Dutch Education System- Summary

Total Page:16

File Type:pdf, Size:1020Kb

Dutch Education System- Summary The Dutch education system explained ! - Summary - ! ! ! CONTENTS: ! All about primary school (basisschool) (page 2) ! When school is out (after-school care & holidays) (page 13) ! Preschool (voorschool) (page 15) ! Page !1 Annebet van Mameren - New2nl - December 2014 ! All about primary school (basisschool) ! ! Dutch or international primary school? ! ! ! Why an international primary school? ! • You are staying in the country for a short period • You have ‘older’ children (6+) • Your child has already gone to a school in another country • More easy to continue school in another country in the future • Make part of the international community • If you can aford it. (Sometimes companies pay for the international education of ! the children of their employees) ! ! Recognized international curricula: ! IPC: The International Primary Curriculum (IPC) is a comprehensive, thematic, creative curriculum for 3-11 year olds, with a clear process of learning and with specific learning goals for every subject. It appeals to many international families due to !its internationally minded, as well as creative and rigorous approach to learning. IB: The IB (International Baccalaureate) program is an internationally recognized pre- university curriculum that ofers year 12 and 13 students (or year 11 and 12 in some schools) an opportunity to gain a diploma based on a comprehensive and !integrated curriculum that meets international standards. ! ! The following international schools are located in or near Amsterdam: ! • British School of Amsterdam (BSA) – Oud-Zuid (also preschool & secondary) • Amsterdam International Community School (AICS) – primary (IPC) and secondary (IB) program. Subsidized by the Dutch government. (Near Station Zuid) • International School of Amsterdam (ISA)- three IB programs (PYP, MYP, DP) - Amstelveen (also secondary) • Gifted Minds International School, Amstelveen- start: October 2014 (ages 3-12), (IPC) • Albert Einstein International School - Amstelveen (ages 2 - 12, also boarding school) • The Japanese School of Amsterdam (Nieuw-West) • French school ‘Lycée Vincent van Gogh’, (De Pijp) (ages 3-11) • Little Universe: Bilingual, private, Montessori style (Oud-Zuid) ! ! ! Why a Dutch primary school? ! • You are staying in the Netherlands for a longer period • You would like to ‘fit in’ better • Make Dutch friends, and get to know your neighbours. Please don’t underestimate the frequent playdates! • Learn Dutch (yes, you too :o)) • There are many demonstrated benefits of learning multiple languages at a younger age (cognitive, linguistic, and social) • Choice of educational philosophies/religions > find a school that matches best with your values and beliefs • Dutch schools are (almost) free. They do ask for a small ‘parent contribution’! (Ouderbijdrage – see below) ! ! ! ! ! Page !3 Annebet van Mameren - New2nl - December 2014 The Dutch education system explained: ! ! • Most children start school the day after their fourth birthday. • This means that everyone starts on a diferent day and there is no ‘first day of school event’. • In the beginning of the school year the class is still relatively small and grows overtime. • From age 5 a child is obliged to go to school (leerplicht). This means that for the first year you are a bit more flexible. You can discuss together with your child’s teacher what works best for your child. • The first days/weeks the child goes to school for half days. This is the orientation/adjustment period. Usually the parents and teacher decide together when the child is ready to go to school ‘full-time’. • Most schools have group 1 & 2 combined. The children in this class are called ‘kleuters’. In the ‘kleuterklas’ they focus on learning through play, social skills, structure, and gradual preparation for reading and writing. • Formal reading and writing starts in group 3 (age 6). • Most schools take January 1st as the ‘cut of’ date to decide whether a child is ready for group 3. Children born before this date usually stay in the kleuterklas a bit less than 2 years, while children born after January 1st are kleuters for a bit over 2 years. Apart from the date of birth, the teacher also looks at their level of maturity, and readiness for formal learning. • There are eight years of primary school (basisschool). Most children start at age four in group one and move up a group every year. After group 8 (age 12) they go to high school. • The Dutch school attendance law (leerplichtwet) is very strict. From age 5 your child is only allowed to miss school when you can prove that you couldn’t go on holiday during the school vacations because of work, or because of a family emergency. Please take this law very seriously as you will be fined when you don’t ask for ofcial permission. • At age five, a child can get max. 5 hours per week of, without any specific reason. • Although Dutch schools are free, they do ask a small ‘parent contribution’ (ouderbijdrage) with which they pay extra things like school trips, celebrations (Sinterklaas, Christmas), a dedicated music teacher, or a student- run vegetable garden. Some school base the height of the ouderbijdrage on your household income. • Although this contribution is called ‘voluntarily’, if you decide not to pay it, your child might be excluded from above-mentioned events and activities. • Most schools only start giving homework in the higher classes, to prepare for high school. • Some schools keep record of the students’ performance by descriptive reports or a portfolio, rather than grades. • Twice per year, from group 1 or 2 