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zaterdag 29 december 2012

Samenvatting Deltaplan


Samenvatting Deltaplan  

 

“ Jongeren zijn het begin en het eind van onze inspanningen’’.

“ hun toekomst is onze uitdaging’’

 

Bij mijn aantreden als minister van onderwijs bleek door de overvloed aan onderwijs vernieuwingen en vormingsaanbod, het kind uit beeld te zijn geraakt.

De fragmentatie van de diverse beleidsinspanningen; de versplintering van de beperkt beschikbare middelen; de structurele beperkingen van de verwerkingscapaciteit; de noodzaak een ononderbroken voortgang van onderwijsvernieuwingactiviteiten te garanderen en vooral ook het besef dat, als gevolg van wijzigingen in de staatkundige verhoudingen, in de komende jaren er vrijwel geen aandacht, capaciteit en bestuurlijke energie zal overblijven voor de verbetering van basis voorzieningen zoals o.a. onderwijs, maken een Deltaplanoperatie gericht op het kansrijk maken van alle Antilliaanse jongeren een prioriteit van eerste orde.

De urgentie van het aanpakken van de problematiek van Antilliaanse jongeren verdraagt immers geen uitstel!

 

Dit Deltaplan, of de symbiose tussen leerplicht, sociale vorming, onderwijs, leerlingenzorg en begeleiding naar werk, zal de massieve dijk moeten zijn die de aanwas van het disproportioneel groot aantal jeugdwerkelozen en drop-outs uit het onderwijs van de Nederlandse Antillen terugdringt tot normale proporties en daardoor ook de dreigende overstroming van problematische jongeren die zonder voldoende voorbereiding en startkwalificatie in de maatschappij terecht komen.

 

Het bijzondere karakter van het Deltaplan veronderstelt een actieve betrokkenheid en input van alle onderwijs actoren binnen het Koninkrijk.

Deltaplan. Het laatste onderwijsbeleid van Curacao


      DELTA PLAN

 

 

 

For a massive approach with the objective to create a wealth of chances and opportunities for Antillean youngsters

 

 

 

 

 

 

 

 

 

 

 

 

An abstract of a paper, serving as the

basis for talks by Minister Omayra Leeflang to

facilitate the dialogue on the DELTA plan.

Willemstad August 15, 2006

 

 

 

 

 

 

 

 

DELTAPLAN

 

·     It is not so much a problem analysis but rather a realization of solutions

 

·     It is not so much a plan but rather an operation of achievements

 

·     It is not a band-aid but a lasting cure

 

·     Not only the financial household should be in order, but particularly the educational household

 

·     To invest in the “New Kingdom ” is to invest in a concerted effort

 

·     A natural link between the Antilles and the Netherlands in the approach of the “juvenile problem”

 

 

 

 

 

 

CONTENTS

 

 

The seven cooperation programmes of the Delta plan……………………   4

 

1.      Extension of the age bracket for compulsory education

       from 4 to18 years and the reinforcement of its implementation …….           5

 

2.      Structural incorporation and maximization of the range and effect

       of Social Formation………………………………………………………   5

 

3.      Durability and feasibility of the innovations in education……………     6 

 

4.      Support for stimulation of parent participation in education…………    10

 

5.      Multi-lingual skills as an asset to development………………………..   11

 

6.      Creation of a platform in order to maximize the opportunities of 

      Antillean youngsters on the job market………………………………...  13

 

7.      Creation of a climate of cooperation and cooperative modalities…..    15

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE SEVEN COOPERATION PROGRAMMES OF THE DELTA PLAN

 

  1. Extension of the age bracket for compulsory education from 4 to 18[1] years and the reinforcement of its implementation
    • Extension of compulsory education and its synchronisation with obligatory Social Formation
    • Consolidation of its enforcement
    • Setting up the chain of cooperative institutions for the support care

 

  1. Structural incorporation and maximization of the range and effect of Social Formation

  • Incorporation of the age bracket from 15 to 8: “Close the faucet first”

 

  1. Raising the durability and feasibility of the innovations in education

  • Consolidation of and a realistic approach towards Foundation Based Education
  • Secondary Basic Education as the determination programme for advanced secondary education
  • Completion of the improvements of vocational[2] education (VSBO and SBO)
  • A widening of the entrance accessibility to HAVO/VWO[3] and consolidation of the connection for higher education in the Netherlands
  • Accreditation of Higher Education, of Medical Schools and of Teachers’

