Deckblatt Productive Learning in the Netherlands

PPRROODDUUCCTTIIVVEE LLEEAARRNNIINNGG IINN TTHHEE NNEETTHHEERRLLAANNDDSS IINNTTEERRNNAATTIIOONNAALL SSEEMMIINNAARR

PPrroodduuccttiivvee LLeeaarrnniinngg ––

aa nneeww aapppprrooaacchh ttoo iinnddiivviidduuaall vvooccaattiioonnaall oorriieennttaattiioonn

21 to 23 January, 2008 in Hilversum, Netherlands

Documentation

2008

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Productive Learning – a new approach to individual vocational orientation

PPRROODDUUCCTTIIVVEE LLEEAARRNNIINNGG IINN TTHHEE NNEETTHHEERRLLAANNDDSS IINNTTEERRNNAATTIIOONNAALL SSEEMMIINNAARR

PPrroodduuccttiivvee LLeeaarrnniinngg ––

aa nneeww aapppprrooaacchh ttoo iinnddiivviidduuaall vvooccaattiioonnaall oorriieennttaattiioonn

21 to 23 January, 2008 in Hilversum, Netherlands

Documentation

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Documentation by: Michael Käselau, Dr. Sabine Liedtke, Institute for Productive Learning in Europe (IPLE) Contributions from: Heike Borkenhagen, Detlef Siehl, Institute for Productive Learning in Europe (IPLE) Layout: Sylvia Gleißner, Institute for Productive Learning in Europe (IPLE) The German projects of Productive Learning are sponsored by the European Social Fund. © Institute for Productive Learning in Europe (IPLE), 2008

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1. Background In summer 2006 Co van Houten from ROC van Amsterdam, Gooi & Vechtstreek read an article about Productive Learning as an alternative way of school education and real-ised its importance for his school and his students. The Dutch partners were concerned about a growing group of young people who are uncertain about their vocational future al-though the rate of unemployed young people in the Netherlands is relatively low compared to Germany. Students often prefer to leave vocational training in order to work full time to earn money. Especially children of socially weak backgrounds and migrants often don’t get enough family support to follow up their school education to a high level of education and qualifi-cation. They risk failing when it comes to vocational competition and their chances of find-ing work on the job market. As a matter of fact, this tendency is to be seen in all Western European countries. In November 2006 Co van Houten together with eight colleagues came to Berlin to learn more about Productive Learning at the Institute of Productive Learning in Europe (IPLE). They also visited Productive Learning projects in Berlin. As a next step Co van Houten in-vited the Institute of Productive Learning to present Productive Learning to educators and managers of ROCvA at the Goethe-Institut in Amsterdam in May 2007. After intensive discussions the ROCvA and the IPLE agreed on the idea of Productive Learn-ing as an attractive alternative for schools and other educational institutions in the Nether-lands. Therefore two seminars, the first in Hilversum and the second one in Berlin (in April 2008), are supposed to act as an opportunity for ROC educators as well as for other Dutch teachers and educators to get to know Productive Learning. Especially the second seminar in Berlin should give Dutch teachers and educators the opportunity to decide whether they wish to participate in a follow-up programme in order to qualify for the methodology of Productive Learning. 2. Aims of the seminar in the Netherlands, Hilversum The first seminar was directed to educators, administrators and politicians who are in-volved in vocational orientation or in other educational programmes and who wish to de-velop their work through the approach taken by Productive Learning. The seminar gave the chance to find out more about Productive Learning in theory and practice. The seminar was focused on vocational orientation and the role of Productive Learning in prevocational projects. The possibilities of Productive Learning in the systems of vocational

