EURO-BAC II

Country report of the Netherlands

August 2000Cardano InstituteNieuwegeinNederland

Contents

Part 0Introduction

Part 11.1 Description of the Dutch national system of education and training1.2 Access of higher education1.3 Areas of improvement

Part 22.1 Description of the Cardano Institute and the programs /courses offered2.2 Access to higher education2.3 Areas of improvement

Part 33.1 New developments/Outlook towards programs / courses of the Cardano Institute3.2 Comparison of the EURO-BAC Standard Business Administration with the qualification

standard of the Cardano Business Program3.3 Developments and outlook towards English as a foreign language and mathematics in the

transition between secondary and higher education

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Introduction

The Netherlands are contending with a shortage of higher educated people which is expected to rise even higher in the next years. The Social Economic Council (SER) has indicated that refresher courses, retraining and additional education are major means to fight these shortages. Making learning pathway flexible and creating various intake and moving moments in the national educational system play thereby an important role.Amongst others in the scope of the CAO - a policy with respect to schooling and training of employees has been pursued for some years now in various sectors of industrial life. Social partners in the automotive branch have entrusted the Innovam Group with the development and execution of a system of branch-directed education, courses and training to teach employees the proper knowledge and skills to carry out their profession and/or job. This system comprehends both refresher courses and retraining.

As subsidiary company of the Innovam Group, the Cardano Institute, is responsible for management and commercial officials in the automotive branch. The Cardano Institute offers in this scope a one-year's program for managers, the so-called “Cardano Business Program”. Objective of this course is to qualify participants for a higher management position in the branch. This program, which will be elaborately described in Part 2 and Part 3, also offers access to the MBA program of the Business School Nederland. The reason why the Cardano Institute is participating in EURO-BAC II is to examine whether the course “Cardano Business Program” initiated by trade and industry fits in with the qualification standard for Business Administration as developed in EURO-BAC I.

In Part 1 of this report you will find a description of the national educational system and the developments with respect to secondary and higher vocational education.In Part 2 we will examine the Cardano Institute and the programs in the light of the EURO-BAC problems.In Part 3 an analysis will be given of the qualification standard of the “Cardano Business Program” in relation to the EURO-BAC standard or Business Administration. As an extra contribution to this project an analysis will moreover be given in Part 3 of the national qualification standards of Mathematics and English as foreign language for moving up of secondary vocational education compared to the respective EURO-BAC standards.

This report has been compiled by Jos van Zwieten MA and Niko Persoon of the Cardano Institute. Support and guidance were provided by R. van Mechelen MA, M. Vilters MA and Dr. S. Kemme.

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Part I

Analyses of the National System of Educationin the framework of EURO-BAC II

1.1.1 Description of the national system of education and training1.1.1.1 Introduction: Main Indicators and General Information1.1.1.2 Adult and Vocational Education: Institutions1.1.1.3 Adult and Vocational Education: System and Funding1.1.1.4 Adult and Vocational Education: Students1.1.1.5 Adult and Vocational Education: Movements and Success Rates1.1.1.6 Agricultural Education: Students and Institutions1.1.1.7 Higher Professional Education: System and Funding1.1.1.8 Higher Professional Education: Movements, Duration and Success Rates1.1.1.9 Higher Professional Education: Students

1.2 Access to higher education1.2.1 Integrated longitudinal learning paths1.2.1 Action points

1.3 Areas of improvement1.3.1 Introduction Bachelor-Master system in secondary education1.3.2 Acknowledgement acquired competencies

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1.1 Description of the national system of education and training

1.1.1 Introduction: Main Indicators and General Information With a budget of NLG 37.8 billion (in 1997), the Netherlands Ministry of Education, Culture and Science is the highest spending government department and - apart from the national debt - accounts for the biggest heading in the national budget. Its enormous spending power accurately reflects the importance of the Ministry's three main areas of policy to society in the Netherlands. Every one of the country's 15.5 million people is involved in some way with education, culture or the media, or reaps the benefits of Dutch efforts in the field of scientific research. Spread over the entire population, departmental spending represents an annual figure of around NLG 2,425 per head.

Together, the Ministry of Education, Culture and Science (OCW) and the Ministry of Agriculture, Nature Management and Fisheries (LNV) spend a total of NLG 32.2 billion a year on education. This pays for the education of approximately 3.6 million schoolchildren and students. In the Science sector (including academic research) there is less direct involvement by members of the public. Even so, everyone benefits from the research that goes on. The total R&D sector in the Netherlands has a turnover of NLG 14 billion, of which the Ministry of Education, Culture and Science contributes only NLG 3.9 billion. Most of these resources go to a small number of major research organisations, including the Netherlands Organisation for Applied Scientific Research (TNO).

Expenditure in NLG billion, 1997

Figure 1: Breakdown of spending on education, culture and science

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Expenditure in guilders, 1997

Figure 2: Spending per head of population

1.1.2 Adult and Vocational Education: Institutions Various parties are involved in the provision of adult and vocational education. The institutions provide the actual courses. Their number has declined greatly in recent years as a result of the formation of the Regional Training Centres (ROCs): down from almost 400 separate institutions in late 1993 to only 67 ROCs in early 1998.

On both learning pathways within vocational education, participants receive part of their training at the ROC (or specialist trade college) and part - in the form of practical training - in the workplace. Information on the number of firms providing workplace training is currently available only for day release courses (just over 55,000). For day release students, this kind of arrangement is no new thing. For other students, it has become a more important element of their course since the introduction of the Adult and Vocational Education Act (WEB). The exit qualifications have been formulated by the national vocational education bodies (21 in all), which are also responsible for the certification of firms providing workplace training. The number of these bodies has also declined over recent years as bodies for different branches of industry have amalgamated in order to increase efficiency.

The municipal authorities (572) conclude contracts with the ROCs on the basis of demand for adult education in their areas. Adult education courses take place entirely at the ROC. Students either enrol of their own volition or are required to do so by the municipal authority, as in the case of newcomers on integration courses. In either case, participation is funded by the municipal authority.

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Figure 3: Institutions for adult and vocational education

1.1.3 Adult and Vocational Education: System and Funding

SystemThe Adult and Vocational Education Act (WEB), which came into force on 1 January 1996, categorises a number of existing types of educational provision into two broad groups: vocational education and adult education. Vocational education encompasses the old full-time and part-time courses of senior secondary vocational education (MBO, now BOL), day release training for apprentices (BBO) and part-time non-formal education for young adults. Adult education comprises adult general secondary education (VAVO), adult basic education, courses in Dutch as a second language and courses to help newcomers integrate into Dutch society (see figure 4).

Vocational education comprises two alternative learning pathways: block or day release (BBL) and vocational training (BOL). The latter can be taken either full time or part time. Vocational courses can be taken at four different levels: training to assistant level, basic vocational training, professional training and middle-management or specialist training. In addition, there is still a group of old-style courses, but these are to be phased out by the year 2000.Adult education is designed to prepare students for entry to vocational education or to enable them to participate fully in society. Within adult basic education and adult general secondary education there are six levels of courses, while courses in Dutch as a second language can be taken at five levels.

Vocational education has traditionally dominated this sector. Almost 70% of all students in adult and vocational education are taking some kind of vocational course. The remaining 30% are attending adult education classes and some of these will eventually go on to vocational education.

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Figure 4: Types of adult and vocational education courses

FundingThere are various flows of funds in the adult and vocational education sector. Individual courses of vocational education are funded directly by the Minister of Education, Culture and Science on the basis of student numbers. In addition, educational institutions also receive supplementary funding for vocational education, for example for the Policy Agenda for Adult and Vocational Education and under the Adult and Vocational Education 2000 scheme. The Minister also funds the national vocational education bodies (LOBs) on the basis of the qualifications they have developed, the number of companies certified as offering training places and the number of training places available. Responsibility for adult education provision has been devolved by the Minister to the municipal authorities. The central government budget is allocated on the basis of the size of the adult population, the number of people of ethnic origin and the number of people with a low level of education in each municipality. The municipal authorities sign contracts with the Regional Training Centres (ROCs) for the latter to supply adult education courses. In the case of integration courses, the funding arrangements are different. The municipal authorities receive a separate budget for this purpose with which they buy in courses from the Regional Training Centres and elsewhere to help newcomers integrate into Dutch society, as regulated in the Newcomers Integration Act.

There is a further flow of funds from the students themselves, who pay the institutions fees for the courses they wish to attend. The level of the charges depends on the number of hours' teaching per course. Students on BOL courses pay fees to the Ministry. The institutions also receive payments for contract work undertaken for firms and individuals.

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Figure 5: Flows of funds in adult and vocational education

1.1.4 Adult and Vocational Education: Students A key feature of education in this sector is the tailoring of teaching provision to the individual student. All forms of provision are available within each institution and the aim is to select the best possible option for each student. Matters to be considered are the type of course (adult education or vocational education), the learning pathway within vocational education (block/day release or vocational training, the first involving at least 60% and the second between 20% and 60% workplace training) and the choice of level. Where necessary, additional educational preparation or support can be provided. Vocational education accounts for over 12% of all pupils and students in forms of education funded by the Ministry and vocational courses are attended by 24% of all Dutch people aged between 16 and 23.

Almost 70% of students in this sector opt for vocational courses, while the remainder attend adult education courses. These percentages have remained constant over the years. The vocational training (BOL) pathway accounts for the majority of students in vocational education. BOL students spend most of their time at the Regional Training Centre.

The figures for vocational education show two apparent breaks in the general trend. Up to the end of the 1995/96 school year, the figures for day release (BBL) training include all students throughout the school year; after that date, they are based on a single reference date, ignoring the (fairly large) number of entrants enrolling later in the school year. The result is an apparent sudden down-turn in numbers. From 1997/98 onwards, on-the-job training for nurses and care professionals is included in the figures for vocational education, producing an apparent sudden upward trend. Otherwise, the figures for participation in vocational education are fairly constant. In adult education, the introduction of integration courses for newcomers means that more extensive activities are now being provided for slightly fewer participants.

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In vocational education as a whole, some 45% of all students are women. This figure drops to only 30% for day release courses. This is probably due to the origins of the apprenticeship system in the technical trades, where most workers are male. On vocational training courses, women represent exactly half of all students, and in adult education 60% of the total.

Students in the sectors of vocational education Vocational courses can be grouped into four sectors: personal and social services/health care (DGO); economics; engineering and technology; and agriculture. Courses in the agricultural sector are funded by the Ministry of Agriculture, Nature Management and Fisheries. Educational preparation or support is provided in relation to some courses, especially those at levels 1 and 2.

The size of the different sectors funded by the Ministry of Education is about equal. The engineering/technology sector is the biggest, and the services/health care sector the smallest. In this respect, there has been little change over time, although the services/health care and economics sectors have become closer in size, with the former very gradually increasing and the latter declining.

As regards the learning pathways, there are more obvious differences between the sectors. In the case of vocational training, the sectors are about equal in size, with the economics sector marginally bigger than the others. In the case of day release, by contrast, the engineering/technology sector is clearly the largest. The figures for the services/health care sector in the 1997/98 school year show an apparent change in the general trend, but this is due to the fact that on-the-job training for nurses and care professionals is now included in the figures.

The ratio of male to female students varies widely between the different sectors. In the engineering/technology sector, males are over-represented and in services/health care females are in the majority. In the economics sector, however, the proportions are about equal.

Figure 6: Ratio of male/female students (1997-1998)

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1.1.5 Adult and Vocational Education: Movements and Success Rates

Intake and progress of studentsThe numbers entering vocational education have increased in recent years from around 184,000 to 192,000. The extra 8,000 is due to the growth in student numbers on vocational training courses (BOL). Over the same period, there has been a decline in numbers embarking on day release courses (BBL). This is the result of a drop in the number of students without an apprenticeship agreement. The obligations imposed by the Adult and Vocational Education Act (WEB) are encouraging the use of apprenticeship agreements. The number of new students with an apprenticeship agreement has risen in the last year from 59,000 to 61,000. One contributory factor is the fiscal facility for apprenticeships for which the Salaries Tax and Social Security Contributions (Reduced Remittances) Act provides. However, this has not yet produced a full recovery in numbers. In vocational training, there has been a decline in the percentage of students embarking on courses after obtaining a MAVO qualification and an increase in numbers of indirect entrants (those not coming directly from any form of education: the group shown under 'indirect' in Table 2.5.4). On day release courses, most new students are either already employed or unemployed and seeking a way back into the jobs market. The proportion of these indirect entrants has increased greatly over recent years.

The numbers progressing through vocational education from levels 1 and 2 to levels 3 and 4 have declined over recent years as a proportion of all students in levels 1 and 2, though the total number of individuals doing this has in fact remained constant. The explanation for this is that the total number of students at levels 1 and 2 has increased. Students on vocational training courses are more likely to go on to a higher level than are day release students.

Figure 7: Progress of students in vocational education, from levels 1 and 2 to levels 3 and 4 (as %)

Success rates in vocational educationUnder the Adult and Vocational Education Act (WEB), there will be a change in the funding of vocational education from the year 2000 to make it partially performance-related. From that date onwards, the institutions will be funded partly on the basis of the number of qualifications obtained by

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their students, differentiated according to the level of the courses.

