SWOT-ANALYSES

1. SWOT-ANALYSES CVO Leuven - Landen Redingenstraat 90 3000 Leuven 016 31 99 20 info@cvoleuven.be

2. Name school: Antwerpen-Zuid Open Multimedia Classroom (Belgium) CVO Leuven - Landen Redingenstraat 90 3000 Leuven 016 31 99 20 info@cvoleuven.be

3. STRENGHTS interdisciplinarycollaboration organization collaboration in order to develop material (eg. support, technicians, own recording studio) CVO Leuven - Landen Redingenstraat 90 3000 Leuven 016 31 99 20 info@cvoleuven.be

4. development of the material and support are financed • reception is kept open administrative collaborators, opening hours are very flexible • database with all information (results, content, attitude, counseling) • deliberation (after each final examination with the counselor present)

5. laptop cabinet (can be taken into the class) • who takes part? • own initiative • the Open Multimedia Classroom is a subject in the course + visit

6. COUNSELLING - Our school doesn’t have an Open Multimedia Classroom but is an Open Multimedia Classroom (link ‘normal course’ + electronic platform + guidance in the OMC and study groups) - easy approachable (cafeteria, enrollment and counseling are very close) - different study groups - to tackle ‘individual’ problems CVO Leuven - Landen Redingenstraat 90 3000 Leuven 016 31 99 20 info@cvoleuven.be

7. well developed use of the electronic platform (extra exercises, remedy, smartboard, learning paths, ...) • CVO TV: instruction with movies (eg. indirect speech, perfect, …) • follow up and support of the teachers • * studygroups: grammar (1.2/2.1 en 2.2/2. • 3), understanding, talking, dare to talk and basis 1.1 (to be developed: 2.3/2.4) • Study groups are free of charge

8. 1 counselor follows the learner during this study • huge support (exercises and methods) • flexible system (eg. late arrivals 1.1 get support in a study group) • follow up of the learners (counselors are immediately notified when a learner is absent) • anticipation (eg. study groups are already formed during deliberation) • facilities contracts for learners with a handicap

9. WEAKNESSES • Infrastructure and finances • - study groups are too non-committal (absences?) • - not all the learners are reached • - infrastructure: room is not big enough • - organization (eg. of the study groups)

10. THREATS • time investment is bigger then the results, not all exercises are as interesting • commitment of the learners, often of those who really need the OLC, is not always enough • Own material can be digitalized (what about the market?)

11. Name of the school • Arcus college Heerlen (The Netherlands)

12. Dutch forforeigners in the Netherlands • Regional education providers (or private institutions) • Focus on the state examination • Budget cuts (courses might end in 2014)

13. Arcuscollege • 3 different pathways - literacy (2,5 years) - integration (40 weeks, focus on the examination, level A1 – A2) - language training (state examination B1 or B2; learners are skilled and want to study

14. Integration course • Learners learn practical things like how to open a bank account, how do men and women socialize = not a language course • Learners succeed if they can handle all the practical activities • They start whenever they want = mixed groups • Tests are in function of the state examination

15. E-learning in the integration course • Teacher introduces the subject during 45 minutes • Learner practice alone in the open classroom • Guidance by former learners working for 6 months in the open classroom

16. Counselling • From the start • ½ hour per week (course = 15 hours) • Mentors are teachers • Counselling - to register the learnersfor the state examination - to arrangeforaninternship - to facilitate the transition to a job

17. - to redirect the learners if there are problems - to report to the municipality (digital portfolio) - to practice together with the learner (if necessary) Each teacher is coach and teacher (50-50). The e-learning is no part of the counselling.

18. STRENGTHS • Counselling is integrated in the daily school routine from the start • Tasks are well defined • Combination of lessons and individual work in the open classroom is motivating and adapted to each learner • Classroom practice are combined with internship and practical everyday activities

19. 97% success rate • Higher educated can go directly to specific classes after a preparation (immersion) of 4 weeks • Learning how to learn is well developed from day 1 • Many computers • Flexible system • Counselling is part of the teachers’ workpackage

20. WEAKNESSES • Groups are too big and heterogenous • Not tailor made (what about the needs of the learners?) • Teachers are not skilled enough (primary school teachers because they are cheaper) • Focus on the Dutch habits (what about cultural differences, multiculturality, …) • Focus on the examination (quality?) • Assistants are former learners who have to work. Can they really help?

21. THREATS • Budget cuts in 2014 (2011: ROC is paid for each learner who passes the examination) • Learners who already study must work for 6 months in order to integrate (burden) • Big Brother (digital portfolio to the municipality can lead to less money for the learner)

22. OPPORTUNITIES • The system allows learners to work on their own pace and repeat if necessary • Individual follow-up in counselling • Open classroom is provided with sufficient infrastructure, computer programs, speech technology, …