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education and the chances of Productive Learning in the transition from secondary school to vocational training were discussed and new ideas were developed. The idea that led to the topic of the seminar based on the difficulties of young people in the process of decision and about the individual professional orientation and their per-spectives for the future. In some countries Productive Learning is already part of vocational education (i.e. Finland). In some countries this role is still in process of developing (i.e. in Germany) and in some countries the implementation of Productive Learning is a task for the future (i.e. Netherlands, Portugal). These different perspectives built a good basis for the interacting of the participants in this seminar and gave the chance to develop new ideas and inspiration. 3. Seminar design This first seminar has the aim to give the chance for exchange of experiences. It should take into consideration the wishes and expectations of all the different participants and to give basic information about Productive Learning. Three steps were to go in three days: 1. input about Productive Learning - get to know each other - collect individual wishes

and expectations 2. collecting impressions of education in schools/projects in the Netherlands; similarities

with and differences to Productive Learning 3. conclusions and plans concerning the implementation of Productive Learning To build up a good atmosphere for discussion and exchange the seminar was split in five small groups working on the same issues and central questions. The following key-questions were subjects in the discussions during the seminar: What are the problems and the needs of students in their individual process of voca-

tional orientation? What are the problems and the needs of teachers? How can we refer to the interests and the needs of the students and teachers? How can we build bridges between school and real life? How can we develop subject-orientated learning? Do we need another philosophy of being a teacher? Do we need to change our “role”?

In each workshop the participants were mixed (nationality, type of school) and had the possibility to concentrate on special questions and aspects. On the second day each workgroup visited a school or project and evaluated the impressions afterwards. On the third day the participants – gathered in the same groups – worked now in turn in four rooms, with four different facilitators on the following four subjects: The significance of person, practice, culture, role of educator. The results were collected for all four topics on presentation boards regarding subject matter (person, practice, culture, role). In the “visit of an exhibition” (exhibition of all presentation boards) the results of the rotation work were presented to all participants. Finally there was a plenar panel held by two of the facilitators

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and the plenary to recapitulate the rotation results and to fix conclusions and the next steps for the future. 4. Input There were three introducing lectures in the opening of the seminar in order to give first in-formation to the plenary about: Introduction into the main ideas of Produc-

tive Learning (Heike Borkenhagen, Germany)

Productive Learning in Finland (Petri Hänninen, Finland)

Introduction into the Dutch system of vocational orientation and education; What do we expect of Productive Learning? (Ron van Benthem, Netherlands)

5. Working groups Group 1 (Sabine Liedtke, IPLE Berlin; Eddy van Bennekom, ROCvA, Amsterdam) The group consisted of 11 members, four from the Netherlands, six from Germany and one person from Madeira, Portugal. Two dutch persons coming from Nova-College in Amsterdam, two other dutch persons from the ROCvA G&V, Hilversum, the person from Madeira coming from a secondary school. The german members of the group are all edu-cators in Productive Learning Projects in different parts of Germany (Mecklenburg-Vorpommern, Brandenburg, Thüringen, Berlin). The group was moderated by Sabine Lied-tke (IPLE, Berlin) and Eddy van Bennekom (ROCvA, Amsterdam). On the second day the group had the chance to visit Nova-College in Amsterdam, which is situated in a part of Amsterdam where a lot of social problems occur. This Secondary School was reorganised when in the education system “New Learning” has been imple-mented. Apart from this the school is very well equipped (e.g. different big workshops).

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Group 2 (Michael Käselau, IPLE Berlin, Ron van Benthem, ROCvA, Hilversum) There were 11 participants in this working group - six from Germany and five from the Netherlands. Four of the German teachers are working in different Productive Learning projects in Germany.The other two teachers are working in a vocational school in Berlin and are interested in Productive Learning. Two participants from the Netherlands are working at the ROCvA G&V, two were coming from the College de Brink (vocational orientated) and one Dutch teacher is working at the Comenius College (general education). Both Colleges are situated in the region near Hilversum. The working group was moderated by Michael Käselau (IPLE, Berlin) and Ron van Benthem (ROCvA G&V, Hilversum). The group visited the “College de Brink”, which is a very new and well equipped school with many different workshops (car-garage, nursery, kitchen, media…). So the group got a good impression of “VMBO” – a vocational orientating College. The group was prepared with some questions and most of them were answered after the visit and a good discus-sion. It was very nice, that the College was presented by two of the group-members. The visited College wants to develop a better link to the ROCvA for the future. Group 3 (Heike Borkenhagen, IPLE Berlin, Wilma Schellekens, Savornin-Lohman Hilversum)