In vocational training (BOL), the number of students obtaining qualifications rose over the 1992-1996 period. The number of level 1 and 2 qualifications is continuing to rise, while the numbers at levels 3 and 4 were about the same in 1996/97 as in 1992/93. The number of day release (BBL) students obtaining qualifications fell slightly between 1992/93 and 1996/97. This decline parallels that in student numbers generally. The number of qualifications obtained at levels 1 and 2 has remained fairly stable over the last few years, while the number at levels 3 and 4 has declined. The rise in 1996/97 is the result of the inclusion of on-the-job training for nurses and other care professionals in the adult and vocational education sector. Only a few students taking vocational training courses on a part-time basis obtain a full qualification. The majority are on courses leading to only partial qualification. The percentage who eventually convert this into a full qualification has risen over the period from 54% to 62%.

A comparison of male and female students reveals that a slightly larger proportion of women end up qualifying. This is true of all three forms of vocational education. 52% of students leaving vocational education have obtained a qualification. The proportion for vocational training is 65% and for day release 49%.

Qualifications and student numbers (BBL 1992/93, part-time BOL 1995/96, BOL 1995/96)

Figure 8: Ratio of male/female students in vocational education

1.1.6 Agricultural Education: Students and Institutions

StudentsAgricultural VBO and more particularly IVBO are enjoying a marked and steady increase in pupil numbers. Trends in the other types of agricultural education are more in line with expectations based on demographic forecasts for the relevant age groups. Numbers in BOL are constant, while those in BBL, HAO and university education are declining.

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The intake figures for the various types of agricultural education provide an indication of the popularity of each of them. The increased intake in IVBO and VBO is outstripping the growth in overall numbers, but enrolment is up in all types of pre-vocational and senior secondary vocational courses. This is not the case at HAO level and the numbers entering university are now beginning to recover after reaching a low point in 1995/96.

The most interesting statistic from society's point of view is the number of students obtaining qualifications. In agricultural education, an average of around 25% of students manage to complete their courses successfully.

Figure 9: Numbers of male and female students in agricultural education ( x 1000)

InstitutionsAgricultural education is provided at a fairly large number of locations. Despite the expense entailed, the Ministry of Agriculture attaches great importance to local provision, in particular as regards secondary education in rural areas.

There is only one agricultural university in the Netherlands, located in Wageningen, but six HAO institutions and eighteen agricultural training centres (AOCs). Relevant VBO courses are taught at some forty combined schools.

1.1.7 Higher Professional Education: System and Funding

SystemHigher education in the Netherlands is composed of higher professional education and university education. Since 1993 the higher professional education (HBO) institutions ('hogescholen') and universities have been governed by the same legislation: the Higher Education and Research Act. This Act permits the institutions a large measure of freedom in the way they organise their teaching and other matters to meet changing demands.

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The HBO institutions are responsible for the programming and quality of the courses they provide. Quality control is exercised by the institutions themselves and by external experts (review committees). The Higher Education Inspectorate monitors the quality of the review committees' work and the action taken on the basis of their conclusions and recommendations.

Higher professional education is extremely diverse: courses lead to over 200 different qualifications for a wide range of occupations. There are both broad and specialist courses. There are large HBO institutions offering a wide variety of courses in many different sectors and medium-sized and small colleges offering a small assortment in one sector only. Mergers have reduced the number of HBO institutions from almost 350 in the mid-eighties to 58 now. Courses are divided into seven sectors: Education, Engineering and Technology, Health Care, Economics, Behaviour and Society, Language and Culture, and Agriculture. The last of these falls under the Ministry of Agriculture, Nature Management and Fisheries.

Figure 10: Flows of funds in higher professional education (1996)

FundingThe statutory basis for funding is laid down in the Higher Education and Research Act and funding arrangements are set out in the Funding Decree and in the Higher Education Funding Scheme.

The overall budget for higher professional education is allocated to the individual institutions on the basis of a set formula. Since 1994 there has been a fixed budget, corrected to reflect wage and price rises. In addition to the central government grant, the HBO institutions receive income from a variety of sources, including tuition fees and income from services to third parties (mainly contract teaching). Since 1994, the central government grant has included expenditure on statutory benefits and accommodation. Almost 90% of it is paid directly to the institutions in the form of a block grant. The institutions themselves decide on the most effective distribution between staffing, non-staff costs and accommodation.

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The remaining 10% or so consists of statutory benefits (redundancy pay) and funds earmarked for specific activities such as educational innovation, internationalisation, projects to improve the quality and practicability of courses, and information and communication technology. The increase in this category of miscellaneous expenditure in 1996 and 1997 relates in particular to the last two of these headings. The per capita central government grant shows a slight decline in real terms, due to the rise in student numbers. Spending on student finance has declined, while income from tuition fees has increased.

Figure 11: Per capita expenditure (1997 price levels, in NLG thousand)

InstitutionsThe process of amalgamation begun in the mid-eighties is still continuing and is resulting in a smaller number of HBO institutions. In early 1998 there were still 58 of them. In view of the number of mergers between institutions already announced, the downward trend is likely to continue in 1999.

The average size of institutions is increasing, not only as a result of mergers, but also due to growth in student numbers. However, there is considerable variation in size. Half of all HBO students are enrolled at the eight largest institutions, each of which has over 10,000 students. At the other extreme, there are seven HBO colleges with less than 600 students each.

More than half of the institutions currently remaining are privately run and non-denominational. These institutions are also of above-average size and together accounted in 1997 for almost 70% of all HBO students.

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Figure 12: Average size of institutions, expressed in student numbers (x 1000)

1.1.8 Higher Professional Education: Movements, Duration and Success Rates

Previous educationStudents wishing to enrol for a course of higher professional education (HBO) must have a certificate of pre-university (VWO) or senior general secondary education (HAVO) or a secondary vocational qualification (level three or four). In practice, most students have a HAVO certificate, though VWO and MBO (now BOL) are also common. In addition, a significant proportion of students do not come directly from any form of education.

Re-enrolmentThe pattern amongst those leaving HBO courses has remained virtually unchanged over the last 10 years. During the first year of enrolment in HBO, more than 20% of students abandon their courses. After three years, an average of 60% of each cohort are still enrolled on the same course. In other words, 40% have dropped out or changed courses.

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Figure 13: Duration of study Male and female students, in years

Duration of study and success rateThe average time taken to graduate is around 4.4 years. There appears to have been a slight drop in this figure in recent years. The success rate has remained about the same.In 1997, the average duration of study of those abandoning courses (without obtaining a degree) was around 2.5 years. This was slightly more than in previous years. Effects of policies directed at reducing the duration of study for students with VWO and MBO qualifications will take some years to work through into the figures. Female students conspicuously out-perform their male counterparts. Their duration of study is shorter and the percentage of those graduating is higher.

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Figure 14: Success rates Male and female (as %)

1.1.9 Higher Professional Education: Students

Student numbersInterest in higher professional education (HBO) is steadily increasing. The total number of students has risen over the last five years from 256,000 to 269,000 (a 5% increase).The popularity of full-time HBO courses has increased constantly over the last five years, by a total of almost 9%. Numbers on part-time courses declined until 1996 but have since shown an upturn (up 4% over 3 years).

It is interesting to compare trends in the total number of students enrolled in the different sectors over the last five years. The main growth areas are Behaviour and Society (+19%) and Economics (+14%), while the greatest losses have been in Language and Culture (-12%) and Engineering and Technology (-6%).

Numbers of first-year students (i.e. first year of enrolment at a particular institution) have also risen over the last five years: from 77,200 to 83,300 students (+8%). Here too, there have been big increases in enrolments for full-time courses in the Health Care, Economics, and Behaviour and Society sectors.

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Figure 15: HBO students: number of enrolled students (x 1000)

GraduatesThe number of students graduating rose between 1992/93 and 1995/96 from 43,600 to 50,500. The figure for 1996/97 was virtually identical to that for the previous year (50,300). See also figure 13. There was little difference between the results for 1995/96 and those for 1996/97, except in the Engineering and Technology sector (-6%) and Behaviour and Society (+6%).The increase in the number of graduates over the last five years is reflected in most sectors and exceeded 20% in the Education (28%) and Behaviour and Society (26%) sectors. The only exceptions are the Health Care and Language and Culture sectors.The number of part-time students graduating rose at the beginning of the period but then declined, producing a net decline of 7% over the last five years.

Figure 16: HBO graduates full + part-time (x 1000)

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1.2 Access to higher education

1.2.1 Integrated longitudinal learning pathways mbo/hbo

There has been some uncertainty over the past years about moving up mbo/hbo. In the scope of longitudinal subject matter planning one could expect an integral moving up from mbo to hbo to run smoothly. Nothing is further from the truth. Apart from the primary own responsibility of schools in their entrance policy, there is a range of possibilities to realise moving up or to settle or further this. In order to systemise the moving up further the end of 1998 early 1999 saw an all-comprising project for a better regularisation of moving up.Important in this investigation was a division made by the LICA into three categories:

education to which the relation already applies now: education that might be related in the long term; non-related education.

The investigation concerned was in particular directed at the second category, education that might be related in the long term.Point of departure in the investigation was subject matter, although the ministerial efforts to show a year of profit in the longitudinal mbo/hbo route (being 42 study points) certainly played a role in the background, and everything obviously based on educational responsibility.Formulated in other words: ‘It was the project's aim to investigate which pairs of mbo – hbo-training were so affiliated that longitudinal integrated learning pathways are possible to lead to a shortening of the study duration. Everything revolves around determining the possible relationship’.

Description relationshipA pair of mbo and hbo education with a shortened study route will be affiliated if a mbo student is able to go through this learning pathway with a hbo length of stay that is one year shorter than the time that a standard student needs on average to gain a hbo qualification. In other words, the mbo student qualifies in that case in principle for an exemption of 42 study points in the hbo program to be followed. These could concern hence six or seven yearly consecutive learning pathways. Method to determine the relationIn order to investigate whether pairs of mbo-hbo education are indeed affiliated the programs are compared to each other by means of criterions pertaining to subject matter and education. And this is not about ‘knowledge in the narrow sense’ only; skills and attitudes are just as important. Point of departure at the program comparison in regard to mbo training is the third generation final attainment levels and study programs based thereon. At the hbo education one will depart from programs based on the hbo standard, being 168 study points, and on the hbo core qualifications or the picture that could be obtained from the currently described learning plans or qualifications about the contents of the hbo programs.The development of condensed learning pathways may not be to the expense of the quality of the separate mbo and hbo training. The civil effect of this training remains guaranteed. One should also avoid solutions that are only suitable for students of a more than average level since this might endanger mbo students moving up to hbo.

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1.2.1 Action points

Both on a national level and on a regional level one should take the proper measures to realise longitudinal learning pathways.The following action points – not meant to be limitative – require a further operationalisation in a national scope and agreements corresponding therewith, and are of an essential purport.

a. To include in the agenda in a policy respect (even more) explicitly possibilities to go on to higher education for mbo matriculants in both higher vocational education and in post-initial schooling activities with consequences for:

a.1 a real broadening within the maintenance of the qualification structure vocational education by laying links with the education of those who are working;

a.2 a more unambiguous positioning of moving up final attainment levels hbo within the qualification structure vocational education.

b. Expanding the transparency of the hbo education offer with consequences for:b.1 an unambiguous operationalisation of the right of access in (supplementary)

intake requirements for those having a mbo diploma, which will be observed by all academies (equality before the law for students)

b.2 a more coherent interpretation of core curricula between academies mutually and internally perhaps a more collective arrangement for the interpretation of the hbo-foundation course per kind of education.

c. Achieving a more differentiated and more flexible higher vocational education by way of intensifying efforts that are now being made on somewhat alternative hbo learning pathways: moving up profession guiding learning pathway mbo – hbo; learning while working pathways in hbo via various arrangements; putting the partition between parts of higher vocational education and post-initial schooling into perspective.

d. More (pre) consultations and attuning in the policy forming stages for the further development of mbo and hbo between Ministry and umbrella organisations in the field of hbo and bve.

e. Ensuring a permanent, small infrastructure of consultations in which development directives and scope setting agreements could be developed which will be intensively communicated to all supporters: to a national platform mbo-hbo.

On a regional level the following action points are very important. This list is neither exhaustive.

a. To stimulate, reactivate or continue to maintain a free permanent regional consultation, information and development structure mbo-hbo, both administratively

and operationally.

b. To operationalise further rules, concrete projects, co-operation arrangements that could remove in a relatively short period of time impediments for moving up within the agreements resulting from the national scope. That means to work more from the point of view of longitudinal, consecutive six or seven year's of mbo-hbo-pathways that will end in a hbo qualification with an interim mbo-certification. One should think thereby not just in terms of exemptions and exchangeable competencies, but also in terms of accelerated moving through program elements. The way so far taken to effect more homogeneity in the intake is in our opinion not only expensive but also impassable; the increasing heterogeneity in the educational participation and the hbo-intake must be considered a theme.

c. Reaching a monitoring of the results that mbo-matriculants in higher vocational education gain by using them as feedback at the further development.

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It will probably never be possible to solve connection questions between types of education. They belong to the ‘real life’ of systems since in view of their specific function parts of the teaching system also know their own development dynamics which could be at odds with demands made on the surrounding parts within that system. A soothing thought that despite the necessity of national agreements leaves quite some room for creativity and regional initiative.

1.3 Areas of improvement

1.3.1 Introduction Bachelor-Master system in Higher Education

In an advice of the Educational Board (Rinnooy Kan Commission – June 2000) the Board declares itself in favour of a Bachelor-Master system in the Netherlands.Point of departure for the Commission at introducing a Bachelor-Master system is the own responsibility of the institutions, the dynamics that the field already shows on this point and a government that guards the outlines of the process.It is also expressively aware of the international context in which Dutch higher education is operating and the limitations that this makes on the scope of national legislation and rules. The commission restricts itself to a minimum when it comes to recommendations as to legislation and rules, though it does point out that elements of current legislation and rules must be adopted or suspended in their working on account of the new circumstances. The commission offers therewith maximum room to the institutions for their own interpretation, with an intensive involvement of the students. And thus this differentiation and multiformity could be furthered.

