a day – and she opens the door with a wide sweep and a joyous, “I would’ve known you anywhere!”
B
ryna’s apartment is in a beautiful Amsterdam grachtenpand (canal house) that, in its own resilient fashion, has withstood the test of time – much like its owner. The floor is as straight as you can realistically expect it to be, but the windows appear to follow a slanted line, starting much higher on the left than they end on the right. If your eye-brain coordination requires straight lines to function, then living here would be a challenge. But for Bryna – to whom I am sure the word ‘problem’ is completely alien – life would be entirely boring without challenges. And life is too much fun to clutter up with objections.
Washing Machine
wind. As he watched it soar away, he said to himself, ‘If that’s the only thing that happens, I can always get another one.’ But then, the next morning, in the newspaper, there was a picture of this stork, floating down the street – taken by a photographer who had just happened to be there. On the stork you could clearly see the words The Stork Diaper Service. By the end of the week, my father had 40 customers. From then on, he was a great believer in advertising,” she laughs. “When I went to college, which I had to pay for myself, because I wasn’t a son, he gave me a thousand dollars to start me off and told me to go into marketing. And no, I didn’t.”
‘I have really marvelous memories of my life.’
Bryna’s first childhood years were spent in Jersey City, but the family moved to Boston when she was ten. “My father was a housepainter until, one day in 1939, we went to the World’s Fair. Someone had set up a laundry on the Fairgrounds to wash diapers for harried mothers – obviously, washing diapers was the worst possible thing to do! – and my father took one look at it and said ‘I can do that!’ The only challenge, however, was money.” But, explains Bryna, “My father was a charmer. And he met a woman who, because her fireman husband had been killed in a fire, had been paid a thousand dollars. This woman loaned the money to my father and, with it, he bought secondhand laundry equipment that, despite never having been a plumber, he put together himself. That was the start of a diaper service in a little city 60 miles from Boston that made us, improbably, middleclass!”
Stork Then one day, when the business was still fledgling and did not yet have a lot of customers, a hurricane struck their area. “My father had a small truck with a wooden stork on top that had a diaper hanging out of its beak, with a baby’s feet sticking out. On the side, it said The Stork Diaper Service. At some point, the wind was really shaking the storefront window, and my father decided to tape the glass to keep it from breaking. Looking out the window, he saw the stork lift off and fly away in the
First Books
“I have really marvelous memories of my life,” Bryna tells. “I’ve written in my books that poor children don’t know they’re poor – they don’t think, ‘I’m deprived and I don’t have what other people have’. And it’s up to the parents to protect them from that thought. Whatever you have, it’s enough. That’s the way I was brought up. We lived in back of the shop that my mother ran – she was a manager of a bakery – and when the food came in every morning, we were allowed to pick out one thing on the way to school. I had a blueberry muffin every day. That was my favorite.” For a moment, Bryna becomes that little girl again, clutching her warm muffin. She continues: “And I remember when I got my first books. Working class people didn’t buy their children books in those days, but I had taught myself to read – from the Cornflakes box, pretty much – so on my sixth birthday my parents gave me three books, from the series called Honey Bunch. And at the end of the day, my mother asked, ‘Are you pleased about the books?’ And I said, ‘Oh, they were wonderful!’ But my mother answered, ‘What do you mean, they were wonderful?’” Bryna grins: “I had read all of them during the afternoon – with everybody hanging around I had read all three books. And she was really angry. I mean, they had spent money on these books and they were supposed to last for a few weeks! My father thought that was very funny and the next day, he took me to the public library and got me a library card.” She adds: “I had two friends – twins – who lived around the corner and I persuaded them to get library cards too – this way I could the xpat journal | 2017 | 5
INTERVIEW to be. I never had that problem. Never once, in my entire life, did I feel, ‘Oh well, that’s what women do’. Or ‘I don’t think I can do that’. I just did what I wanted to do. The objection that I had, though, was that feminism was for the protected classes. It had nothing to do with all of those women who were trying desperately to pay the bills or put shoes on their kids. It had nothing to do with black women, or working-class women. It was all about middle-class women who were supposed to be able to ‘fulfill their potential’. That really bothered me.”
Gift
take out 12 books every week.” And this is how Bryna’s love for books started.
‘Poor children don’t know they’re poor – and it’s up to the parents to protect them from that thought.’
Box When Bryna was an adult, “I was living in Greenwich Village, and while I worked with kids, I really wanted to write. I would come home and start to write down some ideas about a book, which I put away in a box. This box moved with me to San Francisco, and then to Germany. Living in Germany, my husband liked to retire to the living room with a pile of papers to read. So I spent a lot of time in the kitchen; I had my typewriter, I made batik, and I made stuffed dolls, I made clothes, I listened to the BBC, and I started to write stories – just ideas – which I put in this box. When we moved here, the box went upstairs, into a closet. Then, just before I retired in 2007, I said to my daughter, ‘I don’t know what I’m going to do with my life. I’m going to die of boredom. I don’t play bridge, I don’t go on cruises, I don’t play golf, I don’t drive a car…’ and she said, ‘Why don’t you start by cleaning out your closets?’ And that’s where I found that box with all these ideas in it. And when I sat down to write these stories, they just came.”
Strong Women Bryna explains: “I think that without my intending it, I’ve written about brave and resourceful women and girls. That’s what really interests me and that’s what I can do. I used to say to my students: ‘I want you to be a survivor, someone who can handle whatever comes along, who can make the best of whatever she gets.’ And I think that that is what my books are about.” Would Bryna consider herself a feminist? “I think that the first wave of feminism was important. It gave women a feeling of ‘You are somebody. You’re not just somebody’s daughter, wife, or mother’. My generation needed to break out of that prison of being what everyone expected women 6 | the xpat journal | 2017
As she talks about her books, it’s clear that Bryna loves every one of her books equally, as if they were her children, and is grateful for having been allowed to write them. “Every single book that I have ever written just came. That’s why I think of what Elizabeth Gilbert says in her book Big Magic; that the stories are just there, floating around. If one comes to you, you grab it, because at that moment you’re in touch with inspiration. To me, that’s what luck is. It’s a gift. You don’t ask for it; you get it, you work for it, you do something with it and then you say ‘thank you’ for it.”
A Happy Man The only book by Bryna that deviates from her ‘accidental’ theme of strong women is the book A Happy Man, based on her father’s life, and it is clear that her positivity and love for life are something that she inherited from him. Lying on his deathbed, he looks back on a life filled with luck, whereby he considers even the setbacks as lessons he was lucky to learn. “My father was an amazing man. He was wonderful,” Bryna reminisces, adding, “Everyone should have one parent to adore.” She takes a sip of tea and places a hand on her pile of books. “Anyway, that’s my life. I mean, if you think about it, I’m very fortunate; I am healthy, my children are healthy, I was able to set up two successful schools that are still doing well, and I’ve helped hundreds of young people get an education. I grew up, a Jewish child during the Second World War, on the other side of the Atlantic. It’s amazing!! It’s been a ball. And I’m happy to give something back.” Bryna’s books, Letters to the Queen (there’s talk of making a movie based on it), A Happy Man, The Time Between, 1940-1945 (about the German occupation), Reading the English (about their kings, conquerors, common people and literature), as well as books for young readers, can be ordered online via the American Book Center. They’re also available in-store, or directly from Bryna. Contact The XPat Journal if you wish to know her e-mail address.
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LEGAL
Better Safe Than Sorry The international practice of a civil law notary boring? Hardly, as you can tell from the following examples of situations that we have had to deal with recently. They are like puzzles, which are hard to reverse, but which could have been solved had the right measures been taken at the right time. Liability for Debts
By Yolanda Bokhorst Should Everything Be Shared When a Marriage Ends? Our clients’ marriage had unfortunately run its course and the divorce was on the agenda. The husband was British, and he had married an Austrian woman in Las Vegas in 1994, without a prenup. Initially, they had moved into his house in England, which he had bought before the marriage. After two years, they moved to the Netherlands, where they remained. Both of them had an excellent career, but kept their assets separated. They did a lot of traveling together and did not have to watch their expenses. The husband had an expensive hobby on which he spent a large amount of his income. The wife invested that which she had left over – which allowed her to accumulate considerable savings. In 2008, she bought a home in the Netherlands. And then came the divorce, with the question of which marital property regime applied to their marriage and divorce. The wife assumed that her assets were hers. After all, she had saved them, and the house and the bank accounts were in her name. It was an unpleasant surprise to discover that all assets that she had accumulated since 2006 were considered community property according to Dutch law. Despite the fact that the assets, including the house, were in her 8 | the xpat journal | 2017
‘By taking the right legal measures, on time, you can avoid a lot of problems and uncertainties’
name, she had to give her husband 50% of their value. However, the home in England, which was in her husband’s name, did not have to be shared – for he had bought it before Dutch law had become applicable to their marriage. The Netherlands is party to the Matrimonial Property Treaty of 1978, which applies to all marriages entered into after September 1, 1992. One of the rules of this treaty is that, if two people of different nationality enter into marriage without a prenup and at some point live in the same country during a period of ten years, the national law of this country automatically becomes applicable to the assets they accumulate from that moment onwards. This can be avoided by drawing up a prenuptial agreement (this can also be done after having actually gotten married) in which a so-called choice of applicable law is made.
A Spanish couple drew up a prenup in Spain, prior to getting married. In it, they opted for the applicability of Spanish law and for the exclusion of community property. The reason for this was the fact that the wife was starting up her own company and wanted to bear the full financial risk. With the help of the prenup, they wished to avoid any liability of the husband for the wife’s debts. After a few years, they decided to move to the Netherlands, where the wife continued her activities in selfemployment. Unfortunately, as time went by, things went downhill for the wife’s company and the debts started mounting. When her private assets proved insufficient to pay off her creditors, these creditors turned to her husband. The couple claimed that the husband’s assets were protected, pursuant to the exclusion of community property that they had agreed upon in their Spanish prenup. However, even though the Spanish prenup is recognized in the Netherlands, her debtors could not be held to it, for the couple had not registered the prenup with the Dutch court, meaning it could not be enforced against third parties. Based on Dutch law, the creditors could assume that the couple was married in community property and that they, the creditors, were therefore acting within their rights when assuming that the husband could be held liable for the wife’s debts.
This situation can be avoided by having a Dutch civil law notary draw up a deed in which it is stated, referring to the Spanish prenup, that Dutch law does not apply. This Dutch notarial deed is registered with the court, ensuring that the Spanish prenup applies to all parties in the Netherlands as well.
How About My Children’s Rights? A couple, an Italian husband and a Spanish wife, lived in the Netherlands with their children. The husband inherited a wine farm with extensive lands in Italy, from his parents. But then he passed away, without drawing up a will. Dutch inheritance law applies to this situation. This means that all the husband’s property, including the farm in Italy, become his wife’s property. His children do not receive their share in the inheritance, but instead are granted a claim equal to the amount of their share. This claim will only have to be paid out once the wife passes away or goes bankrupt. The wife can use up the entire assets and
even sell them, including the Italian farm. If nothing is left at the time of her death, then this is just too bad for the children. The husband had wrongly assumed that his Italian nationality and the fact that the farm was located in Italy logically entailed that Italian law would be applicable to the inheritance and that his children would be protected by Italian inheritance law. The husband should have drawn up a will in which he made the law of his nationality applicable to his inheritance. Then Italian law would have applied to the entire estate and his wife would not have been able to use up the entire assets.
Conclusion In the case of international family law and inheritance law, you should never assume that your own national law will continue to apply once you emigrate. And never assume that things will automatically turn out to be the way you want them to be. By taking the right legal measures, on time, you can avoid a lot of problems and uncertainties. This is not only good for you, but also for your loved ones.
Would you like more information? Be sure to make an appointment with a civil law notary who specializes in international law.
ABOUT THE AUTHOR
Yolanda Bokhorst is a deputy civil law notary with Van Buttingha Wichers Notarissen in The Hague. She can be contacted at tel.: 070 – 356 68 00 or by e-mail: y.bokhorst@vbwnotarissen.nl www.vbwnotarissen.nl the xpat journal | 2017 | 9
Access to Education & OTHER CHILDREN’S RIGHTS
‘The right of the child to maintain personal relations and direct contact with both parents probably the most important right to safeguard’
10 | the xpat journal | 2017
LEGAL
The right of a child to an education (Art 28 of the Convention on the Rights of the Child) is considered an important right. Without a doubt, with the right education, children are better prepared for their future. For students, a host of options – such as exchange programmes or platforms for developing skills and further knowledge – are often within reach.
By Edith van Ruitenbeek
S
ometimes even grants are available, especially for university students. Until recently, many students considered the world to be their oyster. When moving from one country to another for job reasons, one of the issues expat parents have to deal with, is choosing the right school – in the sense that they need to create the best conditions for obtaining the right diplomas, so that their children are prepared for the global future.
Caught in the Middle Complications can easily arise when the emotional well-being of the children is not taken into account in the new country. This is likely to happen when (expat) parents expect their intelligent children to be cognitively able to cope with the demands of school, as well as with extra curricular language lessons or religious education programmes so as not to lose touch with their culture of origin. In divorce situations, in which the parents have different nationalities and backgrounds or religions, these parents are inclined to become even more adamant about this, making the situation ever more complicated. As a lawyer and mediator specialised in family law with an international practice, I sometimes have to help children who are ‘caught in the middle’ as their parents wrestle their way through a high-conflict divorce. I know that this can cause severe trauma, while the children’s well-being becomes increasingly at stake. Which is why I always try to prevent this type of situation by asking the spouses to think as parents instead of expartners – right from the beginning.
War-Time Violence Children, however, sometimes have to face conflicts of a different order. As is evident from the news, their exposure to armed conflict has increased in recent years. Despite progressively stricter international norms and monitoring, a greater number of children is the victim of attacks on schools and hospitals, as well as other acts of war, and/or are forced to live in refugee camps. In most cases in which children have to move from one country to another just to survive, their rights are violated. The right of the child to live with both parents
or maintain personal relations and direct contact with both parents on a regular basis (Art 9 of the Convention) is probably the most important right to safeguard, in order to minimise trauma.
The Children’s Rights Moot Court 2017 To draw attention to human rights, and children’s rights in particular, I am proud to participate as a ‘judge’ for The Children’s Rights Moot Court 2017, which is being organised by Leiden University and associated institutes on March 29-31 of this year, in Leiden. The participating student teams will be pleading a fictitious case which involves a dispute between a state and a child. I embrace the initiative to invite students from all over the world, who themselves did have access to education, to focus on children’s rights in troubled circumstances, by pleading a fictitious individual petition brought before the United Nations Committee on the Rights of the Child. This year, a mother will be submitting a claim in her own name and on behalf of her new-born child, together with the father, regarding the violation of the rights of the child as recognised in the UN Convention on the Rights of the Child, and will be demanding remedies under international law, including the prevention of deportation from a country similar to the Netherlands. This is especially relevant, given the fact that times are changing, not only due to conflicts in the Middle East that have worldwide impact, but also due to the increasing number of elected presidents in so-called civilised democracies who not only deny human rights and children’s rights, but even resort to bullying women and children.
‘Complications can easily arise when the emotional well-being of the children in the new country is not taken into account’
ABOUT THE AUTHOR
Edith van Ruitenbeek is lawyer and partner at Van Hilten Advocaten & Mediators, Nassaulaan 15 The Hague and De Lairessestraat 129 Amsterdam. www.vanhilten.nu
the xpat journal | 2017 | 11
Schooling
in the Netherlands Under Dutch law, education is mandatory for all children of all nationalities residing in the Netherlands, from ages 5 to 18, and should be completed with a diploma.
By Willemijn van Oppen
D
utch schools are divided into: public (non-denominational) schools, where your child can enrol if you live in the same postal code; schools with a religious orientation; schools with a different curriculum such as e.g. Montessori or Dalton; and private schools. With the exception of a few, all schools are government-funded and are thus paid for via taxes. Nonetheless, parents are requested to pay a set fee per year for ‘extras’ such as, for instance, outings or special projects. This fee varies from school to school. As you will notice from above chart, children in the last year of primary school have to choose the type of secondary education they intend to follow. This means that children who do not master the Dutch language well enough, will end up in a VMBO school, which can often lead to frustration, because it might not offer sufficient academic challenge.
Foreign Language Schools If you are looking for an after-school language program of your mother tongue at primary and/or secondary school level, it is best to contact your embassy for more information. 12 | the xpat journal | 2017
International Education In order to make international education more accessible, the Dutch government has started subsidizing international departments at regular Dutch primary and secondary schools throughout the country. Nowadays, you will find – next to the private international schools – subsidized international education at so-called ‘Dutch International Schools’, which feature an international curriculum, taught in English according to the international standard at a relatively low (but mandatory and non-negotiable) fee compared to private schools. The qualifications for admission to these schools are set by the Dutch Ministry of Education. Students may be admitted who originate from: • A non-Dutch family staying in the Netherlands for a limited period of time, that has expatriate status • An internationally-mobile Dutch family, whose children have been largely educated abroad, and for whom an international education will be more advisable to ensure continuity • A Dutch family bound for an international assignment, whose children will be switching from education in Dutch to English. This transition is limited to a period of one year.