The group consisted of 11 participants from three different European countries: Nether-lands, Germany and Finland. Seven of the participants are teachers, working in a Produc-tive Learning project in Germany or Finland. Four participants from the Netherlands are representatives of ROCvA G&V or Comenius College. The group was moderated by Wilma Schellekens (ROCvA G&V, Hilversum) and Heike Borkenhagen (IPLE, Berlin).

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They visited the project “QUEST”, which is located in the “Roland Holst College”, a sec-ondary school in Hilversum. QUEST is addressed to highly talented students between 12 and 15. Students get the opportunity to prepare themselves for the high school in a very individualised way. Group 4 (Co van Houten, ROCvA Hilversum) Group 4 was a special group within the seminar as it consisted only of 10 members from the ICT educational unit of ROCvA, Gooi & Vechtstreek. Rainer Finke, a German PL-educator and Petri Hänninen from Finland joined the group for one day to give some in-formation about Productive Learning in German and Finish projects. They discussed the success of the special conception of the ICT unit in Hilversum (HOPPA) and analysed its reasons. On the third day the members of this IT-group enriched the work in the seminargroups with their experiences. Group 5 (Detlef Siehl, IPLE Berlin, Cosien Burger, ROCvA, Hilversum) Group 5 consisted of 5 Dutch educators from ROCvA and was joined by one Dutch teacher of a secondary school (VMBO) on the first and last day of the seminar. It also in-cluded 5 PL educators from different regions in Germany and one German teacher from a regular school for students with special needs, who intends to become a PL educator next school year. It had 2 co-facilitators, Cosien Burger from ROCvA and Detlef Siehl from IPLE. Group 5 had a special focus on the assessment and career centre LEC of ROCvA. The programs offered by LEC were introduced by one of the staff members of LEC who also participated as a member of the group. LEC deals with students who need special counsel-ling on their career either because they are in conflict with school, left VMBO (general education) without a certificate or they want to restart their studies in an other department of ROCvA, as they found out that their career decision did not suit their special interests. For all these students LEC offers different programs on the base of an individualised cur-riculum. Chances and risks of these programs and similarities and differences to PL educa-tion were discussed. Group 5 also visited a project offered by students of the carpentry unit of ROCvA to VMBO students (general education) who are in conflict with school. Through practical work (constructing of a house from scratch) they should get a new approach to their learning, although there are no links between the school curriculum and the practice in the project. The whole project was managed by two students of the carpentry unit, who had to run the entire venture on their own. 6. Results and conclusions The work in the special rotation system was orientated along central elements of Productive Learning, which are person, practice, culture and role of the educator with the aim of col-

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lecting ideas and questions of all the participants and to guarantee an effective exchange among the participants. Concerning the aspect of person the participants discussed differ-ent ways of individual vocational orientation and how these ways take the individual needs of the students into consideration. A central conclusion was that the “Dutch” dropouts are different to the “German” dropouts, but with certain similarities such as the social prob-lems they have to deal with, the lack of skills, their needs, etc. As to “practice” the possibilities to join practice with theory were pointed out for the differ-ent education systems. The Dutch participants mentioned difficulties to organize “Produc-tive Learning” only for a few days. At this point it was important to emphasize the holistic character of Productive Learning. Concerning the third category “Culture” the participants worked out the role of subject learning in vocational orientation and how it can become a tool for the students to organ-ize their individual learning. At the fourth and last stop on the rotation work the participants discussed their role as edu-cators who want to change in order to improve the work with dropouts. The most impor-tant needs are that teachers need (more) pedagogical skills and- a new, empathetic ap-proach to the students. This could be realized through a change in behaviour and under-standing its own role towards an flexible, open-minded and patient educator who is in need of a special training program and builds up a network with other projects, who follow the same aims. 7. Next steps During the second seminar at the beginning of April 2008 in Berlin the Dutch teachers and educators will have the opportunity to visit Productive Learning projects and intensify the discussion and exchange with Productive Learning educators. It also gives the chance to build up co operations between Dutch and German projects. The main target of this second seminar will be a deeper focus on the similarities of the Dutch and German conceptions in order to understand why they run with different success.