Bachelor stageSince the 1998 WHW there is already the possibility to discern a bachelor stage within the various types of university education. This is, however, not compulsory. This stage covers at least 126 study points according to the WHW. The final level of the first cycle of four years in hbo is also at a bachelor level. Both stages are in line with the Bologna declaration that indicates an ungraduate stage of at least three years.Continuation courses are to an increasing extend occurring in the form of flexible types of education (part-time and/or at a distance) that could be combined with a job. Such forms of life-long learning will play a increasingly larger role, also in the Dutch system, and will influence the way of thinking about course and study duration.A major condition has been created for this purpose with making the study financing flexible.

It's the commission's proposal to regard the Dutch 'kandidaatsdiploma' in scientific education as bachelor and to attach thereto, in accordance with current legislation and the statements of the Bologna declaration (The European Higher Education Area. Joint Declaration of the European Ministers of Education, convened in Bologna on the 19th of June 1999), a minimum study duration of 126 study points (including the foundation course).Linking up to the current situation, the commission recommends with respect to hbo to replace the diploma of four-years first cycle in the hbo that links up to five years of secondary education (HAVO) with the professional bachelor's degree and to regard therewith the hbo institutions as degree granting institutions.

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Master stageThe commission makes the following proposals with respect to the master stage. First, it is of the opinion that in connection with the possibility for students to temporarily leave higher education after having gained their bachelor degree or immediately thereafter may want to combine the master stage with work, one should take this more explicitly into account during the master stage. In order to really interpret learning all one's life - which means the possibility to study part-time, at a distance and/or in combination with work (for instance dually) - the flexibility of programs in this stage should be increased.

The commission is, however, of the opinion that in hbo a graduate stage should be possible that leads to the master degree. Institutions could come up with proposals themselves. Accreditation will, however, be from the beginning a condition for offering education that can be rounded off with a legally acknowledged master degree.

1.3.2 Acknowledgement Acquired Competencies (EVC)

Backgrounds EVCIn March 1994 the commission Acknowledgement Acquired Qualifications (Commission Wijnen) by order of the Minister of Education, Culture and Sciences reported on acknowledging informal qualifications or those gained elsewhere. The advice was made up by three suppositions:

1. Individuals develop competencies without following a regular, acknowledged training. In other words also informal learning will lead to competencies.

2. In order to acknowledge competencies it will be necessary to be able to compare them with actual requirements used in the industry. There should be a valid standard of assessment or comparison.

3. Competencies/qualifications gained on the basis of informal learning pathways will only be valuated the same as regular qualifications/proofs if the comparison is made on the basis of a reliable and valid methodology.

This concerns for individual participants in particular obtaining exemptions for learning pathways, personal profiling and developing a clearer self image.In the light of furthering employability and ‘A life long learning’ it is recommended that EVC takes its stand on a large scale (Thomas & Frietman – 1998). EVC could enhance to more effective learning pathways. This makes it desirable for EVC routes to be fitted in the existing regional and sectoral education and labour market. One of the critical factors at implementing EVC-activities is the existence of sufficient platform at the various participating parties.In addition, one should interpret EVC-activities that exceed the national level. Recommendation and idealsIt was earlier discussed how EVC fits in developments such as a Life long learning, the employability discussion and international developments. It was then indicated which thoughts exist in the study group EVC to introduce a system of EVC in the Netherlands. System requirements and recommendations have been described in the Discussion Memo ‘The bottle is half full’ (February 2000). The recommendations have been discussed with social partners and other stakeholders. In the spring consultations the memo has been passed. That means that the interest of the following recommendations for introduction of the EVC systematics will be endorsed:

1. the competence assessment should have a civil effect 2. the EVC assessment system should be accessible 3. the quality of EVC assessment procedures should be guaranteed

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We are looking at these recommendations from the perspective of the Education Vocational Training Act (WEB) and the practice of the education paid for in that scope. The objectives of the WEB were ideal: `the WEB should lead to an educational system that meets all sorts of participants with education geared to the person in question... The WEB assumes that forming the ROCs comes through its size of scale with sufficient guarantee on made-to-measure work for the enormous range of participants drawn to education and vocational training` (the Act in outlines, OCandW, 1996). If these objectives are translated into the mission and operating of business of paid education, implementation of the EVC-systematics would meet a paved road. For the implication of education and made-to-measure work geared to the person in question is:

that one knows what the initial situation of participants is (i) that one knows which objectives a participants wants to achieve (o) that an efficient learning pathway consists of o - i that acknowledgement (certification) is possible if i = o

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Part II

Analyses of the programmes and courses of theCardano Institute in the framework of EURO-BAC II

2.1.1 Description of the Cardano Institute and the programmes and courses offered2.1.2 Introduction2.1.3 Objective and mission of the Cardano Institute2.1.4 Description of the products and services of the Cardano Institute

2.1.5 Access to higher education2.1.6 The system of branch qualifications in the automotive branch2.1.7 The Cardano Business Program

2.1.8 Areas of Improvement

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2.1 Description of the Cardano Institute and the programmes / courses offered

2.1.1 Introduction

The Cardano Institute is a subsidiary of the Innovam Group. Besides the Cardano Institute Innovam has three more subsidiaries: Innoflex, Innotech and the Innovam Branch Qualification Institute. The corporate objective of the Innovam Group is to raise and maintain the level of professional skill in a broad sense in the mobility branch. As means will be deployed organising courses and training sessions, taking exams, making learning means/aids available, carrying out investigations, furnishing advice and personnel services. In addition, the INNOVAM Group has the objective to act as centre of knowledge and innovation of the mobility branch. The Innovam has furthermore been designated by the Minister of Education, Culture and Sciences as National Body for Vocational Education.The Innovam is a foundation with a board consisting of representatives of the BOVAG (employers' association), the RAI (association of importers in the mobility branch) and the trade unions FNV Bondgenoten and CNV.

2.1.2 Objective and mission of the Cardano Institute

Just as in other branches the developments in the mobility branch are taking place at an increasingly higher speed. The changing role of the importers (from logistic centre to marketeer and communication service provider), the changing environment of businesses (amongst others disappearing brand exclusivity, rise of franchising and megadealers, less technical maintenance and prolongation life span of vehicles), the growth of the corporate market and the position of the fleet owners and lease companies are examples of specific developments in the branch. These developments and the process of increase in scale make higher and different demands on entrepreneurs and managers than in the past.The Innovam has founded the Cardano Institute to provide for this need and to fulfil a leading function in the branch. That means in concreto: Contributing to the professionalisation of current and future (top)management and commercial

personnel (developing talent), Contributing to the level of knowledge and spreading of knowledge in the branch, Contributing to business development in existing and new businesses,

The Cardano Institute has the following outlook and mission and aims at the following target group: 1. outlook: successful business and management in the mobility branch depends on creativity and

expertise in a strongly developing market. The developments are demanding new elan and more reflective and strategic power.

2. mission: Cardano Institute is partner in business and management development and therewith an instrument for automotive businesses to strengthen and build the own business policy and innovative power: “you are looking ahead with Cardano”.In the 50 years of its existence the Innovam Group has had a strong branch relationship and will expand this further in further. It's the Cardano Institute's task to expand and specialise the service from the Innovam Group in the field of business and management development.

3. target: the Cardano Institute aims at the management of businesses with a broad supply, delivering to managers and other commercial and leading persons both custom made work and standard products.

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The services of the Cardano Institute take shape in three business units: Cardano Investigation and Information: by means of investigation generating data and knowledge

and making these available for transfer of knowledge. Cardano School of Management: developing and looking after training for branch qualifications

an short-cyclic transfer of knowledge for higher and middle management and advising individual companies with respect to business organisation and improvement of quality.

Cardano Training: developing and looking after branch qualifying courses and training sessions for executive officials (sales, commercial aftersales and operational management).

The Cardano Institute wants to be an identifiable and well accessible centre for the branch. Its manner of operating is characterised by: Synergetic working by way of combining investigation, science and practical experience. Co-operating with leading institutes and persons: disposing of and being part of a national and

international network of universities, academies, research centres and training organisations. Discerning quality of products and services just as manners of operating and methodologies.

2.1.3 Description of the products and services of the Cardano Institute

Cardano Research & InformationThe business unit Research & Information delivers the following products and services: Branch studies. The various branch segments are currently strongly susceptible to changes, such as

for instance reorganisation and increase in scale. In order to obtain a fine tuning between wishes, possibilities and trends in both the field of schooling and in the field of advice the developments are annually investigated by order of social partners in the branch.

Professional and labour market investigation. The composition of the current labour market has been in quite some turmoil over the past years. There has arisen a large need for properly trained officials both in the technical business segments and at the sales departments. Also from management officials more and more levels of acknowledgement are demanded. In addition, a deficit of young people threatens to arise in the companies in technical jobs. A regular investigation will on the one hand yield insight into the quantitative problems and on the other hand bring information for an optimum set-up in regard to contents of preparatory vocational training and courses in a technical and non-technical field.

Applied scientific research. From the Erasmus Centre for Management and mobility ECM, the co-operation with the Erasmus University in Rotterdam, research is conducted with respect to business and management development. Partly in this connection one participates in the international research program ICDP (International Car Distribution Program).

Knowledge databank. One is currently busy setting up a "dynamic" knowledge archive of which the high degree of availability for the branch will become a characteristic. The purpose is to open an archive with all available, relevant and recent investigations in the branch, just as cases, practical reports, theses etc. In addition, all other publications dealing with subjects relevant for the branch will be collected in this knowledge databank.

Publications of articles and reports.

Cardano School of ManagementThe Cardano School of Management offers three kinds of products and services: courses, congresses and seminars and advice.Courses: Cardano Business Program. This one-year part-time course offers in co-operation with the

Erasmus University to the insiders of the branch a business management training geared to the automotive branch. In this topcourse knowledge and skill are assembled. The course is meant for people working in the branch who are able to think at a higher educational level without having an official diploma, and is meant as branch alternative for prestigious general MBA courses. Annually 15 to 20 people are participating.

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Cardano Middle Management. This six monthly part-time course is meant for (prospective) middle managers working in the branch and offers a broad basic knowledge of amongst others marketing, personnel management, financial management and organisation science. Annually 50 to 100 people participate in this course.

Courses for entrepreneurs. There are two part-time courses given in the scope of the Establishment of Businesses Act: General entrepreneurial skills and Business Technique. Annually between 100 and 200 people follow these courses.

HEAO – Commercial Economics, differentiation Automotive. This two-years course is given in co-operation with the Fontys Academies and is a higher vocational training for marketing and management in the mobility branch. The course is given during the daytime and is meant as differentiation for third and fourth years students of the HEAO-CE. The Cardano Institute takes care of the regular program with a number of supplementary modules directed at the mobility branch and personal development of the students. The annual intake is between 15 and 25 students.

Congresses and seminars: The Cardano Management Congress. This congress is organised every year and deals with actual

subjects with respect to business and management development in the automotive branch. During the congress the Cardano Trophy for business innovations will be presented to the business or individual who in the opinion of the jury has implemented the most innovative business concept in the automotive branch.

Cardano Refill. On a regular basis short management seminars are organised. These seminars offer managers on the one hand the possibility to gain more in-depth knowledge on a number of fields. On the other hand actual subjects and research outcome of Cardano Research & Information are discussed.

AdvisingFrom the Cardano School of Management advise is offered to businesses with respect to management questions, business comparison and Total Quality Management.

Cardano TrainingThe business unit Cardano Training provides for the following kinds of products for people employed in the branch: Courses that train for branch certificates and for branch diplomas.

These are various part-time courses specifically aimed at subbranches and their jobs, such as car salesman, lease advisor, service assistant, parts assistant, assistant filling stations, etc. The courses vary in lengths from two to nine months. Annually between 250 and 500 people follow these courses.

Refresher courses. In the scope of refresher courses annually some thirty short training sessions (1 to 3 days) and workshops are organised for non-technical officials employed in various subbranches. The subjects will be determined on the basis of Branch Enquiries carried out by the Research & Information unit.

Training routes bound by brand. The unit Training provides for a number of car brands (e.g. Ford, VW/Audi, Mazda, Jaguar, DAF Trucks, Citroën, BMW, Hyundai, Toyota) various commercial and management courses. These courses are developed and carried out brand-oriented.

FinancingWith the exception of the HEAO CE Automotive (Cardano School of Management), where one uses funding in the scope of the Higher Education Act, all products and services are commercially offered: the buyer or principal pays a price that is in conformity with the market.

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2.2 Access to higher education

2.2.1 The system of branch qualifications in the automotive branch

Social partners in the automotive branch have decided to develop and maintain an own system of branch qualifications. By means of professional profile investigations it will be established of which knowledge and skills profession practiser should dispose to be able to practise their job or profession adequately. Per profession or job a branch qualification profile will be established on the ground of this investigation, which forms point of departure for the contents of training sessions and courses. Point of departure at the branch qualification training sessions and courses is that the certificate or diploma of the lower level gives access to qualifying training sessions and courses of the higher level. The objective is to support employees at their career development.The branch qualification profiles are used for both the learning plan development in the secondary vocational education and for the course development of branch education provided by the Innovam Group. This link aims for a seamless connection between secondary vocational education and the branch education building thereon. The branch education also provides for the function of second chance education.Examining and certification will be effected by or under the responsibility of the Innovam branch qualification institute. This institute issues the so-called Branch Passport, in which the diplomas and certificates acknowledged by the branch are stated. The Branch Passport will be legitimised by the social partners.

