Transcript Internationalisering

Teacher Education
in The Netherlands
in a European context
What works in education according to McKinsey
The quality of teachers is most important for student performance;
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Finland: all teachers have a master's degree
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South Korea: the top 5% of graduates for primary school
The top performers pay no more than average salaries
Limit the supply of teacher-training places to demand.
Teaching becomes a high-status profession ( fiercely competitive)
Lifelong learning for teachers
Sources:
“How to be top”, The Economist, Oct 2007
“How the world's best performing schools systems come out on top” by McKinsey & Co.
Teacher education and the European Union
The Lisbon Agreement 2000
Ambition: to be the most competitive society in the world by 2010
Crucial: Improving the quality of the education by:
• removing obstacles to teachers' mobility
• attracting high-quality teachers
• Lifelong learning
Teacher education and the European Union
2007 Report “Improving the quality of teacher education”
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Forge closer links and partnerships between schools and
teacher education ("learning communities“);
Promote the acquisition of competences;
Ensure a higher educational degree with a suitable balance
between research-based studies and teaching practice;
Support mobility programs for teachers also in light of a
better understanding of cultural differences and the
European dimension of teaching;
Develop a solid HR management:
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support teachers through initial and in-service training (lifelong
learning)
effective early career support programs;
adequate mentoring support their entire careers;
Dutch education at glance
Doctor’s degree
(dissertation )
4 years
23 - 25
Masters degree at
Hogescholen
(60-120 EC)
Master degree at
Universiteiten
(60-120 EC)
21 -22
Level 1
Level 2
2-3 years
Level 3
2-4 years
Level 4
3-4 years
Bachelor degree at
Hogescholen
usually professionally
oriented
240 EC
7 sectors
Bachelor degree at
Universiteiten
usually research
oriented
180 EC
20
19
18
17
Post secondary vocational education
16
Preparatory Vocational Education
(4 years)
4 levels, 4 sectors
Higher Secondary Education
(5 years)
4 sectors
Preparatory Programme
research universities
(6 years)
4 sectors
AGE
12
Primary education 8 years
4
Higher education in The Netherlands at glance
Two different orientated but equal types of universities
1. Research universities - 216,000 students (2004)
2. Universities of Applied Science - 350,000 students (2004)
Teacher education in The Netherlands at glance
Three types of degrees
Bachelor
1. Teacher Primary Education
2. Teacher First Phase Secondary Education (2th degree)
Master
3. Teacher Second Phase Secondary Education (1st degree)
Universities of Applied Science: all 3 degrees
Research Universities: only 1ste degree
Teacher education in The Netherlands at glance (2)
Developments dominated by three issues:
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A predicted severe shortage of teachers;
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The change towards competence-based and work-based
teacher education;
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The change towards more market based approach in teacher
education under pressure of the public debate on what makes
an outstanding teacher;
How is Dutch Teachers Education doing?
Period 2005-2008 saw i.e. the development and implementation of:
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Quality control systems;
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Diversification through profiles;
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Shared knowledge base for secondary degree;
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Entry test for course teacher primary education (language and
math) and remediation programs;
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Implementation of competences;
What are competences?
The sum of all skills and qualities in combination with attitude and
knowledge which defines the behavior which enables a person to
successfully carry out a certain task at a certain level in certain
surroundings
For a teacher that means competences in respect to:
• Working with students;
• Interpersonal
• Pedagogical
• Expert in subject matter and teaching methods
• Organizational
• Working with colleagues;
• Working with the environment;
• Working on your own development;
Dutch Teacher education and the European agenda
Positive aspects
• The development and implementation of Quality control
systems;
• Diversification/ specialization through profiles;
• Balance between research and teaching practice;
• Close links and partnerships in "learning communities“;
• Implementation of competence-based education;
Development aspects
• Embedding of lifelong learning as part of the career;
• More masters in the educational realm;
• (International) mobility of teachers is limited;
• Effective early career support programs could be improved;