     Training Courses

 

  1. Support to stimulate parent participation in

Education at home

 

  1. Multi-lingual skills, an asset to development

  • Clarity on the language of instruction issue
  • Consolidation of the status of Papiamentu
  • Recognition by Parliament of a Federal Ordinance on the Three Official languages: Papiamentu, Dutch and English
  • Dutch as the primary target language
  • Association with the Nederlandse Taal Unie
  • Language labs as a necessary tool

 

 

 

 

  1. The creation of a platform in order to maximize the opportunities for Antillean youngsters on the job market

·        Sufficient courses of study that focus on the needs of the local trade and industry (ROA)[4]

·        Sufficient places for trainees where students can gain practical

      experience on the job (Ku Kara pa Laman, College Hotel, etc.)

·        Sufficient job opportunities for the deployment of qualified youngsters

      (The Kingdom Platform as a think tank)

 

7.         Creation of a climate of cooperation and cooperative modalities

·        Information and communication of the above mentioned issues

·        Managing, monitoring, evaluation and creating financial modalities

·        Installation of an Administrative Committee to this end

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.0.    Extension of the age bracket for compulsory Education from 4 to 18 years and the reinforcement of its implementation

 

Taking as its point of departure the obligation to care for all children until and included the age of eighteen - which is the legal consequence of international treaties - the DELTA plan assumes that the focus should be on all children in the age bracket from 4 through 18 years in order to see how they can make use of the educational and learning facilities. Not only should the focus be on the kids themselves, but also the obstacles in their school career should be eliminated. Any obstacle may – as will be clear - lead to absenteeism and to dropping out from school. For that reason this sub-section of the DELTA plan will comprise three spearheads:

 

1.1.          Extension of compulsory education from 4 through 18 years and synchronisation with the Obligatory Social Formation programme. The Ordinance on Extension of Compulsory Education has already been established by the Council of Ministers and has been presented to the Advisory Council.

1.2.          Consolidation of the enforcement of Compulsory Education. Although the supervision with regard to the observance of Compulsory Education is a task which belongs to the competence of the island territories, the Federal Government will temporarily - for a maximum period of four years – provide support and will facilitate the island territories in the execution of this supervision. In relation to this the registration system of the participants in Obligatory Social Formation will be synchronized with the registration system which is needed for Compulsory Education.

1.3.          Adjustment of the right to Child Welfare and Protection to the right to Youth Care. A Federal Ordinance on Youth Care has already been drafted. This Ordinance has as its objective to establish rules in order to secure the rights to Youth Care for all juveniles and adolescents with serious problems in their development and education in the Netherlands Antilles until and including the age of 24. An important objective of this ordinance will also be to facilitate a chainlike cooperation system of the various institutes that offer the necessary support and care to children at risk in order to prevent premature dropping out of school.  

 

 

2.0.    Structural incorporation and maximization of the range and effect of Social Formation

 

 The Federal Ordinance has as its objective to offer youngsters at risk between the age 15 and 25 a new chance or a second chance. It also should at the same time prevent growth of the group of youngsters at risk. In order to expand the reach and effect of Obligatory Social Formation and to make maximum use of the existing accommodating capacity to this end, the DELTA plan has combined the developments with regard to Obligatory Social Formation, the extension of Compulsory Education, the upgrading of VSBO, the innovation of the SBO and regulation of the care structure into a coherent system of various distinguishable sub routes. These routes will – in their entirety - take care that the yearly growing number of school drop-outs, who are subjected to Obligatory Social Formation will drastically be diminished. The ultimate result will have to be that in the course of three years the target group of Obligatory Social Formation will almost be reduced to zero.

This sub-section of the DELTA plan comprises two spearheads:

 

2.1.      The route for the age bracket 15 through 18 years “First close the faucet! ’ 

 

The route “First close the faucet! ’  is an intervention that will be offered at schools for VSBO and SBO, and it takes care of drop-out youngsters by means of a preparatory course which is aimed at re-entry into regular education or to participation in second chance courses offered at the school. This intervention serves to widen the range and effect of the Obligatory Social Formation and it should maximize the existent absorption capacity of (Vocational) Education. The rationale behind this approach is that Obligatory Social Formation by itself cannot be the structural solution for untimely dropping-out of education by so many youngsters.