2.2.2 The Cardano Business Program

Context and causeSuccessfully managing businesses in the mobility sector demands increasingly larger skills of the management. The managers in the automotive branch should dispose of specific management knowledge and skills to make a success of their business. Only with keenness, cleverness and systematic strategy the many challenges in the automotive branch could be turned into a long-term commercial success. The Cardano School of Management provides for the training in co-operation with the Erasmus University Rotterdam. Professors and teachers who have won their spurs in their speciality link this knowledge to the developments and daily problems in the automotive branch. The result is a good alternative for general MBA courses. The program offers a straight road to the certificate “Strategic Management Automotive”, which will be presented to the participants who have passed the program. Participants who want to graduate in MBA will be able to move right up after this course to the 2nd stage of the Executive MBA training of BSN-Nederland.

Target and target groupThe Cardano Business Program aim to achieve knowledge, skills and attitudes that are necessary to be a successful manager in the automotive branch. Participants will gain insight into all aspects of strategic entrepreneurship. They could get going right away to adopt the knowledge acquired in daily practice. Key words hereby are pro-active, innovative, market- and competence-oriented. Graduates will be able to carry out their management function with more vision and efficiency.In addition, the Cardano Business Program offers participants the possibility to get a good picture of the individual competence and ambition level as basis for further learning and development activities.The Cardano Business Program has the following yields for the participants: practically to be adopted knowledge of various management theories and instruments, the possibility to share daily experiences and general problems with colleagues from the branch, the possibility to form part of a network kept active by the Cardano Institute,

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working out a specific project relevant for the own business, which will be objectively assessed by the expert teachers (business development project) and therewith provided with an organisation advice,

the certificate “Strategic Management Automotive” (in case of sufficient assessment).The Cardano Business Program is meant for topmanagers or people who are moving up in the scope of a management development program to a topmanagement function at a dealer holding, importer or lease company in the automotive branch. The acceptance is open to participants who dispose of a HBO or academic level of thinking and working. The employer must moreover support participation and offer the possibility to carry out assignments (relevant to the company) in the company. The participants should allow for a considerable investment of time: besides following the modules, cases and assignments (individually and in groups) should be carried out at home and literature should be studied. The time investment for the whole program will be ca. five hours a week, depending on the tempo of the participants.

Examining and certificationExamining consists of carrying out a management assignment. This management assignment should meet the following format:1 Introduction

1.1 General description business1.2 Problem reconnaissance1.3 Formulating the problem1.4 Approach

2 External analysis (environment analysis)2.1 Branch analysis, description of the branch2.2 Consumer analysis 2.3 Competition analysis2.4 Conclusion: chances and threats

3 Internal analysis3.1 Description current structure3.2 Analysis market working3.3 Business specific resources and skills (human resources)3.4 Adoptions of the Internet in the organisation (seminar 2.2)3.5 Analysis financial means3.6 Conclusions: strengths and weaknesses

4 Determining strategy4.1 SWOT, confrontation chances and threats with strengths and weaknesses4.2 Options, possibilities4.3 Choice of strategy and motivation

5 Elaboration strategy and means5.1 Market manipulation5.2 Marketing elaboration 5.3 Allocation of means5.4 Financial-economic aspects

Assessment of the management assignment has been entrusted to the Erasmus Centre for Mobility Management. The project will be assessed on following points: the extent in which one uses the aids that have been supplied in the program (adopting

knowledge), the extent in which the worked out options have been objectively analysed and judged

(objectivity), the extent in which one has reached new, makable and feasible wholes (usability and creativity). presentation (design), the logical structure (consistency),

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On each of these five elements a score will be given on the following scale:A: excellent (five points),B: good (four points),C: average (three points),D: moderate (two points),E: bad (one point).The overall judgement will be made up by the average of the scores on the five elements, at which the elements “ adoption of knowledge”, “objectivity” and “usability and creativity” count double. The averages will be rounded off above 0.5 upwards and below 0.5 downwards.

Example 1:adoption of knowledge: B (4)objectivity: A (5)usability/creativity: B (4)design: E (1)consistency: D (2)total judgement: (1+2+2x4+2x5+2x4) : 8 = 3,6, rounded off 4, in value designation: B (good).

Example 2:adoption of knowledge: C (3)objectivity: D (2)usability/creativity: C (3)design: A (5)consistency: A (5)total judgement: (5+5+2x3+2x2+2x3) : 8 = 3,25 rounded off 3, in value designation: C (average).

The certificate “Strategic Management Automotive” is proof of the fact that one has successfully rounded off the Cardano Business Program. It will be issued to the participants who have received a final assessment of C, B or A (final assessment A yields an honourable mention).

Access to higher educationOn the basis of a co-operation agreement with BSN-Nederland the holders of the certificate Strategic Management Automotive will have access to the 2nd stage of the Executive MBA. This means that an exemption will be given for the 1st stage of this course. For people who have already made a choice upon commencement of the Cardano Business Program to obtain a MBA diploma there is special counselling at which one will make supplementary assignments: an organisation analysis while using the theories of Mintzberg adoption of management literature in the management assignment.Depending on the results hereof and on the preliminary training enjoyed it will be possible to obtain more exemptions in consultation with BSN-Nederland. BSN-Nederland is a large provider of MBA courses and validated by the Dutch Validation Council.

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2.3 Areas of Improvement

The Cardano Business Program started for the first time in January 1999. The first full evaluation showed how much the set-up and contents of the program are appreciated by the participants:

Overall scores evaluations seminars group 1 (Jan.Dec.1999)on a scale of (very bad) up to 5 (excellent)

no. date subject overall scoremodule 1: strategic management1.1 22 and 23 January strategic analysis and formation of strategy 4,01.2 19 and 20 February development strategy and benchmarking 4,0module 2: strategic and operational marketing management2.1 19 and 20 March product specific marketing 4,02.2 16 and 17 Aril customer specific and operational marketing 3,4module 3: strategic and operational management of means3.1 28 and 29 May organisation culture, quality management and

production4,7

3.2 25 and 26 June human resources management 2,3module 4: financial economic management4.1 10 and 11 September value determining, financial analysis and evaluation 4,64.2 8 and 9 October accountancy, budgeting, tax law and ICT 4,5module 5: integration of functional policy5.1 12 and 13 November evaluation and take-over of businesses 4,45.2 10 and 11 December ict-applications: steering on figures, Internet, new

business conceptstotal average 4,0(NB: there are no evaluation data available of seminar 5.2 in connection with planning for extra elements) On the basis of internal evaluations the following points of improvement emerged:

more specific attention for (personal) leadership and learning styles level demarcation by heavier intake and only providing certificate (no proof of participation) better place Internet technology and Internet marketing more structure in accompanying management assignments

“ Internet” and “structure counselling” were immediately taken up and implemented at carrying out the program in group 2 (January till December 2000). The subject “Internet” was moved from seminar 5.2 to seminar 2.2 and new agreements were made with respect to the structure of the counselling resulting in the appointment of a permanent counsellor, who on a monthly basis contacts the participants about the progress of the assignment.The items "level demarcation” and “personal development” could not immediately be translated into measures but will be implemented in carrying out group 3 (2001). In relation to the level demarcation the development of preparatory programs (a preliminary training in the form of the Cardano Program Business Management – aimed at tactic management – is being developed); and the development of the Personal Management Evaluation Route has been initiated.

Interim evaluations with group 2 (2000) showed a less positive picture. There was criticism with respect to:

the “automotive” value of the course and the expertise in this field of the teachers the program management (course material too late available, insufficient instruction location

and teachers) the location (reservation policy and settling invoices)

This criticism, collected in seminar 3.2 (half way the course) led to the following measures:

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new agreements about times of dispatching invitations and course material agreements with respect to a new course location, commencing in October 2000 agreements with respect to instructing teachers

The above criticism did, however, not appear from the written evaluations. Possible reasons for the difference in valuation:

the pattern of expectations of the participants (the 2nd group was also attracted by the high evaluation pattern of group 1)

the individual (function) level of the participants (a number has followed a higher preliminary training)

the counselling during the seminars: contrary to the first group one had decided not to give special counselling from the program management.

In conclusion one may state that the program provides for a need, both in regard to set-up and in regard to level. The program needs to ripen on the following points:

an improved intake, at which higher demands are made on participants in combination with implementation of the Personal Management Evaluation Route and an analysis of the background of the business of the individual participants

a better gearing to regular MBA programs a more optimal mix of general business management with automotive management a permanent counselling proceeding from the program management

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Part III

Comparison of the proposed EURO-BAC standards for Business Administration with the Cardano Business Program

Developments and outlook towards English as a foreign language and Mathematics in the transition between secondary and higher education in the Netherlands

3.1.1. Comparison of the qualification standard of the proposed EURO-BAC certificate Business Administration with the final attainment levels of the Cardano Business program

3.1.1 Introduction3.1.2 The final attainment levels of the Cardano Business Program3.1.3 Comparison3.1.4 Conclusions

3.2 Developments and outlook towards English as a foreign language and Mathematics in the transition between secondary and higher education in the Netherlands

3.2.1 Introduction3.2.2 A comparison of Dutch final attainment levels “English as foreign language” with the

qualification standard of the proposed EURO-BAC certificate3.2.2.1 Final attainment levels English from the partial qualification “Moving up to HBO”3.2.2.2 Final attainment levels English from the partial qualification “Commercial technique”3.2.2.3 Comparison3.2.2.4 Conclusions3.2.2.5 Development perspectives in Dutch secondary vocational education with respect to “English

as foreign language”3.2.3 A comparison of Dutch final attainment levels “Mathematics” with the qualification standard

of the proposed EURO-BAC certificate3.2.3.1 Final attainment levels Mathematics from the partial qualification “Moving up Automobile

Technique3.2.3.2 Final attainment levels mathematics from the partial qualification “Moving up mbo-hbo

Nature & Technique”3.2.3.3 Comparison3.2.3.4 Conclusions3.2.3.5 Development perspectives in Dutch secondary vocational education with respect to

“Mathematics”

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3.1 Comparison of the qualification standard of the proposed EURO-BAC certificate Business Administration with the final attainment levels of the Cardano Business Program

3.1.1 Introduction

The Cardano Business Program knows 5 modules, which have each been subdivided into seminars:Module 1: Strategic management

Seminar 1.1: Strategic analysis and formation of strategySeminar 1.2: Development strategies and benchmarking

Module 2: Strategic and operational marketing managementSeminar 2.1: Product specific marketingSeminar 2.2: Customer specific marketing and operational marketing

Module 3: Strategic and operational means managementSeminar 3.1: Organisation culture, quality management and production (including mass-

customisation and lean production)Seminar 3.2: Human resources management (including empowerment)

Module 4: Financial economic managementSeminar 4.1: Determining value, financial analysis and evaluationSeminar 4.2: Accountancy, budgeting, tax law and information and communication

technology (ICT)Module 5: Integration of functional policy

Seminar 5.1: Evaluation and take-over of a business in troubleSeminar 5.2: Management accounting and management control

3.1.2 The final attainment levels of the Cardano Business Program

In this paragraph the final attainment levels of the Cardano Business Program will be described per module and matching seminars in terms of the formal learning goals, the mindset (key notions and catchwords) and the application in the management assignment. Furthermore the most important subject matter elements will hereby be named.

Module 1: Strategic Management, seminar 1.1: Strategic analysis and formation of strategyFormal learning targets

After this seminar the participant will have:1) insight into how and what of strategic management:2) knowledge of the principle of increase in value for all parties interested and will be able to

work herewith.3) insight into the strategic policy of a business or business activity: the participant will be

able to name his/her organisation in terms of competencies4) knowledge of the notions scenario thinking and backcasting and the application hereof

Mindset (key notions and catchwords)5) Value thinking: in the eyes of the customer it is all about adding value;6) Exploiting strengths versus building competencies: builds the participant on what he/she

has or he/she creates what he/she needs in future;7) scenario planning (extrapolating from the present) versus backcasting (back reasoning

from what the participant will need in future);8) Polder model for the automotive branch: there are more parties interested than just the

own business and the customers

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Application in the management assignment9) The participant applies the instruments offered:

models to stricture the analyses checklist for forming strategy

10) The participant describes the strategy and formation of policy in the own business in 4 steps

11) The participant describes his/her strategic business management (current position and future position)

12) The participant describes in general the own space of acting and personal approach as manager

Elements subject matter the ESO-model:

E of Environment is the external analysis S of Strategy forms part of the chapter in which everything is focussed on your

strategic choice O of Organisation is the internal analysis

ratio-analyses (as part of the internal analysis) 6 As: way to elaborate further on the S of strategy portfolio analysis checklist: quality of strategy development

Module 1 Strategic management, seminar 1.2: Benchmarking and development strategiesFormal learning targets

After this seminar the participant will have:13) insight into the details of strategic thinking:14) knowledge of the principles of the retail function and will be able to analyse this function

by means of benchmarking (learning from practice cases) by means of the retail mix

15) knowledge of the notion development strategy and the (anticipating) adoption thereof16) insight into methods to profit from experiences and approach of others

Mindset (key notions and catchwords)17) Benchmarking: search for the best practice; not wanting to invent the wheel oneself but

learning from the knowledge and experiences of third parties. 18) Learning from large retailers. Classification detail trade forms the thoughts about the

various ways in which products or services could be offered to the customersAdoption in the management assignment

19) In and after the analyses the instruments offered could be used by the participants for.: benchmarking on behalf of internal analyses (best practice) drawing up and using alternative strategies structuring market manipulation

20) The participant assesses the strategy and policymaking in the own company in 4 steps, as they have been described as a result of the first seminar

21) The participant assesses his/her strategic business management (in the light of the current and future position)

22) The participant assesses in general the own room for acting and personal approach as manager

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Elements subject matter the retail mix to analyse and structure the own market manipulation (alternative for the

marketing mix, see seminar 2.1) description of the purchase behaviour and purchase situation of the customers as part of

the external analysis the market potency model as element of the external analysis development strategies used to formulate strategic (growth) options description of the product formula development to further analyse the distribution

question

Module 2: Marketing Management, seminar 2.1: Product specific marketingFormal learning targets

After this seminar the participant will have:23) knowledge of the questions with which one is confronted from marketing during the

planning process24) basic skills to deliver from a marketing vision a constructive contribution to the planning

process25) knowledge of the basic principles of product specific marketing and the adoption hereof to

the own business26) ability to formulate the marketing strategy of the own business27) ability to describe how the market is manipulated and where and how possibilities to

improve could be implemented Mindset (key notions and catchwords)

28) Marketing = strategically acting. Thinking and acting starting from the selected target markets.

