Dutch Educational system and Teacher education
Dec 31, 2015
Context Situation of the Netherlandsafter Second World War till now
High Social- Economical Standards Economical growthProsperityPolitical stability (democratic country)
Ambitions
The Netherlands as a on knowledge based highly qualified country, able to compete with new and old emerging countries in the world, to ensure its welfare and prosperity now and in the future
Netherlands 2013
Enduring economical crises : hardly economical growth expected next years Challenges of the multi-cultural society in big citiesDiscussion about the influence of the Europe CommunityTowards a more sustainable society?
But: education is high priority
“The better (accessible) education is, the more chances for prosperity and well-being for the people..
But first: the Dutch Educational System
Based on “typical(?)” Dutch values :
Freedom of self-determination
Freedom of education: Anyone can start a school..!..since 1917
Catholic, Protestant (4 categories), Hindu, Islam, Jewish, General specific schools are all paid by the government just as the Public Schools!
And then we have also the construct of Community-schools
Interaction between: SchoolParents“Surrounding partners” of the schoolExtra learning time
“It takes a village to raise a child: learner
BUT: ALREADY GROUP 0 AND EFFORTS TO STOP AT 23 YEAR OLD!Milestone: startqualification
Compulsory Education: 5 years old up to and including 18 years old
Primary education 8 years
Preparatory Vocational Education
(4 years) 4 levels, 4 sectors
Higher Secondary Education (5 years) 4 sectors
Preparatory Programme research universities
(6 years) 4 sectors
Level 1
Level 2 2-3 years
Level 3 2-4 years
Level 4 3-4 years
Post secondary vocational education
Bachelor degree at
Hogescholen usually professionally
oriented 240 EC 7 sectors
Bachelor degree at
Universiteiten usually research
oriented 180 EC
Masters degree at Hog esch olen (60-120 EC)
Master degree at Univers iteiten (60-120 EC)
Doctor’s degree (dissertation)
4 years
AGE
12
16
17
18
19
20
4
21 -22
23 - 25
Specific type of school(denominations)
PublicProtestantCatholicIslamHinduGeneral specific :”private”: eclectic/Montessori/Waldorf/Dalton,etc.
MontessoriJenaplanDaltonOr: Eclectic mix
Within a denomination a primary/secondary school can choose a pedagogical construct
For Example
A Roman Catholic Primaryschool, is a Montessorischool and communityschoolA protestant Secondary school can be a DaltonschoolA Public school is a Jenaplan school and communityschool
So: Each school can built within limitations its own unique educational concept.
-Means: Constant adaptation to the demands of changing economical needs and changing
populations.
Example
A catholic secundary school can be:Montessori-basedA community schoolHave an USP ( languages, culture, sports, business, technics/science)
Supervision
Every school is (almost) yearly visited by a school inspector : Report of the school is published on internetThe results of the CITO-test of the learners of the school are also published on internetEvery school makes its yearly report for his authority Opinion magazins publish all kinds of reports and make a “top 100”Results of exams are published on internet and in yearly schoolreports..
PISA and Unesco scores
PISA: Language/Mathematics: top 10
Unesco: Overall Happiness Dutch Children : nr.1!
Rotterdam a powerful city
Port of West Europe, extendingHuge Petrochemical industries1,2 million people ( conglomerate)Young populationImmigrant city(178 nationalities)Modern architecture
but
Compared with other 3 big Dutch cities (A,D,U):Lowest level of education ( av.vocational ed.)Highest level of unemploymentLowest average income Highest participation in social welfare
Challenges
Improvement of educational level and influx to Higher education especially for immigrant childrenReducing school drop outReinforce labour participation
Now: competition all over!
It are the schoolresults in Dutch Language and Arithmatic/calculation that count!
All hands on deck to improve the output of the schools: more time for learning, less time for “Bildung”….
What about Teacher education?
Great (inter)national pressure to excellent teachingNo Bachelor course is so severe under guardianship as teacher education..Many “experts”have their opinions about the quality of the teacher and teacher training..Metaphore:sitting in a glass greenhouseWe ourselves have an increasing focus on improvement ( intern/extern audits)
Questions??
Thank you for your attention
Gerard Reitsma, Manager external relations School of Education RUAS
Range of challenges: intentions and measures to improve the quality of the teacher training
Level of National Policy:Document Craftmanship and Mastership in EducationBody of Knowledge of all disciplines defined
Note: Both for Primary and Secondary education
Also Level of national policy
More research in courses (minor)More men in the classroom( Primary ed.)Academic Teacher Training ( together with Erasmus University of Research ( Primary ed.)_Special programmes for excellent students (P+S ed)Special programmes for students with special needs(P+S ed.)Practice driven line: more (mutual)responsiblities to internship- schools ( Sec.Education)Our lecturers self: more Masters and Doctors (Phd’s)
Challenges
More severe selection of Teacher students ( before start and during first year): Language+Arithmatic and later: Biology, Geografy , History..
In some contradiction with: RUAS policy of emancipation of population of Rotterdam
Strong demand of teachers after 2017
Extra efforts of RUAS ( School of Education)
Study-succesfully-programme Established first Academic Teacher Training Course ( double Bachelor degree)Extra programmes for underachieving students ( language /arithmatic)In curriculum substantial part about teaching in the “big city”
And:
Intervision programme for our lecturers Intensive cooperation with Center of Talentdevelopment ( Minors+Mastercourses)Cooperation with Erasmus University ( Academic Teacher Training/knowledge about research and Multicultural issues.Increasing international BenchmarkactivitiesIncreasing international student exchange
(Possible) threats , opportunities
effects on our budgets (recession)National trend: no decrease of influx Teacher studentsInduction phase in schools