By creating extra facilities and provisions within the school, secondary schools will be enabled to take responsibility for those youngsters who threaten to drop-out.

By accommodating first the group in the age bracket 16 through 18, who are obliged to do Social Formation, the school can prepare itself for structural accommodation of the group that has to follow Compulsory Education. The extra facilities and provisions that have been created may then be used for both groups. As a result of this route permanent facilities for the accommodation of youngsters will be created within the schools, which will reduce the number op drop-outs in education.

 

2.2.      Routes to opportunities for 18 year through 24 year olds

Routes to opportunities must succeed in (re-)activating deprived youngsters and young adolescents and coax them into education and work in order for our society to be assured in the near future of its own potential for its development in a durable way.

It is of great importance that youngsters can actually be channelled into jobs and for this the right attitude and the right mentality needs to be developed. These routes to opportunity offer a connection to basic vocational training. The youngsters must be enabled to move up to a higher level, whenever needed for their development.

 

 

3.0.     Consolidating the durability and feasibility of the

          Innovations in education

 

The obligation of the government to provide care in the sense of the Constitution and International Treaties applies to all young people until the 18th year (IVRK= UN Convention on the Rights of the Child). Education must be considered a basic social right of every youngster. For that reason the core objective of the DELTA plan is aimed at the continuous concern of the government to organize education in such a way that both the students at risk and those not so much at risk can develop their talents optimally. Education is the instrument ‘par excellence’ for personal development and equipment of youngsters. One may expect of education a substantial contribution in the acquisition of the necessary human, cultural and spiritual values for an active and valuable participation in the living together of any given society.

The better the functioning of education, the less the need will be to push back disadvantages in development afterwards.  Investing in education will then have across the board a positive impact on the social- economic situation and contribute to drive back poverty and crime. For this reason this sub-section comprises seven spearheads.

 

 

 

3.1.      Consolidation of and a realistic approach towards Foundation Based Education

 

The cohort of students, having completed Cycle I of Foundation Based Education, was to commence with Cycle II in August 2006 in absence of any clarity with regard to the availability of means for the development, the implementation and investment of Cycle II of Foundation Based Education. Given this precarious situation the Minister had deemed it fit to intervene - in anticipation of the discussions in Parliament of the Concept Ordinance on Foundation Based Education - in order to clarify the organizational latitude of the competent authorities (i.e. School Boards) in the implementation of Cycle II of Foundation Based Education. In this policy framework sufficient room for action was created to facilitate the start of Cycle II of Foundation Based Education - with some degree of flexibility - in the best possible manner.

From the experience gathered with the implementation of Cycle I of Foundation Based Education the Minister has proposed adaptations on the basis of the outcomes of various consultation sessions, evaluation workshops, inspection reports since 2002 and also the direct comments of parents, teachers, citizens and entities in the society.

The proposals for adaptation will have to lead to a sharpening up of Foundation Based Education and also to making the implementation more feasible.

In the sense of this DELTA plan consolidation should be understood as to bring in focus those improvements that are important for the three basic paradigms of primary process of education.

With making this realistically possible is meant that the desired goals (what is necessary) should be balanced with the feasible goals (what is possible).

In the meantime the necessary policy decisions have been taken that have to consolidate Foundation Based Education and make it feasible. This concerns all decisions with regard to:

  • the discontinuation of Cycle III,
  • the establishment of the qualifications for FO teachers at Bachelor’s level,
  • leaving room for the application of group and other differentiation forms
  • the possibility of choice of the language of instruction
  • the obligation for teachers to upgrade themselves
  • the obligation to offer student care

 

A clear horizon has also been established for the implementation. The work on the legal formalisation has now been given the highest priority. This is even expected to be achieved in 2006.

 

3.2.      Basic Secondary Education[5] as the transitional stage between Foundation Based Education and secondary education

In the school year 1998 Basic Education (Basis Vorming) was implemented in all schools that offer some type of Secondary Education. Basic Education is not a course by itself, but it had best be considered as an educational programme for the first two years of Secondary Education.
Basic Secondary Education is meant to prepare students in a better way for further secondary education, for their future work and for their role in the society. Even more important is the fact that because of Basic Secondary Education the final choice for study and profession does not have to be made at the end of Cycle II of Foundation Based Education.