29) Brand perception of the consumer determines success. 30) Mobility businesses on the way to 2004. A business is also a product that could be

marketed.Adoption within the management assignment

The knowledge and skills will return in the external and internal analyses:31) The participant describes the current and desired marketing strategy32) The participant describes the current and desired market manipulation

Elements subject matter Marketing planner: external analysis, internal analysis, SWOTI, market directed strategy,

action plan / market manipulation Analysis:

description of the process of purchase decision-taking and purchase situation of the customers

carrying out a competition analysis: the 4 competition levels, the competition survey, the Porter model

Determining strategy: making a SWOT analysis: method as means to penetrate to the core of the analyses using the confrontation matrix to get the most important issues on the table

SDP: Segmentation, target markets and positioning the three elements of which a proper marketing strategy consist description of the segmentation criterions, 5 criterions for effective segmentation in

the given market situation using positioning graphs as a means to find a suitable positioning (see also seminar

1.2) Marketing mix as a means to structure market manipulation

naming the 4 product levels to detail the product naming the price sensitivity areas using the checklist communication: 12 demands for marketing communication

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Module 2: Marketing Management, seminar 2.2: Internet and Customer specific marketingFormal learning targets

After this seminar the participant will have:33) insight into the marketing adoptions of the Internet34) global knowledge of the how and why of Internet sites35) the knowledge to be able to judge good and wrong at Internet sites36) knowledge and ability to be able to segment the (potential) clientele37) sufficient insight to judge whether commercial efforts have been properly attuned to the

value of the customerMindset (key notions and catchwords)

Subject: the Internet38) The best websites: using critical surf experiences as consumer is the best way to determine

the use. 39) There are stages in E-business: from information provision to network organisation. 40) Security of business and customer is foremost: watching for dangers.Subject: customer specific marketing41) Look at yourself with the eyes of the customer: does the A-customer wants to be an A-

customer? what induces the individual customer?42) Customer satisfaction is not a guarantee for corporate success.

Adopting within in the management assignment Subject: the Internet43) The participant describes the own ambitions with respect to the Internet44) The participant analyses his/her ambitions in relation to the corporate strategy45) The participant names the critical success factors to realise the ambitions (extent of

autonomy at Internet adoptions, consequences for the organisation, demands with respect to the security etc.)

46) The participant involves in the analyses: internally: how is the current situation in the company externally: what needs could be signalled at target markets and/or desirable customers

47) The participant describes in the elaboration: choice from the present possibilities, establishing the action points and the possibilities for implementation

Subject: customer specific marketing48) The participant describes in the analyses: customer segmentation, purchase analysis

starting from customer perspective, purchase strategies from customer perspective49) description of the own market manipulation: which customers deserves what commercial

effortElements subject matter

the model: stages in E-business Marketing planning process (see seminar 2.1) external analysis:

description of building the customer portfolio: from suspects to A-customers making a purchase analyses from the perspective of the customers: value versus risk

internal analysis: characterisation of the own approach: which customers are being neglected, exploited,

developed versus cherished (and why) using the split model to map customer dissatisfaction

SDP-model: Segments: customers segmentation criterions (current turnover or yield versus future

turnover or yield, RFM factors, customer rating) Target markets: naming your ideal customers and A-customers

using the insights in the value chain as means to enlarge the value proposition naming the customer specific market manipulation: the personal, semi-personal and

impersonal instruments using the sales funnel: which customer deserves which attention

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indicating whether and to what extent supporting ICT tools could be used: Interactive Database Marketing

Module 3: Means and Management, seminar 3.1: Managing Permanent Performance ImprovementFormal learning aims

After this seminar the participant will have:50) insight into the core principles of the manner in which permanent performance

improvement in an organisation could be managed51) skills that are required to analyse an organisation and to localise points of improvement

Mindset (key notions and catchwords)52) Permanent performance improvement is a basis for a healthy future. 53) A lot can be learned from businesses from various branches. 54) A perfect product is just the beginning....

Adopting within the management assignment55) The participant analyses and maps the relations with those involved56) The participant works out the strategic choices57) The participant names the planning process of the means management on the basis of the

process questions and the “Continuous Improvement” plan.Elements subject matter

the 'business model' (description therein of the relation with those interested: capital market, product market, suppliers market, labour market, the business)

the plan: target-directed deployment of objectives and projects will lead to acceleration of improvements

the Philips Quality Memory jogger: choose the means for a continuous improvement that suit the own situation the best

the Philips Quality Team jogger: choose the means that can be adopted in teamwork by employees

Module 3: Means management, seminar 3.2: Human Resource ManagementFormal learning aims

After this seminar the participant will have:58) insight into organisation trends and actual developments that influence the design of

organisations and the way of managing59) insight into actual personnel management questions60) knowledge of methods to stimulate effectively learning processes in the own organisation61) knowledge of the notion competence management and the adoption possibilities hereof in

practice62) insight into (the influence of) organisation culture and leadership63) sufficient knowledge and skill to describe the own personnel policy and to judge in terms

of strategic HRM 64) insight into the (strengths and weaknesses of the) own style of managing

Mindset (key notions and catchwords)65) Human Resources Management is the art of deploying man as a vital factor in services. 66) Organisations are working on basic values: developing trust to increase the self-managing

capability of personnel. 67) Deploying own competencies to improve the organisation is an open door which very few

people pass.Adoption within the management assignment

68) The participant maps the business specific resources and skills that the organisation enable to reach value increasing strategies.

69) The participant works out the strategic options according to personnel means70) The participant describes the personnel policy in terms of strategic HRM and integration

with the earlier chosen strategy.

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Elements subject matter analysis of organisational adjustments / trends, development of organisations in relation to

the situation of the own business. 10 example basic competencies as point of departure for a description of the competencies

that should be present in the own company to realise the strategic objectives the model of Ulrich as basis for interpreting the personnel policy Personal Management Evaluation Systematics

Module 4: Financial Economic Management, seminars 4.1 and 4.2 Formal learning aims

After this seminar the participant will have:71) knowledge of the basic notions for the financial-economic management of organisations 72) knowledge of the General Accepted Accounting Principles73) insight into the principles of and the distinction between management accounting and

financial accounting74) insight into the complex of internal reporting and external reporting in relation to (fiscal)

legislation, legal forms of business and property relations75) insight into the various forms of finance76) knowledge of consolidation techniques77) insight into the financial aspects of take-overs and mergers in relation to legal forms of

business and property relationsMindset (key notions and catchwords)

78) The cash flow as the heart of the business. 79) Money makes happy when it works properly. 80) Your accountant is talking to you but are you also talking to him? 81) The art of financial management is the art of laying the proper lines.

Adopting within the management assignment82) The participant is able to work out and motivate the financial-economic consequences of

the choices madeElements of subject matter

income and expenditure / gains and charges profit and liquidity cash flow surveys and daily influences on the cash flow cash flow management determining rentability financial-economic prognoses investment assessments cost calculation and division break-even-analysis and determination

Module 5: Integration, seminars 5.1 and 5.2Formal learning aims

After this seminar the participant will have:83) insight into the logic coherence of the knowledge and skills offered in the seminars84) the capability to systematically analyse large and small problems85) the capability to imaging alternatives that will lead to solution thereof86) the capability to make a directed choice from several alternatives87) the capability to deploy the proper time and energy measured according to the (strategic)

interest of the subject88) the capability to make a (better) estimation of possibilities of new business and the

approach thereof (growth, take-overs, mergers)89) better view on the own functioning as developer and determiner of strategies

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Mindset (key notions and catchwords)90) Strategy is the logic sum of lessons from the past, analysis of the present and estimations

of the future. 91) Strategic acting is choosing position and being prepared on all fronts for the consequences

of the choices made. 92) You never implement alone. 93) Scale sizing is not always necessary and sometimes not even sensible. 94) Success is the optimum combination of analysis, strategy, strategic acting and competence

development with vision and with both feet on the ground. Adoption in the management assignment

The result of the knowledge and skill from the full program will be adopted in the management assignment with a concrete result in or on behalf of the practice of the company.

3.1.3 Comparison

In this paragraph the standard of the proposed EURO-BAC certificate Business Administration will be compared to the final attainment levels of the Cardano Business Program.

EURO-BAC Final attainment levels Cardano Business Program

Standard 1: The candidate is able to discern the economy in sectors and arrange businesses according to branches. The candidate is able to describe the importance of individual branches for the total economy and trends of developmentStandard 2: The candidate is able to describe the various property relations in businesses and explain the most important different legal standards of businesses

74, 77

Standard 3: The candidate is able to give examples of various forms of financing and is able to use the most important financial rates

71, 72, 73, 75, 76, 78, 82

Standard 4: The candidate is able to carry out cost accounting, to take decisions about accepting orders in relation to the operational result

71, 73, 76, 82

Standard 5: The candidate is able to design an organisation structure of a company

4, 11, 12, 20, 21, 22, 50, 51, 54, 55, 58

Standard 6: The candidate is able to adopt marketing strategies

1, 2, 4, 5, 23, 24, 25, 26, 27, 28, 29, 31, 32, 41, 42, 48, 49

Standard 7: The candidate is able to adopt various aspects of personnel management in order to increase employees' satisfaction and productivity. The candidate has knowledge of relevant social legal arrangements

58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69

Standard 8: The candidate knows the most important legal prescriptions of contracts of delivery and agreementsStandard 9: The candidate is able to explain the most important macro-economic factors in the national economic policy.

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3.1.4 Conclusions

There are large differences between de manner of describing the standards of the proposed EURO-BAC certificate and the final attainment levels of the Cardano Business Program. The descriptions of EURO-BAC standards are global and will be concretised as to examples by means of a task or testing assignment. The Cardano Business Program has been written on a much higher level, which makes the standards of this program look like they are on a higher level.

The proposed EURO-BAC certificate covers in its generality for the greater part the same domain of Business Administration as the Cardano Business Program. The following differences can be noticed: Contrary to the Cardano Business Program the EURO-BAC does pay attention to macro-economic

aspects (standards 1 and 9) and legal aspects of contracts of delivery and agreements (standard 8). Contrary to EURO-BAC the Cardano Business Program deals with respect to marketing both with

the strategic aspects of Business Administration, and with the phenomenons benchmarking and development strategies and the product specific and customer specific marketing and adoption of the Internet. EURO-BAC restricts itself to aspects of sales strategies.

Contrary to EURO-BAC the Cardano Business Program does pay attention to permanent improvement of performances and quality management.

Compared to EURO-BAC the Cardano Business Program is directed at a specific target group. In particular being directed at the branch and at applications in the form of the management assignment focuses on integrated acting, there where EURO-BAC is more directed at isolated introducing knowledge and skills on sub-areas. EURO-BAC is specifically directed at accessibility to higher education; the Cardano Business Program has moving up to MBA as additional objective.The co-operation of the Cardano Institute with the Business School Nederland is a guarantee for moving up to MBA. A supplementation of the program with the contents of standards 1, 8 and 9 does not seem necessary. Honesty compels, however, to state that the admission policy of various Business Schools with respect to MBA shows differences. In that connection one could consider whether in particular the missing EURO-BAC standard 8 should not be included in the Cardano Business Program since this standard concerns the daily practice of Business Administration.We think the macro-economic aspects as expressed in the EURO-BAC standards 1 and 9 less important for the domain of Business Administration in the scope of moving up to MBA. The contents of these standards are less practice-directed, which in our opinion is of eminent importance to the target group.

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3.2 Developments and outlook towards English as a foreign language and Mathematics in the transition between secondary and higher education in the Netherlands

3.2.1 Introduction

For a further foundation of the Dutch situation a further analysis will be made in this part 3.2 between the EURO-BAC certificates developed so far and a number of relevant documents from Dutch secondary vocational education. This concerns in particular subqualifications that contribute to a better connection between mbo and hbo. The comparison is aimed at the specialities English (as foreign language) and Mathematics.The subqualifications, which for the comparison of EURO-BAC with Dutch secondary vocational education have been taken along, form part of the qualification structure secondary vocational education within the framework of the Education and Vocational Education Act (WEB). These subqualifications have therefore been included as such in the Central Register Vocational Education (CREBO) as this is annually established by the Minister of Education, Culture and Sciences.

