|P r o j e c t s u m m
a r y
|AT HOME IN
At home in Rotterdam (Thuis in Rotterdam)
Monique Groot; Department of Education of the Dutch Tax and Customs
Museum; tel.: +31 (0)10-4400200; e-mail: firstname.lastname@example.org.
A subsidy granted by the Municipality of Rotterdam to the Zadkine
Regional Training Centre.
Museum exhibitions and theatre.
Actors were used in the Dutch Tax and Customs Museum.
Material heritage from the Dutch Tax and Customs Museum collection
and non-material heritage in the form of stories about the history
of democracy and universal suffrage.
|| Aims / objectives
To familiarise newcomers to the Netherlands with their new homeland
and to answer questions like, 'Why is the Netherlands like it
is?' and 'In what way is this different from my own frame
of reference?' To ease the students' integration into
society by providing them with this knowledge.
|| What learning was involved
Employing the knowledge that they had gained in role playing, students
used cognitive and socio-emotional skills. The students were challenged
to adopt a position towards the group, the actor and the teacher.
|| Which methodologies used
An interactive approach. The Dutch Tax and Customs Museum [Belasting
& Douane Museum] used actors who encouraged students to participate
with role play.
||Where / when it was
The Harbour Museum [Havenmuseum], the Marine Corps Museum
[Mariniersmuseum], the National Museum of Education [Nationaal
Onderwijsmuseum], the Dutch Tax and Customs Museum and the
Stichting Kunstzinnige Vorming Rotterdam (SKVR), a foundation
providing artistic and cultural education. The project started on
16 January 2003 and is ongoing
||Planning / preliminary work
Developing a connection between the different historical institutions
and the SKVR. Defining lesson themes jointly with teachers from the
Zadkine Regional Training Centre [ROC]. Translating Dutch cultural
heritage to the students' situation and experience.
||Any exhibition / art / artefacts involved
The Dutch Tax and Customs Museum displayed paintings, pieces and objects
illustrating the development of democracy in relation to the history
of taxation, and the development of universal suffrage.
||Any follow-up / longer-term contact with the target
The project was made possible by funding from the Municipal Authority.
At the time of this writing, it was unknown whether the Dutch Tax
and Customs Museum would receive a subsidy. Efforts are also being
made to use the project to reach a new group of students enrolled
on an integration course. The focus in this case is on immigrants
who have been living in the Netherlands for years but have not yet
integrated into Dutch society. The museum intends to receive these
groups without an interpreter. The language level of the current lessons
will thus have to be adapted.
||Involvement of other partner organisation
The Thuis in Rotterdam ('At Home in Rotterdam')
partners consulted frequently to determine the lesson content, to
reach a consensus on the connection between the various organisations
and to discuss the logistics of the project.
Type of project
Hearing and seeing during the introduction and evaluation of the lesson
and hearing, seeing and feeling during the theatre performance.
how many people were involved?
|| As direct participants
Students enrolled on an integration course at the Zadkine College
Regional Training Centre in Rotterdam.
0 during the development, 15 people during a general evaluation.
|| As indirect beneficiaries
|| As staff
3 (Dutch Tax and Customs Museum educator, SKVR educator, director
of the Dutch Tax and Customs Museum)
head of the tour-guide team at the Dutch Tax and Customs Museum
Ages varied greatly (from 18 to 55).
Disadvantage due to social or economic factors, discrimination or
|| Economic disadvantage
No information available. The project involved students enrolled on
an integration course, some of whom had come to the Netherlands for
political, and others for economic, reasons. Many of these participants
were, by Dutch standards, economically disadvantaged. To what extent
that held true for Thuis in Rotterdam students is not known.
|| Social disadvantage
Many participants were not proficient in Dutch and were thus socially
|| Migration / Immigration issues
The target group came from three different language groups: Turkish,
Arabic and Papiamento.
Unknown. The level of the students varied widely - some had
been to university, while others were illiterate. There were both
illiterate and semi-literate students.
Unknown. The project often involved school-age students in the initial
phase of their integration.
How were these identified? What were they? How many participants
consulted and/or involved in influencing the project?
Two teachers from the Zadkine Regional Training Centre, working with
five educators from the participating institutions, determined the
participants' needs. The participants themselves were involved
at different stages of the evaluation.
Outcomes and lessons learned
|| Participants' benefits and outcomes:
At the time of this writing, no evaluation was available.
||Overall learning points
||Collaboration between participating organisations
led to the logistic and overall improvement of the project. At the
time of this writing, the Dutch Tax and Customs Museum was looking
into the possibility of offering the programme to another target group
at the Zadkine Regional Training Centre because enrolment in the current
target group was declining.
||The organisations let the students make
an evaluation at the end of their lessons.
So far, the problems have been of a primarily practical (i.e. not
fundamental) nature. The evaluation of the Dutch Tax and Customs Museum
in Rotterdam (included in a report drawn up in January 2004) shows
that communication between the museum and the Zadkine Regional Training
Centre could have been better. On a number of occasions, for example,
groups dropped out at the last minute without phoning in advance.
The pilot project also proved to be a useful learning process with
regard to the division of tasks. For instance, it turned out that
the teachers of Dutch as a second language were too busy to give the
museum lessons, which were ultimately entrusted to educators and tour
The dropout rate of groups has diminished considerably in the last
six months. Following an analysis of the dropouts, a decision was
made to look for other groups of students enrolled on an integration
course. Groups which visited the museum as a class and were therefore
not invited individually never presented problems.
One important lesson learned was that with intercultural programmes,
it is good not to view problems as difficult or insoluble. Project
developers must have a flexible attitude, be able to evaluate programmes
at every level and, if need be, adapt them. Given that these groups
are fairly new and cannot be compared with other target groups, it
is not surprising that problems of a different nature might also arise.
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