In the meantime many school related developments have been realised. As a result of the various development routes different kinds of Basic Secondary Education came into existence in which a number of schools have been able to give shape to the flow through to the period after Basic Secondary Education with good results. There are however also a number of schools that still struggle heavily with the broad education concept and that have not yet been able to deal properly with the differences in students that they encounter. Also the flow through from Basic Education to HAVO/VWO[6] has not reached the expected level and this gives rise to serious connection problems when students want to stream from VSBO into HAVO at a later age.

In the frame work of the DELTA plan the optimization of Basic Secondary Education is considered to be of crucial importance as it should set in motion a student specific determination process in which every student is put on the right track to optimal development of his/her talents. At the same time the possibility is worked on to extend Basic Secondary Education to three years[7] in order to consolidate the general preparation for HAVO/VWO.

The optimisation strategy is aimed at individual support of the schools in the development of a better flow through to secondary education, to both HAVO/VWO and the various learning routes of VSBO. A number of schools have chosen in the Basic Secondary Education period for a far reaching system of overlapping ‘’roof tile’’ construction, where other schools follow a broader general approach. Based on the choices of the schools, support will be given and facilitation will be offered in order to carry out these solutions. The schools will be able – among other things- to make use of development budget.

 

3.3.      The completion of the innovations of Vocational[8] Education

(VSBO and SBO)

The implementation of the innovations in vocational education - as far as the educational model is concerned – is going off well.

This means that:

·        The structure of VSBO, consisting of 3 learning routes, 3 sectors and 9 sector

       programmes, has been implemented in all schools.

·        The structure of SBO, consisting of a qualification structure on 4 levels and a certification system based on sub qualifications (credits) per profession qualification is in use at all institutes for SBO.  

In the coming years the programme will have to be concluded by completing the ongoing processes such as the realisation of the infrastructural planning, the purchase of inventory, the introduction of workstations and business simulations, the implementation of structure for student care and the process of competence upgrading for teachers and management. In addition to that investments will have to be made

with regard to the identified specific needs at island level that relate directly to offering opportunities and better conditions for youngsters in order for them to qualify for the job market and for participation in the society.

The completion strategy in the frame work of this DELTA plan is aimed at developing a system in which all projects and activities with regard to the ongoing development of vocational education in the Netherlands Antilles (VSBO, SBO) are combined into a cooperative structure. Thus, the Social Formation project and the sub programme Vocational Education will work together very closely in order to achieve the objectives.

Also the cooperation of the business sector and the involvement of parents/caretakers will be part of the strategy of reaching the objective of the development and programme objective of Vocational Education within 4 years at the most.

 

3.4.      Consolidation of the connection of the Netherlands Antillean HAVO/VWO system with its Dutch counterpart

In 2007 some rather fundamental innovations have been planned in the examination programme of HAVO/VWO in the Netherlands. The connection of secondary education in the Netherlands Antilles with the Dutch system is an important point of departure. In the past years this principle has been applied proportionally. In the most important issues the Dutch example was followed, be it that there were additions of Antillean elements. Up till now the implementation of the innovations was done to a rather limited extent, and as a result a number of adaptations could hardly be developed. In particular the facilities for development the desired more independent way of working could hardly be achieved, but also the necessary growth of the influx did not keep pace with the expectations. The latter issue has to do with the limited number of entrants at an early age in HAVO/VWO. It still is the practice that a large segment of students first goes to VSBO and then tries at a later age to get access to HAVO/VWO. These issues require speedy answers.

If we wish to safeguard the “entry” of our HAVO/VWO and CXC[9] students into (Dutch) Universities and HBO schools (Higher Vocational Education), we will have to invest adequately in our physical and didactical infrastructure.

Failing to make these investments will seriously endanger the realisation of the following objectives:

  • increasing he outflow of students at HAVO/WVO level by developing the school into a learning centre;
  • flexibilization of he educational programmes (curricula) which will do more justice to the differences between individual students. 

 

The DELTA plan - it is true - takes as its point of departure that in this modern “globalizing” world all efforts should be directed to participation of a much higher percentage of the population in courses on secondary and higher level.