Curriculum International primary schools offer either the International Primary Curriculum or the International Baccalaureate (IB) Primary Years Program. At the secondary
EDUCATION
level, there are two different international middle years curriculums available; the IB Middle Years Program and the Cambridge International General Certificate of Secondary Education. All international schools offer the IB Diploma Program in the final two years of high school. The IB Diploma is widely recognized as providing a wellbalanced pre-university education and is an accepted entrance qualification for top universities around the world. Private schools may have different curriculums for both junior and senior secondary school, however both American School of The Hague and the British School in the Netherlands give students the opportunity to follow either the national curriculum or the IB-DP in the final two years of high school. (For more information on curricula check www.ibo.org; www.internationalprimarycurriculum.org and www.cie.org.uk/qualifications/ academic/middlesec/igcse/overview). All Dutch International Secondary schools offer the IB Diploma Program in the final two years of High School. If a student has successfully completed the (I)GCSE or IBMYP but is not admitted to the IB-Diploma Program, the MBO (3-4 years) might be a good option. In the Netherlands, students can follow several English-language programs in e.g. Business and Hospitality (www.mbo-raad.nl).
Locations You will find Dutch international schools in Maastricht, Eindhoven, Arnhem, Enschede, Groningen, Utrecht, Almere, Amsterdam, Haarlem (Primary as of August
‘You will find subsidized international education at a relatively low fee compared to private schools’
2017, Secondary in 2018), Leiden region), The Hague, Delft (primary only), Rotterdam and Breda. The private international schools can be found in the Randstad area (Amsterdam, The Hague, Rotterdam), and in Eerde, Ommen. There are two international Boarding schools that offer the IB Diploma program: the IS Eerde and the United World College Maastricht. A Boarding House for internationals, BasBouwlust, has recently moved from Oegstgeest to The Hague. A complete updated list of international schools can be found at www.educaide.nl. The website of the International Parents Students Support Group in the Netherlands, in which parents of Dutch International Secondary schools are organized, is www.ipssg.nl.
ABOUT THE AUTHOR
Willemijn van Oppen is Principal of EDUCAIDE, your international education solution house. www.educaide.nl the xpat journal | 2017 | 13
“Our Main Goal As a Family Is Education” What do you think of when you hear the label ‘refugee’? Diane Lemieux interviews Manar Aburshaid and busts a few stereotypes. By Diane Lemieux
W
hatever image the word refugee elicits, it is certainly not the charismatic, intelligent face of Manar Aburshaid. Had I met Manar six years ago, I would have used words like businessman and entrepreneur to describe him. Back then, Manar employed 200 people in his factory in Damascus, producing acrylic, polyester and cotton yarn. “I’ve been travelling to Europe for the last 20 years, and before that I studied in America,” says Manar in his gravelly voice. Life was good: his company was doing well; his four kids were at the elite international school of Choueifat studying in the British IGCSE system in English. But on this cold, dark February evening, I meet Manar and his 17-year-old son Muwaffak as ‘refugees’ – that politically-laden word that has come to represent the dreaded, faceless ‘other’. Sitting across the bare wooden table in the Binnenrotte café of Rotterdam’s public library, Manar paints a vivid picture of their struggle to live a normal life in Damascus. In April of 2011, war broke out in Syria and within six months Manar’s factory was unreachable, with mortars falling in his neighbourhood and around his children’s school. He and his wife developed her talent for fashion design into a retail operation for women’s clothing. Stock was produced in local workshops and distributed to outlets across the city. “We were determined not to leave our country,” he says. But then Manar, like many business owners, was kidnapped from his home by armed men. He was lucky: the loot they took from his home was substantial, so they let him go that same evening. In 2013, Syrians awoke to the realisation that [so-called] ISIS had taken over half the country. “At that point I de-
‘The delay was anguishing – but the goal was clear: the education of my children.’
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cided that I had to find a solution. At 18, my sons would be dragged into the war and would lose their future.” His eldest son, Muwaffak, now 17, sits quietly next to his father; bookish and slender – certainly not the sort of young man you would imagine lugging an assault weapon. He is wearing a light, unzipped jacket over his jeans and sweatshirt despite the cold February evening chill – a typical teenager. Manar explains, “For two years, I did my best to find a normal solution. I have enough proof to show that I am a businessman and have visited Europe many times. I should have been given a chance. But not even one embassy said ‘welcome’.”
Making It Happen By 2015, it was clear that the only option open to him was to leave through Lebanon and Turkey “like everybody else”. He made it to Amsterdam, a city he had last visited as a tourist in 2010. Struck, again, by how friendly the people were, he decided to stay and apply for asylum. The process would take six months before his family could join him. The delay was anguishing – the thought of his wife and kids in danger was unbearable. But his goal was clear: the education of his children. “I promised them they would go to America to study for university, just like I did. Our main goal as a family is education, education, education. Before anything else. That is why we are here.” As Manar tells the story of his journey, I am struck by his frequent use of the words ‘I decided’. “The only people I was allowed to be in contact with were COA people [Centraal Orgaan opvang Asielzoekers, the Dutch organisation that houses asylum seekers, ed.]. They told me, ‘Manar, forget about it. We can’t allow you to rent a house, or get a job. You are not allowed to do anything.’ But I said: ‘I’m sorry, I’m here for the future of my family. Just let me start my own life’.” He had no choice but to wait for the ‘procedures’ to work themselves out. But he did determine the conditions under which he would wait. Although by virtue of being an asylum seeker he was not allowed to work, every day
INTERVIEW
Manar and Muwaffak Aburshaid Photo by David Blackburn
at 8 A.M. for what turned into 10 months, Manar made himself available for both the COA staff and the asylum seekers until he became an unofficial member of the daily meetings and presentations. “I was not there to get paid. I was there to feel the value of my own self.” Manar decided that Rotterdam was the city that offered him the best opportunities to succeed in the long run. Choosing his own city was against the rules; but he made it happen. First, he approached the American International School of Rotterdam (AISR). The children’s transcripts showed them to be exceedingly bright. With a discreet smile Muwaffak explains that his SAT scores were in the high 90th percentile range. He achieved this without electricity, without attending regular classes…
Moving to Rotterdam “We had enormous respect for the really high academic achievements of the two eldest boys,” explains Willem Horbach, Business Manager at AISR. “As a private school it is difficult to make special arrangements, because paying parents can challenge our use of funds. We were lucky to come to an agreement with the W.K. Gordon Scholarship Fund Foundation which enabled us to provide opportunities for the children, because that is what school is all about, from our perspective. This Foundation has supported deserving students, helping them attend our school with scholarships and loans for the last 40 years. We are delighted that its Board decided to give its support in a case as unique as this.” And then, with the help of the office of Ahmed Aboutaleb, the mayor of Rotterdam, Manar got himself a job in Rotterdam with Stichting Nieuw Thuis Rotterdam, basically doing the job he trained himself for dur-
ing the asylum procedures. Armed with his contract and the school’s admission letter, he obtained permission to move to Rotterdam.
Determination In the end, it took nearly 1.5 fear-filled years for his family to join him. The children landed on January 22, and started school the next day. “We couldn’t miss any more,” chuckles Muwaffak, shaking his head. “It’s great!” Never once in the story did Manar see himself as a victim of circumstance, as a pawn in someone else’s game. Even when faced with the Dutch government’s attempt to turn him into a faceless, powerless ‘refugee’, he was determined to keep agency in his own hands and work to achieve his goals. He even returned the loan given to him to help set up his apartment. “I don’t want it; I will manage my new life totally on my own.” Manar studied Dutch at the Language Institute Regina Coeli. Now, he works with Syrian families in Rotterdam, providing them with houses, integration, and schooling in order for them to leave the uitkering (government benefit) system as fast as possible. Becoming a productive member of Rotterdam society is his personal goal as well. “My ambition is really big. I would like to go back to the business background where I come from.” I leave the foyer of the brightly-lit public library, charged with Manar’s energy and determination – a man who, by his choices and actions, refuses to melt into the grey mass of faceless ‘other’.
‘I was not there to get paid. I was there to feel the value of my own self.’
the xpat journal | 2017 | 15
Special Needs
Education
IN THE NETHERLANDS In general, the Dutch education system works very well, but because of its unique features and many different types of schools, a lot of international parents have a tough job identifying the right school for their children.
specific situation. Also ask for their formal support plan (ondersteuningsplan), which describes their procedures for special needs support. It is also important to know that the classes at many regular schools have 28 to 30 children, and that additional, external support is often limited to a few hours per week. If your child already attends a mainstream school, and you suspect they need more learning support, your first point of contact in the school is the IB’er, who is the member of staff who performs the role of care co-ordinator. He or she can carry out some additional tests or ask for help from an external specialist.
T
By Annebet van Mameren his job is made even tougher if your child needs some extra support in school. In this article Annebet van Mameren of New2nl explains how to find your way in this unfamiliar world.
Inclusive Education The policies around special needs education drastically changed in August 2014, when the current ‘Inclusive Education’ (Passend Onderwijs) Act took effect. This act dictates that all schools are responsible for providing a suitable learning place for every child. Under the ‘Going to school together again’ (Weer Samen naar School) policy, children with and without special needs should be able to go together to the same schools. In practice, however, this process is much more complicated and less straightforward than it sounds. Parents first register their preschooler with a mainstream school, which is obliged to investigate whether they can provide the (external) support this child may need. Regional alliances (samenwerkingsverbanden) consisting of both mainstream schools and special needs (SEN) schools receive their own budgets for educational support. Not all mainstream schools are equally 16 | the xpat journal | 2017
‘All schools are responsible for providing a suitable learning place for every child’
equipped for, or experienced in, teaching non-Dutch children with special needs, so parents should select the school very carefully. You should ask the school in advance about their previous experiences with providing the specific support your child needs, and how they would handle your
Types of Special Needs Education If the support required turns out to be too specialised or intensive, the child might be referred to a dedicated special needs school. There are three main types of special needs education: Speciaal basisonderwijs (SBO), and speciaal onderwijs at both primary (SO) and secondary (VSO) levels. At SBO schools, the pupils follow the same programme and have the same government-set core objectives as regular primary schools. However, the classes at these schools are smaller, which ensures that the children receive more personal attention and tailor-made support. They also get more time to complete primary school (till age 14, instead of age 12). This type of education especially caters for
EDUCATION children who have more serious learning difficulties, a low IQ, or behavioural problems. At the dedicated special needs schools (speciaal onderwijs), there are four cluster schools based on the type of special needs. Also here, the class sizes are smaller than at regular schools, and the children receive more tailor-made and specialised support and therapies focused on their specific needs. The teachers teach at different levels in the class, and most children follow the regular curriculum. The speciaal onderwijs schools are divided into the following clusters: • Cluster 1 schools are meant for children who are visually impaired or blind • Cluster 2 is for children who have serious communication problems (deaf, speech disorder, etc.) • Cluster 3 schools welcome children who have cognitive or physical disabilities, or a chronic illness that makes going to school difficult • Finally, cluster 4 schools are for children with psychiatric or serious behavioural issues (autism, ADHD, PDDNOS, ODD, CD, etc.). These cluster schools often work together in order to provide the most suitable support. Some complications could arise, though, if a child doesn’t fit precisely into one of the clusters. Some extra tests, interviews, and meetings with the parents might then be required.
After a SEN Primary School After a special needs primary school, a child can go to either a regular secondary school (with extra support, if needed), or a special needs school at secondary level (VSO). A special needs school at secondary level must make an educational plan with the child and guide them towards a suitable career. When a pupil makes enough progress at the special needs school, they may transfer to a regular (primary or secondary) school.
The (Lengthy) Process of Applying for a Special Needs School If your child grows up in the Netherlands, their development will be routinely monitored by the Consultatiebureau (GGD/ OKC), a health clinic for babies and toddlers. In case of any irregularities, they
If you are arriving in the Netherlands with a child who has already had special needs support, you need to register this with the municipality (Gemeente) during the registration process, so that the appropriate steps can be taken to put adequate support in place. You can try and speed up this lengthy process by arranging as many things as possible prior to your arrival.
Leonardo Schools
‘If your child received special needs support abroad, register this with the municipality. This way, steps can be taken to arrange adequate support’
may refer you to a specialist. If needed, this specialist can help you apply for additional support at a mainstream school, or for a special needs school. In order for your child to be accepted into a special needs school, they should first get a referral, which is issued by the regional alliance in your place of residence. This referral is called a toelaatbaarheidsverklaring (tlv) – literarily translated as ‘permissibility statement’. Your child will have to go through several observations and tests, and – as their parent – you will be interviewed. It is often a long and tiring process.
There is another type of special needs school that I haven’t mentioned yet: the Leonardo schools for gifted children. Usually they are regular schools that have a dedicated department for gifted children who are offered extra cognitive challenges and subjects. These schools have their own admission criteria.
Special Needs Support in International Schools Most international schools in the Netherlands (both state-funded and private) work with Special Educational Needs (SEN) teachers. Usually they can only accommodate a limited number of SEN-children a year. You may have to pay for a teaching assistant. Please make sure you understand how this works beforehand. In the Netherlands, there is only one international special needs school: Lighthouse Special Education, located in The Hague. They specialise in complex behavioural and/or developmental problems. To conclude, I would like to say that whatever support your child needs and whichever route you take, don’t forget that you are your child’s advocate. Stay in close contact with your child’s teachers, and talk with other parents who are in a similar situation. Be pro-active and make sure to get all the support you are entitled to. You all need to work together in your child’s best interest. Good luck finding your way!
Support for International Parents of SEN Children Support for international parents is available at local and national levels. A specialised educational consultant (onderwijsconsulent) can assist your family in this process. An onderwijsconsulent is an independent educational specialist who has a lot of experience with SEN children. Parents don’t need to pay for the help of this consultant.
ABOUT THE AUTHOR Annebet van Mameren is founder of New2nl www.New2nl.com annebet@new2nl.com
the xpat journal | 2017 | 17
Music for All
AT THE ISUTRECHT Music is a universal language and makes for a wonderful bridge between different cultures. That is why the International School Utrecht has embarked on a journey to become a school where music will truly take centre stage. Responsible for designing the music curriculum and creating a primary school choir, school orchestra and secondary vocal ensemble is music teacher and choirmaster David de Geus, who joined the ISUtrecht
18 | the xpat journal | 2017
a year ago. He now teaches all the International Baccalaureate Middle Years Programme (MYP) grades, 2-3 hours per week. It is the beginning of the ‘ISUtrecht Music Academy’, a continuous programme
throughout the MYP grades, aimed at giving students the opportunity to choose music as an IB Diploma subject. “This is something we will build on, ensuring our students have access to various instrumental specialists during and after school hours,” Mr De Geus explains. “I want our Diploma students to be able to go directly to a music conservatory, and to that end I am looking to work closely together with the Utrecht music conservatory.” Australian music teacher Amber Vincent joined the school in August 2016. Ms Vincent has since designed music units for the kindergarten and grade 5 classes, which she now teaches once a week. Last winter, she also taught the grade-1 students when their unit of inquiry revolved around music. Another full-time music teacher will be
RUBRIEK EDUCATION
hired next academic year, ensuring that all the PYP and MYP grades will have weekly music lessons. Next academic year, the school will also see an extension of one-onone music lessons by instrumental specialists – students can currently choose guitar and keyboards – and the founding of the ISUtrecht orchestra. The most important thing in music education, according to Mr De Geus, is making sure the students enjoy music. “First and foremost, it is my job to make the children want to make and listen to music,” he says. “Once they are engaged, you can create the need for more skills.” And that is exactly how it works with the newly-formed primary chorus and secondary vocal group. De Geus: “The secondary vocal group, an acapella ensemble, is learning to sing in four-part harmony, whereas with the primary chorus it is all about learning how to use your voice. As the students are keen to learn to sing better, you have a great opportunity to teach them different techniques.” Both the choir and the secondary ensemble had their first performances this winter and will also be on-stage during the annual ISUtrecht ArtBurst – a day when the whole school celebrates the arts with performances, workshops and a visual arts exhibition.
Oldies for the Oldies Earlier this year, the grade-9 students really stepped out of their comfort zone as they participated in a music project named Oldies for the Oldies. This kicked off with
the students visiting a nearby care home, where they talked to a few of the people who live there about their favourite music from when they were young. This then led to a list of five songs – by the Beatles, Elvis Presley and the Everly Brothers – which the students learned how to play, using instruments like guitar, bass guitar, keyboards and drums. After a couple of weeks of practicing, the students went back to the care home for a special performance. “It was lovely to see everyone have such a good time,” says Mr De Geus. “On top of that, the students all got a sense of achievement, as for most of them it was the first time they performed music in front of an audience.”
Creating Music Besides playing instruments and singing, the students also learn how to use technology to create their own music, they get to grips with music theory and learn about
Primary students are in for a special treat this spring, as grades 2-4 will participate in a unique project called Young Composers, led by music centre and concert hall TivoliVredenburg. Over the course of ten workshops, the students will learn to compose their own piece of music. Mr De Geus: “This project is all about the students being risk takers, and being creative, which is exactly what music education should be about.” The project will culminate in a concert at TivoliVredenburg, where the students will perform their own music together with the French Danel String Quartet.
the economics of music. The grade-10 students, for instance, have immersed themselves in the music industry, writing their own song, or creating their own music video and pitching their ideas to a music producer from Hilversum who visited the school. Later on, the students visited national radio station 3FM. The first part of Mr De Geus’ mission to introduce music to the ISUtrecht is a success, judging by the popularity of the rehearsal studio at the secondary campus. “Students ask me to use the studio to practice – and the guitar and keyboards teachers use the space for lessons.” He smiles. “Students are playing and singing all the time now, and that is exactly how I envisaged music education at the ISUtrecht.”
