Presentation on theme: "Study visit to Karmøy / Haugesund (Norway, 2012) Dilys Vyncke Flanders, Belgium."— Presentation transcript:
Study visit to Karmøy / Haugesund (Norway, 2012) Dilys Vyncke Flanders, Belgium
“Improving informed student choices through collaboration of schools and enterprises”
Good to know This presentation contains elements that will not be discussed because of the time limit. I have included the information, because I feel that it might be of use to you and that it will help you to understand the whole educational context in Flanders better. It might also simplify our future conversations. Would you like to get to know my educational network better? Check out www.g-o.be/englishwww.g-o.be/english
My goals for this study visit Inform my colleagues and train/help English/French teachers Therefore I need to find out What makes the Norwegian program of collaboration between schools and enterprises so successful (Which tools can encourage cooperation?) How to help students make a better choice for their working career
My goals for this study visit (2) How to prevent the rate of dropouts in upper secondary vocational schools in Flanders (Is good guidance the key to success?) What the new subject of vocational guidance for lower secondary students is all about What the importance of lifelong guidance is What the other participating countries do with regard to the issues mentioned above
Contents Two questions Who am I? Why am I here? Focus presentation: transition from education and training to the world of work
My role Pedagogical advisor for English (and German) in Flanders Development of English (and German) curricula in secondary education Support of English (and German) teachers in all GO!-schools Support of CLIL Regional advisor for a number of schools - other responsibilities
My role (2) But I’m also involved in the great reform of secondary education that will start in 2013/2014 In this reform there is special attention for the comprehensive system, aiming high for all pupils, (part time) vocational education, the prevention of dropouts and quality assurance
Flanders A small region with a large school population Compulsory education for all children from 6 to 18 3 educational networks GO! education of the Flemish Community is publicly run education organised by the public body called the GO! and under the authority of the Flemish community ►between 15 to 20%
Flanders (2) Publicly funded, publicly run education: both municipal (organised by local authorities) and provincial education (organised by provincial authorities) Publicly funded, privately run schools (mainly catholic schools, but there also protestant, Jewish, orthodox, Islamic... schools ► biggest network Private schools? A small number of schools that are not recognised by the government
Curricula Chairwoman of the curriculum committees for English (and French) Responsible for (12-18) General secondary education Technical secondary education ► 32% Professional (vocational) training and part time secondary education ► 27% Secondary art education
Curricula (2) 2011-2012 12 curricula (Dutch) Vocational training: 3 rd stage (17-18) Based upon Attainment targets for English (Dutch) Common European Framework of Reference for Languages (levels) British English?!
Common European Framework of Reference for Languages 2nd stage vocational training and part time secondary education (“15-16”) ListeningReadingSpeaking (1 person) Speaking (2 persons or more) WritingGeneral A1 -
Common European Framework of Reference for Languages (2) 3rd stage vocational training and part time secondary education (“17-18”) ListeningReadingSpeaking (1 person) Speaking (2 persons or more) WritingGeneral A1/A2 A1A1/A2A1
Schools and teachers in our network Flanders 217 GO!-secondary schools (297 registered locations) 125 schools offer vocational education and training 16 centres for part time secondary vocational education 929 English teachers
English language teaching I help implement the curricula (no central exams) Problems all language teachers face (a selection) Native speakers? Authenticity Functionality Grammar and the principle of noticing Integrating knowledge in skills
English language teaching (2) Single words versus lexical chunks Strategies Intercultural competence Classroom management (a selection) Self-confidence, daring to speak in public Authority Quality
Vocational education and training In technical education all pupils study English and French In vocational education only a small group did before 2010 Since 2010 all pupils must study English OR French in (part time) vocational education They must pass this course
Vocational education and training (2) Learning English or French is not easy for them A new subject... that requires a lot of talking and working together Something most of them didn’t ask for A subject many of them are afraid of The outcome?
Vocational education and training (3) But it is not easy for their teachers either A new subject... which some know little about “Talking and working together will make it hard to keep control over the class” “What about pupils refusing to cooperate?” “They will have great difficulty” “It will amount to nothing”
Luckily... Most English teachers Are excellent teachers Who believe in their pupils Who do their utmost best to get pupils studying (part time) vocational education as far as possible Who enjoy teaching this new subject Most pupils like learning English and do well
My role (3) Network days for specific groups of teachers (e.g. those who teach in technical and vocational schools) School and class visits ‘on demand’ Study days per region and abroad Virtual class of English on Smartschool (Dutch) Not one-shot interventions
My role (4) Area of tension: the principal - the school - the teachers Not an inspector, but not a friend or a colleague either Position of trust Belief Pass judgement (report), support and follow- up
Puzzled? Do you have a question regarding the items I have put between brackets and other items I have not discussed because of our time limit? Would you like to know more about English curricula in secondary education and our attainment targets, the support of English teachers or the role of English in our society?
Always willing to help out! Dilys Vyncke Rastelbos 11 1653 Dworp Telephone: 00 32 2 378 29 99 Mobile phone: 00 32 479 677 420 firstname.lastname@example.org
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