 

The improvement strategy is based on support of the school on the basis of their choices to realize a solution on school level. To this end the schools will be able – among other things- to make use of development budget.

 

 

 

3.5.      International accreditation of Antillean Higher Education

Within the new context of the knowledge economy, Antillean Higher Education will have to internationalize and globalize; the emphasis will then have to rest on quality guarantee and accreditation. The process of accreditation of the UNA has been initialized together with the NVAO[10]. In this framework the Minister of Education has stipulated that the teachers’ training for Foundation Based Education should be on bachelor level. There are also ongoing negotiations with the offshore medical schools on the various islands with regard to accreditation through an accreditation agency commissioned by the NVAO.

In this way these schools may qualify for an Antillean proof of recognition. This recognition is important for nomination of these schools on the list of WHO[11]. Nomination on the WHO list in its turn is important to attract students from the US.

 

 

4.0.    Support for stimulation of parent participation in education

 

One of the most frustrating experiences of teachers and truant officers is the lack of support by the parents of a problematic youngster. Parents primarily bear the responsibility for the education and formation of their children. Parents who cannot deal with this responsibility will have to be eligible for this support.

With regard to the delicate situation of parents who are in need of assistance, intervention strategies will have to be applied that will lead to a kind of informal support that parents may offer to each other. This type of educational support is the most desirable kind. Youth care offered by the Government is of an additional and specialist nature. This special and professional care has as its objective to re-equip youngsters, parents and all others involved in the education in order to contribute to the growth of the child into a healthy adulthood. The strength and the value of both the child and its educators should be the guideline.

 

With observance of the duty of government to offer care - which results from the

Treaty on the Rights of the Child - in particular the stipulations that deal with the supervision on the “Take care of me rights” and the “I need extra care rights” and more in particular the comments of the UN Committee on the Rights of the Child based on their report pertaining to the Netherlands Antilles, a cooperation chain of all actors involved in education should not fail to be materialized. Within the context of the DELTA plan educational support platforms will have to be developed island wise, differentiated into three target groups:

·       0   -   4  years   ( Early Childhood care and Development, VKZO)

·       4   -  12 years    (within the schools)

·       12 -  18 years    (in the neighbourhoods)

 

A Federal Ordinance on Youth Care has already been drafted to this end.

The Federal Ordinance intends to set rules, in order to secure undisputedly the right to youth care for all adolescents with serious development and educational problems, up to and including the age of 24. An important objective of this ordinance is also to facilitate a chain-wise cooperation between the various organisations that are in place to offer necessary support and care to the needy child in order to prevent their untimely dropping out from school. With this Federal Ordinance the right to Youth Care is being introduced. In the present situation there is only the right to juvenile protection against neglect, maltreatment and abuse (BWNA= the New Civil Code of the NA, section 4 Articles 254- 265).

 

5.0.    Multi-lingual skills, an asset to development

 

The present Cabinet propagates the promoting the Antilles as a multi-lingual society.

The Netherlands Antilles have always characterized themselves as a country in which various languages are spoken. This has not only been our socio- economic weapon and shield, but also our strength. Even more so now when the boundaries in communication to and fro with the world are fading away, we will have to invest in - what has always been our advantage - our multi-lingual skills. For this reason this sub-programme of the DELTA plan comprises six spearheads:

1.      Clarity in the language of instruction issue

2.      Consolidation of the status of Papiamentu

3.      Federal Ordinance on the official languages: Papiamentu, Dutch and English

4.      Dutch as target language

5.      Association with the Netherlands Language Union

6.      Language labs as a necessary instrument

 

5.1.          Clarity in the language of instruction issue

 Various languages in Foundation Based Education.

·       The languages Papiamentu, English and Dutch may all be language of instruction right from the 1st Cycle I on.

·       At the same time a combination of languages will be possible (bi-lingual schools).

In the case of bi-lingual schools it should be noted that a school may label itself as a bi-lingual school when ample attention is paid to both languages, be it as language of instruction or be it as language of communication.

In the law requirements will be established with regard to the quality of language instruction, to the core objectives (bench marks) and to the qualifications of teachers.