on, the students take a test to measure their progress and to catch any learning difculties like dyslexia at an early stage. This is called the ‘pupil monitor system’ (leerlingvolgsysteem, LVS). This is also a way to measure the quality of teaching. Please note that the students can’t pass or fail these tests and that there are no direct consequences based on the outcome of the tests. ! ! Central end test of group 8 ! • In group 8, the last year of primary school, the students take the ‘Central end test for primary education’ (Centrale Eindtoets Basisonderwijs). This is an aptitude test, in which they measure what the students have learned in the past eight years. • Spread over three days, the students are given 290 multiple choice questions testing their Dutch language and comprehension skills, mathematics, study skills, and world orientation (which is a combination of history, geography, biology and world religions). The subject of world orientation is optional for schools. • Previously a foundation called Cito designed these tests. From the school year ’14/’15, next to the Cito test a few other tests have been ofcially approved by the Ministry of Education. • From the school year ’14/’15, all primary schools are obliged to take part in an end test. • Before the end test takes place (in April), the group 8 teacher assesses what level of high school education would fit each student best. They base their recommendation on the student’s test scores of their whole school career, intelligence, their attitude towards learning, eagerness to learn, interests, etc. • Based on the outcome of this test and the opinion of the teacher, the students get their advice for the appropriate level of high school education. The assessment of the teacher is the decisive factor. ! ! ! ! Page !5 Annebet van Mameren - New2nl - December 2014 High school education: ! There are three ability levels in secondary school: ! VMBO - preparatory secondary vocational education: 4 years, followed by MBO HAVO - senior general secondary education: 5 years, followed by HBO VWO - pre-university education: 6 years, followed by University ! Many high schools have a mixed-level ‘bridge class’ in the 1st year After obtaining a diploma for a lower level, you may proceed to the next level. This route will take some extra time. ! $ ! http://en.wikipedia.org/wiki/Education_in_the_Netherlands! ! The three levels of education may lead to the following professions: ! • MBO (Intermediate Vocational Education): Assistant, Secretary, Security ofcer, Ofce employee, Hairdresser, Nurse, Childminder! • HBO (Hogeschool/ University of Applied Sciences): Teacher, Accountant, Manager, Team leader, Banker, Architect, Art director, Journalist, Translator, Real estate agent, Advisor, Consultant, Midwife, Artist, Pilot! • University (=WO): Lawyer, Psychologist, Doctor, Surgeon, Specialist, Expert, Researcher, Notary, Professor, Engineer, Scientist! Quality of Dutch education: ! • High rankings for Dutch students in Pisa/OECD survey for 15-year-olds, especially in mathematics. This survey is conducted in 56 countries.! • See also: www.telegraph.co.uk/news/worldnews/europe/netherlands/ 10489496/OECD-education-report-Dutch-system-puts-premium-on-quality- standards.html. They have also interviewed me for this article!! • The Dutch government spends more per child than most other OECD countries ! • In the Times Higher Education World University Ranking study, the Netherlands is usually the best represented country after the US and UK. Please note that the Dutch universities are all funded by the government and the fee is only % 1.906 per year.! • Dutch high school teachers may get a scholarship of max. 7000 Euro to obtain an additional bachelor or master's degree. This continuing professional development increases the quality of education ofered nationally.! ! ! School hours: ! • Schools may decide on their own opening hours. • Usually school starts around 8:45am and ends around 3:15pm.! • Lunch break of about
Recommended publications
  • (1884-1952) in Jena 2010 International Dialogues on Education, 2020, Volume 7, Number 1, Pp
    Retter: The Dispute Over the Reform Pedagogue Peter Petersen (1884-1952) in Jena 2010 International Dialogues on Education, 2020, Volume 7, Number 1, pp. 54-90 ISSN 2198-5944 Hein Retter (Germany) The Dispute Over the Reform Pedagogue Peter Pe- tersen (1884-1952) in Jena 2010: Review of a "To- tal Disaster" After Ten Years Abstract: With the reunification of Germany, a Jenaplan School was founded in 1991 in the city of Jena, Thuringia. Since then one place of the city carried Petersen's name. The University School at Jena, refoun- ded by Petersen as Life Community School in 1924 (the traditional purpose as a mere teacher training school goes back to the year 1844) and received international attention during the Weimar Republic. Pe- tersen's attempt to gain recognition in the Hitler state (1933-1945) with his reform pedagogy failed, but the University School was allowed to continue to exist. In 1950 it was closed by the socialist GDR state (East Germany). Ten years ago, a bitter dispute raged in Jena over Petersen because previously unknown racist texts written by him had been discovered. The dispute ended when Petersenplatz was renamed "Jen- aplan". A book by Hein Retter, which appeared ten years ago, was highly controversial: it described child- ren of Jewish and socialist origin as well as disabled children - from families who were threatened by Nazi ideology but who saw their children safe with Petersen. Looking back ten years, the author of the contro- versial book describes the Jena Petersen dispute and what can be learned from it.
