In 5 VWO I had to learn Dutch about literature.I loved it, but two classmates who had a technical profile found it disgusting. They defended the whole lesson time with the teacher discussing how disgusting the school system was not that they had to learn things that they had nothing to do about later, even within their profile. Although I was very irritated, they always ruined the whole lesson by literally discussing the hour with the teacher, who had heard the same story so many times and could not do anything about it, I am inherently agreeing with them; One must all learn nonsense, even when a pupil wants to go in a direction and has chosen a profile for it. What benefit does it have to keep future techies in school longer or without qualifications because they do not succeed for German, or literature does not do so much?
Another thing, HAVO and VWO would both be reduced to 4 years; The substance from the substructure (Year 1 -3) is almost all repeated in the superstructure, or it is not necessary for the final exam.So make it only 1 year. Keeping pupils up to their 18th secondary means that they also only have a bachelor at the beginning of 20. Should you think of when they continue for a master, it is total waste of one’s childhood to study as long as to be financially dependent on loans, parents, etc. Think of the economy folks!
Apart from the (austeration) errors of the last cabinets [far too large classes, especially the fact that the system makes it impossible to go into the personal qualities and talents of the individual child.
That means a lot:
- Children with an innate method of problem solving automatically get (!) an insufficient connection to the imposed solution doctrines, a lack of self-confidence.
- A lot of talents and interests/passions are not being boarded/dying in the bud, especially if there is no opportunity in addition to school (by parents) to make them flourish
- Cognitive slow and in width limited children [often mistakenly called stupid hearing to be addressed in a particular way to get < own special education >: in Generic Education impossible.
The same is true (of course) for cognitive very fast and in breadth and creativity very above average children [gifted with talented: They also have to be given their own and special education.
(and no, the HB-ONDW.
From now it does not meet to an extreme degree: especially the (extreme) speed is neglected, the slag level of general education still maintained [imagine that a 14 year old is already going to the Uni: you have to adapt everything!).
And so I can still go on…
Insoluble, because financial and logistics (amount of teachers) you are forced to teach several pupils at the same time, but still…
[It would at least help if the ministry is simply lifted, and together with all the mangers, Conceptologists, TED Talks, conferences/Congresses will be put on the street: let alone (!) teachers decorate the teaching!
If you are nagging to our school system you are probably spoiled, I have recently WON my (Dutch science orientation) 3 Atheneum Project about our school system, and the implementation of this one in our school.In this I have looked at what can be better. I also had a conversation with the team leader Havo VWO underbuilding. This told me that lately a little bit more is being looked at in terms of the minimum number of hours, one can today be a few hours below where one had a problem earlier when this occurred.
The Netherlands has one of the best school systems in the world.Some people point to Finland as the ‘ ultimate ‘ school system, but that’s not, or at least not for the Netherlands:
- Finnish education scores very well on the points that are being tested, but on the other points it lags behind
- There is less ICT, despite the rapid distraction of social media when properly applied can improve the performance of pupils
- There is a lower satisfaction among the children.
Also important is that the ethnic diversity in Finland is much lower than in the Netherlands, so there are fewer differences in learning curves etc.
In recent times, the Finnish classes are also growing and there are more problem children, which causes high (re) burnout rates among the teachers.
I was not very happy with our education system, but after this research I can see why we are still hearing the best, and I am going to see that there is not very much impossible.
Now there are a lot of things that can be improved, but that’s not something you have to put down to the government.With me in school there is individual attention, you can ask for a lesson from someone in the superstructure, and this person who gives additional lessons will be paid by the school. Together with my chemistry teacher, I create a portal for children to take a look at chemical theory, with videos and assignments. We have in the first and 2nd class sports days; Football, hockey, volleyball and basketball. In which every class in teams splits up from an X number of people, and all teams of all classes go against each other in a laddertournament. Everything can, you just have to do it yourself. Instead of whining on the school system, take the initiative and make your own school better.
The monotonic dullness If you are not really part of the group process.
Ah, I could go on forever.I could mention everything, but here’s what bothers me most.
From elementary school I already have an extreme difficulty with counting.They tried to teach me the tables until the teacher who would help me suddenly had to go to another school. Then they put me on their own teaching method. So I did much easier exercises than my classmates. Did not matter how much I wanted to learn fractions. I had to go on with my easy sombs. My school also didn’t make sense to let me do a dyscalculia test.
Then came group 7 and 8. The time they started to find out that I now had a huge lag behind their teaching methods and this would cause problems in secondary education.The next two years my teacher managed to teach me some handy tricks but not enough.
If my teacher wasn’t going to ask in person at the high school where I wanted to go, I had sat on KB a few years ago instead of MAVO while I could easily save everything but counting.
The following year my parents were fortunate to be able to get a dyscalculia test reimbursed.Those are expensive. Could only get reimbursed because I also had a social problem around that time. The result was quite predictable. I had indeed dyscalculia. Something I could have come back with a lot earlier.
Even with a dyscalculia statement I can hardly do anything if there is a count in it.Numbers are hard to remember. I have had several lessons, but I have already forgotten the classes two weeks later. I also have a calculation lag. I still don’t know how fractions work and can only mention the table of 1, 2, 5 and 10 from my head.
Nevertheless, schools find it necessary to make it a problem.With each calculation key with a new or unknown teacher, walk to them to check if I can use a calculator. Some say yes, some no. Even if it has been officially said at the beginning of a school year that I can do it. I always have extra time. But this really doesn’t help anything. Just gives more time to stare at my sums in confusion.
Must also at every new school where I come first to count the whole first year to which I have nothing to do.Until they find out that it does indeed not work.
Finally got math but dropped the moment it was allowed.
My point is this problem is more common.Children with problems such as dyscalculia and dyslexia. That can’t do anything about it. The school’s solution: extra tutoring and extra time. Success with it.
If a child cannot do a certain profession, no matter how much tutoring they get, they cannot.Focus on what they can do, not what they cannot. Because high probability that a child with dyscalculia can be good in languages or someone with dyslexia in sports. They always have something else that they are good at. Not every child is the same.
(This could have been shorter.But I think this works better.)