 

5.2.          Consolidation of the status of Papiamentu

 

In the frame work of the multi-lingual policy Papiamentu, as well as Dutch or English and even a combination of two languages, may be the language(s) of instruction in education. Although students will have to master four languages - namely Papiamentu, Dutch, English and Spanish - when they have reached the end of the age bracket of compulsory education, special attention will have to be paid to the status of Papiamentu. To this end three policy proposals will be legally formalized.

·       The Ordinance on Official Languages, Papiamentu, Dutch and English will have to be established by Parliament (the Ordinance is being dealt with by Parliament).

·       In the general interest, but in particular in the interest of education, the spelling of Papiamentu will have to be established by law.

·       An explaining school dictionary for Papiamentu will have to be developed

 

5.3.    Dutch as the primary target language

For the time being Dutch will have to receive sufficient attention in order to

facilitate the transition from primary to secondary education in the Dutch language. This implies that the requirements for the level of command of Dutch at the end of Foundation Based Education should be raised, and in such a way that all further education after Foundation Based Education with Dutch as its language of instruction can be followed properly without problems.

This goes for all further education on the various islands of the Netherlands Antilles as well as for eventual further education on all levels in the Netherlands (this may vary from Training Colleges and VMBO[12] to Higher Education).

In order to achieve this the number of allotted hours for Dutch on the time table will have to be raised accordingly. It will be of great importance to begin from the outset in group 1 of Foundation Based Education - both in the Windward islands and the Leeward islands- expressly with Dutch as target language  (next to eventual other modern languages, such as English and/or Spanish).

 

5.4. Association with the Netherlands Language Union

The outcomes of the referenda on the various island territories have -notwithstanding the difference in options - as their common ground that the islands wish to stay within the Kingdom. A relationship with the Netherlands is in this matter a point of common interest. Also in education Dutch will be an important first target language and in addition to that it will be the language of instruction in most institutes of further and higher education. Association with the Netherlands Language Union may in this frame work be a useful contribution to the development of the language policy.

The issues for which collaboration with the Netherlands Language Union is

 desirable are:

- Dutch in Foundation Based Education, in advanced education and in 

 Vocational Education.

- Professional upgrading of teachers

- Information on spelling

- Description of the core objectives of education

- Development of examples in teaching material

- Elaboration of a didactical model concerning multi-lingualism

- A University Chair on bi-lingualism

 

In the frame work of the Constitutional innovations it will be obvious that the association with the Netherlands Language Union should take place through a joint entity of all islands. The Administrative Committee, as recently agreed upon by the Council of Ministers, in which all islands of the Netherlands Antilles are represented, might be a possibility.

 

5.6. Language labs as a necessary instrument

 

Multi-lingualism is particularly aimed at offering the Antillean child opportunities for choice in their studies. In order to guarantee the possibility for advanced studies, not only in the Netherlands but also in the region and the United States, the command of English and Spanish should be such that the connection with tertiary education in those languages will be possible.

This means that the students will gradually have to be exposed to languages that are foreign languages to them.

The high requirements that a multi-language policy sets for the way of presentation, which is aimed at commanding various languages, call for a non traditional approach of the language instruction. A language lab offers an excellent possibility for this. The language lab makes use of digital teaching aids that support the subject teacher in the teaching process.

The added value of a language lab is that - apart from formal lessons (contact teaching) for the students - it offers the possibility of working on assignments independently, of self-evaluation of work or even of following distant learning. Computers also offer the possibility to listen to language texts and to practise conversation and pronunciation interactively. The teacher can listen to his students individually, but he can also connect them group-wise and in a classroom setting he can connect the students with each other for conversation.

By adding images foreign language presentation will become more attractive and the context will become more accessible. As language labs are a considerable investment one may work with satellite centres. This means equipping a central lab that can be used for several schools.

 

6.0.    The creation of a platform in order to maximize the opportunities for

            Antillean youngsters on the job market

 

The DELTA plan is formation offensive. A formation offensive without a scope for jobs will be counter-productive.  A crucial element of the DELTA-plan is to take care that the youngsters are equipped in such a way that they are optimally employable in the job market and thus may get a job and generate an income.

The bridge between learning and working is instrumental for the success of the DELTA plan. In order to make this happen this sub programme of the DELTA plan comprises three spearheads:

  1. To provide sufficient study routes that train for professions and functions such as needed in the business sector.
  2. To provide sufficient opportunities for on the job training in order for the students to gain practical experience.
  3. To provide sufficient job opportunities in which the youngsters may start to work after their training.