International School Utrecht Van Bijnkershoeklaan 8, 3527 XL Utrecht Tel.: 030 870 04 00 www.isutrecht.nl the xpat journal | 2017 | 19
Education References Websites Study in the Netherlands • wwww.studyinholland.nl • wwww.studyfinder.nl International Schools • www.educaide.nl: a brief outline of the educational system in the Netherlands • wwww.sio.nl: Stichting Internationaal Onderwijs (International Education Foundation) website with a list of all international schools • wwww.intschools.nl: National organization for Dutch schools with an international stream • wwww.ipssg.nl: national organization of parents of Dutch international schools. Dutch Schools • wwww.scholenlijst.nl Master Programs • wwww.theofficialmasterguide.nl: for a complete overview of the master’s degrees available in the Netherlands • wwww.mastersportal.eu: for a complete overview of master programs in Europe Visa for Students • wwww.study-visa-holland.nl
International Vocational Education MBO-RAAD Organization of secondary vocational education For more information on English-language MBO programs that are offered in your region check: www.mbo-raad.nl HBO-RAAD Organization of tertiary vocational education www.hbo-raad.nl IVETA International Vocational Education And Training Association www.iveta.org
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International Higher Education
Higher Education Institutes For a complete overview of international higher education institutes in the Netherlands www.hbo-raad.nl/hogescholen/overzichthogescholen EP NUFFIC, the Netherlands Organization for International Cooperation in Higher Education For information on higher education P.O. Box 29777, 2502 LT The Hague Kortenaerkade 11, The Hague Tel.: 070 426 02 60 www.epnuffic.nl www.studyinholland.nl European Association of International Education The EAIE is a non-profit organization whose main aim is the stimulation and facilitation of the internationalization of higher education in Europe and around the world www.eaie.org
Dutch Government Supported Universities For a complete overview of all the 14 universities in the Netherlands Vereniging van Universiteiten (VSNU) The Association of Universities in The Netherlands Lange Houtstraat 2, 2511 CW The Hague Tel.: 070 302 14 00 www.vsnu.nl/Universiteiten.html
Dutch Language Education • The BSN Language Centre www.bsnlanguagecentre.nl • Tornante Trainingen www.tornante.nl • De Volksuniversiteit www.volksuniversiteit.nl • Kickstart Language Training www.kickstartschool.nl • Taal Taal - www.taaltaal.nl
• The Dutch Language Union http://taalunie.org • UVA Institute for Dutch Language Education http://intt.uva.nl
International Schools
(List provided by Educaide) ALKMAAR AREA • The European School Molenweidtje 5, 1862 BC Bergen NH Tel.: 072 589 01 09 www.esbergen.eu ALMERE • Letterland International (Prim.Dept) Roland Holststraat 58, 1321 RX Almere Tel.: 036 536 72 40 www.letterland.nl • Secondary Dept at Int. School Almere Heliumweg 61, 1362 JA Almere - Poort Tel.: 036 760 07 50 www.internationalschoolalmere.nl AMSTERDAM AREA • Amsterdam International Community School Prinses Irenestraat 59-61, 1077 WV Amsterdam Tel.: 020 577 12 40 www.aics.espritscholen.nl • British School of Amsterdam Anthonie van Dijckstraat 1, 1077 ME Amsterdam Jan van Eijckstraat 21, 1077 LG Amsterdam Fred. Roeskestraat 94A, 1076 ED Amsterdam Tel.: 020 679 78 40 www.britams.nl • International School Amsterdam Sportlaan 45, 1185 TB Amstelveen Tel.: 020 347 11 11 www.isa.nl • Annexe du Lycée Français Vincent van Gogh Rustenburgerstraat 246, 1073GK Amsterdam Tel.: 020 644 65 07 www.lyceevangogh.nl • The Japanese School of Amsterdam Karel Klinkenbergstraat 137 1061 AL Amsterdam Tel.: 020 611 81 36 www.jsa.nl
EDUCATION
ARNHEM / NIJMEGEN • Arnhem International School Primary Dept. at Dr. Aletta Jacobsschool Slochterenweg 27, 6835 CD Arnhem Tel.: 026 323 07 29 Secondary Dept. at Lorentz Groningensingel 1245, 6835 HZ Arnhem Tel.: 026 320 2840 www.arnheminternationalschool.nl BREDA • International School Breda Mozartlaan 27, 4837 EH Breda Tel.: 076 560 78 70 www.isbreda.nl BRUNSSUM (Limburg) • Afnorth International School Ferdinand Bolstraat 1, 6445 EE Brunssum Tel.: 045 527 82 20 www.afnorth-is.com DELFT • ISDelft, Jaffalaan 9, 2628 BX Delft Tel.: 015 251 1447 www.isdelft.nl EERDE • International School Eerde Kasteellaan 1, 7731 PJ Ommen Tel.: 0529 451 452 www.eerde.nl EINDHOVEN • International School Eindhoven www.isecampus.nl Oirschotsedijk 14b, 5651 GC Eindhoven Primary Dept Tel.: 040 251 94 37 Secondary Dept Tel.: 040 242 68 35 ENSCHEDE • International School Twente www.istwente.com Tiemeister 20, 7541 WG Enschede Tel.: 053 482 11 00 GRONINGEN • Groningse Schoolvereniging Primary Dept. at Groningse Schoolvereniging Sweelincklaan 4, 9722 JV Groningen Tel.: 050 527 08 18 www.g-s-v.nl Secondary Dept. at IS Groningen www.isg.maartenscollege..nl Rijksstraatweg 24, 9752 AE Haren Tel.: 050 534 00 84
THE HAGUE AREA (Den Haag) • HSV International Schools Tel.: 070 318 49 65 • International Primary Departments HSV Nassaulaan 26, 2514 JT Den Haag Tel.: 070 318 49 50 Koningin Sophielaan 24a 2595 TG Den Haag Tel.: 070 324 34 53 Van Nijenrodestraat 16 2597 RM Den Haag Tel.: 070 328 14 41 www.hsvdenhaag.nl • Lighthouse Special Education (Primary) Amalia van Solmstraat 155, 2595 TA Den Haag Tel.: 070 335 56 98 www.lighthousese.nl • The International School of The Hague Wijndaelerduin 1, 2554 BX Den Haag Primary Dept. Tel.: 070 338 4567 Secondary Dept. Tel.: 070 328 14 50 www.ishthehague.nl • The European School of The Hague Houtrustweg 2, 2566 HA Den Haag Tel.: 070 700 16 00 www.eshthehague.nl • The American School of The Hague Rijksstraatweg 200, 2241 BX Wassenaar Tel.: 070 512 10 60 www.ash.nl • The British School in The Netherlands (BSN) Admissions: Tel.: 070 315 40 77 Junior Schools BSN Age Range: 3-11 Vlaskamp 19, 2592 AA Den Haag Diamanthorst 16, 2592 GH Den Haag Vrouw Avenweg 640, 2493 WZ Den Haag Senior School BSN Jan van Hooflaan 3, 2252 BG Voorschoten Tel.: 071 560 22 22 Age range: 11-18 www.britishschool.nl • Deutsche Internationale Schule (German School) Van Bleiswijkstraat 125, 2582 LB Den Haag Tel.: 070 354 94 54 www.disdh.nl • Le Lycée Français Vincent van Gogh Scheveningseweg 237, 2584 AA Den Haag Tel.: 070 306 69 23 / 070 306 69 30 www.lyceevangogh.nl
• The Indonesian Embassy School in the Netherlands Rijksstraatweg 679, 2245 CB Wassenaar Tel.: 070 517 88 75 www.sekolahindonesia.nl HILVERSUM • International Primary School Hilversum Rembrandtlaan 30, 1213 BH Hilversum Frans Halslaan 57A, 1213 BK Hilversum Violenstraat 3, 1214 CJ Hilversum Tel.: 035 621 60 53 www.ipsviolen.nl • International School Hilversum Alberdingk Thijm (Secondary Dept) Emmastraat 56, 1213 AL Hilversum Tel.: 035 672 99 31 www.ishilversum.nl LEIDERDORP • Leiden International Primary School at Elckerlyc Montessori Klimopzoom 41, 2353 RE Leiderdorp Tel.: 071 589 68 61 www.elckerlyc.net OEGSTGEEST • International Secondary Dept. at Het Rijnlands Lyceum Apollolaan 1, 2341 BA Oegstgeest Tel.: 071 519 35 55 www.isrlo.nl MAASTRICHT • United World College Maastricht Discusworp 65, 6225 XP Maastricht NL www.uwcmaastricht.nl UWCM Primary School: Tel.: 043 356 11 00 UWC Maastricht Secondary School Tel.: 043 367 46 66 www.uwcmaastricht.com ROTTERDAM • De Blijberg–International Primary Department Graaf Florisstraat 56, 3021 CJ Rotterdam Tel.: 010 448 22 66 www.blijberg.nl • Rotterdam International SecondarySchool at Wolfert van Borselen Bentincklaan 294, 3039 KK Rotterdam Tel.: 010 890 77 44 www.wolfert.nl/riss • American International School of Rotterdam Verhulstlaan 21, 3055 WJ Rotterdam Tel.: 010 422 53 51 www.aisr.nl UTRECHT • IS Utrecht Van Bijnkershoeklaan 8, 3527 XL Utrecht Tel.: 030 870 0400 www.isutrecht.nl the xpat journal | 2017 | 21
ADVERTORIAL
The Amsterdam International Community School The AICS is now 13 years old, and offers international education in English to over 1,200 students. The main location is based in Amsterdam Zuid at the World Trade Centre. To help take the pressure off their waiting lists, a second location has recently been opened a short distance away, in Buitenveldert.
T
he main location offers Primary and Secondary education for students aged four to 19 years. The school is proud to serve over 65 nationalities. At present, the second location (known as the Satellite School) offers Primary School education. The AICS is subsidised by the Dutch government, which enables it to offer expat families more affordable international education. The children of Dutch families who are moving abroad or have lived abroad for a long period of time (as a consequence of which their children cannot re-enter the Dutch education system so easily), are also eligible for attending this school. The community school aspect is very much a part of AICS’ DNA. They believe in the power of education within the community and subscribe to values such as integrity, diversity and enquiry. These are all very powerful values. After three moves, and a fourth on its way, the AICS is maturing as a school. From the very beginning, it has been the AICS’ nature to break out of the typical international school cocoon and to connect with the world. Something that more and more international schools are aiming to do these days. The AICS feels that this allows them to not only have an impact on the expat community as well as the typical international school scene (schools that offer education to internationally-mobile children), but also on the regular Dutch
school scene that is rapidly becoming more international as well. The internationalisation of education is another reason why they can be helpful to more students. At the AICS, students are in competition with themselves. The programme focuses on affective learning as much as it does on cognitive learning. The IB curriculum is a holistic curriculum that has been created on the premise that education is about the whole person. At the AICS, learning is at the heart of everything the school does, which means that the students not only learn about maths, history or the capitals of the world but also, for example, about how to deal with adversities, difference and diversity. When something doesn’t work out the first time, how do you reflect on it and how do you go about it a second time? When something or someone different has
shaken your values and beliefs, how do you react? And what do you need to know, do and understand in order to ensure a peaceful dialogue and a mutually satisfying outcome? Students learn that competition or stereotyping is a very limited way of learning; there is a lot more to education than that. The AICS is excited to announce that a brand-new, sustainable and purpose-built school will be ready in 2020/2021. The main school building will then move to this new location, which will be at the A.J. Ernststraat near the VU University. The satellite location will remain on the other side of the A.J. Ernststraat. The AICS will be an exhibitor at the IamExpatFair on March 25, in Amsterdam. They look forward to meeting you there. amsterdam.iamexpatfair.nl
Amsterdam International Community School Main Location: Prinses Irenestraat 59, 1077 WV Amsterdam Tel: 020 577 1240 Satellite Location: A.J. Ernststraat 130, 1082LP Amsterdam Tel: 020 723 4830 www.aics.espritscholen.nl 22 | the xpat journal | 2017
s e r v i n g t h e i n t e r n at i o n a l c o m m u n i t y
• Multilingual Counsellors • FREE Guides on life in the Netherlands • Professional Volunteering • FREE lifestyle publication: ACCESS Magazine Other questions? Contact our Helpdesk on 0900 2 222 377 (€0.20 ct/min. Mon-Fri 10-4) or email us via helpdesk@access-nl.org for answers to questions.
www.access-nl.org ACCESS-Netherlands
INTERNATIONAL SCHOOL HET RIJNLANDS LYCEUM OEGSTGEEST
International Education with a Dutch Touch
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EDUCATION
In 1983, Het Rijnlands Lyceum Oegstgeest was issued a licence by the Dutch government, allowing it to provide international education alongside the Dutch curriculum.
T
he choice was made then – and 25 years later this is still the case – to organise Dutch and international streams alongside each other, in which students share the same campus, classrooms and facilities. At Het Rijnlands Lyceum Oegstgeest International School (www.isrlo.nl) this ‘two schoolsone building’ formula has given students from outside the Netherlands the opportunity to follow an international curriculum in English (International Baccalaureate Middle Years and Diploma Programmes) in a Dutch setting. Often, international schools are communities tucked away on their own campuses, which makes it harder for students to integrate into, and develop, an understanding of Dutch culture and society. At Rijnlands Lyceum Oegstgeest this happens naturally.
Broadening Horizons At present, ISRLO has some 300 students, aged 11 - 18. Approximately 40% of the students are Dutch passport holders, who have spent at least two academic years abroad in English-speaking schools, and who have chosen to complete their secondary education in English, obtaining an International Baccalaureate Diploma rather than the equivalent in Dutch (VWO). The other 60% of the student body is made up of 49 nationalities, ranging from Australia to Iceland, and from Brazil to North Korea. As in any international school, this provides a wonderful opportunity for students to broaden their horizons. International education is more than education in English; each student brings a different cultural background to the classroom – and the content of the lessons reflects this. Back to the Dutch component: a question that is often asked is how much the school does to promote interaction between the Dutch and the international students. This is done by organising activities in which both Dutch and international students participate, such as the Art Studio programme where students choose to do a unit of co-curricular activities ranging from photography to acrobatics, combined sports tournaments, a schoolwide charity drive, Model United Nations and an annual theatre performance. It is important to realise that most of these activities are joined by choice, and students are also encouraged to develop a Dutch network outside of school. Contrary to many other countries, teenagers in the Netherlands are given a lot of autonomy – with the bicycle as a Dutch symbol of independence – and there is a lot to explore outside school. In this way, international students at ISRLO become aware of what it is like
to live in Holland simply through the informal contact with their Dutch peers, during the breaks, and before and after school. It is not difficult to observe this. Walking around the school, one hears a mix of Dutch and English spoken, in various degrees of fluency. The success of the school is best illustrated by its continuity: since ISRLO was established in 1983, it has always had low staff and student turnover, has seen sustained growth allowing it to reach capacity now, has had excellent exam results – 100% pass rate in the last three years – and year-on-year produces about 50 IB graduates who are wellprepared for further education, and not just academically. The ambition is to do things well, and to always look for ways to improve. Of course the ‘two schools-one building’ formula also provides a wonderful opportunity for the students in the Dutch school. In 1995, it gave rise to a bilingual department which allows the Dutch students to follow half their subjects in English. Now, the Rijnlands Lyceum Oegstgeest can rightly say that it offers international education with a Dutch touch and Dutch education with an international touch.
‘International education is more than education in English; each student brings a different cultural background to the classroom’
More information on Het Rijnlands Lyceum International School can be found on the website: www.isrlo.nl.
the xpat journal | 2017 | 25
EDUCATION
Sustainable Voices With almost 1,400 students from 53 countries, the International School of Amsterdam works under its mission to educate for international understanding to ensure that every student recognises the intrinsic and extrinsic value of each lesson taught at ISA.
F
or our students, learning extends beyond the classroom and is showcased daily through a variety of initiatives ranging from Lower School field trips to the Blind Museum and fundraising for World Water Day to Upper School service work for Habitat for Humanity, Special Olympics and Amnesty International. However, one initiative in particular resonates with all members of the school – the ISA Green Team. With over 100 student members from the Lower and Upper Schools, the group is guided by more than 20 staff and parent volunteers, making it ISA’s largest collaborative community project.
An Eco-Code For almost a decade, ISA has formally committed itself to making its school environment a gold standard eco-community; integrating awareness programmes into its IB curriculum as well as creating on-theground actions that allow the full school – from students to parents to the Board of Governors – to engage in sustainable activities each day. In 2009, the Green Team created an EcoCode as a pledge to bring about awareness of the school’s most important ecological issues and to promote ‘green actions’ that the community could take on to make a true sustainable impact.
The Earth is our home. We can protect it together. At ISA, we pledge to: • Save energy and turn off appliances • Reduce waste and recycle what we can • Drink from re-usable bottles and cups • Toss our trash into the bin • Strive to continuously improve our environmental impact Since then, ISA students, staff and parents have been active in meeting the goals of 26 | the xpat journal | 2017
the community and to set goals for yearon-year improvement. They also collect ewaste throughout the year for recycling.
Food and Healthy Living
‘They show that being ‘green’ can, and should be, an everyday part of our lives’
the Eco-Code and integrating sustainable measures into the school for a variety of areas such as energy, waste and recycling, food and healthy living, and water conservation.
Energy The school has installed 400 solar panels and underground heat-cold storage in its recent building extension to help attain energy neutrality. The study of climate change and alternative energy sources are also integrated into the Upper School Physics and Chemistry classes.
Waste and Recycling The grade-4 students participate in a 6-week Unit ‘Nature and Us’ to better understand how “our actions affect the balance of nature”. Additionally, every year the Green Team recruits volunteers to perform a trash audit to evaluate recycling efforts within
The Lower School Green Team partnered with the Missing Chapter Foundation run by HRH Princess Laurentien van Oranje and the Kikkoman Corporation to create a publication that explores healthy eating habits and trends for the future. Upper School students have created eco-friendly recipes for meat-free ‘power lunches’, which have been integrated into the school cafeteria twice a month. Grade-6 students also maintain an organic garden over the year where they can experience the benefits of planting and eating their own food.
