In secondary vocational education classes, students get to know themselves
More and more high school students are getting stuck in the fourth grade. They stay put or transfer to secondary vocational education without a diploma. In a pilot class at ROC Midden Nederland they can get a taste of secondary vocational education.
As part of a secondary vocational education program for secondary education, Stef and Deejee (wearing glasses) learned to make coffee like a barista. Mireille Aalfs (left): “All students were able to make a choice that suits them.” Image Angeliek de Jonge
“Why do I have to learn this, what is its purpose?” That is what Stef Sillekens (16) asked himself in every subject at HAVO. “Just studying for a good grade is not motivating for me,” says the student who, despite his giftedness, got stuck in the fourth grade. Deejee Henzen (19) also couldn't muster the motivation to do homework and study. “I liked it at school, but mainly because of friends. As a result, everything I could have done in class, I had to do at home. So that didn't go well.”
Both boys would remain seated (again), but that doesn't happen. Together with sixteen other students, they took part in a pilot class at ROC Midden Nederland in Nieuwegein before the summer. For four months, they were able to get a taste of secondary vocational education two days a week and got to know themselves better. The aim of the 'MBO talent program for HAVO graduates' is that every participant can take a good next step, whether at MBO, HAVO or elsewhere. “And we succeeded,” says project leader Mireille Aalfs of ROC Midden Nederland. “All students were able to make a choice that suits them. And all secondary schools want to participate again, so the pilot was a success.”
Increase
The program also meets a need. The number of HAVO graduates switching to MBO without a diploma is increasing enormously, according to figures from DUO. In two years, this represents a national increase of 46 percent: 5.844 graduates in the 2022-23 school year compared to 3.158 in 2020-21.
The number of repeaters in HAVO 4 is also increasing, the inspectorate notes in the latest education report: 'Where previously approximately 15 percent of students remained in HAVO 4 annually, this will be 2022 percent in 19.' In absolute numbers this amounts to more than ten thousand students. It is striking that the share of boys in both categories is considerably larger than the share of girls.
The number of vocational students who switch to secondary vocational education without a diploma is increasing enormously
The inspectorate sees corona as a cause: 'This may be a case of delayed retention: at the end of the 2019-2020 school year, the first corona year, fewer students were retained than in previous years.' The fact is that the problem of 4-havo students getting stuck is not new, but it is increasing. “It is difficult to pinpoint one cause,” says project leader Aalfs. “Puberty plays a role, corona measures have contributed, and we also hear that the transition from 3 to 4 HAVO is too big for some students.”
Since 2020, barrier-free progression from pre-vocational secondary education (VMBO) has also been in effect, meaning that students from the theoretical and mixed learning path can progress to HAVO-4 without additional requirements. That doesn't always work out well, as Deejee has experienced. “The first year at HAVO really went wrong because there is a lot more learning than at VMBO. Moreover, I missed the practical lessons. Real vocational students have a different attitude, they are more eager to learn.”
Pressure
The expected dropout of VMBO students from HAVO is one of the reasons that ROC Midden Nederland started the MBO class. But in practice, the class mainly consists of students who have been in HAVO since the beginning. According to Aalfs, the cause of this may lie in the pressure that parents already exert in group 8 to get children to the highest possible level. “Pre-vocational secondary education has a negative image and is not an option for many parents. But at HAVO, students still stumble.” And often not because they cannot handle the level, adds student coach Miranda van der Vegt. “Some students are very practice-oriented, they will do much better at secondary vocational education.”
Some students are very practice-oriented, and they will do much better at secondary vocational education
The pilot started with nine secondary schools from the region and two student coaches on the Tech Campus of the ROC Midden Nederland in Nieuwegein. The HAVO counselors refer students. After a successful intake with the coaches, they participate in the program two days a week, the other days they still go to their old school. The collaboration is unique, says Aalfs. Financing is partly provided by resources for early school leaving, the rest is paid by the ROC and secondary schools together. “The special thing is that the students remain enrolled at their secondary school while they are being taught here.”
Student coach Van der Vegt: “It is quite tough to have to finish the year when you already know that you are not going to make it. Just by participating in this program, they gain new perspective. It is so valuable that they receive the support to discover the next step together with other students who are in the same situation.” Colleague Carla de Groot: “They all have their own story about why they get stuck in HAVO, but the common denominator is the disappointment about that and in themselves.”
The program pays a lot of attention to personal development. After all, knowing who you are, what you can and want is necessary to make a good choice. It means that you make yourself vulnerable, and that is not easy, Stef knows. “I have never shared so much personal stuff before. And now on day 2 we have all already told our story, with all the emotions that come with it. That didn't matter, because we understood each other. There was a real group feeling there.”
“Those lessons gave me a better view of myself,” says Deejee. “For example, I have learned that not everything is within your control, but that you can influence your thinking about it. That different mindset really helps me to deal with bad situations.”
These lessons gave me a better view of myself
In addition, the program offers an orientation to professions and further education, with students visiting colleges within the ROC. They look into the classrooms, can ask questions to students and do workshops. For example, they learned to make coffee like a professional during a Barista workshop at the Horeca & Tourism College. “It is important for students to experience the atmosphere,” says Van der Vegt. “This gives them an idea of what is possible and what suits them. They think this is the best part.”
Food Bank
Another part is the internship. Stef worked for a day in a nursing home, at a food bank and attended a drone event. “I now know that working in healthcare is not for me, but that I do enjoy helping people,” he says. “I thought the Amsterdam Drone week was super cool, I really want to continue with that.”
Stef got stuck in HAVO-4, but is now sure that he wants to continue in drone technology. “Just studying for a good grade doesn't motivate me.” Image Angeliek de Jonge
Deejee passed up the opportunity to do an internship. “I hadn't found anything and then I quickly thought: aha, a day off.” It precisely highlights the difficulty for the supervisors. Project leader Aalfs: “The program is not mandatory, you will not receive any points or penalties here. So that is sometimes quite difficult, especially if students have already made their choice. It is a pilot, so we will evaluate what can be improved. This year we will offer a shorter program twice, and also at a different location.”
Firmer
Most students have started the new school year in an MBO course, except Deejee. “I want to work for a year first and then go back to school. This choice now feels like the best one to me and it is nice that I now know for sure through the guidance.” Stef is taking a secondary vocational education in drone technology. “I hope to be able to build even more advanced drones that are a lot quieter than the ones flying around here,” he says, laughing as he points to a drone that coincidentally flies through the canteen.
According to Van der Vegt, students often already have an idea of what they want, but this program will help them make a much more firm choice. “They know what suits them, what is good for them. This means they have a softer landing at secondary vocational education. It is very nice to be able to contribute to that.” Colleague De Groot nods affirmatively: “We ask each student in advance what they hope to achieve. One said: then here is a very nice and cheerful person who knows what he wants. How wonderful is it that this worked out for everyone?!”
This article comes from the September Education Magazine. Do you want to stay informed of everything going on in education? Join the AOb
