This article discusses a shift in Dutch education from self-directed learning towards a knowledge-rich curriculum. The author argues that the previous emphasis on self-directed learning and the de-emphasis on knowledge acquisition has led to poor educational outcomes, as evidenced by declining PISA scores.
The article criticizes the prevalent 'self-directed learning' approach, highlighting its lack of scientific basis and its negative impact, especially on students from less-advantaged backgrounds. It describes how this approach placed less emphasis on foundational knowledge and systematic learning and resulted in inadequate literacy and numeracy skills amongst students.
The article champions a return to a more traditional, knowledge-rich curriculum emphasizing systematic instruction, repetition, and the importance of foundational knowledge. It highlights the contributions of several researchers and educators advocating this approach, including Paul Kirschner, Piet van der Ploeg, and others.
The author concludes by stating that schools implementing this knowledge-rich approach are observing significant improvements in student performance. They advocate for a nationwide adoption of this curriculum to address the educational challenges.