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PPRROOGGRRAAMMMMEE

January 21 to January 23, 2008, in Hilversum Sunday, January 20, 2008 Arrival of foreign participants

Welcome Dinner (Opening session)

Monday, January 21, 2008 09:00 a.m. Registration at ROCvA, Arena 301, 1213 NW Hilversum

10:00 a.m. Opening of seminar

Introduction into the main ideas of Productive Learning

Productive Learning in Finland

Introduction into the Dutch system of vocational orientation and education – what do we

expect of Productive Learning?

11:00 a.m. Coffee break

11:15 a.m. Guests meet school – Tour in the school of ROCvA

12:00 a.m. Lunch

01:00 p.m. Working groups: ntroduction of participants

Focus on situations at school: Analysis of similarities and differences

Preparation of school visits

04:45 p.m. Plenary

Information about visits of schools and projects on Tuesday

05:00 p.m. Facultative meeting: DVD about Productive Learning

Tuesday, January 22, 2008 09:00 a.m. Visit of schools and projects

01:00 p.m. Lunch

02:00 p.m. Plenary

Introduction

02:15 p.m. Working groups

Evaluation of school visits

Bridges between general and vocational education – references to person, practice, culture

and role of educators

04:00 p.m. Plenary

Information about the cultural programme

08:00 p.m. Cultural programme with Frank Sanders Academy “het Sieraad”, Postjesweg 1, Amsterdam

Wednesday, January 23, 2008 09:30 a.m. Plenary

Introduction

09:45 a.m. Working groups; “Rotation of ideas”: Steps to individual vocational orientation

12:00 a.m. Lunch

01:30 p.m. “Visit of an exhibition”: Market of results

02:00 p.m. Plenary; “On dialogue” – conclusions, visions and steps into the future

End of seminar;Evaluation of seminar

04:30 p.m. Farewell Dinner

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IINNTTRROODDUUCCTTIIOONN IINNTTOO TTHHEE MMAAIINN IIDDEEAASS OOFF PPRROODDUUCCTTIIVVEE LLEEAARRNNIINNGG (Heike Borkenhagen,Germany)

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PPRROODDUUCCTTIIVVEE LLEEAARRNNIINNGG IINN FFIINNLLAANNDD (Petri Hänninen, Finland)

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IINNTTRROODDUUCCTTIIOONN IINNTTOO TTHHEE DDUUTTCCHH SSYYSSTTEEMM OOFF VVOOCCAATTIIOONNAALL OORRIIEENNTTAATTIIOONN AANNDD EEDDUUCCAA--

TTIIOONN;; WWHHAATT DDOO WWEE EEXXPPEECCTT OOFF PPRROODDUUCCTTIIVVEE LLEEAARRNNIINNGG (Ron van Benthem, Netherlands)

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LLIISSTT OOFF PPAARRTTIICCIIPPAANNTTSS Country School/Project name Phone

Fax Email

Finnland Helsinki Petri Hänninen [email protected] Am Kamp School Beethovenstr. 3 D-Bad Doberan

Anke Weymann +4938203-62062 [email protected]

Amelia-Earhart-School Baumschulenstr. 79 D-12437 Berlin

Bernd Zimmermann +4930-5328646 [email protected]

Baltic School Pablo-Picasso-Str. 43 D-18147 Rostock

Gabriele Ansorge Lutz Graumann Karsten Krumbiegel

+49381-4402717 [email protected]