Water Conservation and Elimination of Plastics Upon recommendation from the Green Team, the school has installed tap water stations and has organised the sale of ISAbranded water bottles to promote the elimination of excess plastic bottles on campus. To further support this, the school will now provide each participant at its onsite international professional development institute with a water bottle to promote drinking tap water while at ISA and beyond. In Fall 2016, the group launched a new imitative for ISA families – a bi-annual beach cleanup to help rid beaches in the Netherlands of trash and plastic waste.
International Recognition – Eco-Schools Green Flag For its efforts, ISA has received the Green Flag Certification – the highest honour from the Eco-Schools programme, the largest sustainable schools programme in the world.
www.isa.nl
Settling in, simply. We’re here to make it easier for internationals like yourself to work and register in the Amsterdam area. Qualifying companies can start the paperwork before arrival and a single visit to the Expatcenter will complete the process. What’s more, our website has lots of valuable information on a wide range of topics including housing, education, taxes and healthcare. The cities of Amsterdam, Amstelveen, Almere, Haarlem, Haarlemmermeer, Hilversum and Velsen are working with the Immigration and Naturalisation Services (IND) to bring you the Expatcenter services. To learn more please visit:
www.expatcenter.com
THE DUTCH & THEIR BIKES
SCENES FROM A NATION OF CYCLISTS
ENGLISH AND DUTCH COURSES All levels General or Business English Cambridge Exam preparation courses, incl. IELTS Dutch Beginners to Advanced / NT2
THE DEFINITIVE PHOTO GUIDE TO THE WORLD’S BEST BICYCLE CULTURE Available through bookshops, www.hollandbooks.nl and www.amazon.com
Free level testing and you can start anytime! Summer School in July / August for age 5 - 16 CELTA Teacher Training 2 x year
€ 29.90 Hardback with dust-jacket
languages@britishschool.nl
352 pages | 700 photos | 7 x 9 inches Published by XPat Scriptum Publishers, The Netherlands | ISBN: 978 90 5594 899 4
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English for Children after school hours, early evening or Saturday morning club
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EDUCATION
10forKIDS: A Conscious Choice! It is time to party at 10forKIDS! In April of this year, 10forKIDS international childcare and after-school care is celebrating its fifth anniversary! A milestone.
A
nd time to look back and reflect – something 10forKIDS is happy to do, as we have done an outstanding job and have acquired an excellent reputation! How did this tremendous success come about?
they can read whether the child is eating well, has had enough to drink and is taking its naps. We also register the child’s development – and send fun photographs! The app is available in Dutch and in English.
Team10forKIDS
A Conscious Choice: Christian Identity and Age-Centered Child Care 10forKIDS is a Christian, international childcare center. It is Christian in the sense that all our employees – who are Christians – adhere to the philosophy of this religion. They read from the Bible and pray. Also if you are not a Christian, you are more than welcome. Sixty percent of the parents are from a ‘neutral’ background. The most important thing is that everyone feel at home at 10forKIDS. Our teachers are given a theme for a particular period, which they can adapt to the age level and development of your child and around which they can develop a series of coordinated activities. The activities allow the children to playfully work on knowledge of the Bible, linguistic development, social and emotional development, creative projects and music education. This is all done based on the recognized developmental program Doe meer met Bas (Do More with Bas).
The Core Values of Our Educational Vision During the mornings, preschoolers learn – among others – Taekwondo and Playball. Doing sports at a young age is essential, but – more importantly – fun! Sports allow them to develop self-confidence, motivation, self-control, discipline, perseverance and teamwork (helping each other)! These are the core values we like to see reflected in our Educational Vision.
After-School Care The After-School Care (BSO) program is based on a workshop approach. These workshops are thought up together with the children and the children can sign up for them. During school vacations, we organize several cultural and sports activities. The BSO can 28 | the xpat journal | 2017
accommodate 20 children – for we believe keeping it small, after a busy day at school.
Space, Relaxation and Structure At 10forKIDS, we are often told – as we are giving a tour of the premises – that the areas are cozy, warm and attractive. For instance, in every group area, there is a large wooden table that all the teachers and children can sit around. This is where they eat together and where they do arts&crafts. “The areas are open, there is a lot of light, and the areas feel peaceful and pleasant,” is something we often hear. And we put a lot of thought into how we create and design our areas. But we achieve it especially by surrounding the children with love and a sense of belonging. Our extensive program of activities is structured, so that the children know what to expect. If you know what to expect, you enjoy it even more!
App We like to share important and special moments with the parents, via our app. This personal child-app provides the parents with daily information on their child. Here,
Paulus Buijsstraat 51, The Hague info@10forKIDS.nl www.10forKIDS.nl Tineke Hendrikse tineke@10forKIDS.nl 06 – 10 93 66 80 Nicole Colijn nicole@10forKIDS.nl 06 – 30 39 92 78
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10forKIDS believes in stability and in having a permanent staff. The turnover has been minimal, since the center was established. Our team is dedicated to ensuring your child’s well-being, with all their heart and soul. But we also believe in maintaining a good relationship with the parents, to which purpose we organize regular gettogethers for parents and children. Whenever possible, this is done outside, on our playground, which measures 275 m2!
Parents: the Best Type of PR for an Organization Such as Ours! Our team is happy to be on the receiving end of so many compliments. They value the appreciation they get for the great work they do. So many parents, who act as an ambassador for the school… there is no greater compliment!
Would You Like to Know More About the School? Would you like to know more about the services provided by 10forKIDS? Visit www.10forKIDS.nl and contact the school. You can request a tour of the premises via the site. You are welcome to visit 10forKIDS!
On Saturday, April 1st, we will be hosting an OPEN HOUSE; feel free to pay us a visit!
getting connected SERVICE LEARNING: THE ART OF TEACHING COMMUNITY ENGAGEMENT
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The Dutch and their Delta
Living below sea level Have you ever wondered what the current climate change and rising sea levels mean for the low-lying and densely populated Netherlands? How can a land below sea level exist right along that very sea anyway? What happens when the rivers reach the ocean, and what are the consequences of this sub-sea-level position for the harbors? The answers to these and many other questions are in this book. Author Jacob Vossestein, a geographer and anthropologist, provides great insight into the watery issues of the Netherlands, many fascinating and fun details and tips on where to go and see these. Available at major book stores www.hollandbooks.nl and Amazon ISBN 978 90 5594 788 1
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Following
in the Footsteps of an Emperor Every morning, when I have to decide where to take our dogs for a walk, I realize how incredibly fortunate I am. My options include a walk in the woods that I could follow for a full 40 km until I reach the edge of the Hoge Veluwe National Park (skirting a couple of villages on the way). Or I could up to start out on the other side of my town and walk through the fields and along the castles of the so-called Utrecht Castle Route. Text and photography by Stephanie Dijkstra
Sandenburg Castle
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LEISURE
I
could explore this area for hours and, over the last 20 years, I have – accompanied by a variety of dogs and friends. For this issue of The XPat Journal, I am taking you along the manors, mansions and castles of the Castle Route. You can do the whole tour on foot, by bike or by car. Online, you will find a variety of routes to print out (just google: Kastelenroute Utrechtse Heuvelrug). For this article, I have handpicked a few special places along the way that you can visit.
Amerongen Castle First stop is Amerongen. If you follow the N225 – the old road connecting Utrecht and Arnhem – and exit the first roundabout onto the Kersweg towards restaurant Herberg Den Rooden Leeuw, you find yourself going back in time. It’s as if the 21st century never arrived here as you bumble across the cobblestoned street, with its picturesque houses and their views across the meadows towards the Nederrijn river. Once you get to the intersection with the Herberg, you turn right and then take an immediate left. From there you have the choice of going to the ferry across the river, or continuing into town, where you will find Kasteel Amerongen. Amerongen Castle was first built in 1286, but the current construction dates from 1680. Over the centuries, it has housed a long line of counts and countesses as well as the last German Emperor and King of Prussia, Wilhelm II – who, after abdicating in 1918, fled to the Netherlands, and ended up living not only in this castle but in another manor that is part of this tour. A visit of Amerongen Castle includes the Emperor’s Tour, whereby you visit the private chambers in which he signed his abdication. Across from the entrance to the castle is the Castle Café, in the former stables, where you can have lunch, high tea, a late afternoon borrel, or pick up a picnic lunch, which you can enjoy in the castle’s attractive gardens, with their manicured lawns and quiet hideaway corners.
encampments of the soldiers, and listen to the soldiers and ‘resident nobility’ as they tell you about life as it was then. Furthermore, there is a permanent exhibition, Between Two Fires, on life in the Netherlands during the First World War, when it remained neutral, but was nonetheless impacted by the war. It is precisely because it had been neutral, that Emperor Wilhelm II was told by his advisors that this would be the best country to flee to, once the end of the war had led to his abdication. The park surrounding Huis Doorn includes wide lawns and majestic trees, with shaded benches, a rose garden, Emperor Wilhelm II’s mausoleum, a pine tree garden and a chapel. And, once you have made the rounds of the park, visit the Oranjerie, for a lunch or late-afternoon borrel.
‘It’s as if the 21st century never arrived here as you bumble across the cobblestoned street’
Huis Doorn From Amerongen Castle, Emperor Wilhelm II moved to Doorn, where he purchased a manor house in which he lived till his death in 1941. Huis Doorn is even older than Amerongen Castle and is first officially mentioned in documents drawn up in 838. Starting in the 13th century it became a provostry for the Utrecht diocese and in the 16th and 17th century it became a knight’s residence. At Huis Doorn you can view an exhibition on the relations between the House of Orange and the House of Hohenzollern (of Wilhelm II), on loan from Palace Het Loo. The manor’s park is befitting a location of such historic importance and, on May 27 and 28, will be the stage for a reenactment of the life of soldiers, nurses and civilians during the First World War. During these two days, visitors can wander through the manor, visit the
Bust of Emperor Wilhelm II in front of Huis Doorn
the xpat journal | 2017 | 31
LEISURE
Entrance to the gardens of Huis Doorn
‘At Kasteel Sterkenburg you can rest your weary head in one of the rooms befitting an emperor’
Interior of Sterkenburg Castle
Bench in Lunenburg Castle garden
Lunenburg Castle
Leaving the grounds of Huis Doorn through the manor gates, take a right onto the N227 in the direction of Langbroek. Once you enter Langbroek, you come to an intersection where you turn right, onto the Langbroekerdijk. On the right, your view stretches across green meadows, narrow canals filled with all manner of water birds swimming in and out of the reeds, and modest woods towards the spine of the Utrechtse Heuvelrug (ridge of Utrecht) in the distance. On the left, just after leaving Langbroek, you will first come across Kasteel Lunenburg, whose tower was constructed in 1280. Many of the trees surrounding the castle were planted 300 years ago and include oak, sequoia, chestnut, sycamore, bald cypress and lime trees, while there is an English herb garden, a pond and a nature project that has been created to foster the meadow bird population. As the castle and its tower are inhabited, the gardens open one weekend a year; for 2017, this will be on July 1 and 2, during the so-called Open Tuindagen (Open Garden Days). On these days, you can wander the grounds, enjoy a cup of coffee or tea and buy homegrown plants. The owners of the castle bear the full cost of the open weekend and donate the income generated on these days to
32 | the xpat journal | 2017
charity. For 2016 this was Droomhuis; a home-awayfrom-home for young adults who, due to mental or other complex disabilities, are unable to live independently.
Hindersteyn Castle Continuing along the Langbroekerdijk, you come to 700-year-old Kasteel Hindersteyn. Here you can get married, organize meetings and host events, such as parties. Other events include wandering through its labyrinth, attending a fencing workshop, or participating in a falconry workshop with your colleagues. During the Open Garden Days on the first weekend of July and on September 1, you are welcome to visit and for instance try your hand at nature photography, followed by coffee, tea or soup. Kasteel Hindersteyn is run by a family who bought the castle 45 years ago and set out to, step-bystep, restore it to its old grandeur. Here you will find the oldest greenhouse in the Netherlands, dating from the 1800s, as a well as another greenhouse where they cultivate grapes to make their own wine. The gardens are maintained with the support of 35 volunteers and the castle’s owner, who works on the upkeep of castle and its park 24/7 – and who, as he operates on a tight budget, makes his own trips to the flea market in search of heavy brocades, which he converts into the appropriate style of curtains himself, behind the sewing machine.
International School Utrecht provides a high quality and accessible international learning environment to students from diverse international backgrounds.
www.isutrecht.nl
ISUtrecht is a fully accredited International Baccalaureate World School, teaching the IB Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP).
Broekhuizen Castle
Flowers at Hindersteyn Castle
Castle Café of Amerongen Castle
Roe deer at dusk
Another view at Langbroekerdijk
Sterkenburg Castle
Sterkenburg Castle Last, but not by any measure least, along the Langbroekerdijk, is Kasteel Sterkenburg. Here you can rest your weary head in one of the rooms befitting an emperor and wake up to the sound of nature as you mentally prepare yourself for a satisfying breakfast of croissants, fresh bread and eggs. Even Prosecco in the evening and breakfast in bed are among the options! The owners of the castle have gone out of their way to give the rooms – which all have been named after birds – authentic details, such as ancient tapestry on the walls, antique bureaus and chairs, and an ageless copper bathtub, lending every room its own style and atmosphere. Be sure to take the time to enjoy the view of the canals (with fishers in the summer and skaters in the winter), the fruit trees, the stork’s nest, and Utrecht’s Dom Tower in the distance from your windows. In the evening, as you go for a stroll in the surrounding nature, if you wait till twilight, you can almost always count on spotting roe deer on the edges of the woods as they start venturing out to the fields in the safety of the nighttime dark. At Sterkenburg Castle you can organize weddings, receptions, meetings and fine dining – for instance, out in the former coach house, where they have set up a huge kitchen and a large dining table – as well as cooking workshops, wine tastings and regional dishes. Every now and then, the castle is used for filming on location, as on the day I visited, which allowed me the unique view of a bonneted damsel from the 18th century, checking out her cell phone for new mes34 | the xpat journal | 2017
sages, as the lord of the manor, in princely costume, practiced his speech up on the balcony.
Duurstede Castle This whole tour is not only about the castles; the natural surroundings are truly breathtaking and I would like to suggest the following route to allow you the optimum enjoyment of both nature and history. Start in Wijk bij Duurstede, at Kasteel Duurstede. As you approach this castle, you might have the impression that it is merely a ruin, but in fact, also this castle has been restored inside and can be used for weddings, meetings and symposiums. At first, there was merely a tower on this location, built in the 13th century. This was expanded upon when David, one of Philip the Good’s 18 illegitimate children by at least 24 mistresses, was nominated bishop of Utrecht. Finding himself unwelcome in Utrecht, he converted the entire island surrounding the Duurstede tower into a mighty castle. Then, in 1672, when the castle had been uninhabited for approximately 150 years, the French came and plundered Wijk bij Duurstede, forcing the enterprising local population to ransack the castle’s bricks for the (re)construction of their homes – hence the initially forlorn look of the castle.
The Route Leaving the grounds of Duurstede castle, make your way (by car or by bike) to the water and follow the Lekdijk in the direction of Amerongen (east). The road will loop left for a short ways, allowing you to cross the water, and then
LEISURE
Sterkenburg Coach House kitchen
Movie-making at Sterkenburg Castle
Sterkenburg Coach House kitchen
you continue along – parallel to the Nederrijn – until you reach Amerongen. Once you get there, you will find the Herberg Den Rooden Leeuw again, where you will continue straight till you find the town square and the entrance to Kasteel Amerongen. After visiting the castle, wander around Amerongen town. Having come in via this route, you will have missed the charming Kersweg, but drive, cycle or walk around a bit to admire the town – and perhaps the Kersweg, if you stumble upon it. When you leave Amerongen, take a left onto the N225 in the direction of Leersum. Once you enter Leersum, drive about 500 meters and take a left onto Boerenbuurt. At the T, take a right, at the intersection a left and continue along Boerenbuurt until it becomes Amerongerwetering. You continue along the Amerongerwetering until you get to the Langbroekerdijk. Here you turn right. This will take you to a tiny little place called Overlangbroek, which is situated in a curve of the road and is one of the many miniscule places that have withstood the temptation of time to modernize or expand. From there on, you continue along the Langbroekerdijk, until you see the magnificent Sandenburg Castle on your right, where you can rent office space in an environment that will make you feel like you should ride your horse in every morning, handing it over to the stable boy for a good brush down and some food as you stride on your spurred leather boots towards the snowy white building. Langbroekerdijk will eventually lead you to Langbroek, where – just before you reach the intersection with the N227, you will spot a tiny little square on your righthand-side, with a 500-year-old Reformed Church and a circle of old hous-
‘You will feel like you should ride your horse in every morning, handing it over to the stable boy for a good brush down’
es. It’s another one of those little pockets-in-time that this region has to offer that eliminate the need for a time machine to know what life was like 250 years ago. In Langbroek, you turn right on the N227 to Doorn where you will find Huis Doorn just after entering the town limits, on your lefthand-side. Once you have visited Huis Doorn, follow the route I described earlier, along Kasteel Lunenburg, Kasteel Hindersteyn and Kasteel Sterkenburg. Keep in mind though, that this route is only a personal suggestion: feel free to make any detour you want, because they are all very much worth the time and effort. Also Castle Amerongen and Huis Doorn have locations where you can host a (wedding) reception, or other private events. Visit their sites for more information. All castles that are open to the public (as the case may be, during the Open Garden Days) charge visitors a modest entrance fee. www.kasteelamerongen.nl www.huisdoorn.nl www.kasteellunenburg.nl www.hindersteyn.nl www.kasteelsterkenburg.nl www.kasteelduurstede.nl www.sandenburg.nl There are several more castles in the vicinity to admire, among others in Cothen and Leersum, so be sure to take the time for this trip: two days is barely enough!
the xpat journal | 2017 | 35
EVENTS DIARY
SPRING 2017
HISWA Boat Show From maritime accessories to maintenance workshops, from navigation equipment to exhibition offers, the HISWA Amsterdam Boat Show has everything one could need to prepare for the next watersports season. Visitors looking for a new vessel will find a wide array of launches, open sailboats, day sailers and speedboats, most of which are ready to immediately hit the water. And HISWA Funsports offers everything in the field of windsurfing, kitesurfing, Stand Up Paddling, wakeboarding and much more.