    [Show full text]
  • International Relationships - an Overview - September 2004
    Jenaplanschools in the Netherlands and their international relationships - An Overview - September 2004 Jenaplanschools in the Netherlands and their international relationships An Overview – SEPTEMBER 2004 CONTENTS 1. Purpose and scope of this overview 2. Jenaplan – the New Education Fellowship – progressive education 3. Inspiration from England and the USA 4. Educational freedom 5. Beyond dogmatism and relativism 6. International relationships now 6. 1. Europe 6.1.1. Germany 6.1.2. Austria and Italy 6.1.3. Central- and Eastern Europe 6.1.4. United Kingdom 6.1.5. Scandinavia 6.1.6. Belgium 6.1.7. Europe general 6. 2. Outside Europe 6.2.1 USA now 6.2.2. Australia 7. The Netherlands 8. Next steps -Literature -National campaign against test -Basic principles for a good school This updated and elaborated version of an international overview replaces earlier versions. Proposals for improvement and new links are most welcome, like other comments too!! If relevant a new and actualized version of this overview will be produced Spring 2005 This overview is als a part of the website www.jenaplan.nl Kees Both Jenaplan Association of the Netherlands (NJPV) Dedicated to the memory of -Susan Freudenthal from whom I learned to see the Jenaplan in an international perspective; -Jos Elstgeest, whose life was an example o f teaching and learning internationally and who at the same time was interested in what happened on a square meter 1 Jenaplanschools in the Netherlands and their international relationships - An Overview - September 2004 1. Purpose and scope of this overview The Jenaplanschools in the Netherlands are probably one of the biggest organized groups of nongraded m ultiage schools in the world.
    [Show full text]
  • Exploring, Sensibility and Wonder Science with Young Children and Using the Senses
    Published in: Härnqvist, K/ A. Burgen (eds.)(1997), Growing up with Science. Developing Early Understanding of Science. London: Jessica Kingsley/ Academia Europaea. EXPLORING, SENSIBILITY AND WONDER SCIENCE WITH YOUNG CHILDREN AND USING THE SENSES Kees Both When you understand all about the sun and all about the atmosphere and all about the rotation of the earth, you may still miss the radiance of the sunset. There is no substitution for the direct perception of the concrete achievement of a thing in its actuality. We want concrete fact with a high light thrown on what is relevant to its preciousness Alfred North Whitehead I know the answer, but what's the question? Lazer Goldberg What is it in the individual scientist's relation to nature that facilitates the kind of seeing that eventually leads to productive discourse? ...one must have the time to look, the patience to 'hear what the material has to say to you', the openess to 'let it come to you'. Evelyn Fox Keller, about Barbara McClintock Twenty-five years ago I was a firm believer in a process-approach to primary science. We were impressed of the rapidly growing amount of information the children were immersed in (especially by the influence of the TV) and by the rapidly expanding and changing sciences. A proverb we used frequently was: 'knowledge is like fish, it is rotting soon.' We also cited the wisdom of good old Heraklitos, who said: 'teaching is not filling a barrel, but lighting a fire'. It was not important what was learned, but how it was learnt.
