AOb about tackling the teacher shortage: 'There are still many snags'
The regional approach to the teacher shortage - included in a broad work plan for education - raises many questions that still need to be answered, says AObchairman Tamar van Gelder. “Teachers often opt for a specific school with a specific educational concept or in a specific neighbourhood.”
Image: Angeliek de Jonge
At the end of last year, educational organizations and the Ministry of Education presented a outline work plan for tackling the teacher shortage. It has been agreed that matters such as teaching time, powers and training requirements will be examined in conjunction. The condition is that the quality of education must not be compromised. Many parts will have to be worked out in more detail in the near future.
AOb-chairman Tamar van Gelder will discuss his advice with Lodewijk Asscher on Thursday evening 9 March 19.30-21.00. Follow the conversation and join the chat!
This also applies to the formation of the new education regions, which are to become a counter for recruitment, vacancies and training. Lodewijk Asscher issued an advice on this. "There is momentum, then you have to strike the iron now," he says an interview with the Education Magazine.
“The intention is that these educational regions will lead to less competition between school boards when it comes to finding staff. And that no commercial agencies need to be hired anymore," responds AObchairman Tamar van Gelder. "That is a shared interest for the whole of education. The social task of the teacher shortage is paramount for everyone: ensuring that we attract and retain enough teachers. We are now going to take joint steps in this direction. At the same time, there are still many snags, and questions that need to be answered.”
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In this way, educational regions can also act as employers for new teachers, which is at least an important element in Asscher's advice. For the AOb and other educational organizations, it is paramount that this is only possible on a voluntary basis. “Teachers often opt for a specific school with a specific educational concept or in a specific neighbourhood. You want to teach at a Montessori school. Or at the Duinroos primary school, because you have already done an internship there. The idea that you are employed by a regional organization may actually make it less attractive for some teachers to work in education. We have to take a good look at that,” says Van Gelder.
The idea that you are employed by a regional organization may actually make it less attractive for some teachers to work in education
There are many issues - both practical and legal - that need to be sorted out first. “Think of the legal position of the staff. If teachers were to be employed by such a region, which collective labor agreement would apply? How are participation and participation shaped? In the coming period we will discuss all points with our members.”
Teaching time
More room in teaching time means more time for development and supervision, less work pressure and fewer dropouts. It is good that various subjects are now being tackled in conjunction, says Van Gelder. From a European perspective, Dutch teachers spend relatively many hours in front of the classroom. If you want to reduce the number of teaching hours of teachers in order to reduce the workload, make the subject more attractive and combat the teacher shortage, can something be done about the curriculum without affecting the quality of education? And if so, where and how much exactly? Van Gelder: “You have to look at those things in combination: teaching time, lesson assignment and curriculum cannot be viewed separately.”
There will not suddenly be a battery of teachers ready in September that will end the teacher shortage
Involving the professional group is crucial in all these steps. There will be a so-called curriculum consultation in which teachers are represented to look at the frameworks for the profession and the study programmes. Trade unions and professional organizations also participate in a program council that oversees national coordination. “It has been shown time and time again that teaching staff need to be much more involved. They are in the classroom every day, have the knowledge and experience and you need support to implement changes. I feel that that signal is now clearly getting through, I am optimistic about that.”
Van Gelder: “We are taking steps in the right direction, but there is still a long way to go. There will not suddenly be a battery of teachers ready in September that will end the teacher shortage. We also have to be realistic.”
Read the interview with Lodewijk Asscher.
