Dilys Vyncke
Flanders,
Belgium
Study visit to Karmøy / Haugesund
(Norway, 2012)
“Improving informed student
choices through
collaboration of schools and
enterprises”
Good to know
• This presentation contains elements that will
not be discussed because of the time limit. I
have included the information, because I feel
that it might be of use to you and that it will
help you to understand the whole educational
context in Flanders better. It might also
simplify our future conversations.
• Would you like to get to know my educational
network better? Check out www.g-o.be/english
My goals for this study visit
• Inform my colleagues and train/help
English/French teachers
• Therefore I need to find out
• What makes the Norwegian program of
collaboration between schools and enterprises so
successful (Which tools can encourage
cooperation?)
• How to help students make a better choice for their
working career
My goals for this study visit (2)
• How to prevent the rate of dropouts in upper
secondary vocational schools in Flanders (Is good
guidance the key to success?)
• What the new subject of vocational guidance for
lower secondary students is all about
• What the importance of lifelong guidance is
• What the other participating countries do with
regard to the issues mentioned above
Contents
• Two questions
• Who am I?
• Why am I here?
• Focus presentation:
transition
from education and
training to the world
of work
My role
• Pedagogical advisor for English (and
German) in Flanders
• Development of English (and German)
curricula in secondary education
• Support of English (and German) teachers
in all GO!-schools
• Support of CLIL
• Regional advisor for a number of schools other responsibilities
My role (2)
• But I’m also involved in the great reform of
secondary education that will start in
2013/2014
• In this reform there is special attention for the
comprehensive system, aiming high for all
pupils, (part time) vocational education, the
prevention of dropouts and quality assurance
Flanders
• A small region with a large school population
• Compulsory education for all children from 6 to
18
• 3 educational networks
• GO! education of the Flemish Community is
publicly run education organised by the public
body called the GO! and under the authority of
the Flemish community ►between 15 to 20%
Flanders (2)
• Publicly funded, publicly run education: both
municipal (organised by local authorities) and
provincial education (organised by provincial
authorities)
• Publicly funded, privately run schools (mainly
catholic schools, but there also protestant, Jewish,
orthodox, Islamic ... schools ► biggest network
• Private schools? A small number of schools that
are not recognised by the government
Curricula
• Chairwoman of the curriculum committees
for English (and French)
• Responsible for (12-18)
• General secondary education
• Technical secondary education ► 32%
• Professional (vocational) training and part time
secondary education ► 27%
• Secondary art education
Curricula (2)
• 2011-2012
• 12 curricula (Dutch)
• Vocational training: 3rd stage (17-18)
• Based upon
• Attainment targets for English (Dutch)
• Common European Framework of Reference for
Languages (levels)
• British English?!
Common European Framework of
Reference for Languages
2nd stage vocational training and part time
secondary education (“15-16”)
Listening
A1
Reading
A1
Speaking (1
person)
Speaking (2
persons or
more)
-
A1
Writing
General
A1
A1
Common European Framework of
Reference for Languages (2)
3rd stage vocational training and part time
secondary education (“17-18”)
Listening
A1/A2
Reading
A1/A2
Speaking (1
person)
Speaking (2
persons or
more)
A1
A1/A2
Writing
General
A1
A1
Schools and teachers in our
network
• Flanders
• 217 GO!-secondary schools (297 registered
locations)
• 125 schools offer vocational education and
training
• 16 centres for part time secondary vocational
education
• 929 English teachers
28 groups of schools in our
network
English language teaching
• I help implement the curricula (no central
exams)
• Problems all language teachers face (a
selection)
•
•
•
•
•
Native speakers?
Authenticity
Functionality
Grammar and the principle of noticing
Integrating knowledge in skills
English language teaching (2)
• Single words versus lexical chunks
• Strategies
• Intercultural competence
• Classroom management (a selection)
• Self-confidence, daring to speak in public
• Authority
• Quality
Vocational education and training
• In technical education all pupils study English
and French
• In vocational education only a small group did
before 2010
• Since 2010 all pupils must study English
OR French in (part time) vocational
education
• They must pass this course
Vocational education and training
(2)
• Learning English or French is not easy for
them
•
•
•
•
•
A new subject
... that requires a lot of talking and working together
Something most of them didn’t ask for
A subject many of them are afraid of
The outcome?
Vocational education and training
(3)
• But it is not easy for their teachers either
• A new subject
• ... which some know little about
• “Talking and working together will make it hard to
keep control over the class”
• “What about pupils refusing to cooperate?”
• “They will have great difficulty”
• “It will amount to nothing”
Luckily ...
• Most English teachers
• Are excellent teachers
• Who believe in their pupils
• Who do their utmost best to get pupils studying
(part time) vocational education as far as possible
• Who enjoy teaching this new subject
• Most pupils like learning English and do well
My role (3)
• Network days for specific groups of
teachers (e.g. those who teach in technical
and vocational schools)
• School and class visits ‘on demand’
• Study days per region and abroad
• Virtual class of English on
Smartschool (Dutch)
• Not one-shot interventions
My role (4)
• Area of tension: the principal - the school - the
teachers
• Not an inspector, but not a friend or a
colleague either
• Position of trust
• Belief
• Pass judgement (report), support and followup
Puzzled?
• Do you have a question regarding the items I
have put between brackets and other items I
have not discussed because of our time limit?
• Would you like to know more about English
curricula in secondary education and our
attainment targets, the support of English
teachers or the role of English in our society?
Always willing to help out!
Dilys Vyncke
Rastelbos 11
1653 Dworp
Telephone: 00 32 2 378 29 99
Mobile phone: 00 32 479 677 420
[email protected]