This concerns for English the following subqualifications:Subqualification moving up HBO (annex II)Subqualification Commercial Technique (annex III)

This concerns for Mathematics the following subqualifications:Final attainment levels moving up MBO/HBO profile Nature and Technique (annex II)Subqualification moving up executive functions automobile technique (annex III)Subqualification moving up Extra-Functional Skills Staff/Management (annex IV)

3.2.2 A comparison of Dutch final attainment levels “English as foreign language” with the qualification standard of the proposed EURO-BAC certificate

In order to be able to make the comparison between the Dutch situation in the field of English as foreign language in secondary vocational education and the demands as formulated in the proposed EURO-BAC certificate the following documents have been used: English as a foreign language (hereinafter to be called EURO-BAC certificate); final attainment levels English included in the subqualification moving up to HBO; final attainment levels English included in the subqualification Commercial Technique.

The EURO-BAC certificateThe proposed EURO-BAC certificate is being developed and allows explicitly for the following conditions: Acknowledging vocational education in addition to generally forming education; Developing key skills that will lead to a higher qualification on the workplace; Developing key skills that will offer access to tertiary education; Developing a standard that will be accepted in the whole of Europe.The standard mentioned should be aimed at above-mentioned conditions and will be based on already existing descriptions of qualification levels in Europe.Then four standards have then been included in this document; every standard will be illustrated with an example assignment.

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The subqualification Moving up to HBO (Mechanical engineering)The subqualification moving up to HBO for middle executive training mechanical engineering (training at level 4) is not compulsory for gaining the diploma, but does give the student a bit more baggage to succeed in HBO. This subqualification contains the following elements: general skills, Dutch, English (see 3.3.2.1), general skills Nature and Technique, Mathematics and Physics.

The subqualification Commercial techniqueThe subqualification Commercial technique forms part of technical qualifications, in this case the specialists training Executive Mechanical Engineering, a training at level 4. The status of this subqualification is a compulsory choice. This subqualification supplements technical subqualifications and is not compulsory. The student may choose this subqualification from two or more technical subqualifications. In addition to the communicative skills Dutch, German/English, the subqualification Commercial technique contains also the elements: business knowledge/business administration, business administration/statistics, business administration/business economics, business knowledge/commercial economics and business knowledge/law. The element communicative skills is clearly subdivided into: reading proficiencies, writing proficiencies, speaking and listening proficiencies.

3.2.2.1 Final attainment levels English from the subqualification “Moving up to HBO”

36) is able to read English written texts aimed at relevant professional and study situations37) is able to use reading strategies such as global reading, intensive reading, predictive reading38) is able to derive word meanings from the context39) is able to make connections in a written text40) is able to discern essentials and side issues in a written text41) is able to draw conclusions from a written text, amongst others with respect to intentions, notions

and use of language of the author42) is able to listen to English spoken texts directed at relevant professional and study situations43) is able to use listening strategies such as selective listening and predictive listening44) is able to interpret words from the context heard 45) is able to discern essentials and side issues in a text heard 46) is able to draw conclusions from a text heard, amongst others with respect to intentions and views

of the speaker47) is able to participate in an English conversation in relevant professional and study situations48) is able to start a conversation, to greet someone, to introduce himself, to say goodbye, to close a

conversation49) is able to give information and ask for information50) is able to give an opinion. to ask for opinions51) is able to express feelings52) is able to spell names and data53) is able to use compensation strategies such as describing unknown English terms54) is able to write simple English texts in the scope of relevant professional and study situations55) is able to give and ask written information56) is able to thank, congratulate, apologise, invite someone in writing57) is able to express in writing feelings, interest and preference and to ask for these58) is able to give and ask opinions in writing

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3.2.2.2 Final attainment levels English from this subqualification “Commercial technique”

German/English reading skills39. is able to read German or English instructions, indications and safety prescriptions, business and

trade literature, reference books and manuals, brochures and product information, reports and accounts, letters and offers, terms of delivery and sale and guarantees, business language, newspapers and magazines.

40. is able to render essential (to him) information from said texts.41. is able to distinguish in these texts essentials and side issues, facts and options, businesslike and

emotional arguments, allegations and conclusions.42. is able to put up for discussion in text eligible for that purpose the contents in the Dutch language

(one could think hereby of offers, product information, terms of purchase and sale, terms of delivery and assembly, contracts, trade literature, specifications and advertising material).

43. is able to adopt various reading strategies.44. is able to use structuring elements such as signal words, (paragraph) connections, headings, leads.45. is able to recognise and interpret in text eligible for that purpose explicit and implicit intentions.46. is able to summarise and render in the Dutch language (for him) essential information from these

text.47. is able to indicate which information he is missing.48. is able to determine the usability and value of these texts, to form an opinion and give a

judgement about them.

German/English writing skills49. is able to write a (business) letter in German or English, to adopt standard language in business

correspondence, to ask in writing for information.50. is able to describe in advance for which public/which target group, with what aim and in what

situation he writes and which role he plays himself and to determine the necessity of use of sources.

51. is able to adopt in relation to his objective, his public and the situation the desired kind of text according to contents and form.

52. is able to put up for discussion objective and public orientation, presentation structure and use of sources of his texts (in the Dutch language) and if necessary review his texts in these points.

53. is able to put up for discussion the news value, reliability and completeness of his texts (in the Dutch language) and –if necessary- review his texts on these points.

54. is able to summarise in German/English a text in accordance with his objective target group and the situation.

German/English discussion and listening skills55. is able to maintain contacts with customers and suppliers, to receive and interpret working

instructions, to have telephone conversations, to carry out discussions of progress and to co-operate with engineers who are speaking German of English.

56. is able to use standard expressions in business language.57. is able to independently process information, offered via lectures, further training courses,

instruction courses, demonstrations, video presentations and instructions.58. is able to talk to customers and suppliers, conduct purchase and sales conversations and telephone

conversations, to deal with complaints, to use argumentation techniques.59. is able to render the (for him) essential information in oral communication, summarising and

paraphrasing.60. is able to discern in oral communication essentials and side issues, facts and opinions, business

and emotional arguments, allegations and conclusions.61. is able to put up for discussion the reliability and completeness of oral communication and ––if

necessary- review the communication on these points.62. is able to adopt various speaking and listening strategies.

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63. is able to describe in advance for which public/which target group, with which objective and in which situation the communication takes place, and which role he plays therein, and to use this foreknowledge.

64. is able to recognise verbal and non-verbal aspects of oral language expressions, -insofar as possible- judge and use them.

65. is able to judge in oral communication explicit and implicit intentions –insofar as possible- recognise and judge them.

66. is able to determine the usability and value of oral communication in relation to the communication objective and judge communication thereon.

3.2.2.3 Comparison

On the next pages you will find the comparison of the Dutch situation with EURO-BAC. In the left column you will find a summary of the standards from the EURO-BAC Certificate and in the other columns the final attainment levels are mentioned that in outlines resemble the European standards. In the column remarks the striking differences will be stated.

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Euro-Bac Moving up to HBO Commercial Technique Remarks

Standard 1: understandingly reading work-specific texts

Final attainment level 36: reading English written texts aimed at relevant professional and study situations.Final attainment level 37: using reading strategies Final attainment level 38: deriving word meanings from the contextFinal attainment level 39: laying connections in a written textFinal attainment level 40: discerning essentials and side issues in a written textFinal attainment level 41: drawing conclusions from a written text etc.

Final attainment level 39: is able to read instructions etc. written in English Final attainment level 41: is able to discern in texts essentials and side issuesFinal attainment level 43: is able to adopt various reading strategies Final attainment level 44: is able to use structuring elements such as signal words etc.Final attainment level 45: is able to recognise and interpret in texts eligible for that purpose explicit and implicit meaningsFinal attainment level 47: is able to indicate which information he/she is missing.

Qualification for moving up: also texts directed to study

Standard 1: summarising text (both orally and in writing)

Roughly: Final attainment level 41: drawing conclusions from a written text etc. Final attainment level 46: drawing conclusions from a heard text etc.

Final attainment level 40: is able to render from various kinds of texts the information essential to him/her Final attainment level 46: is able to summarise (and render in Dutch) the information essential to him/her from the various kinds of textsFinal attainment level 54: is able to summarise in agreement with his/her objective, target group and the situation a text in writing in English Final attainment level 59: is able to render summarising and paraphrasing the information essential to him/her in oral communication

Qualification for moving up: The notion summarising is not mentioned but drawing conclusions is.

Standard 2: structuring, formulating and presenting complex information from professional practice(both orally and in

Roughly:Final attainment level 47: participating in a conversation in the English language in relevant professional and study situations;Final attainment level 48: starting a conversation, greeting someone,

Roughly and not complete: Final attainment level 49: writing a (business) letter, using standard language in business correspondence, asking in writing for information

Commercial Technique: directed at business letters.Qualification for moving up; directed at carrying on conversations

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Euro-Bac Moving up to HBO Commercial Technique Remarks

writing) introducing oneself, saying goodbye, closing a conversation;Final attainment level 49: giving information and asking for information;Final attainment level 50: giving opinions, asking for opinions;Final attainment level 51: expressing feelings;Final attainment level 52: spelling names and data;Final attainment level 53: using compensation strategies;Final attainment level 54: writing simple texts (with respect to );

Standard 3: carrying on conversations and taking the initiative in conversations.

Final attainment level 47: participating in a conversation in the English language in relevant professional and study situations;Final attainment level 48: starting a conversation, greeting someone, introducing oneself, saying goodbye, closing a conversationFinal attainment level 49: giving information and asking for information;Final attainment level 50: giving opinions, asking for opinionsFinal attainment level 51: expressing feelingsFinal attainment level 52: spelling names and data;Final attainment level 53: using compensation strategies;

Final attainment level 55: maintaining contacts with customers and suppliers, receiving and interpreting working instructions, carrying on telephone conversations, having discussions of progress and co-operating with engineers who are speaking German of English;Final attainment level 56: is able to use standard expressions in the business language;Final attainment level 58: is able to talk to customers and suppliers, conduct purchase and sales talks and telephone conversations, to deal with complaints, to use argumentation techniques;Final attainment level 59: is able to render the (for him) essential information in oral communication summarising and paraphrasing;Final attainment level 60: discerning in oral communication essentials and side issues, facts and opinions, business and emotional arguments, allegations and conclusions;

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Euro-Bac Moving up to HBO Commercial Technique Remarks

Final attainment level 62: is able to adopt various speaking and listening strategies

Standard 4a: carrying on a conversation while using technical vocabulary directed at the subject (option 1: an oral examination)

RoughlyFinal attainment level 36: reading English written texts directed to relevant professional and study situations;Final attainment level 47: participating in a conversation in the English language in relevant professional and study situations.

See previous final attainment levels at standard 3. Qualification for moving up: there is nowhere mentioned any vocabulary specifically directed at the profession or technical subjects, though one does mentioned the notion relevant professional situations. This supposes a relevant vocabulary. Commercial technique: business language, work instructions en discussion of progress are mentioned. One will need for this purpose a subject-oriented vocabulary.

Standard 4b: summarising contents of a complex text. (option 2)

Final attainment level 41: drawing conclusions from a written text etc. Final attainment level 46: drawing conclusions from a heard text etc.

Final attainment level 54: is able to summarise in German/English a text in accordance with his objective, target group and the situation.

In case of a written exam: giving a description of complex facts in own words in the mother tongue.

- - This is a translation assignment. Translation assignments do not appear in the subqualifications mentioned.

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3.2.2.4 Conclusions

As far as the contents are concerned:1. On the face of it it seems that the standards from the proposed European program are on a

higher level than the final attainment levels from the Dutch subqualifications. This could be detected from the criterions that have been formulated at the standards from the European program. But since there have not been added any elaborations or supplementary criterions or examples to the Dutch final attainment levels it is not possible to indeed establish this.

2. Standard 2 from the proposed European program is more in the direction of giving a presentation including explaining for instance the course of sales results shown in a graph. This concerns complex information that should be structured in a certain way.

3. By mentioning on a regular basis the formulation “relevant professional and study situations” in the Dutch subqualifications, it seems as if everything is covered with that phrasing. But heavier demands are made on command of languages for relevant professional and study situations then for conversations in the own sphere of interest. For instance a more formal use of language, correct adoption of grammatical rules etc. See also the paragraph under the title profession directed language education on page 9 of the document Languages are professional subjects.

As far as the following criterions are concerned: 4. In the proposed European program criterions are mentioned per standard. A number of things

catch thereby the eye: At all standards the candidate may choose from an oral or a written presentation or

conversation. This means that the candidate should be prepared both orally and in writing for the exam. The requirements for both oral and written language are similar.

At standard 1 it concerns a translation from the foreign language to the mother tongue. The aspect of “translating” is absent in the Dutch subqualifications. The length of the text has also been included, between 200 and 250 words. The candidate may use sources (for instance dictionaries).

Per standard the duration of the exam has been included, generally 45 minutes. In case of standard 3 the duration of the listening test has been included: 5 minutes. At the oral exam it is possible for the candidate to carry on conversations with fellow

candidates; conversations last about 10 minutes; conversation skill counts the heaviest, one looks less at the correct treatment of the subject.

