Job Shadowing Rotterdam - Olanda

 

       OBJECTIVE OF THE MOBILITY EXPERIENCE  

         Understanding the Dutch Educational System;

         Understanding the Dutch Educational Curriculum and grading;

         Recognizing National Exams organization and Higher Education Access, how students are prepared and how they work;

         Understanding Dutch schools’ organization and teacher and staff career;

         Analysing and comparing teaching and learning practices and participate on other teacher's lessons;

         Analysing and understanding the use ICT tools and resources in education;

         Analyse and compare school infrastructures and resources.

         Analysing and understanding the Inclusion System

ACTIVITIES/TASKS CARRIED OUT

Reading documents and filling in the formularies sent two weeks before the course regarding accommodation, flights,                previous knowledge and expectations for the course.          Tasks during the course:          Course and participant presentation;          Meeting with the School Director;          Visiting Secondary, Primary and Pre-schools and observing infrastructures and resources;          Attending a session about Portuguese Educational system, curriculum, grading and exams;          Attending and participating in lessons on the participant subject;          Observing Special Education sessions;          Interacting and exchanging best-practices with Dutch teachers.

JOB-RELATED SKILLS

Understanding other countries educational systems, curriculum and grading and evaluation methods and                     comparing to their own;           Understanding alternative schools’ organization and teacher and staff career;           Analysing and comparing other teaching and learning practices;           Analysing and compare school infrastructures and resources;          Understanding alternative strategies and methodologies to enhance creativity                     Learning outcomes The parties have agreed that the following learning outcomes should be achieved during the learning mobility: Outcome 1: Discovering modern teaching strategies and tools that can be applied to ART and STEAM disciplines Relevant subject, skill or competence: Art teaching competences, including subject about art history; Inter-cultural competence, history and art history knowledge. Interdisciplinary competences. Description: Using textbooks in art lessons; Study of textbooks used in art classes; Using new interactiv methodes; Appreciation of them; Using the video projector and interactive whiteboard as a working support; Using AI in teaching-learning activities; Interactivity of lessons that are centered on students.   Outcome 2: Linguistic and intercultural competences Relevant subject, skill or competence: Improving communication skills in English; Improving teamwork skills; Intercultural skills. Description: Using English as a language of communication in school and outside it; Discussions on didactic topics between participating teachers, dividing the work tasks between them; Discovering cultural traditions in the area.   Outcome 3: The Duch education system Relevant subject, skill or competence: Knowledge of the structure and functioning of the Portuguese education system. Description: Understanding the organization of the Duch education system, the structure of classes, the organization of student groups. Discovering the professional training of teachers. Discovering the evaluation method for teachers, throughout their working life. Understanding the career development method. Understanding how school groups in Netherlans work.   Outcome 4: Understanding the Dutch student integration system Relevant subject, skill or competence: Understanding the Duch student integration system; Integration of students with SEN; Integration of students with fewer opportunities; Integration of students with serious behavioral problems. Description: Understanding how to integrate students with fewer opportunities, including those with SEN, in middle school and high school classes. Discovering methods for integrating students from immigrant families into the community. Discovering methods for rescuing, recovering students with antisocial behavior or those who have consumed prohibited substances. Understanding how to offer a second chance to students with very serious behavioral problems.            Learning programme and tasks To achieve the agreed learning outcomes, the participant will complete the following activities and tasks during their mobility activity.   Activity / task 1: Assistance - job shadowing in ART classes or STEAM classes Description: -at least 4 hours of assistance in artistic subjects - at least 2 hours of assistance in drawing/design/drama - at least 1 hour of assistance in science classes - at least 2 hours of assistance in „normal” classes   Activity / task 2: Job shadowing in classrooms where there are inclusion of students from disadvantaged backgrounds, including SEN Description: - at least 2 assistants in teaching activities carried out in groups with students with SEN; - visit to offices dedicated to working with students with SEN; - observation of the way schools are organized to meet the needs of students from disadvantaged backgrounds; - observation of the way immigrant students, including from Ukraine, are integrated.   Activity / task 3: Discussions with teachers from De Teather HAVO/VWO and guided tour of  the school and city Description: -discussions with teachers from the host school, before and after each assisted lesson to better understand the teaching strategies used in the classroom; -discussions with other teachers from the host school to discover similarities and differences between the 2 education systems; -discussions with the Management of the schools visited; -discussions with other teachers from Europe, also involved in Job Shadowing; -participation in the guided tour through the historic center of the city.   Activity / task 4: Participation in the seminar on the theme “The Dutch Education System” Description: - visit the school and the work - presentation of various aspects specific to each school visited; - discussions with the professors of the schools visited;   Activity / task 5:  Art workshops assistance Description: The teachers will assist the 2 art workshops (design, drama…) made by Romanian and Dutch students Diseminarea de la Consilul Profesoral, la reintoarcerea la școală

