Dutch educational system

Fig. 1 The Dutch educational system. The years chemistry is taught are indicated in grey (last year of first phase and second phase)...

In 1863 Dutch government issued a new law on secondary education, which modernized the Dutch educational system, but at the same time kept the traditional class structure of society intact, or perhaps even reinforced it. Together with the reforms of the medical profession of 1865, and the law on higher education of 1876, a binary educational system was created that stayed in force unchanged until 1917. These educational reforms had a great impact on the emergence of the Dutch chemical profession, as well as on the boundaries that would divide the different factions inside that professional group. 

The changes in the Dutch educational system and the growing role of original research at the universities, which partly resulted from that, also called for reforms of the scientific institutions. Several new scientific journals were founded, in which chemists could publish the results of their research the Archives Neerlmdaises des Sciences Exactes et Naturelles founded in 1865, the Maandblad voor Natuurwetenschappen (Natural Sciences Monthly), starting in 1870 and dominated by the Amsterdam physico-chemical school, and the... 

Dutch, British and French empires with modern ideas of sovereignty and bureaucracy. All Southeast Asians became aware of the claims and functions of modern statehood aristocrats were deprived of their arms and their slaves all were subjected to the monopoly of a single state system of laws, with origins far distant from them. This imposition of a new order was resisted passionately by some, in the name of dynastic pride (Burmese, Vietnamese, Acehnese, Balinese), nascent ethnie nationalism (Vietnamese, Acehnese, Batak, Javanese), or OSH-flavoured Islam (Tausug, Magindanao, Acehnese). Most however adapted quickly to the modern opportunities offered by the broader worlds they now entered. The new states were useful, and above all they were identified as modern by the new educated groups, but they remained for the most part alien and remote—as indeed they were intended to. 

Thanks to the Swedes and the Dutch, we have arrived at Safe System thinking. The simplicity of early heuristics such as the 3Es, education, engineering, and enforcement, has been discarded as we have come to understand that we need truly complementary—not competitive or narrowly focussed or single professional function-based— intervention strategies. Effective intervention implies proactive innovation. 

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