March 8 - 12 Location: Amsterdam RAI, Amsterdam www.hiswarai.nl 36 | the xpat journal | 2014
EVENTS DIARY
37th Rotterdam Marathon As one of the largest sporting events in the Netherlands, the ABN AMRO Rotterdam Marathon will host thousands of runners in the annual race, with over 925,000 spectators cheering them on. This exciting sporting event has combined a fun mix of athletic competition with festival-related events and a Pasta Party on Saturday, April 8! Other races include the Ÿ marathon, the AD Mini marathon and two kids’ runs.
April 8 - 9 Location: Various locations, Rotterdam www.marathonrotterdam.org
Movies That Matter Festival From March 24 to April 1, The Hague will be center stage for the Movies That Matter Festival, the annual international film and debate festival that focuses on human rights and human dignity. Besides 60 documentaries and films, there will be debates, talk shows, music performances and an exhibition. The organizers believe that the film camera is a powerful weapon against social indifference, as it fascinates, stimulates, inspires and raises awareness and serves as a mirror, allowing it to incite compassion, reflection and discussion. The Matter of Act program is a joint venture with Amnesty International and includes 9 documentary films about human rights defenders. Most of these activists will attend the festival. The films give a compelling insight into the lives and work of human rights defenders around the world and
The World Christmas Circus
former Irish president and UN High Commissioner for Human Rights Mary Robinson will be a keynote speaker on Saturday, March 25.
March 24 -April 1 Location: The Hague www.moviesthatmatter.nl
World Press Photo The World Press Photo Foundation is a major force in developing and promoting the work of visual journalists, with a range of activities and initiatives that span the globe. It was formed in 1955 and has since grown into one of the most prestigious awards in photojournalism and multimedia storytelling, and the exhibition it produces is seen by four million people worldwide each year. The idea behind this contest is to develop and promote quality visual journalism be-
World Press Photo of the YearŠ Burhan Ozbilici, The Associated PressAn Assassination in Turkey
cause people deserve to see their world and express themselves freely. Freedom of information, freedom of inquiry and freedom of speech are more important than ever, and quality visual journalism is essential for the accurate and independent reporting that makes these freedoms possible. Today, when the world, the press and photography itself are undergoing seismic changes, it strives to help both visual journalists and their audience understand and respond to these transformations so these freedoms can be secured.
Movies that Matter Festival
April 15 - July 9 Location: De Nieuwe Kerk, Dam, Amsterdam www.nieuwekerk.nl the xpat journal | 2017| 37
Holland Festival, Nkenguegi Š Christophe Raynaud De Lage 14
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EVENTS DIARY
Holland Festival The Holland Festival is the Netherlands’ oldest and largest performing arts festival. It was founded in 1947 in order to foster a positive interaction between the Netherlands and it surrounding countries, and features some of the world’s top artists and performers. Last year, the festival offered more than 50 international productions almost 160 performances. Its program includes theater, music, opera and modern dance performances, as well as arts, film and literature – offering the public a ‘kaleidoscopic view of the world’. The aim is to bring a mix of great names and daring experiments, all coming together to offer the public quality performances that are unique to the country.
June 3 - 25 Location: Various locations, Amsterdam. www.hollandfestival.nl
King’s Day This nation has been celebrating its monarch’s birthday since 1898. It’s gone from Princess, to severals Queens, to King’s Day, celebrated on April 27. Dutch cities around the country will be filled with enthusiastic supporters covered head to toe in orange, taking part in this traditional celebration. Fun entertainment includes street parties, live music and theater performances, along with the well-known vrijmarkten (flea markets), in just about every city and town. In Amsterdam, you can find the main areas of activity in Damrak, Leidsestraat, Rokin and
King’s Day Amsterdam
Spui. The Royal Family will be visiting Zwolle this year, where they will be entertained in keeping with tradition.
April 27 Location: Amsterdam and the rest of the Netherlands
Life I Live Festival For the seventh time in a row, on the night preceding King’s Day and on King’s Day itself, The Hague will be the stage for the Life I Live Festival with indoor and outdoor hosting approximately 40 different performances on 10 stages, with soul, funk, hiphop, blues, indiepop, garage, punkrock, psychedelica, jazz and dance tunes – all for free.
April 26 - 27 Location: The Hague www.thelifeilive.nl
Life I Live Festivan The Hague
Remembrance Day and Liberation Day The Netherlands has a unique way of commemorating the Second World War, paying tribute with two national holidays: Remembrance Day (May 4) and Liberation Day (May 5). Related events, including exhibitions, lectures and debates, are scheduled to keep history a part of contemporary discussions. The commemoration begins with solemn ceremonies on May 4 as a symbol of respect for all the Dutch who have died in conflicts worldwide, and continues the next day with big events including an open-air pop festival.
Liberation Festival The Hague
May 4 - 5 Location: Amsterdam and the rest of the Netherlands www.4en5mei.nl/english the xpat journal | 2017| 39
EVENTS DIARY
Spring Utrecht, Corbeaux, Hasnae el Ouarga
SPRING Performing Arts Festival This festival focuses on the crossover between theater and dance. It is a merger of two festivals that have been leading international platforms for the performing arts and returns again this year with performances, installations and debates. The 10-day festival is the only event that focuses on the latest developments in international contemporary dance. Both established and emerging artists and dancers will perform works created by local and international choreographers. Ticket sales will start and the line-up will be announded at the start of April.
May 18 - 27 Location: Utrecht www.springutrecht.nl
Tong Tong Fair The roots of the former Dutch colony of Indonesia are firmly grounded in the city of The Hague – as is attested by the many tokos (Indonesian stores), traditional eateries and exotic street names. Also the Tong Tong Fair, the largest Eurasian festival in the world, has been on the Hague festival agenda for 58 years. East and west meet on the Hague Malieveld, in a expedition that will take you through Indonesian, Vietnam40 | the xpat journal | 2017
Tong Tong Fair
ese and Malaysian culture, bringing you theater, dance, delicious food and much, much more.
May 25 - June 5 Location: Malieveld, The Hague http://tongtongfair.nl
Rotterdam Opera Days Operadagen Rotterdam is a festival devoted to high-quality opera and musical theater performances. This 12th edition of Rotter-
Rotterdam Operadays AquaSonic
dam Opera Days Rotterdam will center on the theme Lost & Found – finding a new ‘home’ in society and in the world of opera and music theater – and will take place on various locations in Rotterdam. The festival offers international premieres, children’s programs, opera shows on location, several community projects, and a variety of concerts which will showcase both famous stars as well as young local talents.
May 12 - 21 Location: Various locations, Rotterdam www.operadagenrotterdam.nl
ART DIARY SPRING 2017
Ed van der Elsken, Twin Sisters on Nieuwmarkt (1956)
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ART DIARY
Ed Van Der Elsken Camera In Love This is the largest overview of the photographic and filmic work of Dutch photographer Ed van der Elsken (1925-1990) in 25 years. A unique figure, Van der Elsken was renowned as a street photographer, and is recognized as the most important Dutch photographer of the 20th century. Ed van der Elsken was a unique figure. The first true Dutch street photographer, he roamed cities like Paris, Amsterdam, Hong Kong and Tokyo seeking out colorful personalities, head-turning young women and wayward youth. He both chronicled and influenced the Zeitgeist. In his work, he developed a bold, unconventional and personal style. His presence resonates throughout his work: he cared about making a personal connection with the people he photographed and, like a playful art director, often staged situatios, too.
Through May 21 Location: Stedelijk Museum, Amsterdam www.stedelijk.nl
Mad About Surrealism Mad About Surrealism is an unprecedented survey of the Surrealist movement with masterpieces from four famous European collections. The majority of the works have rarely or never been exhibited publicly and will disappear behind closed doors again at the end of May 2017. In partnership with renowned museums
René Magritte, La production interdite
Good Hope, Pieter Hugo
in Edinburgh and Hamburg, the museum is showing how artists such as Salvador Dalí, Max Ernst, René Magritte and Joan Miró used their passion and imagination to subvert everyday reality. The more than 300 works in the exhibition are from four superb private collections, which have been brought together for the first time.
Through May 28 Location: Museum Boijmans van Beuningen, Rotterdam www.boijmans.nl
Good Hope. South Africa and the Netherlands from 1600 This is the first major exhibition about the relationship between South Africa and the Netherlands. 400 years of emotive history in 300 items, most of which come from South Africa. Robert Jacob Gordon’s landscape panoramas, several meters long, occupy a prominent place in the exhibition. This Dutch traveler illustrated 18th-century South Africa, giving the country an identity. The imposing portraits of children born after 1994 – when apartheid was abolished – by the South African photographer Pieter Hugo illustrate South Africa’s future. Along with the exhibition, the NTR (Dutch publicservice broadcaster) will be broadcasting a seven-part TV series presented by Hans Goedkoop.
Through May 21 Location: Rijksmuseum, Amsterdam www.rijksmuseum.nl
Piet Mondriaan,Composition with grid 4
Piet Mondrian and Bart van der Leck Inventing a New Art In 2017, it will be exactly 100 years since the launch of the Dutch art and design movement known as ‘De Stijl’. The Netherlands is set to mark the centenary with a year-long program of events under the title Mondrian to Dutch Design. 100 years of De Stijl. As home of both the world’s greatest Mondrian collection and of one of its major De Stijl collections, the Gemeentemuseum will be at the heart of the celebrations in 2017. No fewer than three separate exhibitions will be held at the museum to pay appropriate tribute to the group’s revolutionary achievements. The event kicks off on February 11 with an exhibition about the genesis of a new kind of art that has forever changed the world we live in.
Through May 21 Location: Gemeentemuseum, The Hague www.gemeentemuseum.nl the xpat journal | 2012 | 43
Prints in Paris, Louis Robert Carrier-Belleuse
ART DIARY
At the Heart of the Renaissance Raphael and Giovanni Bellini, Titian and Tintoretto: the works of some of the world’s greatest artists of the Italian Renaissance are on display in Enschede, in an exhibition that brings you 45 top pieces of the 16th-century art of painting. Aside from the works of these famous painters from Rome and Venice, there will also be irresistibly beautiful paintings by masters from northern Italy, a collection that will be on display for the first time in the Netherlands.
Clara Peeters, Stilleven met kazen, amandelen en krakelingen, ca. 1615
Prints in Paris
Bernardino Licinio
The exhibition Prints in Paris takes you to the French capital, where the revolution in printmaking erupted from 1890 onwards. It focuses on the one hand, on prints that were raised to the level of high art and could only be seen in private collections, fashionable theaters and exclusive galleries. And on the other hand, on worldfamous posters such as those for Le Chat Noir and Le Moulin Rouge, which filled the public space along the boulevards and in popular cafés. Prints in Paris brings both of these worlds back to life, while presenting a richly nuanced picture of the exciting cultural life of Paris.
Through June 11 Location: Van Gogh Museum, Amsterdam www.vangoghmuseum.nl
Slow Food Still Lifes of the Golden Age The Mauritshuis is treating its visitors to appetizing tableaus and richly laid tables. Slow Food - Still Lifes of the Golden Age traces the development of early meal still lifes in the Northern and Southern Netherlands. Some 25 paintings will be brought together for the exhibition. The key piece in the exhibition is the still
Through June 18 Location: Rijksmuseum Twente, Enschede www.rijksmuseumtwenthe.nl
Romanovs & Revolution. The End of a Monarchy
Romanovs & Revolution
life by Flemish painter Clara Peeters that the Mauritshuis acquired a few years ago. Her work anticipates that of later Haarlem masters such as Pieter Claesz and Willem Heda, the best-known representatives of the genre. Other important painters in the exhibition include Osias Beert, Jacob van Hulsdonck, Jacob Foppens van Es, Floris van Dijck, Floris van Schooten and Nicolaes Gillis. These artists painted their meal still lifes with astounding details that make the viewer’s mouth water even to this day.
March 9 - June 25 Location: Mauritshuis, The Hague, www.mauritshuis.nl
100 years after the start of the Russian Revolution, the Hermitage in Amsterdam has opened the exhibition Romanovs & Revolution. The End of a Monarchy. With more than 250 objects, including films, photos, paintings, applied art and historic documents, it tells the impressive and gripping story of fashionable Saint Petersburg and its booming art world at the start of the 20th century, and of Tsar Nicholas and his wife Alexandra, during this period of explosive political and social circumstances. Visitors get a feel for how the Tsar’s choices and decisions made the revolution – and the end of 300 years of the Romanovs – inevitable. You learn more about the family’s last years, up till and including their murder – including the royal couple’s clothes, the children’s toys, portraits, drawings by the children, art from Russia’s Silver Century, and one of the murder weapons.
Through September 17 Location: Hermitage Museum, Amsterdam www.hermitage.nl the xpat journal | 2012 | 45
ART DIARY
William Eggleston Los Alamos The American photographer William Eggleston (1939, Memphis, Tennessee, US) is widely considered one of the leading photographers of the past decades. He has been a pioneer of color photography from the mid-1960s onwards, and transformed everyday America into a photogenic subject. The exhibition includes a number of iconic images, including Eggleston’s first color photograph.
Sebastião Salgado, Dinka group at Pagarau, Southern Sudan (2006)
En Route to New Orleans, 1971-1974
In this exhibition, Foam displays a portfolio of photographs taken by Eggleston on various road trips through the southern states of America between 1966 and 1974. Los Alamos starts in Eggleston’s home town of Memphis and the Mississippi Delta and continues to follow his wanderings through New Orleans, Las Vegas and south California, ending at Santa Monica Pier.
March 17 - June 7 Location: Foam Photography Museum, Amsterdam www.foam.org
Sebastião Salgado Genesis Genesis is the magnum opus of worldfamous Brazilian photographer Sebastião Salgado (Brazil, 1944). In creating Genesis, Salgado visited more than 40 countries and made over 30 journeys. This sometimes in46 | the xpat journal | 2017
volved working under extremely cold or hot conditions, even putting his own life at risk. The result is a series of 250 photographs of nature, animals and people. From icebergs and glaciers to walruses, penguins, elephant seals and albatrosses, Salgado takes viewers on an adventurous journey to remote destinations like Antarctica, Patagonia, Chile and the Falkland Islands. With this photo project of biblical proportions, Salgado proves himself to be a true master in black-and-white photography. The exhibition encompasses more than 200 spectacular black-and-white photographs and takes viewers to five geographical regions: Planet South, Sanctuaries, Africa, Northern Spaces, Amazon and Pantanal.
The more than 200 works throw new light on the main themes in his photography: portraits – of himself, his friends and celebrities – nudes and still lifes. Rare letters, books and notes show Mapplethorpe’s personal bond with his models, his talent in running a successful studio, and his ambition to raise photography to the status of fine art. The exhibition provides insight into the artist’s way of working and presents his experimental and improvisatory side as well as the aesthetic and technical perfection of his work.
April 22 - August 27 Location: Kunsthal, Haarlem www.kunsthal.nl www.mauritshuis.nl
June 8 – September 17 Location: Nederlands Fotomuseum, Rotterdam www.nederlandsfotomuseum.nl/en
Robert Mapplethorpe Kunsthal Rotterdam is presenting a largescale retrospective of the life and work of Robert Mapplethorpe (1946-1989), one of the most influential artists and photographers of the 20th century. The exhibition offers an impressive survey of his entire career, from the earliest works in the late 1960s down to his premature death.
Robert Mapplethorpe, Poppy (1988)
Providing Dutch news in English for an international audience since 2006
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NEMO Science Museum Amsterdam
Machine
NEMO Science museum is an exciting destination for curious children and families, located in the heart of Amsterdam. Inspire the next generation of scientists to question the world around them, discover new technology and explore life itself, through hundreds of activities and experiments.