It is not yet possible to draw unambiguous conclusions from this comparison. It is recommended to set the texts belonging to the final attainment levels of the two subqualifications mentioned side by side with the examples mentioned in the European document. Only then one could give a verdict about the level of the compared texts. Also the standards that are not known of the two programs should be set side by side. One could state on the other hand about the Dutch subqualifications in regard to English that the subqualification Commercial Technique is more clearly structured which makes it seem more complete than the subqualification for moving up. It applies to both Dutch documents that the distinction final attainment level and learning objective is mixed up. It is all about the execution and the standards used. A comparison as to contents of the exam texts and assignments and matching standards used is therefore appropriate.

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3.2.2.5 Development perspectives in Dutch secondary vocational education with respect to “English as a foreign language”

The position of Modern Foreign Language education in the period 1990 – 2000Considering the developments in the field of Modern Foreign Language Education in the last 10 years we can establish that a change could be noticed around the years 1996/1997. The period before the introduction of the Education and Vocational Education Act (abbreviated WEB) and the introduction of the qualification structure with the revised final attainment levels could be characterised by the notions: decrease, little attention for Modern Foreign Language Education, decrease of the number of contact hours, big problems at executing language lessons in connection with the heterogeneity of pupils and the capability to learn of the pupils, vague final attainment levels etc. In short, "a period of trouble and affliction”. And that while from trade and industry people were and are still needed who can speak their languages. Profession-directed language education was still in its infancy (Withagen, V, Little attention for Modern Foreign Languages in MBO-final attainment levels, ITS, 1993, and Gelderen, van A, Oostdam, R, Language education in the renewed MBO, SCO, 1996). English, often obligatory, came off reasonably well in this period, contrary to German and French. In view of the introduction of the new qualification structure and the new final attainment levels the SLO wrote in 1995 a proposal for final attainment levels (Kleunen, van E, a/o.., Languages are professional subjects, SLO, 1995). In this document languages are regarded as professional subjects that should refer to professional tasks such as for instance asking for business and product information and carrying on a sales talk. The requirements made of the Modern Foreign Languages in vocational education are higher, more formal and more precise than the demands made of languages in generally forming education. In the languages as professional subjects English is regarded as an obligatory course in addition to an obligatory choice from German, French, Spanish, Turkish or Arabic. In addition, the languages Russian and Italian should be offered as optional subjects. This document has apparently given a new impetus to the de final attainment levels Modern Foreign Languages in the renewed final attainment levels, for in the study “Modern Languages in the qualification structure vocational education" (1998) the COLO has established that final attainment levels Modern Foreign Languages are sufficiently present in the qualification structure. For 9 out of 19 national bodies the Modern Foreign Languages were, however, directly derived from the professional profile, for the others it is recommended to yet lay down the requirements with respect to Modern Foreign Language in the professional profile. Simultaneously the CINOP and SLO were given the assignment by the Ministry of OC&W to start the project “Languages in action”. The objectives of this project were: to carry out an investigation into the actual practice of Modern Foreign Language Education in secondary vocational education and to formulate proposals to the BVE-Council to reach a plan of approach for Modern Foreign Language Education in secondary vocational education. Finally the National Bureau Modern Foreign Languages stated in its plan of activities 2000 to stimulate initiatives in the field of amongst others integrated and contents-directed language education in secondary vocational education.

The position of English in the development towards a further broadening of secondary vocational education.It appears from the investigation ”Languages in action” that English has suffered the least from the reduction of hours and the decrease of the past years. In “Language are professional subjects” one assumes that English should be compulsory as it already was in many cases but with a completely different content. According to the SLO proposal (applying to all Modern Foreign Languages) profession directed language education should be directed at language control for:

professional situations and public situations; in principle formal use of language; communication outside own sphere of interest; situations in which social-cultural and economic knowledge is indispensable; communication at which high demands are made on grammatical correctness.

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There is not made any distinction in the proposed final attainment levels in “Languages are professional subjects” between English and the other Modern Foreign Languages as far as contents and study load hours are concerned.

Developments around competence thinking with respect to foreign language educationIn recent literature about the problems of modern foreign language education in secondary vocational education one does not yet talk about competencies. But the greatest point scored from the various publications is the interest of the link language and professional tasks. This link appears most clearly in the final attainment levels from “Languages are professional subjects”. It should then concern situations in which social-cultural and economic knowledge of the country in which the language is spoken is indispensable. The final attainment levels formulated therein refer to the listening, reading, writing and speaking proficiencies. There are moreover final attainment levels formulated that are common to all sectors (Technique, Economics, Services and Welfare) and final attainment levels specific per sector. Let's look for instance at the Technique sector: it concerns here for instance objective, function operating of tools, explaining equipment or sketching developments, making predictions as to statistic data. It goes without saying that the level of the qualification is allowed for at the final attainment levels.

Conclusions In the course of the past decade the notion has arisen that Modern Foreign Language Education in secondary vocational education should develop from an education directed at general language proficiency into a more integrated (with the professional subjects) and contents-directed Modern Foreign Languages education. At least on paper. It appears from the recommendations of the COLO and the proposals from the project “Languages in action” that a lot has to be changed in current educational practice. Points scored in this development, which are sketched the clearest in “languages are professional subjects”, are: the linking language and professional tasks, more communicative use of language on various levels, all language proficiencies are taken along and subdivision according to common requirements and specific requirements per sector.It goes without saying that a lot has to be changed in the organisation and execution of Modern Language education when requirements such as for instance formulated in “Languages are professional subjects” were to be made compulsory. In “Languages in action” descriptions have been included of new developments in the field of execution which could perhaps lead to inspiration.

3.2.3 A comparison of Dutch final attainment levels “Mathematics” with the qualification standard of the proposed EURO-BAC Certificate

In order to be able to make a comparison between the Dutch situation in the field of Mathematics in secondary vocational education and the requirements as formulated in the proposed EURO-BAC certificate the following documents have been used: Standard for Mathematics (hereinafter to be called the EURO-BAC certificate); Subqualification mathematics moving up executive functions Automobile Technique (quoted as

document ‘MT’) Final attainment levels mathematics moving up mbo-hbo / Nature & Technique (quoted as

document ‘N&T’)

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3.2.3.1 Final attainment levels mathematics from the subqualification “Moving up Automobile Technique” (from secondary to higher vocational education)

1. The candidate will be able to affix structure in activities to be carried out by him.2. The candidate will be able to describe the relation between mathematics on the one side and

other fields of study on the other side.3. The candidate will be able to take a well-founded critical position in regard to diversions,

proofs, reasoning and the interpretation of data.4. The candidate will be able to indicate whether and to what extent mathematics plays a role in

solving practical-technical problems of a simple nature.5. The candidate will be able to solve on his own small practical-technical questions at which

application of mathematics is required.6. The candidate will be able to explain the connection of the calculations and their relation to

the number collections.7. The candidate will be able to simplify (expressions of) letter fractions.8. The candidate will be able to use the notions right and reciprocal proportionally.9. The candidate will be able to simplify polynomials and products of polynomials, in particular

the remarkable products.10. The candidate will be able to simply (expressions of) powers of variables, at which the

exponents are broken and contain variables.11. The candidate will be able to factorise polynomes of higher than the second degree by means

of factor setting.12. The candidate will be able to solve those equations that occur frequently in technique.13. The candidate will be able to solve systems linear equations of maximally 3 by 3.14. The candidate will be able to solve non-linear systems with two variables.15. The candidate will be able to solve second-degree inequalities.16. The candidate will be able to determine an equation of the tangent line to the graph of a

second-degree function.17. The candidate will be able to determine the particulars of broken functions with first-degree

numerator and denominator and lay a connection between those particulars and the graph.18. The candidate will be able to determine whether a two-figure relation is a function.19. The candidate will be able to determine the inversion of a relation.20. The candidate will be able to determine domain, scope and full original of zero of a binary

relation.21. The candidate will be able to lay connections between the particulars and the graph of

functions and between the graphs mutually, at which functions are understood to mean second-degree functions, exponential and logarithmic functions with simple argument and functions with modulus-stripes.

22. The candidate will be able to adopt the qualified of whether or nor special triangles and quadrangles.

23. The candidate will be able to determine the perimeter and the surface of a triangle, a quadrangle, a circle (segment) and a regular polygon.

24. The candidate will be able to determine the co-ordinates of the trace of lines and the angle under which they intersect.

25. The candidate will be able to convert radians in degrees and degrees in radians.26. The candidate will be able to use the sinus and cosinus rule.27. The candidate will be able to determine the index numbers of a vector in two-dimensional

space, also in regard to a non-orthogonal basis.28. The candidate will be able to determine and convert a vector representation of a line in normal

equation and also execute that conversion the other way around.29. The candidate will be able to draw the graph of a simple goniometric function.30. The candidate will be able to draw the graph of a simple goniometric function.31. The candidate will be able to determine which influence the constants a, b and c have on the

graph of x -> a.sin (b.x + c).

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32. The candidate will be able to solve simple goniometric equations at which play a role: the formulas for complementary and supplementary angles, those for the opposite angle and sin2a + cos2a = 1 and knows the forms arcsin, arccosin and arctan.

33. The candidate will be able to adopt the formulas for the sum of two angles, in particular of double angles and adopt the sum of two goniometric functions.

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3.2.3.2 Final attainment levels mathematics from the subqualification “Moving up mbo-hbo Nature & Technique”

General skills - Mathematics

The pupil will be able:

1. to work systematically and methodically.2. to judge reasoning and to express the own reasoning and manner of operating3. to estimate the order of magnitude of outcomes.4. to reflect to a method of operating chosen.5. to co-operate with others.6. a.to affix and assess logical relations between data, allegations and results;

b. to discern relevant data of less relevant data andc. to discern main and side issues.

7. to connect data with each other and with the problems, to choose on the ground thereof a suitable approach and to split this up in subtasks.

8. to render data in a text in a suitable model or mathematical representation; to establish whether a model chosen (still) meets and (if necessary) draw up a re-adjustment of the model; to correctly execute a solution method fitting to the model.

9. to give meaning to results in the context and to critically analyse within that context.10. to calculate the accuracy of the data or methods of operating at judging the result.

Algebraic skills

The pupil will be able:1. to disintegrate polynomials into factors and to adopt the factor setting.2. to add, subtract, duplicate and divide dissimilar and composite fractions.3. to use the following properties:

am an = am + n

am / an = am - n

(am)n = amn

(ab)m = am bm

4. to use the following properties:alog mn = alog m + alog nalog m / n = alog m - alog nalog mt = t alog mtlog b = glog b / glog t

Functions and Graphs

Technologic means: the pupil will be able:5. to use calculators with graphic possibilities and numeric (standard) methods at calculations and

reasoning.

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Goniometric functions

The pupil will be able:6. to render sinus, cosinus and tangent in the uniform circle.7. to use the symmetric properties of the sinus and cosinus function.8. to describe circle movements and harmonic movement by means of goniometric functions.9. to use the notions amplitude, equilibrium, phase difference, frequency in a mathematical and

physical context.10. to sign sinusoids and to draw up a formula of the forms

y = a  sin (bx + c) + d or y = a cos (bx + c) + d at an insolid or periodic phenomenon given.

11. to use the formulas for sin 2x and cos 2x and the formulas sin2 x + cos2 x = 1 en sin x / cos x = tan x .

Exponential functions

The pupil will be able:12. to draw the graph of f(x) = c ax for a > 1 and 0 < a < 1.13. to use the number e as base.14. to solve equations of the type am= an, at which m and n are linear expressions of one and the same

variable.15. a. to use the exponential function as growth model;

b. to use the notions growth factor, initial value and final value.

Logarithmic functions

The pupil will be able:16. a. to recognise the logarithmic function as inversion of the exponential function.

b. to work with logarithms with base 10 (log) and base e (ln).17. with the skills indicated sub Algebraic skills

a. to solve equations;b. to transform connections of the form y = c  ax and y = c  xa into linear connections, and c. to transform a logarithm into a logarithm with a different base.

18. to use logarithmic paper.

Working with standard functions1

The pupil will be able:19. to interpret and draw graphs of standard functions (with their asymptotes, if any). 20. to connect the graphs of y = f(x) + c, y = f(x + c), y = c  f(x) and y = f(cx) with the graph of

y = f(x).

1where hereinafter standard functions are mentioned this will mean the functions determined by (x) = xr, sin x, cos x, tan x, ax and alog x (r rationally, a positive real, a 1).?

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21. to compose new functions from standard function by adding, subtracting, multiplying, dividing and substituting.

22. to determine intersections of two graphs by means of solving an equation, a method of approach or by means of a graphic calculator.

23. to solve inequalities of a function by means of chances in sign or graphs.

Changing behaviour of functions

Technological aids: the pupil will be able:24. to use calculators with graphical possibilities and numeric (standard) methods at calculations and

reasoning.

Measurements for the steepness of a graph

The pupil will be able:25. to use the notions gradient coefficient and tangent.26. a. to determine at a given graph the average steepness on an interval.

b. to determine at a given graph the steepness at a point.27. to draw the graph of the steepness function at a given graph and to draw conclusions from the

course of the slope function

Measurements for changing a function (quantity)

The pupil will be able:28. to use the notion differential quotient as measurement for the average change of a function on an interval.29. to calculate the differential quotient in case the function has been given by a table, graph or

formula.30. to use the notion differential quotient as measurement for the infinitesimal change of a function.31. to calculate roughly the differential quotient in case the function has been given by a formula.