Material PPt pentru diseminare

https://docs.google.com/presentation/d/1Wau4r7Ve_L1nJHzmQc4CY7RO-vB62yvI/edit?usp=sharing&ouid=118245254452179745031&rtpof=true&sd=true

Despre sistemul olandez de învățământ:

Sistemul olandez de învățământ (Het Nederlandse onderwijssysteem)

Versiunea în limba română

Sistemul de învățământ din Țările de Jos este organizat pe mai multe niveluri: educația timpurie și preșcolară, învățământul primar, învățământul secundar general și profesional, precum și învățământul superior.
Ministerul Educației, Culturii și Științei reglementează sistemul la nivel național, iar descrierile de referință sunt publicate de Eurydice, rețeaua Comisiei Europene pentru sistemele educaționale din Europa.

Educația timpurie și preșcolară

În Țările de Jos, copiii pot începe școala primară la vârsta de 4 ani, iar educația obligatorie începe la 5 ani, deși autoritățile au discutat coborârea acestei vârste pentru a întări participarea timpurie la educație.
Educația timpurie și îngrijirea copiilor includ servicii de tip creșă, centre de zi și educație preșcolară, toate integrate într-un cadru legislativ și administrativ național.
Primii ani pun accent pe dezvoltarea limbajului, socializare, joc, motricitate și pregătirea pentru învățarea formală.

Învățământul primar

Învățământul primar durează opt ani și acoperă, în mod normal, intervalul de vârstă 4–12 ani.
Curriculumul include competențe de bază, precum citirea, scrierea și matematica, dar și domenii precum educația fizică, dezvoltarea socială, cultura și artele.
La finalul ciclului primar, elevii sunt orientați către diferite trasee de învățământ secundar, în funcție de rezultate și de recomandarea școlii.

Învățământul secundar

Învățământul secundar este diversificat și include trei trasee principale: VMBO (învățământ preprofesional, 4 ani), HAVO (învățământ secundar general superior, 5 ani) și VWO (învățământ preuniversitar, 6 ani).
VMBO combină educația generală cu pregătirea profesională și conduce, de regulă, spre învățământul profesional secundar MBO.
HAVO oferă acces în principal la universitățile de științe aplicate, iar VWO oferă acces direct la universitățile de cercetare.
În anii superiori, elevii aleg unul dintre cele patru profile: Știință și Tehnologie, Știință și Sănătate, Economie și Societate, respectiv Cultură și Societate.

Educația artistică

Educația artistică face parte din curriculumul școlar în Țările de Jos, atât în învățământul primar, cât și în cel secundar inferior, unde muzica și artele vizuale sunt cele mai răspândite discipline artistice.
În HAVO și VWO, componenta „culture and the arts” face parte din trunchiul comun pentru elevi, iar profilul „Cultură și Societate” permite aprofundarea intereselor artistice și culturale.
Conform analizelor oficiale Eurydice, implementarea concretă a curriculumului artistic este în mare măsură decisă la nivelul școlii, în acord cu autonomia ridicată a sistemului olandez.

Învățământul profesional și superior

După VMBO, elevii pot continua în MBO, sistemul de educație și formare profesională secundară, care pregătește pentru piața muncii sau pentru continuarea studiilor în învățământul superior profesional.
Învățământul superior din Țările de Jos este binar: universități de științe aplicate (hogescholen / HBO) și universități de cercetare (WO).
Sistemul urmează structura Bologna, cu programe de licență, master și doctorat.
Universitățile de științe aplicate oferă și programe scurte de tip Associate degree, iar universitățile de cercetare acordă inclusiv titlul de doctor (PhD).

