General

National basic standard for appropriate education

What can and cannot be expected of teachers in providing appropriate education? To this end, Minister Arie Slob will draw up a 'national basic standard' in consultation with the professional field. This standard is a long-cherished wish of the AOb: "Teachers need to know what support they still need to provide themselves and when they can get extra support," says AObchairman Eugenie Stolk.

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From one evaluation During the first five years, it turned out that the preconditions of appropriate education were much lacking. For example, when it was introduced, teachers were given little or no extra facilities to give substance to the support to students.

The workload did increase, however. 'More often behavioral problems instead of - or in addition to - learning problems, and more often multiple problems,' researchers concluded in the evaluation of appropriate education this spring.

In a random class there are more than three students who do not receive extra support, but do need it

Primary and secondary school teachers even plainly say that appropriate education sometimes harmful is for the students. Every class in primary and secondary education has an average of more than three students who do not receive extra support, but who do need it, according to member polls earlier this year.

During the policy response in the context of the evaluation of suitable education, Minister Slob now promises to draw up a national basic standard for suitable education. This standard must make it clear what support can be expected from individual teachers and when additional support can be requested.

Vague

A committee has already started making some proposals. But these are still vague, the Minister himself admits. One of the rules is, for example, that when providing appropriate education, teachers 'can make use of protocols, methodologies and programs that are up to date, easy to find, generally accessible and based on scientific and practical knowledge'. And that 'the boundary between basic support and extra support is determined by the partnership'.

Complex

The reason that the standard is not yet very concrete, writes Slob, is because it is 'quite complex'. 'There are concerns among the parties that a national standard can never do justice to the large differences between schools, and that the standard will become a list of limitations.'

On the basis of this text, it is still not clear what may or may not be expected of teachers in providing appropriate education

The proposals will be further elaborated in the near future in collaboration with the field. That is indeed desperately needed, thinks AObchairman Eugenie Stolk. "What there is now is too little concrete. Based on this text, it is still not clear to teachers what may or may not be expected of them in providing appropriate education, and when they are entitled to support. This is an intermediate step. Our members are very clearly asking for a more concrete interpretation of the standard.”

Regulatory burden

In the policy response, Slob also makes numerous other recommendations to improve the process of appropriate education. From 'better communication' and 'better agreements with preventive youth care' to 'more participation for teachers' and 'reducing the regulatory burden'.

 

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