T
he fifth most popular museum in the Netherlands rises from the water across the harbour from Central Station, in a striking green building, welcoming over 600,000 visitors a year. Discover how to create a rainbow, generate energy for our homes, or map your mind – across five floors of fun interactive exhibits bringing basic scientific principles and important modern developments to life. Can you float in mid-air, make things move without touching them, or hear whispers at a distance? This is all possible in Sensational Science on the ground floor, where games and illusions reveal the behaviour of light, sound and static electricity. Stand inside a bubble and control lightning to experience and understand the phenomena and forces of nature. The huge Chain Reaction exhibit rises through the atrium of the museum with hundreds of carefully-balanced moving parts. Physics tells us that every action causes a reaction. But can the fall of one domino lead to the launch of a rocket? Watch one of the regular live action demonstrations to see waterfalls trigger spinning bicycle wheels and send basketballs flying,
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with giant tubular bells being played along the way! How is scientific knowledge put to use in everyday life? On the second floor you can unravel some of the mysteries of common technology. Become part of The Machine to discover how one click online leads to a package appearing at your door. Operate a mechanical arm to pick your order, test your reaction times scanning items, and decide on the best way to send packages from one side of the world to the other. Or you could become a model town planner, learning how the Dutch reclaim land from the sea and stop the low lands from flooding. Think fast enough to figure out the system, move dunes and water wheels to create dams, lakes and canals before the water rushes in! But what about the clean drinking water we often take for granted? In Water World you can also spend a day in the life of H₂O. Collect your own rain water from clouds, filter it through sand dunes, kill diseases, remove impurities, and take part in the revealing journey to the tap. You’ll see the practical science of our everyday lives in a new light! Next, visit the puzzling World of Shapes and realise how numbers and maths are all around us, from the patterns of tree branches to the beauty of symmetrical faces. You
LEISURE
Waterworld
Energetica
NEMO building
Lab
Chain Reaction
can play with your powers of perspective by drawing in 3D, seeing yourself reflected to infinity, and growing bigger and smaller in the mind-bending optical illusion room. Discover why shapes and geometry are important tools for understanding our world, whether judging sizes and distances, or making new maps of the world. Or if you’re more of a chemist, you can put on your white lab coat and safety glasses to mix up something exciting in the laboratory! Ever wondered why we spread salt on icy roads in winter or how a skyrocket works? Test your hypotheses by creating your own experiments and making observations in the lab. The top floors explore every teenager’s favourite topic; themselves! Growing from a child into an adult gives rise to a lot of questions, some of which you might be afraid to ask. Humania offers a fun, frank and innovative exploration of the changing body and expanding mind. Find out how hormones affect different parts of your body and why the teenage brain is unique. Visit the over-12s peep show to explore attitudes regarding
intimacy and the surprising science behind arousal, sex and love. Whether you’re an adolescent or living with one, you can express yourself and your identity on the dance machine and electro-roulette, or delve deeper into your mind by challenging your family to an IQ or emotional intelligence test. Out on the roof of the museum you will find the outdoor exhibition, Energetica, where you can play on dynamic sculptures which generate renewable energy. This area is free for the public, as is entry to the rooftop restaurant and terrace, with stunning views across the whole city. You can even walk down the open air staircase, right from the roof to the water’s edge and the city beyond. Who knows where your discoveries might take you!
NEMO is open from Tuesdays through Sundays (and on Mondays during school holidays) from 10 A.M. to 5:30 P.M. Oosterdok 2,1011 VX Amsterdam,020-531 32 33 www.nemosciencemuseum.nl the xpat journal | 2017 | 49
Service Learning THE ART OF TEACHING COMMUNITY ENGAGEMENT Service Learning is a term that you will hear around local and international schools these days, but what does it really mean? Service Learning is the methodology used by teachers to connect content, skills, and/or dispositions taught in school to a genuine need in the community.
I
t’s about community service, providing assistance and support to the local and international community where and when it is needed; it’s about getting connected with the wider community outside of your school or company; effectively, it’s the art of teaching community engagement. American School of The Hague (ASH) has a long tradition of community engagement and students are involved in a variety of service initiatives at the school, in their local community, as well as with a range of Global Service Partners who work with the school to create unique learning opportunities that benefit the community and the students. Students of all ages are encour-
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aged to take action in support of a cause that they care about and are then supported in their efforts by the faculty who help them to apply the content, skills, and dispositions they learn about at school towards addressing real needs they see around them in the community, near or far. This approach results in a very engaged school community where students and teachers work together to provide support to those who need it. Key to the development of such projects, or to contributing to ongoing projects, is that you don’t become a one-hit wonder where you help once and then leave – communities need sustainable help. The impact on students too is far-reaching and extends beyond a once-off project; it creates a mindset and set of skills that can be drawn
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upon throughout their lives. We are teaching community engagement as way of life. What is it not about? It is not about always fundraising – remember, young students are here to learn and to grow, to use their time, energy and talents in a Service Learning program. We are a school, not a fundraising organization – there are others who are way more equipped to take on that task. Service Learning is not just for the students at ASH; the school strives to foster a culture of community engagement by providing all members of the community with the skills and the confidence necessary to actively give their time, energy and talents in order to make a difference and create a better world. Parents play an important part in the education process of their children, both as mentors for the students’ service initiatives as well as role models through their own volunteering activities. Service initiatives can take place at school, locally in the community or further afield, particularly as students get a little older. Every year, students from Grade 8 and above have the opportunity to participate in the ASH Global Service Learning Programs in Nepal, Tanzania, Thailand and – through Habitat for Humanity – in Southern Europe. These programs have now expanded to include the parent community that also wishes to share their skills alongside the students or make it possible to carry out these activities during holiday periods – alone or with their families – while traveling (volun-
tourism). When carefully designed and carried out, voluntourism (volunteer travel or tourism with a volunteer component) provides a powerful learning experience for everyone involved. Integrating best practices for volunteer travel is therefore an important part of the Global Service Programs at American School of The Hague. To this end, every participant in one of the programs is consecutively: • a learner, preparing for travel to the country and the site • a tourist, respectfully putting prior learning about the country in context • a guest, working together alongside a local partner in response to a call for help • an ambassador, inspiring other students to take action on behalf of the same cause. For further information on Community Engagement, please visit the Action at ASH Facebook www.facebook.com/ashoutreach page or visit the school website www.ash.nl.
‘American School of The Hague nurtures and inspires character, commitment, creativity, and learning.’ American School of The Hague Rijksstraatweg 200, 2241 BX Wassenaar 070.512.1060, admissions@ash.nl, www.ash.nl the xpat journal | 2017 | 51
Come Fly with Us Having been an expat in several countries, with relatives and friends far away, while working long days, I know from my own experience the importance of spending quality leisure time.
By Richard Laribij
B
esides diverting your mind from work to something else it is also a great way of meeting new people with whom you share the same interests and who can make your stay in a new country so much more fun. My first introduction to general aviation was during the time I lived in Cyprus. I had always been fascinated by aviation; even as a kid I used to sit in the back seat of the car, staring up at the sky as we passed Schiphol on the A4. However, flying an aeroplane myself seemed fantastical and close to impossible – as it probably does to most people. My luck was that at the time, in Cyprus, almost 20 years ago, I met a pilot who was offering flight lessons in order to accumulate hours and make his way into the airline business as a commercial pilot. It was the beginning of a new hobby and a great friendship up till this very day. After an introductory flight, I started flying lessons and was signed off to my first solo flight in less than 8
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hours. Unfortunately, due to relocations to Prague and Moscow, it was only in 2000, after my return to the Netherlands, that I picked it up again – with a big thanks to the Rotterdamsche Aeroclub (RAC), its professional instructors and my fellow student pilots and aviation enthusiasts, who made it all fun.
Indescribable Experience Since I live in The Hague, I joined the Rotterdamsche Aeroclub as it’s conveniently located at Rotterdam-The Hague Airport, which is just under 20 kilometers from The Hague. RAC, formed in 1926, is the oldest aeroclub in Europe, fully-certified and recognised by the Dutch Aviation Authorities to act as a pilot training facility. I enrolled in their groundschool programme – which leads you through the theoretical side of flying in the classroom until you pass your exams – and continued my flying lessons in the air. Within a year, I passed the exams and finally became an official pilot by getting my Private Pilot’s Licence (PPL). Flying an aeroplane by yourself gives you the ultimate
LEISURE
Pier Scheveningen Beach
Hoek van Holland and North Sea
feeling of freedom and an experience that is indescribable until you experience it yourself. With a Private Pilots Licence (PPL) you can rent a plane and plan your flight wherever you wish to go. The Netherlands has numerous airports and smaller airfields which you can reach from Rotterdam Airport – ranging from 25 minutes’ flight time (eg. Seppe Airport or Midden Zeeland Airport, Hilversum Airport) to longer flights (Groningen, Maastricht, Lelystad, Budel, Eindhoven, etc.)
Your Own Time Schedule You can also fly abroad. In less than two hours, you can fly far into the UK, Germany or France. All at your convenience and on your own time schedule. When renting an aeroplane you pay for the time that the engine is running – so when parked at your destination, costs are limited to local landing or parking fees. When you take an aeroplane from the Rotterdamsche Aeroclub for longer periods, it should always be agreed on beforehand with Operations. The Rotterdamsche Aeroclub has a modern fleet of four aircraft. Every year, I fly together with
‘even as a kid I used to sit in the back seat of the car, staring up at the sky as we passed Schiphol Airport on the A4’
my son, who has also become an aviation enthusiast, to Duxford for the legendary airshow The Flying Legends. RAC organises trips to various destinations throughout the year. Usually back the same day but also trips to further destinations for a long weekend. If you always had the fantasy of learning how to fly or if you are simply interested in aviation, I invite you to contact us so that we can meet in the RAC clubhouse at the airport. There is a cozy bar and there are always pilots around to provide you with information or arrange a trial flying lesson. I would be delighted to personally meet & greet you, and guide you through and assist you in getting you your pilot license! Looking forward to welcoming you on board!
For more information on the Rotterdamsche Aeroclub, visit www.rac-nl.com. the xpat journal | 2017 | 53
Catamaran Sailing at the KZVS How about a day at the beach: you cycle to Scheveningen on a nice and sunny day, rig your catamaran, hit the waves, maybe participate in a regatta and finish with a drink at the clubhouse? It’s all possible at the KZVS sailing club, and you’re welcome to join!
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LEISURE
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he KZVS (‘Coastal Sailing Club Scheveningen’) is located 1 kilometer north of the Scheveningen Pier. The club has around 300 members and a maximum capacity of 100 boats. Currently there are places available, so there is no waiting list. The KZVS has its own clubhouse, the Roef, which has facilities like a dressing room, showers, a bar and storage space for sailing and supping gear. There is also a small playground for children. The sailing season runs from early April to late October. During the season the clubhouse is open every weekend and on some Wednesday evenings, depending on the weather. Members can get keys to the clubhouse and sail during weekdays, but for safety reasons you have to be out on the water with at least two boats. The club offers various activities, like regattas every Sunday, touring along the coast, and social activities like barbeques. It has its own rescue team on standby every Saturday and Sunday to ensure your safe return to the beach. The KZVS is run entirely by members. Each member is asked to contribute one day a year to staff the bar or help out the rescue team. Also, each member has to contribute to either building up the club at the start of the season, or preparing for winter at the end of the season.
Sailing Experience Prior sailing experience is needed before joining KZVS. Catamaran sailing at sea is much more demanding and difficult than monohull sailing on lakes. Learning to sail on a cat at sea is not recommended. The sailing level minimally required is the ability to sail a small open boat safely in all conditions. If your sailing level is below this, it is advisable to take sailing lessons on a lake first. If you sail a double-handed boat, the crew doesn’t need a lot of sailing experience (although it does come in handy).
Safety At sea, accidents can happen. However, with the right precautions, cat sailing is a very safe sport. Therefore, safety is a priority at the KZVS. Firstly, you need to be able to sail. Also, you need a safe boat and all necessary safety equipment (such as a life vest, flares and proper wet or drysuit). Every Saturday and Sunday, a rescue team run by club members is on standby. The club has a fully-equipped motorboat to pick you up quickly if you have capsized, pitch-poled or lost your mast or crew (or all of the above!).
Boat and Equipment As the club does not rent out boats, you need to have a boat of your own. You also need to provide all equipment like wetsuits, a cattrack and a trailer yourself. Before buying a boat, you are is advised to visit the club and ask members what kind of boat would suit your needs, what to pay attention to and where/how to buy it.
Time
‘The club offers various activities, like regattas every Sunday, touring along the coast, and social activities like barbeques’
Sailing is a great, but sometimes time-consuming, hobby. Going to the beach, rigging your boat, getting dressed, sailing and then everything in reverse will take five hours easily. At the start of the season, you need to take your boat and gear from winter storage, bring it to the beach, set the mast and store your gear. This will take you half a day. Same goes for the end of the season. As most catamarans are double-handed, you might need a sailing partner. Ideally, he or she is willing to spend the same amount of time, money and effort on sailing as you.
If you are interested and want more information, just contact the secretary at 06-52657632 or send an e-mail to secretaris@kzvs.nl. During the season you are always welcome to take a tour at the club, sail along with a member and ask everything you want to know before joining. See you at Scheveningen beach! www.kzvs.nl the xpat journal | 2017 | 55
DUTCH EDUCATION:
Burnout Early and Burnout Often
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COLUMN
The assignment was simple. Write an essay on the question: “What is a burnout, and how can I avoid it?” And by the way, “You have to write the essay while you’re juggling homework for eight other high school classes, extracurricular activities inside school and extra classes outside school.
N By Greg Shapiro
ot to mention the prospect of spending your puberty in the most judgmental environment imaginable, as opposed to, say, hiding under a rock.” My previous column on education was Let Kids Be Kids – Until Age 11, When You Must Decide the Rest of Your Life. Well, my youngest is 12 now, and the pressure is only greater. While some multinational companies are introducing the concept of ‘Work Life Balance’ to prevent ‘employee burnouts,’ Dutch high schools are teaching kids to visualize their own burnout and head straight for it. My son’s particular high school had such a minimal orientation that it could fairly be called ‘Sink or Swim’. Indeed, many Dutch primary schools don’t give much homework, in favor of ‘letting kids be kids’. That’s a big part of the reason Dutch kids score so famously well on the occasional Happiness Index. But high school is so different, it’s a total shock to system. From Day One, my son was expected to suddenly lust the forbidden fruit of endless homework, at least two hours per day. And not only that, he was expected to have long-term scheduling and planning skills: “You’ll need to have your French homework ready by next Tuesday, but you won’t able to do it on Monday, and Sunday is (hopefully) your free day, so you’ll have to squeeze it in on the Saturday of the weekend you don’t have anymore.” Oh, la la! There are entry-level office jobs that get more orientation than these high school kids. Actually, for our kids, the concept of ‘Burnout’ came well before high school. They got to witness it with their teachers on multiple occasions in primary school. My daughter was meant to have the same teacher for her first six years in school. The teacher had a burnout and quit after two. My son’s first
teacher had a burnout in the middle of her first year. We didn’t mind, since we parents were not big fans of her methods. The temp teacher was better, in our opinion. And just when she was getting the kids back on track, the first teacher came back from burnout. And she quickly made it very clear she was not over her burnout. Still, she got the okay to start a new school year. She lasted two months and then abruptly announced she
‘From Day One, my son was expected to suddenly lust the forbidden fruit of endless homework’
was leaving teaching entirely to go work on a farm in Costa Rica. I told her “Good luck” in Spanish, and she revealed she didn’t speak Spanish. Luckily, help is on the way. Dutch elections are coming up, and if there’s one issue where all parties agree, it’s that class sizes are too big, and teachers need relief. At least all parties say they agree. There are only two parties that are actually committing money toward that goal. And with the issue of education so contentious and critical, the number of times it comes up on the national Stemwijzer voting guide is: zero. There is one area of Dutch education where I’ve found some welcome common sense. It’s the new method of evaluating a student’s school performance, which weighs the teacher’s input as well as test scores. My kids both do well enough on test scores, but it’s the teacher’s input that provides a larger perspective of a student’s long-term growth and helps identify the path they should
choose going forward. In the US, the debate between test scores and teacher evaluation is called ‘Proficiency vs. Growth’. You may have heard the term used when US Senator Al Franken asked America’s incoming Secretary of Education “What is your opinion on Proficiency versus Growth?” and she answered, “I don’t know what that is.” She then plagiarized her application form for the job and misspelled a tweet congratulating herself for winning the job. Interestingly, she has a Dutch name: DeVos. Vos in Dutch is fox. Is De Vos clever like a fox? Or does ‘DeVos’ stand for ‘Devo’ as in De-evolution?’ One thing is for sure, evolution is not a subject she wants taught in American schools. So when my kids are stressed out by Dutch high school, and they look like they’re headed for their own burnout, I just tell them about the new American Education Department. Clearly the lesson is: don’t try too hard. You can be the dumbest person in the room and still fail your way to the top.
ABOUT THE AUTHOR
Who has not seen the viral video by Arjen Lubach, The Netherlands Second? With more than 25 million views, chances are you have, and Greg Shapiro is the man behind this flawless impersonation of Trump’s voice. Greg Shapiro is a comedian and author of How to Be Dutch, the Quiz, and How to Be Orange. He hosts the app Quickest Quiz, co-hosts Amsterdam Comedy Podcast, and his YouTube channel is United States of Europe. For more information about Greg, visit: www.gregshapiro.nl.
the xpat journal | 2017 | 57
A ‘B-’ Is Good Enough The Dutch are among the happiest people in the world. That’s nice. For them. However, I think that happiness ratings are not culturally-neutral and depend very much on context and culture. The aim of this article is to shed some light on what makes Dutch school kids so ‘happy’.
By Chris Smit It’s Like Being in Jamaica “Relax man” is an expression you might associate with a stereotypical Caribbean island such as Jamaica. But in Dutch schools, when it comes to being the best, the atmosphere is almost Jamaican; there is no pressure at all. I’m not talking about professional academics who need to publish articles to keep their jobs. These are regular students between the ages of, say, six to 25 – more or less. The motto ‘Being the best is socially nor materially appreciated’ is a characteristic of a process-oriented or feminine culture such as the Netherlands. In other words, Dutch students do not have any intrinsic motivation to perform or overachieve. This doesn’t mean that they don’t study hard. It just means that there is very little – to no – pressure to be better than their fellow students, let alone to be the best. You can understand that not having this pressure to perform contributes to a more relaxed feeling when going to school. On the other hand, Anglo Saxon-students and Indian students – for example – will find it hard to understand how the Dutch can be so laidback about being the best; in their countries and cultures, being the best is what counts.