Carl-Legien-School Leinestr. 37-45 D-12049 Berlin

Sabine Braetz Paul Stöcker

Comenius School Ines Oestreich Ingetraud Ratzmann

[email protected]

Eggesin School "Ernst Thälmann" Luckower Str. 6 a D-17367 Eggesin

Frauke Kleinschmidt Monika Speck

+4939779-20539 [email protected]

Gustave-Eiffel-School Hanns-Eisler-Str. 78-80 D-10409 Berlin

Isabel Kittler +4930-4485879 [email protected]

IPLE Karl-Schrader-Straße 6 D-10781 Berlin

Heike Borkenhagen Michael Käselau Sabine Liedtke Detlef Siehl

+4930-21792-0 +4930-21792179 [email protected]

Jean-Piaget-School Mittenwalder Str. 5 D-12629 Berlin

Detlef Dux Gudrun Zado

+4930-99401890 +4930-99401891 [email protected]

Keith-Haring-School Cornelia Bremer Klaus Dummann

[email protected]

Petrischool Mühlhausen Petriteich 14 D-99974 Mühlhausen

Doris Kröhnert +493601-812255

Secondary School Templin Seestr. 2 D-17268 Templin

Sonja Kuntzagk Jörg Strohschein

+493987-40295 or +493987-207333 +493987-40295 [email protected]

Secondary School Wanzle-ben Schulstr. 9 D-39164 Wanzleben

Christine Fuchs Antje Pechau

+4939209-699125 +4939209-699126 [email protected]

Waldenburg School Traegerstr. 6 D-12059 Berlin

Rainer Finke +4930-75606093

Germany

Wiebeck School Bornklagengasse 14-16 D-99947 Bad Langensalza

Martina Probst +493603-842039

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Country School/Project name Phone Fax Email

Wilhelm-Busch-School Gotenburger Str. 7-9 D-13359 Berlin

Franziska Syniawa +4930-48490860

Wilhelm-Leuschner-School Blumenstr. 13 D-13585 Berlin

Sylvia Agotz +4930-3559280 or +4930-35592831 +4930-35592818 produktives [email protected]

Portugal Madeira Rita Fernandes [email protected] College de Brink Kerklaan 6 NL-1251 YT Laren

Helena Remers Kitty Roos

+316-30680646 +31355399299 [email protected] [email protected]

+31652031095 (mobile)

Comenius College Bisonlaan Hilversum

Huybert Knol Grace Otto-de Haart Aaltje Veen +31621276138

nova College Amsterdam Burgmeester Hog-guerstraatz NL-1064 EB Amsterdam

Karin Nederkoorn +3120-5854843 [email protected]

+3135-6857497 +3135-5424243 +31356892098 +316-54260185 +316-20627029

+316-38825680

ROCvA G&V Arena 301 NL-1213 NW Hilversum

Linda Plaat Carolina Evers Ilse Gillissen Bert Ozinga Regine Saalbrink Shireen Scharrenburg Mirjam Snoek Peter Thijssen Ron van Benthem Daniel van der Bilt Arend-Jan van Geldere Co van Houten Diny Warntjes

+3135-60892000 or +31638825613

ROCvA RAI, Amsterdam Eddy van Bennekom ROCvA, Handel Fraylernaberg 135 Amsterdam

Henna Begbie Gabrielle Eelhart de Leeuw

+3120-5791180 +3120-5791111

ROCvA/Savornin-Lohman v. Ghentlaan 51 Hilversum

Wilma Schellekens +316-53807269

Wilhelmina Trintje den Hoed

Cornelis Duijf Alida Ebbelbaar-Spaans [email protected] Francine Gelissen Roelof Heuvingh Hans Minjon Patricia Schilte ev van

Dijk

Netherlands

Ralf Schipper

Documents

Deckblatt Productive Learning in the Netherlands