As far as the creation of job opportunities is concerned, it should be noted that the role of the Government in this area will be a facilitating one; it is the economy that generates jobs.

 

6.1.    Sufficient study courses that meet the needs of the business sector

 

Vocational training has been organized in such a way that following VSBO does not give final diploma[13] in the way it used to be with LTS- and MAVO[14] education. One should at least continue with one year of SBO in order to obtain a professional qualification. Vocational Education offers various study courses.

There seems to be a large discrepancy between the interest of the students, the selection of available study courses and the demands of the business sector.

The “ROA[15] new style” should bring about a change in this.

 

6.2.    Sufficient trainee positions for on the job trainings in which the students can gain experience.

 

 Vocational training has been organized in such a way that a youngster cannot get a diploma without having done a traineeship. The pressure on the available trainee posts is very high. Alternative scenarios and creative solutions to the problems will have to be found. One of the solutions for a shortage in ‘regular’ trainee posts in the business sector will be to create “trainee posts through simulation” at school.

- The MTS Curacao has already gained positive experience with this in a pilot

project for ICT. With equipment, subsidized by the Antillean Government, students were able to gain experience in doing measuring tests for telecommunication companies.

-  Another alternative is to link a project to a certain commercial sector. An

   example of this is the project Ku Kara pa Laman (= with the face to the sea;

   with the eye on the sea.) A sea-going vessel, sponsored by the Netherlands

   Government, is deployed commercially in international waters, but with the

   objective to have on–the-job training positions available for aspiring Antillean

   seamen.

- A similar project is being initiated for the hotel sector. It is expected that within

  the next few years thousands of job opportunities will become available. In

  collaboration with CHATA (Curacao Hotel and Tourist Association) work has

  started on the “Curacao College Hotel and Training Center’ which will answer

  the demand for necessary trainee positions on all levels.

 - Furthermore one could think of certain projects such as working out a

   commercial idea into a business plan, or the promotion of entrepreneurship,

   projects that could replace on the job training.    

 

6.3.         Sufficient job opportunities for employment of youngsters

As long as the economy will not grow to the extent that it can yearly accommodate a few hundred youngsters (- after having followed training -) on the local job market, youth unemployment will remain high. When the prospective job market is considered in a wider perspective than solely with an “insular’ view, one could imagine that youngsters will be encouraged to choose for a training or education that would enable them to accept work in all countries of the “New Kingdom”.

Although it was estimated that the economy of the Netherlands Antilles in 2005 has grown with 1.5 %, this growth was not yet sufficient to reduce unemployment. Youth unemployment on Curacao in 2005 increased from 25% to 44%, whereas on Sint Maarten it happened to decrease!

In the Netherlands it also decreased. At this moment it has already become obvious that in the Netherlands an increasing shortage of nurses and hospital attendants is expected, whereas Antillean youngsters trained in the care sector might be able to fulfil this need. The same goes for other sectors such as the metal sector and the military.

As a substantial break-through in order to find a lasting way out from this problematic situation, the DELTA plan propagates a mind shift in our basic attitude with respect to making use of the opportunities within the Kingdom of the Netherlands. Work has started already on the installation of a Kingdom platform for job opportunities for our youths, which platform will have to function as a think tank in order to make this problem a “common concern”. From that situation creative modalities should be arrived at which will have to lead to utilization of our access to European knowledge, experience, capital and job market.

 

7.0.   The creation of a cooperative climate and cooperation modalities

 

One of the points of departure to effectuate the DELTA plan, is to invest in joint efforts - on the one hand to deal with the consequences of our limited capacity of accommodation - and on the other hand to control the implications of the natural sequence in the approach of the Antillean Youth problem. The Delta plan aims at collaboration in a joint effort with regard to the supervision, the monitoring, the development, the execution, and the financing of the respective programmes and spearheads of the DELTA plan - and from the point of view of Quality Control in particular - it aims at communication about mutual experiences and results between the kingdom partners.

 

The Transition Agreement of the De Jongh-Elhage Cabinet states that a thorough evaluation of the innovations in education will have to take place and -where necessary - adaptations will have to be made.

 

Foundation Based Education (Funderend Onderwijs) propagates the universal development of the child: in a social, intellectual, emotional, motoric, artistic and in a moral sense.