‘Dutch students feel very little – to no – pressure to be better than their fellow students, let alone to be the best’
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It Starts At Home The attitude of ‘no need to be the best’ starts at home. Dutch parents raise their children with the cultural understanding that being the best and sticking out above the rest is not for them. The Dutch are not alone in the world when it comes to this. In Scandinavian countries, there is even an informal law that teaches young children this same philosophy; it’s called the Janteloven in Denmark and Norway and similar names in the other Scandinavian countries. Translated into English, you could call it ‘The Law of John’.
There are 10 Laws of John: • You are not to think you are anything special. • You are not to think you are as good as we are. • You are not to think you are smarter than we are. • You are not to convince yourself that you are better than we are. • You are not to think you know more than we do. • You are not to think you are more important than we are. • You are not to think you are good at anything. • You are not to laugh at us. • You are not to think anyone cares about you. • You are not to think you can teach us anything. The Dutch don’t have this typical Scandinavian law, but they do raise their kids pretty much the same way. So, when Dutch school children and students are in school, there is simply little pressure to excel. Not from their parents to do better than before or to be better than their peers, nor from the school or teachers themselves.
EDUCATION
Mediocrity is Accepted It makes sense to think that not having this pressure to perform and to be the best results in less stress for Dutch schoolgoers. Still, this is not the case for all cultures; in fact in many countries, the lack of challenge and competition is a motivator to improve and become better. Often, the Dutch culture is referred to as a ‘5-6’ culture; scoring slightly higher than a 5.5 out of the maximum of 10 is good enough. “Why would I get an 8 if a 5.5 gets me through as well?” is the philosophy of many Dutch students (and not only them; their parents and teachers as well). This creates a culture and society that accepts mediocrity. And mediocrity is considered fine, not bad; if you’re mediocre, there is still a place for you here.
Homework? Nahhh! In most Dutch schools, the children are slowly introduced to the concept of homework in the last year of primary school. This gives them plenty of time to play with the other kids. A concept that the Dutch think is central to a good upbringing. But even when I compare how much homework older school children get compared to my 13-year-old who goes to school in Belgium, there is still a huge difference. In Belgium, they hand out much more homework than they do in the Netherlands.
Moving to the Next Level Towards the end of elementary school, Dutch children take a test (the so-called CITO test) to determine which level of middle school (and which school) will probably be best for
‘For the Dutch, participating is more important than winning. We don’t need to win. We’re happy as it is’
them. The test results are not shared among the children and not with the parents either. You only get to hear if your child has passed or not. The thinking behind this is that if you knew what the score of a friend was, this could breed competition. And that is not appreciated. Officially, this CITO test score counts for one third of the advice the child is given regarding his or her next school (level). The advice of the teacher makes up the other two thirds. And this advice sometimes even completely ignores the test results.
A Frown and a Wonder Many non-Dutch cultures will either frown upon or at least wonder about this educational attitude – because in their countries, it is totally different. Though not necessarily better. But the truth of the matter is: for the Dutch, participating is more important than winning. We don’t need to win. We’re happy as it is.
ABOUT THE AUTHOR
Chris Smit is an Author, Entrepreneur, International Public Speaker, Consultant, and Interculturalist. He has worked with thousands of individuals from over 100 nationalities in more than 45 different countries, sharing his know-how on Cultural Differences through many hundreds of Cultural Awareness Workshops. For more info go to: culturematters.com the xpat journal | 2017 | 59
Lessons in Life
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COLUMN
Working together to reach consensus is a key part of the Dutch psyche. No wonder then that even at school children learn all about making deals with their peers, writes DutchNews.nl editor Robin Pascoe.
A
By Robin Pascoe
s you read this, the Netherlands is about to go to the polls to vote in a new government. The general election, on March 15, will herald the start of a long and complicated process to create a new coalition. Once the votes have been counted, the 150 new MPs will take their seats and the political horse-trading to put together a new cabinet can start. The Dutch political system invariably creates coalitions – and goodness knows how many parties will be needed this time round. The process of coalition building can take forever – well, months and months at least. Manifesto points are ditched, compromises reached, trade-offs agreed and finally the parties that have managed to find enough common ground publish their long-awaited coalition agreement – their blue-print for the country for the next four years. Those who romanticise the Dutch tradition of consensus like to see its origins in the Dutch fight against the sea – when everyone had to work together to ensure the dykes were high and the waves kept at bay. This may well be the case. But consensus is not just confined to the corridors of power in The Hague. Consensus also looms large in industry and economic policy in the form of the polder – the Dutch word for reclaimed land which is also the name given to the tripartite talks between employers, unions and the government that always take place when a major issue needs to be dealt with. But the Dutch love of consensus starts well before you’ve reached a position of influence in politics or industry. It permeates every level of Dutch society – right down to the education system. Yes, if you’ve got children at a Dutch school, you will not be able to avoid the practice of working together in groups. I’ve never been sure about whether the Dutch school fondness for group-based projects is about teaching kids to get along
and work together, to get them to accept how to make the best of things or because the teacher can’t face the idea of marking 30 different projects on World War II or fossil fuels. The trouble starts when Junior comes home cursing about the fact he has been put in a group with three others who are, he says, stupid and lazy. They’ve already had a meeting to decide who is going to do what and he just knows he’s going to fail because the others are sooooo useless. Three of the four have decided that X will be in charge of finding the pictures because he or she is
‘In a few weeks’ time, the new Dutch government will be presenting its plans for the future, based on goodness knows how many tantrums behind closed doors’ dyslexic and can’t be relied on to produce a coherent 500 words on the greenhouse effect. Of the three writing the text, one goes awol or comes up with endless excuses why he or she has not completed their required part. The two who are left over have a blazing fight about the dreadful quality the other has delivered, one bows out and the other stays up all night rewriting the whole thing to their own exacting standards. Perhaps the hardest lesson to learn about this group approach is accepting the fact that your future – well, your exam mark at least – will partly depend on the performance of your peers. A mate of mine has just been asked if she could possibly edit – rewrite – a 20-page project on England (which has to be in English) because her god-daughter is con-
vinced she will fail because three of the girls in the group can’t string two words together. The final project won’t say much about their English skills but it will show the importance of ‘who you know’ in getting what you want. As Junior becomes more experienced about the process, he or she learns to make sure they get in with the other kids who will be most useful to them… the one with the rich parents who will pay for the final project to be perfectly printed, the one with the uncle who just happens to be a climate change advisor to the government – name dropping at a young age never hurt anyone – the one who always gets top marks and can actually spell and, most important of all, the one who can whip up a power point presentation at the age of seven. Yes, when it comes to convincing the teacher you actually know what you are talking about, style definitely wins over substance and making sure your team puts on the best presentation is crucial. So, in a few weeks’, or maybe months’ time, the new Dutch government will be presenting its plans for the future, based on endless meetings, late-night rewrites and goodness knows how many tantrums behind closed doors. It is hard to know what will happen after March 15. We can say with some certainty that PVV leader Geert Wilders is the kid no-one wants in their team. After all, he only came up with an A4 page of bullet points and refused to do the sums. He’ll be sitting at the back of the class making snide comments while the group who’ve decided they might be able to work together make their presentation. As for the marks? That will be up to us to decide in four years’ time.
ABOUT THE AUTHOR Robin Pascoe is editor of www.dutchnews.nl
the xpat journal | 2017 | 61
EXPAT EVENT
VISIT THE
IamExpat Fair AMSTERDAM ON
MARCH 25
The meeting place for expats and local businesses The IamExpat Fair is designed to support internationals in the Netherlands, and connect them with local businesses and service providers. This landmark event is an exciting opportunity for internationals to find everything they need in one location, on one day. From companies and services in careers, housing, education and expat services, to family, health and leisure – the IamExpat Fair has it covered! Running from 10 A.M. to 5 P.M. in the Zui veringshal West at Westergasfabriek, this free single-day event will host stands from dozens of companies and organisations. Free workshops and presentations will be taking place throughout the day at Het 62 | the xpat journal | 2017
Ketelhuis, the North Sea Jazz Club and the Werkkamer. XPat Media and The XPat Journal will be present as always! Visit them at their booth. There will be book signings, presentations, a prize raffle and lots of books! Don’t miss the expat event of 2017. Book your free ticket now!
IamExpat Fair Amsterdam, 2017 Date: Saturday, March 25Time: 10 A.M. to 5 P.M.Location: Westergasfabriek, AmsterdamEntry is free but online registration is necessary For registration and more info visit: www.iamexpatfair.nl
The Mobile Life A new approach to moving anywhere By Diane Lemieux and Anne Parker
WHETHER YOU MOVE ONCE OR MULTIPLE TIMES, WHETHER YOU ARE ABOUT TO MOVE FOR THE FIRST TIME OR HAVE ALREADY MOVED, THIS BOOK WILL MAKE IT POSSIBLE FOR YOU TO ENJOY THE MOBILE LIFE. Paperback • 184 pages ISBN 978 90 5594 807 9 • Price € 12.95 For sale at major book stores, www.hollandbooks.nl and Amazon WWW.THEMOBILELIFE.EU
XPat Media_Themobilelife_95x127.indd 1
25-02-15 14:15
THE IMPACT OF CULTURE ON SPORTS
Why We Like Different Sports
AND PLAY THE SAME GAME DIFFERENTLY As a student, I played rugby at a university in the Netherlands. Sports was a social thing and the majority of us played primarily to have fun, and secondly to win.
R by Tom Fadrhonc
ugby is played at schools and colleges and universities around the world, yet it is popular in relatively few countries. And the rules are completely country-specific. And then, there are sports that are only played in certain regions, such as lacrosse for instance, which is primarily played in the Eastern US and Canada. Why is the popularity of these games region-specific? While they’re different games, the countries in which they are played and how they are played show similar Cultural Values.
‘The Anglo-Saxon Contest culture is about winning at all cost; winning is done at great individual effort and sacrifice, for the benefit of the team’
Contest Culture
Rugby, Aussie and American football, lacrosse, etc. are games that are primarily popular in Anglo-Saxon countries. The Anglo-Saxon Contest culture is about winning at all cost; the winner takes all, and winning is done at great individual effort and sacrifice, for the benefit of the team. Based on a research carried out by Prof. Dr. Geert Hofstede – a Dutch scientist who is recognized for having carried out the largest study on cultural values to date – six dimensions that characterize nationalities have been identified. Masculinity is the dimension that describes the will to win, perform, be the best – versus the desire and urge to care for the less fortunate in society. The ‘Masculinity’ scores for countries in which these sports are popular is 60 or
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higher, versus e.g. Denmark and the Netherlands, which score lower than 20 on this dimension. In Anglo-Saxon cultures, only the very best make it and scholarships are awarded to the best players. In the Netherlands, scholarships go to students who cannot afford to pay university tuition.
Ice Hockey From the time kids can walk, ice hockey is #1 in Canada. It’s also hugely popular in Russia. In Russia, however, the team and the way it plays hockey are highly structured; there is a firm plan, developed by the coach, who – as this is a hierarchical culture – has great power and is someone you do not argue with. Combined with its collectivist culture, this means the Russian team operates like a machine and does exactly what the coach dictates. Russia scores 93 on the dimension of Power Distance (PDI = hierarchy) and 39 on Individualism. In Canada on the other hand, a country with an individualist culture, there is freedom for initiative and improvisation by the player, who is individually rewarded. Therefore the style of play is less predictable. The Hofstede scores on hierarchy and individualism provide insight into why hockey is played differently in Canada, compared to Russia. Canada scores 39 on PDI / hierarchy, and 80 on Individualism.
Thank God for Football But thank God for football (soccer); at least we have one game we can play around the globe, with the same rules, 11 players on each side, 90 minutes, the same size field, and goals at each end. Regardless of climate or culture or history or background or other games we like to play, this is one sport we can play around the world, the same way.
SPORTS
Did you say the same way??? Have you seen how the English play and compared this to the Brazilians and the Italians and the Germans and the Dutch? They play the same game, but hardly the same way. The way Brazilians play resembles Capoeira; a national sport originating from Angola in Africa that combines music, dance and acrobatics. Based on the Hofstede dimensions, Brazil scores high on dimensions that reflect emotion and indulgence; much like the samba and similar to the way their kids – and professionals – play football.
Diversity Is a Plus The British, at least until foreign players and coaches entered the scene, played fast and were goal-oriented. With the introduction of foreign coaches and players this has changed, but still, the style of play needs to please parents and fans, who have cultural preferences. Such as ‘Kick & Rush’; fast, results-oriented football – which can be traced to this culture and these preferences. Yet, the presence of foreign players in the Premier League has demonstrated that diversity is a plus. Perhaps a lesson for us all? And how about ‘Total Football’, the style of play made famous by the Dutch and introduced by a coach with an ice hockey background who advocated playing football (soccer) like ice hockey on grass, with everyone playing every position? Everyone serves, plays offense and defense, and everyone is everywhere. There is no star; everyone must be humble and modest. Even Cruyff – considered the best Dutch player ever – was modest and humble and served the interest of the team. Total football fits in well with the Dutch culture: it is egalitarian and individualist, i.e. you can challenge everyone in the team, even the coach. If a teammate strives for individual recognition and glory, he is criticized strongly, bluntly and aggressively by his teammates. Individual action is OK as long as you do it in the interest of the team. If you create the impression that you are trying to go for personal glory you are verbally ‘decapitated’. I say this based on the Dutch proverb that says that if your head sticks out above the cornfield – as in you are profiling yourself for your own glory – your head will be chopped off. Team play at all cost is the rule.
‘But thank God for soccer; at least this is one sport we can play around the world, the same way. Did you say the same way???’
best, and that therefore, should you make a mistake, they should be able to tell you this very, very clearly and directly. To foreign players this comes across as pretty harsh, but to the Dutch the aim is not to hurt you or insult you, but to “keep you sharp”, as they say. For your sake, as well as for the team’s. For kids who play for a Dutch school team and who come from an encouraging, rewarding, ‘nice try’ culture, this is not always easy to understand. Thank God for teammates who help explain all these important cultural differences. Who help you understand how the game is played around here. And why the game you played throughout your school and college years, is unknown or unpopular at the school in your new country. Enjoy the game.
Criticism One aspect that always surprises foreign players who come to the Netherlands, is the fierce and ferocious criticism that teammates give each other when a player makes a mistake. How does it help the team and team spirit to criticize and challenge everyone, including sometimes the coach? The way the Dutch explain it is that if they want the team to come out on top, they want you to do your very
ABOUT THE AUTHOR
Tom Fadrhonc worked for Nike in the US and Europe, in the Football division and later as country General Manager. Currently he advises corporations around the world dealing with cultural differences in management teams. He also does this in sports and education.
the xpat journal | 2017 | 65
Building Bridges For our regular columns in The XPat Journal, ACCESS, in 2017, will focus on how it represents, informs and manages the expectations of the local community and its service providers about internationals.
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EXPAT COMMUNIT Y
I
n keeping with this advocacy role, ACCESS has recently partnered with three other leading members of the international community and launched a foundation, the International Community Advisory Panel (ICAP). With this initiative, ACCESS, toget her with DutchNews, Amsterdam Mamas, and ABC’s project ‘English Books for Dutch Kids’, aims to provide an independent forum that collects and reflects the views of the international community on issues affecting them. It is a researchbased foundation that will reach out to the international community in different ways.
‘Data affirming, confirming or dispelling facts are necessary if we are to capture a true picture of what internationals have to say’
Surveys – Ours & Others Tailored and targeted surveys are one way of doing this. In the course of the coming year we will follow up the survey done at the end of 2016 on Education, with similar surveys on Housing, Healthcare and Work and Inclusion. By inviting internationals to participate in these surveys, we aim to gather the data required to share the comments and opinions of the people for whom policies or services are being designed. Between the founding members of ICAP there is much awareness and knowledge about the international community. This, however, in order to be of impact and be of use, requires a more systematised form of processing and presenting. Data affirming, confirming or dispelling facts are necessary if we are to capture a true picture of what internationals have to say on a variety of topics, and what their needs and interests are. We invite you, readers of The XPat Journal, to sign up to the ICAP mailing list if you also wish to have your opinions heard on any of these matters. Rest assured your details will only be used to share surveys and update you on the results. We also know there is a wealth of information and data ‘out there’. Think how many surveys take place, within industries, academic institutions and communities. By providing a repository for these surveys, ICAP also hopes to build a broad database of knowledge – not only to complement the development of our own surveys, but to also enhance the reporting we subsequently do. If you know of such studies, surveys, or reports on top-
ics related to expats or internationals in the Netherlands, then please share, or encourage the authors to share their findings with us.
Surveys – Recent & Future
As mentioned above, ICAP’s first survey, on Education, was carried out at the end of 2016. As the results were being compiled to be reported on, we at ACCESS could not help thinking that the many insights and comments made by the respondents may have an even greater purpose. Besides sharing their concerns about the availability of international education and the difficulties in manoeuvring the Dutch educational system, many of the comments could in fact be interesting and useful contributions to local policy discussions about ‘internationalising education’. After all, who better to weigh in on the debate, than internationals with experiences from all around the globe? The results of the Education survey will be made available on the ICAP website – so if you are curious about the results, do join our mailing list. Around March 2017, ICAP will launch its second survey, on Housing, a subject ACCESS wrote about in the Winter 2016/17 issue of this publication. In our article, we focussed on the ‘myths’ surrounding the international community when it comes to housing. The myths shared, and the article, were based on our own work and the inquiries we receive from those who turn to our helpdesk for support. We are very curious to find out what the data says about our own assumptions and how we are representing them to service providers targeting the international community. For more information about ICAP, or to subscribe to the surveys or submit findings, please visit www.icapamsterdam.com or write to secretary@icapamsterdam.com.