Învățământul superior artistic

În domeniul artistic, Țările de Jos dispun de academii de arte și conservatoare, de regulă integrate în sectorul universităților de științe aplicate.
Aceste instituții oferă programe în arte vizuale, design, muzică, teatru și dans, cu accent puternic pe practică, proiecte și colaborare cu sectorul cultural.
În paralel, universitățile de cercetare pot oferi programe teoretice în istoria artei, studii culturale sau media.

Caracteristici generale

Sistemul olandez este cunoscut pentru descentralizare, autonomie școlară și libertatea educației, principiu constituțional care permite existența atât a școlilor publice, cât și a celor private finanțate public, dacă îndeplinesc condițiile legale.
De asemenea, sistemul se remarcă prin orientarea timpurie a elevilor spre trasee diferențiate și prin existența unor punți între educația generală, profesională și universitară.

The Dutch Education System
The education system in the Netherlands is organised into several levels: early childhood and pre-primary education, primary education, general and vocational secondary education, as well as higher education.

The Ministry of Education, Culture and Science regulates the system at national level, while the reference descriptions are published by Eurydice, the European Commission’s network on education systems in Europe.

Early childhood and pre-primary education

In the Netherlands, children can start primary school at the age of 4, while compulsory education begins at the age of 5, although the authorities have discussed lowering this age in order to strengthen early participation in education.

Early childhood education and care include nursery services, day-care centres and pre-primary education, all integrated into a national legislative and administrative framework.

The first years place emphasis on language development, socialisation, play, motor skills and preparation for formal learning.

Primary education

Primary education lasts eight years and normally covers the 4–12 age range.

The curriculum includes basic competences such as reading, writing and mathematics, but also areas such as physical education, social development, culture and the arts.

At the end of primary education, pupils are guided towards different secondary education pathways, depending on their results and the school’s recommendation.

Secondary education

Secondary education is diversified and includes three main pathways: VMBO (pre-vocational education, 4 years), HAVO (senior general secondary education, 5 years) and VWO (pre-university education, 6 years).

VMBO combines general education with vocational preparation and usually leads to MBO, the upper secondary vocational education and training pathway.

HAVO mainly provides access to universities of applied sciences, while VWO gives direct access to research universities.

In the upper years, students choose one of four profiles: Science and Technology, Science and Health, Economics and Society, and Culture and Society.

Arts education

Arts education is part of the school curriculum in the Netherlands, both in primary education and in lower secondary education, where music and visual arts are the most common artistic subjects.

In HAVO and VWO, the “culture and the arts” component is part of the common curriculum for students, while the “Culture and Society” profile allows a deeper development of artistic and cultural interests.

According to official Eurydice analyses, the concrete implementation of the arts curriculum is largely decided at school level, in line with the high degree of autonomy of the Dutch system.

Vocational and higher education

After VMBO, students may continue in MBO, the system of upper secondary vocational education and training, which prepares them for the labour market or for further study in professional higher education.

Higher education in the Netherlands is binary: universities of applied sciences (hogescholen / HBO) and research universities (WO).

The system follows the Bologna structure, with bachelor’s, master’s and doctoral programmes.

Universities of applied sciences also offer short Associate degree programmes, while research universities also award the doctoral degree (PhD).

Higher arts education

In the field of the arts, the Netherlands has art academies and conservatoires, usually integrated into the sector of universities of applied sciences.

These institutions offer programmes in visual arts, design, music, theatre and dance, with a strong emphasis on practice, projects and cooperation with the cultural sector.

At the same time, research universities may offer more theoretical programmes in art history, cultural studies or media studies.

General characteristics

The Dutch system is known for decentralisation, school autonomy and freedom of education, a constitutional principle that allows the existence of both public schools and publicly funded private schools, provided that they meet the legal requirements.

The system also stands out for the early orientation of pupils towards differentiated pathways and for the existence of bridges between general, vocational and university education.