    [Show full text]
  • Diplomarbeit Fertig
    Reformpädagogischer Mathematikunterricht in der Sekundarstufe 2 Eine Betrachtung der montessori- und waldorfpädagogischen Konzeptionen und deren Umsetzungen, sowie die Relevanz von Reformpädagogik für den Regelunterricht Diplomarbeit zur Erlangung des akademischen Grades einer Magistra der Naturwissenschaften an der Karl-Franzens-Universität Graz vorgelegt von Teresa Maria NIEDERL am Institut für Mathematik und Wissenschaftliches Rechnen Begutachter: Ao.Univ.-Prof.Dr.phil. Thaller, Bernd Graz 2013 Eidesstattliche Erklärung Ich, Teresa Maria Niederl, versichere hiermit an Eides Statt, dass ich die vorliegende Arbeit selbstständig und ohne fremde Hilfe verfasst, andere als die angegebenen Quellen nicht be- nutzt und die den Quellen wörtlich oder inhaltlich entnommenen Stellen als solche kenntlich gemacht habe. Die Arbeit wurde bisher in gleicher oder ähnlicher Form keiner anderen in- ländischen oder ausländischen Prüfungsbehörde vorgelegt und auch noch nicht veröffent- licht. Die vorliegende Fassung entspricht der eingereichten elektronischen Version. Datum / Unterschrift Zusammenfassung Es mangelt der pädagogischen Realität nicht an vielen verschiedenen reformpädagogischen Ideen und konkreten Konzepten. Doch für die Sekundarstufe 2 sind nur wenige davon ausge- reift umsetzbar. In Österreich findet man die Waldorfpädagogik, die Montessoripädagogik und vereinzelt auch den Daltonplan in der praktischen Umsetzung, in Deutschland beispiels- weise auch solche zum Jenaplan. Die Vermittlung von Mathematik in der Sekundarstufe 2 wird speziell aus
    [Show full text]
  • International Dialogues on Education Past and Present
    International Dialogues on Education Past and Present 2020, Volume 7, Number 1 GOLZ Editorial GRAUMANN & AFFELDT The Hanseatic League and Education - A Neglected chapter in European and German history WATERKAMP Realism, Pansophy and Mentality in the Work of the Czech and World Pedagogue J.A. Comenius: An Analysis of Three Fundamental German Works and Their Significance for International Comeniology RETTER The Dispute Over the Reform Pedagogue Peter Petersen (1884-1952) in Jena 2010: Review of a "Total Disaster" After Ten Years KOLESNIKOVA Innovative Changes in Education of the 2010s: Pro and Cons FASCHING-VARNER, DESMARCHELIER, GERLACH, WIENS, SCHRADER, DOWN, STEWART, STONE, BAGNALL & LÜKE Thinking and Acting Across Ponds: Glocalized* Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education DIERS Strengthening Resilience in School – A Narrative Examination of How Teachers Promote Resilience by Providing Social Support WINZER & MAZUREK Salamanca 25 Years Later: A Commentary on Residual Dialogues of Disability and Diversity CORBIN DWYER The Impact of ESL Discussion Groups in an Undergraduate Counselling Psychology Course BYLINSKAYA Aspects of a Categorization of the Concept "Personality" in the Professional Consciousness of Teachers - An Example from Belarus TAO A Comparative Study of Higher Education Governance in Greater China FRANZ Book Review SEBESTYÉN Book Review GOLZ & WHYBRA Book Review www.ide-journal.org ISSN 2198-5944 International Dialogues on Education: Past and Present 2 3 © International Dialogues on Education: Past and Present All rights reserved ISSN 2198-5944 International Dialogues on Education: Past and Present Volume 7, Number 1, 2020 Reinhard Golz Editorial 6-9 Olga Graumann & Sören Affeldt The Hanseatic League and Education - A Neglected Chapter in European and German History 10-30 Dietmar Waterkamp Realism, Pansophy and Mentality in the Work of the Czech and World Pedagogue J.A.
    [Show full text]
  • Book Reviews by Hein Retter
    Book Reviews International Dialogues on Education, 2018, Volume 5, Number 2, pp. 117-123 ISSN 2198-5944 Book Reviews by Hein Retter Timo Jacobs & Susanne Herker (Hrsg.) (2018). Jenaplan-Pädagogik in Konzeption und Praxis. Perspektiven für eine moderne Schule. Ein Werkbuch. Baltmannsweiler: Schneider Verlag Hohengehren. 556 pages, ISBN 978-3- 8340-1716-1; 36 €. Germany is one of those countries of the western world where the public (state) education system is strongly dominant. On the other hand, a larger number of schools exists with a special concept of teaching and learning - a pedagogical alternative to public education. This does not exclude that some reform concepts also found their way into the public education system. Emerging from the international movement of so-called "New Education" in the first three decades of the 20th century, such schools work, for example, according to the pedagogical concept of Maria Montessori (1870- 1952), Rudolf Steiner (1856-1925), Célestin Freinet ( 1896-1966), Hermann Lietz (1868-1919), Helen Parkhurst (1887-1973). Emerging from the school reform movement 100 years ago, such schools today, certainly have an increase of pupils. The concepts have been further developed pedagogically, but are still significantly linked to the basic idea of their historical starting point. This applies in particular to the practical pedagogy of Peter Petersen (1884-1952), the reform educator who taught educational science at the University of Jena from 1923 to 1950. As a successor to the famous Herbartian Wilhelm Rein (1847-1929), he developed a new concept of school at the University of Jena, which soon found international interest, in which - as Petersen repeatedly emphasized - international experiences of "New Education" played a special role, not least reform schools from the USA.
    [Show full text]