Since the presentation of the final opinion of Paul Schnabel is both in the media and in parliament create a storm of criticism. This not always wrongly, because I place the necessary question the atmosphere it breathes and how it is presented. Thus the superficial reader or listener may think that the Netherlands switch to progressive, student-based education with integrated courses that are largely processed in a digital way, with tailor-made top priority and without much knowledge? This idea is not so strange, since the films were shown presentation of schools 'already spent in practice' advice: these schools were breathing or partly above atmosphere. Together with the personal development which was interpreted by some groups as "state pedagogy" was and is the resistance good at.
"The report gives the impression that the" how "is going and too little about the 'what'."
It also called resistance at me. And since the appointment of a chairman of a design team that would go with the advice to work, in addition still came before the House had debated the opinion, in many went the final heels in the sand.
Time-out
It is minds rather occupied in recent months and will also still continue to do so for a while. The effect of the advice has just been given a time-out and that can be a positive step. The question is: what will the profession? Is it not the opinion that teachers themselves should have more control and autonomy on the new curriculum and the education they provide? we do not want to again become implementers of the educational ideas of others, then we have to take our responsibility and engage in conversation with each other about the curriculum.
"It should be about the 'what' and not the 'how'."
The educational vision of every person will be given space to the "what" to elaborate a didactic educational vision: the 'how'. It is up to the teacher, the team and the school to articulate a vision founded and implement. A vision that is not based on imaging and education myths. Polder in our country will bring scattered schools of different signature, but that is not a privilege of our freedom of education? There is for parents and students what to choose. One type of education is better suited for a particular student (and teacher) than the other. The important thing is that teachers continue to reflect critically on their own actions and continue to take their education and responsibility to provide quality education.
Facilitation
In order to practically get started with a new curriculum and keep this up to date and focus in the future, teachers will need to be facilitated. This timeout can be used to control well that new collective agreements. Without the right conditions one has to rely on amateurish enthusiasm, while professional expectations are made.
Now more ...
Some teachers have picked up the gauntlet and see Onderwijs2032 as an opportunity to change the curriculum bottom up. There may be an answer to the problem of overloaded and fragmented curriculum (The Education, 2014). Also boxes can be added to or otherwise integrated with a view to the future need a place in our education without again causing a sensation of overloading. These are important decisions that teachers have heard a voice. That does not mean we embrace uncritically the advice, but in order to pass the recommendation, its effects and the time, we find a missed opportunity.
That is why we have drawn up an apology with each other. Anyone can take full knowledge of this, think about it and countersign. It is certainly not our intention to only minded to go on this adventure. We want to have a discussion with a final conclusion that are widely with respect for everyone's understanding.
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