In common with other European countries, the Dutch government has pursued an active educational policy on migrants and minorities focusing on integration. This article presents the results of a study into the objectives and results of this policy between 1970 and 2002. Were the desired objectives achieved or were the outcomes of the educational policy the opposite of what was intended? To what extent did the integration policy in the Netherlands get a chance to take effect or was it abandoned before it had the opportunity to succeed? Firstly, the different assumptions and focal points of the Dutch educational policy regarding migrants and minorities in the past 30 years are discussed. Secondly, the educational position of the various ethnic groups is analysed. To conclude, we give an answer to the question regarding the extent to which the objectives of the educational policy on migrants and minorities were achieved and then go on to discuss the extent to which the integration policy of the central government in the field of education can be evaluated as successful.

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At the WHO International Conference 'Changing Mental Health Care in the Cities of Europe' an invitational workshop was organised for participants interested in evaluation research. This report of the workshop first summarises the activities of the Commission of European Communities working on the 'Evaluation of Comprehensive Care of the Mentally Ill'. Secondly current issues which arose in the discussions on problems of scientific evaluation of changing mental health care in Europe are described. Thirdly three particular research programmes are summarised especially focussing on research methodology.

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