For more information Visit www.access-nl.org Mail helpdesk@access-nl.org Call 0900 222 23 77 local rate 20c per minute (mobile charges may apply) the xpat journal | 2017 | 67
In Love With Diamonds We meet David Aardewerk, owner of Rocks and Clocks, located in the Hofkwartier, just a stone’s throw away from the Noordeinde Palace in the centre of The Hague. Rocks and Clocks is celebrating its 10th anniversary this year and has built a solid reputation over these years. Does your family originally come from The Hague? My grandfather came from an Amsterdam family of diamond dealers who were located in London, Amsterdam and Antwerp. It was my great-grandfather who founded the Aardewerk diamond company. My grandfather, Emiel Aardewerk, ended up in The Hague because he fell in love with my grandmother Alida van Leeuwen, daughter of a famous Jewish antiquedealing family, who lived and worked in The Hague. Together, they opened a shop dealing in antique furniture, Delftware and Chinese porcelain (specialties of my grandmother) combined with antique silver and jewellery (specialties of my grand-
Tourmaline Ear Clips
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father). Now, a 100 years later, five of their six grandchildren are antique experts.
lowed to sit next to their goldsmith and learn. Later on, I followed a course on making jewellery, but eventually decided to become an architect. Blood is thicker than water, however, so from the time I started making money as an architect, I started collecting vintage watches and buying and selling antique jewellery. I thought it wise to know more about the things I was dealing in, so I pursued my education. Today, I am a registered appraiser, a certified diamond grader and a European-qualified gemmologist.
So how did you become a jeweller?
Do you only deal in antique jewellery?
When I was 14 years old, I fell in love with the beautiful jewellery my grandparents were dealing in. In my spare time, I was often al-
Antique and signed jewellery, vintage watches, Art Deco silver and of course our own contemporary signature collection. There is, however, a binding theme, which is quality. Quality of craftsmanship, quality of the materials used and – of course – quality of design. The result is a very personal collection: I love all the pieces I buy and sell – from, for instance, jewellery made by famous houses like Van Cleef & Arpels, Cartier and Boucheron, to interesting Dutch and Scandinavian pieces. The Netherlands may not be famous for their creative jewellery design, but I can assure you that some great things have been and still are made here. It is a joy to work with all these wonderful objects, and to handle and enjoy our exquisite collection on a daily
‘Diamonds are the ultimate symbol of eternal love.’
Earpendants with Brilliant Cut Diamonds
LIFE ST YLE basis. It is very rewarding to see that our jewellery is often bought as a celebration of both new and long-lasting love.
know little about diamonds. So, on our website, we offer complete information on the stones we sell as well as on their prices. We sell only natural stones (no synthetic diamonds), all certified by independent gemstone laboratories (GIA, HRD or IGI), which is a perfect guarantee for their quality. People can buy the loose diamond, or order a complete 2Lips ring. We are happy to cater to a larger audience through our website, but everybody who loves jewellery and enjoys indulging themselves, should really visit our shop. You are more than welcome!
I notice you have a lot of diamond jewellery. What is your personal connection with diamonds? My connection with diamonds is a true love story; these ‘tears from the gods’, as the ancient Greeks called them, are the ultimate symbol of eternal love. Because of their colour and transparency, diamonds are like water: you need to catch them, otherwise they run through your fingers instead of staying on top of them. I love their pureness and the way they catch the light. So, when I decided to return to my family roots and become a diamond trader, I firmly decided to only pick those pieces of jewellery that fully show all the aspects of this stone.
2LIPS Ring
(pronounced ‘Tulips’), which I officially launched in January of this year. This expertly-crafted, Dutch Design ring is available in 18 carat white, yellow and pink gold and can carry any size diamond or, eventually, any other round-shaped precious stone.
I understand you also designed your own engagement ring…?
What are your plans for the future?
I did. None of the fittings that are on the market to hold a diamond or any other precious stone really fulfilled my wishes. So indeed, I designed my own fitting, called 2Lips
With Rocks and Clocks, I hope to change the way people buy and perceive diamonds and diamond jewellery. Unfortunately, the majority of customers
New chapter
Rocks and Clocks Opening hours: Tuesdays, Wednesdays, Thursdays and Fridays from 12 – 5:30 P.M. and Saturdays from 10:30 A.M. – 5:30 P.M. Tuesdays: on appointment. Molenstraat 3, 2513 BH The Hague Tel.: 070 322 09 57 (during opening hours) Mobile: 06 26 54 27 75 www.rocksandclocks.nl
> Offering IB Middle Years and Diploma Programmes to international families > Encouraging students to become creative, critical and reflective learners > Exploring global challenges in a culturally diverse environment
fresh focus www.isrlo.nl
> Broad and balanced IB curriculum prepares for Universities worldwide > Adjoins the city of Leiden and is closely linked to both The Hague and Amsterdam
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the xpat journal | 2017 | 69
Traffic Education The focus of this issue of The XPat Journal is education. Which is why I would like to focus on participating safely in traffic, as it is up to us adults to set the right example. As the Dutch say: “good examples are imitated by other people” – and they also provide you with insight.
By Wijnand de Gelder Blind Spots Blind spots are the areas around a vehicle that the driver cannot see from where he is seated. They can result in life-threatening situations. Towards the front, the driver cannot see that which is directly in front of the vehicle. Little children who cross the street before a stationary car, can go unseen. In the case of a truck, this area is even larger.
5
ZICHTSVELD DOOR VOORRUIT
1 2
ZICHTSVELD DOOR ZIJRUIT LINKSE ZIJSPIEGEL
ZICHTSVELD DOOR RECHTSE VOORRUIT
3 ZICHTSVELD DOOR RECHTSE ZIJSPIEGEL
4
1 3 4 5
Front blind spot 2 Side blind spot Blind spot in right back corner Blind spot behind Blind spot caused by bodywork
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Towards the side, drivers can check out the situation on the right with the help of the right-hand mirror. This helps them see that which is close to the car, towards the rear. In low cars, they can check this area by simply looking out the windows of the rear seats as well. Trucks, however, have higher windows, obstructing the view – on the left and on the right. In all types of vehicles, in order to see what is going on on his side of the vehicle, the driver must turn his head.
‘Random parking, causes children to have to avoid obstacles and obstructions at considerable risk’
The fact that the driver of a vehicle is forced to make use of his mirror to see what is on the other side, means that there is also a blind spot towards the front of his vehicle that is not covered by the mirror. If there are windows, he will have to turn his head again to make sure he can see what is there. Also the area directly behind the vehicle is a blind spot. In the case of a car, this area is made visible with the help of the rearview mirror. This allows the driver to see everything except that which lies directly under
what can be seen through the rear window with the help of the mirror – which could be, for instance, traffic posts or little children who are walking behind the car. This blind spot is larger if there is no rear window to look through, such as in the case of trucks – and could hide an entire car. Some trucks have solved this situation by putting in cameras, decreasing the rear blind spot. The bodywork between the windscreen and the side windows in cars is negligible, but in trucks it is large enough on the passenger side to obstruct the view of smaller objects. If a car is pulling a caravan, this can add blind spots; particularly if the caravan is wider than the car – which is why add-on mirrors are attached to the existing sideview mirrors. Still, if the car is turning a corner, also these mirrors will not allow the driver to see that which is directly to the side of the caravan, so that he will not be able to judge whether the caravan can swing out safely to the side.
Education These are things that driving schools and regular schools must point out to their students. As parents, you can make use of traffic situations to make things clear to your children. Children are simply not aware of the danger of certain circumstances. When they are outside, blind spots are the last thing on their minds as they play behind a vehicle, or pass a truck – who might be turning right – on the right while riding their bicycle.
TRAFFIC
Stick Out Your Hand When ÂChanging Direction You are legally obligated to indicate that you are changing direction. This allows other participants in traffic to know what is going to happen. Cars, motorcycles and mopeds use their blinkers. Cyclists and scooter drivers must stick out their arm. In fifth grade, children take a traffic exam. If they fail to stick out their arm to indicate a change in direction, they fail this exam. With good reason. Parents should also set the right example. But beware; sticking out your arm does not mean you can simply go; you must first look over your shoulder to make sure that the situation allows it. This helps reduce road rage, too: it lets people know what you are planning on doing, and they will understand why they have to wait. This way they
can avoid having to make sudden moves and there will be less irritation and aggression.
Parking near Schools Bringing the children to school in the morning and picking them up in the afternoon entails a lot of problems. Often, there is not enough space nearby to park the car. It is simply not possible to reserve the required amount of parking space to accommodate all parents when a school is located in a residential area. But parents want to drop off the children by car while on their way to work, or some other appointment. And everyone wants to park close by; particularly when the weather is bad. And, more often than not, they are in a hurry, while of course they all have to be there at the same time. Fifteen minutes before classes start and 15 minutes after they end is not enough time to do all the dropping off and picking up. This can cause dangerous situations: double parking or random parking, causing the (albeit dry) children to have to avoid obstacles and obstructions at considerable risk. So my advice is: leave home earlier, take your time and park further away – and walk that extra little bit. Or use some other form of transportation, such as a bike or public transportation. And finally: the Dutch traffic rules are available in English: all rules and signs are explained and clarified. I highly recommend checking out this site: www.government.nl/documents/leaflets/2013/01/16/road-traffic-signs-andregulations-in-the-netherlands
ABOUT ME I work for the police in The Hague, as Traffic Advisor for the Traffic Team. It is my job to offer advice to municipalities and others on safety on the road (also near schools), road design, roadworks (and the accompanying detours), and events. In short, everything to do with safety, accessibility and a smooth flow of traffic. My working area covers the entire city of The Hague. The Dutch traffic rules can be quite different from what you are used to, and at times even hard to understand. I see it as my responsibility to promote safety on the road by explaining these rules, which is why I visit schools, such as the British School in the Netherlands, as well as large international companies that bring in expats, to tell them about the rules of the road, in English. I also write columns for company bulletins, and for magazines such as this one. Should you have any questions, please feel free to contact me. Wijnand de Gelder, Police The Hague, Email: wijnand.de.gelder@politie.nl Twitter: @RoadSafetyDH the xpat journal | 2017 | 71
ADVERTORIAL
Zein International Childcare ‘SETS THE STANDARD’ FOR OTHERS TO FOLLOW… Zein International Childcare was founded over a decade ago by childcare professionals looking to help children embrace the advantages that an internationally-oriented lifestyle can bring.
N
ow, as the company continues to go from strength to strength, and more and more Dutch childcare organisations look to capitalise on the expat market, we take a look at what it is that sets Zein apart and why true international childcare is about much more than just speaking English.
Following the Dream – The Philosophy Behind Zein Robbie Zein founded Zein International Childcare, together with husband Jan van der Meijden, based on a dream to provide a better way to support and develop the lives of internationally-mobile children. Today, this dream has become reality as Zein has become the leading provider of international childcare services in the Netherlands – offering Day Care, PreSchool, After-School and Holiday Care. Working both independently and in partnership with key international schools, Zein has just opened its fifth location in The Hague, delivering a specially-designed programme that focusses on the uniqueness of growing up in an internationally-oriented environment.
Supporting a Life of Constant Change Zein’s philosophy is based on the belief that children growing up amongst worlds have the unique potential to become the model citizens of tomorrow. Their pedagogic programme is based upon an integration of aspects of the Reggio Emilia approach, Montessori methods and a Themed Approach to learning – providing children with the skills to cope with their constantly-changing settings and environments. All of Zein’s centres aim to provide a place where the needs and abilities of international children are recognised, stimulated and guided; with the aim of helping chil72 | the xpat journal | 2017
‘There’s also an on-site chef who prepares fresh, organic warm meals for day-care children.’
dren develop the necessary competences to reach their full potential.
It’s Not Just What They Do, It’s How They Do It A commitment to quality is embedded in all aspects of the organisation, as Zein has made it their mission to truly ‘Set the Standard’ in International Childcare – consistently exceeding parental expectations and going above and beyond what is offered in standard childcare. With teachers representing over 39 nationalities, the staff themselves are able to genuinely connect with the children, whilst the high staff-child ratio ensures a clear focus on the quality of care for the individual
child. There’s also an on-site chef who prepares fresh, organic warm meals for daycare children. The quality of the physical surroundings and facilities at Zein are also second to none. Across their locations, the luxury home-like environment is unique in comparison to other providers, using a natural approach with stylish wallpaper, soft carpeted areas and spacious rooms furnished with Zein’s own children’s furniture line ‘Dutch DeZein’. A step outside and the picture is completed by beautiful natural playgrounds.
Setting the Standard It is often said that, in life, it is the little things that make a big difference, and it is clear that for Zein that statement really rings true. Children fortunate enough to join the growing Zein family really do get to experience, first-hand, why Zein has become the #1 choice for internationallyminded families in The Hague – setting the standard for others to follow. Registration is now open for The Maples Day Care – Zein’s latest location, at the edge of the Statenkwartier, next to the European School. Visit www.zeinchildcare.nl for more information.
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DINING
It All Began At Home Chef Sebastiaan Knottnerus was brought up in the hospitality industry; his love for fine food and wine came from his father, who was the owner of several successful restaurants in the Hague area.
By Nico McGough
S
ebastiaan lost his heart to sea food and French cuisine. He started cooking as a hobby – at home for friends and family. After studying at the Hotelschool, he knew where his future lay. His ‘eager to learn’ attitude and talent didn’t stay a secret for long. Top chefs invited him to join them in the kitchen and taught him the intricacies of the trade. After years of experience, obtained while working in several high-end restaurants, it was time to start his own concept, the way it all began; at home! 74 | the xpat journal | 2017
Chef at was born out of a love for food and wine, and as the name suggests they can cook everywhere (Chef at… you fill in the blanks). Chef at brings the fine-dining experience anywhere you want them to. They transform your living room into a restaurant for the night, with a top chef cooking in your own kitchen. You and your guests can just sit down and enjoy a menu of your choice, made with only the best, organically-produced, seasonal products. And every course is accompanied by a wine Sebastiaan personally selects from the collection of Bosman Wijnkopers, together with their sommelier Robert Pham. Bosman is the award-winning, organic
wine specialist in The Hague. All the dishes are made with passion and that doesn’t go unnoticed. How great is it, to have a chef cook wonderful food in the comfort of your own home – and clean up the kitchen, while you and your guests lean back after dessert. The only thing they leave behind is a memory never to forget (and some business cards).
Chef at Sebastiaan Knottnerus & Barbara Grotenhuis e-mail: info@chefat.nl tel.: 06 - 22 872 913 www.chefat.nl
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Advertisers in this issue ACCESS – www.access-nl.org . . . . . . . . . . . . . 23 Altair Global – www.altairglobal.eu . . . . . . . . . 23 American School of The Hague – www.ash.nl . . . 29 Amsterdam International Community School www.aics.espritscholen.nl . . . . . . . . . . . . . . . 47 The BSN Language Centre www.bsnlanguagecentre.nl . . . . . . . . . . . . . . . 27 The British School of Amsterdam www.britams.nl . . . . . . . . . . . . . . . . . . . . 63 Van Buttingha Wichers www.vbwnotarissen.nl . . . . . . . . . . . . . . . . . 23 Cigna – www.cignaglobal.com . . . . . . . . . . . . . 7 The Dutch and Their Delta www.hollandbooks.nl . . . . . . . . . . . . . . . . . 29 Dutchnews.nl – www.dutchnews.nl . . . . . . . . . 47 Expatax – www.expatax.nl . . . . . . . . . . . . . . 73 Expat Center Amsterdam www.expatcenter.com . . . . . . . . . . . . . . . . . 27 Hollandbooks – www.hollandbooks.nl . . . . . . . . 27 Holland Expat Center South www.hollandexpatcenter.com . . . . . . . . . . . . . 73 The Holland Handbook www.hollandhandbook.nl . . . . . . . . . . . . . . . 73 How to be Dutch, The Quiz www.howtobedutch.nl . . . . . . . . . . . . . . . . . .7 Van Hilten Advocaten & Mediators www.vanhilten.nu . . . . . . . . . . . . . . . . . . . .7 Iamexpat Fair Amsterdam www.iamexpatfair.nl inside back cover International School of Amsterdam www.isa.nl . . . . . . . . . . . . . . . . . . . . . . . 33 International School of Utrecht www.isutrecht.nl . . . . . . . . . . . . . . . . . . . . 33 L’Etoile – www.letoileamsterdam.nl . . . . . . back cover The Mobile Life – www.themobilelife.eu . . . . . . . 75 NEMO Science Museum www.nemosciencemuseum.nl . . . . . . . . . . . . . 41 Personal Relocation www.personalrelocation.nl . . . . . . . . . . . . . . . 47 Rotterdam International Secondary School www.wolfert.nl/riss . . . . . . . . . . . . . . . . . . . 63 Royal Blue – www.roalbluecollection.nl . . . . . . . . 29 Rijnlands Lyceum – www.rijnlandslyceum.nl . . . . 63 WePayPeople www.dutch-umbrella-company.com . . . inside front cover XPat.nl – www.xpat.nl . . . . . . . . . . . . . . . . 75 Visit www.xpat.nl for our advertisers links
76 | the xpat journal | 2017
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