Nationale onderwijsleerplannen, met name voor de moderne vreemde talen

This paper consist of four parts. 1. National teaching -learning curricula. Concepts such as teaching -learning curriculum, planning-document (e.g. "schoolworkplan") and its functions are elaborated. Reasons are„given for the absence of a systematic and integral approach to the development of national teaching - learning curricula. 2. National teaching - learning curricula between the poles of centralization and decentralization. Centralizing and decentralizing tendencies should be considered complementary rather than polar. An antithetic either - or approach is rejected and prplaced by an.antinomic and-and view. This paper advocates a close and well-balanced cooperation between the national level (the creation of a national framework) and the local level (the concrete operationalization of that framework). 3. Consequences for teachers. This part discusses three functions of curricula, the connections between curriculum - knowledge - power, the role of teachers in the cooperative relationships mentioned under 2. In this context the inservice education and training of teachers should have a high priority. 4. Aanzet voor de ontwikkeling van een onderwijsleerplan moderne vreemde talen. This memorandum by van Ek en Groot is summarized and commented upon.