Dutch Educational system and Teacher education

1. Dutch Educational system and Teacher education

2. Ongoing search forimprovement in Education

3. Presentation • Context • History • Present situation and challenges in education

4. Context Situation of the Netherlandsafter Second World War till now • High Social- Economical Standards • Economical growth • Prosperity • Political stability (democratic country)

5. 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

6. Netherlands 2013 • Enduring economical crises : hardly economicalgrowth expected next years • Challenges of the multi-cultural society in big cities • Discussion about the influence of the Europe Community • Towards a more sustainable society?

7. But: education is high priority • “The better (accessible) education is, the more chances for prosperity and well-being for the people..

8. But first: the Dutch Educational System • Based on “typical(?)” Dutch values : • Freedom of self-determination

10. 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!

11. Complex System: 3 approaches • A. Formal system • B. Denominations • C. Specific Pedagogical approaches

12. And then we have also the construct of Community-schools Interaction between: School Parents “Surrounding partners” of the school Extra learning time “It takes a village to raise a child: learner

13. Compulsory Education: 5 years old up to and including 18 years old BUT: ALREADY GROUP 0 AND EFFORTS TO STOP AT 23 YEAR OLD!Milestone: startqualification

14. Doctor’s degree (dissertation) Masters degree at Master degree at Hog e sch o len U n ivers i teiten (60 - 120 EC) (60 - 120 EC) Bachelor degree at Bachelor degree at Hogescholen Universiteiten usually professionally usually research oriented oriented Level 4 240 EC 180 EC 3 - 4 years 7 sectors Level 3 2 - 4 years Level 2 2 - 3 years Level 1 Post secondary vocational education Preparatory Programme Higher Secondary Education research universities Preparatory Vocational Education (5 years) (6 years) (4 years) 4 sectors 4 sectors 4 levels, 4 sectors Primary education 8 years 4 years 23 - 25 21 - 22 20 19 18 17 16 AGE 12 4

15. Seconday Special Needs Education • Secondary special needs schools • Practice schools

16. Specific type of school(denominations) • Public • Protestant • Catholic • Islam • Hindu • General specific :”private”: eclectic/Montessori/Waldorf/Dalton,etc.

17. Within a denomination a primary/secondary school can choose a pedagogical construct • Montessori • Jenaplan • Dalton • Or: Eclectic mix

18. For Example • A Roman Catholic Primaryschool, is a Montessorischool and communityschool • A protestant Secondary school can be a Daltonschool • A Public school is a Jenaplan school and communityschool

19. 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.

20. Example • A catholic secundary school can be: • Montessori-based • A community school • Have an USP ( languages, culture, sports, business, technics/science)

21. Supervision • Every school is (almost) yearly visited by a school inspector : Report of the school is published on internet • The results of the CITO-test of the learners of the school are also published on internet • Every 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..

22. PISA and Unesco scores • PISA: Language/Mathematics: top 10 Unesco: Overall Happiness Dutch Children : nr.1!

24. Rotterdam: port of Europe

25. Rotterdam a powerful city • Port of West Europe, extending • Huge Petrochemical industries • 1,2 million people ( conglomerate) • Young population • Immigrant city(178 nationalities) • Modern architecture

26. but • Compared with other 3 big Dutch cities (A,D,U): • Lowest level of education ( av.vocational ed.) • Highest level of unemployment • Lowest average income • Highest participation in social welfare

27. Challenges • Improvement of educational level and influx to Higher education especially for immigrant children • Reducing school drop out • Reinforce labour participation

28. 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”….

29. What about Teacher education? • Great (inter)national pressure to excellent teaching • No 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 greenhouse • We ourselves have an increasing focus on improvement ( intern/extern audits)

30. Questions?? • Thank you for your attention • Gerard Reitsma, Manager external relations School of Education RUAS

31. Range of challenges: intentions and measures to improve the quality of the teacher training • Level of National Policy: • Document Craftmanship and Mastership in Education • Body of Knowledge of all disciplines defined • Note: Both for Primary and Secondary education

32. 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)

33. 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

34. 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”

35. 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 Benchmarkactivities • Increasing international student exchange

36. (Possible) threats , opportunities • effects on our budgets (recession) • National trend: no decrease of influx Teacher students • Induction phase in schools