The important aspects that need attention are identified as follows:

  • Thorough evaluation and monitoring
  • Language policy focused on multi-lingualism
  • Completion of the legal process.

 

Also with regard to secondary education the innovation process will be subjected to the necessary adjustments. This type of education has as its objective to offer a broad education and a large degree of independence.”

 

In the period from February 2006 through May 2006 the Midterm evaluation took place of the programme segments Foundation Based Education and Vocational Education in the Netherlands Antilles.

Edburgh Consultants’ Bureau was commissioned through the Representation of the Netherlands in the Netherlands Antilles by the Ministry of Internal Affairs and Kingdom Relations to carry out this evaluation.

 

At quit an early stage the evaluators came to the conclusion that all parties were in agreement on the necessity of the educational innovation process.

They did however also identify the shortcomings that impede the actual implementation. This very fact – in the opinion of the evaluators- jeopardizes the projected objectives. These serious shortcomings refer in the first place to the absence of an adequate monitoring structure on programme level, which results for the greater part in decision making at all lower levels on an ad-hoc basis.

The report makes a twenty-some recommendations in order not only to safeguard a responsible progress of the innovations, but also to guarantee its funding.

The most important recommendation in the area of monitoring is the establishment of an Administrative Committee.
The Council of Ministers has agreed on the foundation of an Administrative Committee. The Administrative Committee will consist of members of all Island Territories, of the Federal Government and of The Netherlands.

 

 

Translation and footnotes[16] : TranstextConsult

 

February 23, 2007.

                                                                                               

 



 
[1] Note of the translator: The age bracket is currently from 4 to 15 years!
[2] VSBO (Voorbereidend Secundair Beroepsonderwijs), in English, Preparatory Secondary Vocational Training, is preceded by Secondary Basic Education (Basisvorming). Having completed VSBO education, students continue by following to SBO (Secundair Beroeps Onderwijs) Secondary Vocational Education in English.
[3] HAVO (Higher General Preparatory Education, 5 years) and VWO (= Preparatory Education for Academic Studies, 6 years) both prepare for Higher Education. VWO is of a higher level than HAVO.
[4] Raad voor Arbeid en Onderwijs = Council for Education and Job Market, an independent advisory
   board to the Federal Government on these issues. Unions, business sector, Government and
   Educational entities are represented in this board.
 
[5]  Basic Education (basisvorming) should not be confused with Foundation Based Education (FBE=Funderend Onderwijs). FBE is primary education in two cycles with Kindergarten incorporated, whereas Basic Education refers to the initial two years of secondary education.  In this DELTA plan Basisvorming will replace Cycle III of FBE.
[6] See also footnote 3.
[7] It is two years now.
[8] VSBO has merged general education (MAVO=Secondary modern school) with the former technical school (LTS) and the lower administrative and domestic science schools (LADVO+ Huishoudschool). As VSBO offers basic preparation for certain professions, the term preparatory vocational training is used. In SBO the student can specialize for further education in a particular profession, As SBO is the logical sequence after VSBO. Hence the word ‘preparatory’ was dropped from its name. Also see footnote 2.
[9] CXC (= Caribbean Examination Council) standardized exams in the British West Indies that give entrance to tertiary education in the UK, in the British West Indies and in some other English speaking countries. Dutch universities with English as language of instruction also accept CXC students. CXC exams are taken by students in Secondary Education with English as language of instruction in the Dutch Windward Islands.
[10] Nederlandse Vlaamse Accreditatie Organisatie =Dutch Flemish Accreditation Organisation. 
[11] WHO =World Health Organization
[12] VMBO is the Dutch equivalent of Antillean VSBO.
[13]  VSBO however does issue a diploma at the end of the 4 years’ course. What is meant here is that this diploma is a general diploma that does not qualify for one specific profession. 
[14] LTS= former Junior Technical School and MAVO= former Secondary Modern School.
    Also see footnote 7.
[15] ROA= Raad  Onderwijs-Arbeidsmarkt. Council for Education and Job market. Also see footnote 4
[16] The translator has provided explanatory footnotes relating to the used abbreviations in education. The original Dutch text did not offer any explanation. These footnotes will make the information understandable for those international readers who are not familiar with the education system in the Netherlands Antilles.