Zwillbrock, 25 IV 2003 Bridging the gap between schools and universities Presentation April 25 2003...

Zwillbrock, 25 IV 2003

Bridging the gap between schools and universitiesBridging the gap between schools and universities PresentationPresentation April 2 April 255 2003 2003Teacher Training 2Teacher Training 2ZwillbrockZwillbrock Speaker: Marlon DomingusSpeaker: Marlon DomingusThe Leiden Orientation ProgramThe Leiden Orientation ProgramLeiden UniversityLeiden University


Table of contents

1. Current state of affairs: the gap and the bridge2. Solutions: skills and moreover: from teaching to learning3. The Leiden Orientation Program: mission statement 4. Some facts and figures5. The proof of the pudding…6. Q & A


This presentation is from next Monday downloadable from:

www.aansluitingsprogramma.leidenuniv.nl/zwillbrock.ppt


1. Current state of affairs: the gap and the bridge


The Gap

secondary education - university education

• no structural contact between the two• (too) different teaching methods, different roles

consequences for future students

• bad decisions as to the kind of university education resulting in early drop-outs• no optimal preparation for university education


2. Solutions: skills and moreover: from teaching to learning


Solutions: Government driven changes

In 1999 the “Tweede Fase” – a radical change in secondary educational programs - was introduced.

• It emphasizes the acquisition of skills that teach a student to gather information on his own, independently.

• A teacher is no longer a lecturer who presents his students

with easily digestible chunks of subject matter;

a Tweede Fase teacher is mostly a supervisor.• A student’s progress in his study process is

his own responsibility; planning, the acquisition of

research skills, and self-motivation are the key words in the

preparation for academic studies.



In the Tweede Fase program, the traditional Dutch set of course options was given up, and replaced by Profiles (profielen). Alongside a compulsory general study program (40 %), each student opts for either one of these following four Profiles (40 %):



Cultuur & Maatschappij (Culture and Society): preparing students for studies in the faculties of Arts, Social Sciences, Law, Archaeology, Philosophy and Theology.

Economie & Maatschappij (Economics and Society): preparing students for studies in the faculties of Social Administration and Law.

Natuur & Techniek (Nature and Engineering): preparing students for studies in the faculties of Mathematics and Physics.

Natuur & Gezondheid (Nature and Health): preparing students for studies in the faculties of Medicine, Biology and Chemistry.



The remaining 20 % of the time is set aside for extra activities, for example the production of an extensive essay for a subject of choice, the participation in special career orientation projects or programs that can facilitate the choice of advanced training.These programs are usually established in cooperation with universities, for example the Leiden Orientation Program.



Finally, the Dutch government dedicated a special, 3-year subsidy (Stimuleringsregeling vo-wo), to the creation of projects that were to facilitate a student’s transition from secondary school to university. All universities in The Netherlands developed Orientation Programs of their own, resulting in a set of activities set up according to a university’s needs and traditions. The quantity of activities varies from university to university, Leiden University having one of the most extensive Orientation Program created so far.



When the government’s 3-year subsidy was brought to an end, the Orientation Programs were allowed to continue their activities independently, and the programs became a definite part of Dutch universities. Nowadays, every Dutch university has an Orientation Program, or at least some special activities that are to help future students to make the right choices.


3. The Leiden Orientation Program: mission statement

basic orientation

basic familiarity

in-depth orientation

decision making


The Leiden Orientation Program mainly aimsat two objectives

• Helping students to choose between the various university studies on offer

• Bridging the gap between secondary school and university teaching material


The Orientation Program ‘cook book’

What should be achieved and be emphasized?

A quiz


Targets for the pupils:

• self-assessment aid • providing correct factual information• getting pupils to develop a realistic view on disciplines and studying in this specific field• getting pupils to see they don’t automatically have to study at a university, but can study at a HBO as well – making a fitting choice• triggering pupils with tough and challenging programs

The abovementioned targets are achieved by teaming upwith schools and career teachers / councils and byaction learning.


Targets for the secondary schools:

• developing meaningful and structural accountmanagement with schools• stimulating and sponsoring actual and structual contact between school teachers and university teachers• stimulating and sponsoring actual and structual contact between career teachers / councils and the university• aiding schools on an ad hoc basis with topics as career counceling and specific needs• informing schools about current developments within the universities (Bachelor Masters, ECTS and so on)


Targets for the Leiden University:

• stimulating and sponsoring actual and structual contact between school teachers and university teachers• het bevorderen van het (inhoudelijk) contact tussen docenten wo en leerlingen / scholen• informing the university about current developments within the schools (Tweede Fase, trends in Profile choices and so on)• advising faculties on topics such as development and design of a fitting curriculum


School Visits


Guest Lectures


Trial Study


Orientation Module


development team:vwo en wo

support:- educational- ict- co-ordination

test team: pupils

Orientation Module


So far, ten different Orientation Modules have been developed, for the following departments:

Social Administration, German, English, History, Dutch,Educational Theory, Psychology, Law, Philosophyand Mathematics.

Work on Orientation Modules for Biologyand Chinese is still in progress.


Psychologie

+

workbook

Blackboard


Psychologie

+

workbook

Blackboard

+

guidance


4. Some facts and figures


The Orientation Program works in close contact with 60 ‘participating’ schools – in particular with their career teachers / councils. These schools are for the greater part situated near Leiden but also remarkable exceptions can be mentioned (Friesland and Limburg).


WorkbookAverage number of participating schools: 38Average number of participating pupils: 3500

School visits – by a university staff memberAverage number of participating schools: 20Average number of participating pupils: 1500School visits – by a team of studentsAverage number of participating schools: 17Average number of participating pupils: 1000

Guest lecturesAverage number of participating schools: 17Average number of participating pupils: 170


5. The proof of the pudding...

a closer look at a Orientation Module


• the orientation modules proved to be innovative• the modules have a nationwide audience• participants: spring 2001: 157 autumn 2001: 229 spring 2002: 113 autumn 2002: 189• pupils report that the module gives them a thorough view of the chosen discipline• the modules are reported to be rightly adjusted to the capacities of the pupils• pupils report that working at a module is fun• both pupils and those who assist / guide them regard working via the digital platform is fun


6. Q & A

Zwillbrock, 25 IV 2003 Bridging the gap between schools and universities Presentation April 25 2003...

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