Practical lessons at the mavo will soon be compulsory
The Ichthus College in Veenendaal is anticipating an important educational innovation. From 2024, the theoretical and mixed learning path in pre-vocational secondary education will merge into a new learning path with a practice-oriented program.
Image: Angeliek de Jonge
You can hear sawing and hammering from far outside the classroom. 'Ichthus vakkanjer' is written on the back of the blue dustcoats in which about twenty students are hard at work. In pairs they make a scoreboard of metal and wood. A girl saws a piece of the metal frame with concentration. Opposite her, a boy drills holes in the metal with the drill press, while outside sparks fly around as a student welds two sides together.
This practical lesson would not look out of place in many VMBO courses. The location is therefore special: the Ichthus College in Veenendaal is a comprehensive school for theoretical learning pathways (tl), havo and vwo. The school is ahead of its time. While the vast majority of fluorescent schools are still orientating themselves on the coming changes, Ichthus already seems to be more than satisfying.
New learning path
From 2024, the theoretical and mixed learning paths will cease to exist. Instead, there will be a new learning path in which students follow a practice-oriented program plus at least five theoretical subjects. This should better prepare students for their further education. That is precisely why three years ago Ichthus introduced a vocationally-oriented learning line for fluorescent pupils from the first year up to and including the final exam year.
How can students choose an MBO course if they never come into contact with the practical world?
A whole history preceded this, because long ago the school invested in a classroom with kitchens for the care profession and in a practical classroom for the technology profession for all third graders in the fluorescent tube. “How can our fluorescent students choose a suitable MBO education if they never come into contact with practice?”, Simon van Groningen, director of VMBO at Ichthus College, explains this investment. “During these practical courses, they were already able to get to know the way of working at MBO.”
Other student
When, around 2012, the new examination programs for vocational courses in VMBO were discussed, he became enthusiastic. “As a fluorescent school, we didn't have to adjust anything, but I wanted to. Our students really enjoy being practical. For example, they are very enthusiastic about the internships. Lecturers often get to see a completely different student than in class. "
Fourteen-year-old Hannah and Gerdine serve biscuits in a practice room of the Ichtus College. “You learn from that too,” says Gerdine. "Like dealing with people." Image: Angeliek de Jonge
With the desire to improve career orientation and guidance, a steering group came round the table. The result is a continuous vocational learning pathway that was introduced three years ago. In seventh grade, students in two large projects are introduced to the profiles and professions for three hours a week.
In class 2, in four blocks of six weeks, the profiles economy, technology, care & welfare and green are discussed, after which students make a choice. In class 3, every week starts with the 'profile day'. For five hours on Mondays, pupils do practical assignments related to their profile. In the final year, this will be three hours per week, focused on further education.
Vice
“Oh, it still doesn't fit,” says third-year fluorescent student Arnout (14) when he places the plate in the metal frame. “A tiny little thing has to be removed here to make it fit,” says teacher Johan van den Hoven, after which the boy clamps the wooden plate back into the vice and takes the file. Arnout likes to work with his hands: “It's nice that that's possible here, otherwise I would have had to go to another school. I also think it's good that you can get to know what you want to become here. I don't know exactly yet, but at least I really enjoy technology. ”
'I think it's good that you can get to know what you want to become here'
In the room a little further on, students from the Care and Welfare profile are chatting with each other. They drink tea from cups and choose a biscuit from the tasty selection on the tray. Fourteen-year-old Hannah and Gerdine bought these cookies together during the break. “I enjoyed serving them. And you also learn from that, such as dealing with people ”, says Gerdine. The latter is the reason why Hannah chose the profile: “I want to help others. Working in youth care seems like fun, but I'm not sure yet. ”
Education
After the tea and cakes, a lesson about parenting follows. Students look for pictures for a collage about the development from baby to adult. Kaya (14) is the only boy in a group of four girls. “This is a bit boring,” he says. "I want to join the army or the police later, so that's why I chose this profile."
“Because it is such a broad profile, it is difficult to come up with a meaningful interpretation for everyone,” acknowledges Lineke Boot, who is not only a teacher of Care & Welfare, but also dean. For example, during the profile days there are guest lectures from organizations such as the police and refugee work, students will cook with insects, there is first aid on the program and a visit to MBO or a museum. “This way you try to offer something for everyone,” says Boot. “I think it is very good that our students gain experience with what the profile entails in this way. And it makes my work very varied, which is great fun. ”
Make over
A vocational learning line is not just there. The teachers followed training in the coaching role to properly guide the development of students. They have given the profile hours their own interpretation, with programs in the mixed learning path as a source of inspiration. The practice rooms got a makeover for this. In order to properly fill in the technology profile, the school turned to Vakkanjers, an initiative in which schools and companies work together.
Third-year students in the theoretical learning path at the Ichtus College in Veenendaal make a scoreboard of metal and wood. Image: Angeliek de Jonge
For the Johan Cruyff Foundation, the students set to work on making an interactive goal. “It is a good vehicle for shaping technology at school,” says director Van Groningen. “In the end, a group from our school won third prize in the national final. That is great and it produces enthusiastic students and teachers. ” At the same time, a great deal is being asked of all teachers to get this off the ground, Van Groningen emphasizes. “A lot of your own time and energy is involved, which is chafing. If I could, I would like to offer them more. ”
Good equipment has quite a price tag
This school year, 136 pilot schools will gain experience in designing the practice-oriented programs and the new learning path. Exactly what these will look like from 2024 and how much funding will be available for this is still unclear. The biggest challenge lies with categorical mavo's or school communities for mavo, havo, vwo that do not have practical classrooms. Good equipment has quite a price tag. “It cannot be the case that you ask schools to offer a practice-oriented component, while there is nothing in return,” says Van Groningen, who is also a board member of the Platform-TL that defends the interests of the theoretical learning path.
Future
“I think it is an excellent starting point if the fluorescent student is seen as a student in the mixed learning path, with the associated funding. But as long as that is not clear, many schools are more likely to opt for a program that requires the least effort and money. For example, you can simply provide services and products in a theory classroom. That would be a real shame. A rich interpretation means more attractive education that prepares students better for their future. Here in the region, for example, there are many IT companies that are desperate for good specialists. It's great that we can already lay a foundation for this at our school. ”
It is really nice to see the students so busy
In the technology room, Van den Hoven leans against a table. “It is really nice to see the students so busy,” says the teacher, who started out as a 'curly boy' in the metal. “Here they not only get to know the trade, they also learn to solve problems and deal with mistakes, for example. Skills that will always come in handy later. ”
Together with his colleague Martjan de Bruin, he gives shape to the technique lessons during the profile days. De Bruin is a biology teacher, but was immediately enthusiastic when another technology teacher was asked for the other class. “In my spare time I like to tinker with an old Volvo”, he explains. "I find it valuable that students can already smell, taste and experience what the practice entails, so that they can make a good choice for their future."
Imago
“Technology has the image of large ships, heavy work and greasy hands,” says Van den Hoven. "Here they learn that technology is much broader." This also has a social importance, adds De Bruin: "Because how are we going to shape the energy transition if no one is opting for technical training anymore?"
They hope that their grant application will be approved by the Ministry as one of the pilot schools, so that a real technology classroom can be established with 3D printers and other innovative equipment. De Bruin: “Our wish is that all pupils of all grades and levels benefit from this. Because also in VWO students sit with two right hands. How valuable is it for both the student and society if they can also be practical? "
This article appeared in the November issue of the Onderwijsblad. AObmembers read this story at the beginning of this month, they automatically receive the magazine eleven times a year in the mail.
