To contribute positively to systemic transitions within local communities, architects need to be critical, reflective, far-sighted communicators. This paper presents educational practices developing adaptive, systemic and co-creative approaches within the training of architectural Masters students. It evaluates the first outcomes of a four-year research by design studio executed by the Academy of Architecture in Groningen, in which experiential learning helps development of heightened awareness, appropriate mindsets and critical thinking, enabling students to identify problems and challenges specific to their profession. Students, stakeholders, teachers and researchers involved in the studio form a learning community that critically monitors the educational program. By working on "live" projects, the studio produces insights concerning local scale energy transition in the North of The Netherlands.Global issues urge fundamental changes in the Dutch energy system and recent accumulations of earthquakes resulting from natural gas exploitation in the region of Groningen make the 'energy transition' inevitable. Whilst alternatives, proposed by the Dutch government, mainly consist of isolated, mono-functional interventions, the studio investigates integrative systemic scenarios that seek to enhance resilience on a human scale by embedding the energy transition within local communities. However, systemic transitions may be unpredictable, as they tend to play out within complex spatial, social and economic arenas, involving multiple, multi-level stakeholders. Shove and Walker (2007) caution professionals, involved in long-term transitions, to remain critical during the "[continuous] cycle of problem-definition, intervention and response".Ziegler and Bouma argue that analysing is designing in the reversed direction. The first year's outcomes consist of adaptic architectonic interventions within local communities, integrating flows of energy, food and waste. Using interviews with the learning community, the paper describes the educational processes leading to these outcomes, focusing on the formation and elaboration of the appropriate questions concerning stakeholders' interests; how these questions are kept central and deepened throughout projects; how they are represented at their closure and, above all, how they renew awareness concerning future regional needs. Initial findings stress the necessity of a circular research by design process, not necessarily to solve, but to accurately define those needs.
The so called Second Demographic Transition (Lesthaeghe and Van der Kaa, 1986), which surfaced in the sixties of the twentieth century in Western Europe and North America, resulted from a significant change in the pattern of norms and values. This again resulted in delayed fertility, a declining population when there was no replenishment through "replacement migration” and an increasing variety of household structures (with a rising number of one-person households). The rise in life expectancy coupled with a declining fertility, evolved into a gradual ageing of the population.The concept of ‘unbalanced population decline’ (Van Nimwegen and Heering 2009) enables us, while studying population decline, to take into account different motives underlying the decision to migrate during the life course; young people migrating in search of higher education and job opportunities and elderly clustering in places with a high facility level. This unbalanced population decline is taking place in some rural parts and smaller towns in the Netherlands. Especially the two migration flows mentioned above determine the structure of the population and the possibilities for effective family, kin and other social support systems for the elderly.Method:Analysis using amongst others recent demographic data from de community of Oldambt (Netherlands)Results:It will be shown that the effects of the demographic transition in the North of the Netherlands are accelerated because of unbalanced population decline. Furthermore it will be argued that because of this combination in parts of the Northern Netherlands family, kin and social support systems for the elderly are deteriorating more rapidly than in other parts of the county.Conclusion:Combined effects of demographic transition and unbalanced population decline urge for a reconsideration of the possibilities to rely on family, kin and other social support systems in different regions in the Netherlands.
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Whilst until the late 1980s most migration issues developed in a parallel manner but with national specifics, important differences showed up during the 1990s and at the beginning of this decade. Since the middle of the 1990s, there has been an obvious change in policy towards migrants and foreigners in the Netherlands, and those changes have been more or less “exported” to our neighbouring countries and even to the level of the EU. Integration into society with the maintenance of the immigrant’s own culture has been replaced by integration into the Dutch society after passing an integration examination. The focus of this article is to investigate those changes and to compare the implementation of those policies in the Netherlands/Limburg and Germany/NRW, where the official understanding of not being an immigration country was dominant until the end of the 1990s, and where integration has only recently become an important political issue. Both countries are now facing similar challenges for better integration into the society, especially into the educational system. Firstly, the autors describe migration definitions, types, the numbers of migrants and the backgrounds of migrant policies in Germany and the Netherlands up until the middle of the 1990s. Secondly they discuss the integration policies thereafter: the pathway to a new policy and the Action Plan Integration in Germany, and the central ideas of the Civic Integration of Newcomers Act (WIN) in the Netherlands. Integration policy in the Netherlands is highly centralised with little differentiation on the local governmental level when compared to South Limburg. Thirdly, the autors investigate the cross-border cooperation between professional organisations and educational institutions in the Euregio Meuse-Rhine, and the involvement of social work institutions and social workers in their process of integration into the local society and the exchange of each others’ experiences (the ECSW and RECES projects).