Derived function/slope function

The pupil will be able:32. a. to use the derived function as characteristic for the changing behaviour of a function. b. to use the second derivative as characteristic for the change of the changing behaviour of a

function.33. to use the notations f'(x), dy/dx, d/dx f(x) and f''(x).34. to interpret derivative and second derivative in various situations.

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Rules for differentiating

The pupil will be able:35. a. to adopt the rules for differentiating standard functions.

b. to adopt the rules for adding and multiplying with a constant.c. to adopt the sum, product, quotient and chain rule at calculating derivatives of functions

composed from standard functions.

Extreme values and points of inflection

The pupil will be able:36. to use the derived function at finding points in a graph at which the point of inflection is

horizontal.37. to use the derived function at verifying extreme values of a function.38. to indicate the meaning of the second derivative at verifying points of inflection of the graph of

a function.39. to solve by means of differentiating realistic optimising problems, at which the function to be

optimised should be arranged from a context.

Asymptotic behaviour

The pupil will be able:40. to investigate functions for asymptotic behaviour (this investigation may be based on numeric

considerations, on the use of a graphic calculator, or on comparing with a standard function).

Counting problems and calculation of probability

Technologic aids: the pupil will be able:41. to use computers with simulation programs or spreadsheets at calculations and reasoning .

Counting problemsThe pupil will be able:42. to make a suitable visualisations as a result of a text about a counting problem as for instance a

tree diagram, a road diagram or a grid. 43. to solve counting problems by means of a tree diagram, a road diagram or a grid.44. to calculate the number of shortest routes, for instance by means of the triangle of Pascal.45. to discern at counting problems whether it concerns classifications with or without repetitions

and to calculate thereby with powers or faculties. 46. to give reasons for an own solution of a counting problem.47. to analyse and assess critically counting as a result of a text (in the media or trade literature).

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Opportunities

The pupil will be able:48. to calculate empirical chances (relative frequencies) on the ground of statistic data, repeatedly

carrying out a chance experiment or a simulation.49. to describe the transition of empirical chances according to theoretic chances from an intuitive

understanding of the law of large numbers.50. to calculates chances in simple cases on the ground of considerations of symmetry and

symmetric counting.51. to draw and use chance trees.52. to draw and use chance histograms.53. to calculate in simple cases on the ground of theoretic or empirical chances the value of

expectation and to interpret this in relation to the context.

3.2.3.3 Comparison

In this paragraph the comparison will be made between the standard of the proposed EURO-BAC certificate and the Dutch situation.

The proposed EURO-BAC certificate discerns two dimensions: the Educational targets in which general mathematical skills have been includedthe Examination sections being a description of the subject matter.The Educational targets could be traced back in the final attainment levels 1, 2, 3, 4 and 5 of the document MT and in the General Skills – Mathematics of the document N&T.It concerns here in all three the documents general mathematical skills that are important for all subjects in the learning plans mathematics. The Examination sections correspond roughly with the other final attainment levels of MT and with the domains of subject matter from N&T. These are enumerations of subjects and final attainment levels that should be discussed in the programs.

The Educational targets and General mathematical skills The following differences could be indicated in more detail between the Educational targets on the one side and the descriptions in MT and N&T on the other side (mentioned are the de final attainment levels that are common or that appear in the one document and not in the other):common: to be able to adopt mathematics in relevant adoption situations;EUROBAC en N&T: being able to work with mathematical models;EUROBAC: being able to present solutions and being able to read relevant literature;EUROBAC: being able to work with modern aids;MT en N&T: being able to work methodically;MT en N&T: attention for reasoning and proofing;N&T: being able to reflect on a manner of operating chosen;N&T: co-operating with others;N&T: being able to estimate order of size of outcome and being able to judge precision.Noticeable is the absence of the use of modern aids in MT and N&T. These have been included in N&T at the separate domains of subject matter in the subdomains Technologic auxiliary means. Another noticeable difference is the absence of the skill Presenting own results and reading relevant literature in MT and N&T.The skills mentioned form meanwhile part of the standard curricula of HAVO and VMBO, so that is a rupture in the learning lines of these kinds of education.

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On the other hand it catches the eye that the manner of working does come up for discussion in MT and N&T but not in EUROBAC.

The Examination sections - Domains of subject matter

We can make the following link between the Examination sections on the one side and the Domains of subject matter on the other hand:

EUROBAC MT N&TAlgebra and Geometry Final attainment levels algebra:

7,9,10,11, 12, 13, 14, 15;Final attainment levels geometry: 22, 23, 24, 25, 26, 27, 28, 29.

Algebraic skills

Analysis Final attainment levels analysis:8, 14, 15, 16, 17, 18, 19, 20, 21, 30, 31.

Functions and GraphsThe changing behaviour of functions

Probability Calculus and Statistics

Counting problems and chance calculation

Practical Mathematics Technologic aids

This linking plan reveals immediately that the domains Statistics and chance calculation and working with technological auxiliary means are absent in MT. Not visible in this plan are the mutual differences in subjects between the domains. These differences have been worked out per domain in the following linking plans.Point of departure is each time the listing of subjects EUROBAC.

The domain Algebra and GeometryEUROBAC MT N&TCalculating with constants, variables and terms (including complex numbers);

7, 9, 10, 11, 1,2,3

Calculating with percentages and interest;Equations, incongruities, systems of linear equations, working with formulas.

12, 13, 15 14, 17, 23

14: solving non linear system with two variables

Vectors (sum, scalary product, vector product), matrices (determinants, simplifying, sum, product).

28, 29

Plane geometry, stereometry, goniometry.

22, 23, 24, 25,

26, 27, 32, 33. 6, 7, 8, 9, 10, 11

Noticeable differences are:the absence of calculatory skills in MT and N&T;the absence of stereometry in MT and N&Tthe full absence of geometry in N&TAlthough the impression could easily arise that N&T does not focus much on the domains algebra and geometry, a lot of the final attainment levels have been implicitly included in the domain Analysis.

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The domain AnalysisEUROBAC MT N&TFunctions (linear functions, power functions, exponential and logarithmic functions, goniometric functions);

8, 16, 17, 18, 19, 20, 21, 30, 31; 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23;

Arrays, recurrency, limit values;Differential calculating (rules and adoptions);

25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40;

Integral calculation (rules, definite and indefinite integral, simple adoptions). We see large discrepancies in this domain between the three programs:full absence of differential and integral calculation in MT;full absence of the subject rows in MT and N&Tfull absence of the integral calcuation in N&T

In addition, there are also large discrepancies in nature. The subject Functions is approached in MT from an abstract theoretic perspective, whereas in N&T this is more application-directed within which algebraic skills are given a chance implicitly.

The domain Statistics and calculation of probabilityEUROBAC MT N&TCalculations with probability, distribution of probability,combinatorology;

48, 49, 50, 51, 52,

42, 43, 44, 45, 46;Processing of data of one variable (frequency division, centre en measurements of spreading), description of connections (correlation, regression);Simple applications. 47, 53.

The domain calculation of probability and statistics is fully absent in the MT program.The subjects about statistics are fully lacking in N&T.

The domain Practical mathematicsEUROBAC MT N&TThe use of technologic aids; 5, 22, 24, 40, 41Interpreting and presenting results with graphs and tables;

3,4 19, 20, 27, 28, 30, 32, 34, 37, 38, 53

Applications that have a relation with the professional situation of the student.

5 8, 9, 10,15, 18, 39

The use of technological auxiliary means is fully lacking in the program MT. This use is explicitly mentioned in N&T at relevant subjects in the various domains. All available aids are discussed therein: the electronic calculator, the graphic calculator, the computer.

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The manner of describing programsThere are large discrepancies between the manner of describing domains and final attainment levels.EUROBAC gives a global description of the Educational Targets and the Examination sections, followed by a list of subjects per domain followed by a collection of example assignments per domain. The assignments give a picture of the level on which the final attainment levels are mastered. It is significant that a lot of assignments are application-directed and more or less related to a practical problem. MT is a relatively disorganised collection of 33 final attainment levels that have been formulated in terms of required skills (“the candidate will be able…..”). The level on which and the mathematical situations in which testing of these final attainment levels will take place are not explained further.The program of N&T is a collection of 53 required skills (“The pupil will be able …”) classified in domains. The description of the mathematical contents of the final attainment levels is detailed and clear.

3.2.3.4 Conclusions

There are large mutual discrepancies between de three programs, both in mathematical contents and in the manner of describing.

The description of EUROBAC is clear as far as contents and level are concerned but contains simultaneously room for other interpretations matching the educational situations of the various countries.

The program MT makes the impression to be strongly outdated and not to fit anymore in the current situation of the mathematical program in basic education, vmbo/mavo and mbo. Indications to this end are the completely lacking of final attainment levels on statistics and calculation of probability and the use of technologic aids. On the other hand, there have been included final attainment levels about relations and functions. The latter subjects are related to the theory of collections, a domain that has fully disappeared from the programs since the introduction of basic education.

The collection final attainment levels of N&T is strongly engrafted onto mathematics in basic education, the recent exam program mavo/vmbo and the most recent final attainment levels of mathematics in mbo. Characteristics thereof are: - algebraic skills have been implicitly included in the analysis line,- the use of technological aids,- the emphasis on mathematics in realistic contexts,- the attention for space geometry and statistics of calculation of probabilitySome omissions in regard to the EUROBAC program could be explained from that fact that those subjects were already up for discussion on the previous education. That applies in particular to figuring and statistics.

The program as described in N&T fits in best with that of EUROBAC. Taking into account the Dutch pre-education in mavo/vmbo, there only remain a couple of subjects that are mentioned in EUROBAC and not in N&T (vectors, integral calculating). On the other hand, the N&T program gives the impression that it goes deeper into the subject in regard to mathematics contents.

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3.2.3.5 Development perspectives in Dutch secondary vocational education with respect to “Mathematics”

A global sketch of the position of mathematics educationIn the last ten years the position of the subject mathematics in mbo has become subjected to great pressure, in particular in secondary technical vocational education. This is also a result of the bad results that pupils gained at mathematics in mbo en and of the fact that the intake from mavo and vmbo since 1997 has gone through an entirely adopted mathematics (W 12-16) program. This has led to an adoption of the final attainment levels for mathematics in mbo. Summarised, these new final attainment levels are fully in line with the W 12-16 program of pre-education, both in regard to the choice of the subject matter and the manner of presenting in realistic contexts. One has thereby created sufficient space for profession-specific adoptions in the third semester.

Despite these adoptions the subject mathematics (and other generally educating subjects) experience an increasing social pressure for further integration within the profession-directed subjects. This pressure is also already present in the program in years 3 and 4 of vmbo. This means concretely that a number of specific mathematical skills are taught in the context of the practical subjects. In that situation, as a manner of example, learning to calculate volumes will be fully related to architectural computations. It is not easy to predict whether this development will continue and to what extent. In the most extreme case this could lead to a complete cancellation of the subject of mathematics as autonomous element of general education. Perhaps the program will be reduced to a strict basic package with a number of final attainment levels included in a practical subject.

In the current situation some 90% of the exam candidates mavo/vbo has mathematics in their package. In the new exam program mavo/vmbo, which will be examined for the first time in 2002, mathematics will be compulsory for the sectors technique and agriculture. In the sectors economics and care and welfare mathematics is not compulsory but could form part of the free room. The ministry advises to keep following mathematics in the theoretic teaching route at least up to and including year 3 so as not to exclude in advance too many possibilities for a continuation course.

Also in hbo a development is starting towards practically adaptable mathematics with less attention for theoretic concepts. Here as well, mathematics threatens to become more and more part of the practical courses.

The position of mathematics in the development towards a further broadening of secondary education.A further broadening of mbo in combined sectors goes against the trend towards more specialist equipped mathematics. One could establish for instance in the current situation in secondary education technical vocational education a specialisation in the third semester towards architecture, mechanical engineering, electrotechnics and laboratory education (see for instance Aarnink and others). This means that per direction various subjects form part of the program. If the distinction between these directions was to disappear, also the possibility for specialisation would therewith disappear. At a constant hours table for mathematics a possible solution would be offering all subjects but in a decreased size and at a decreased level.

In the formulated Standards in EUROBAC a specialisation in a professional direction could take place in the domain Practical Mathematics. It appears from the example assignments that the subjects from the previous three domains could get a chance in an integrated form in practical situations. The interpretation is therefore obvious that these three mathematical domains form a common basis for all directions. Examined from the Dutch situation this seems an ambitious objective. But one could wonder what the value is of for instance the technique of differential calculating for a pupil of a hotel and catering school. The Standards fit best in the profile sketched of Nature and Technique. One should make a selection from these three domains for the other profiles.

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The developments around competence thinkingThe point in competence-directed education is the development of human power, a large diversity of contents, and personal development. It concerns moreover active and social didactic forms of work for learning, teaching and counselling. (see: Teachers at work. SLO)In competence thinking it concerns control of the subject matter on several levels. It is here important to be able to use knowledge and skills on a application-directed level where the pupils have sufficient track of the situation of and flexibility within the subject matter to reach independently own solutions. Such a command of the subject matter we find in the final attainment levels that refer to the general and the general mathematical skills.The development of learning general skills in education has gained much interest in the last years in the Netherlands. That applies to both havo and vwo and to the new mavo/vmbo exams. It appears from the comparison of the programs in the basic documents that learning these general and general mathematical skills has also found a place in mto. This trend will continue towards hbo. It is beyond all doubt that learning general and general mathematical skills has secured its own place in Dutch education. The eventual effect of this development cannot yet be properly surveyed. The development has been started too recently to do so. Essential for a proper implementation of competence directed education are the following two factors:a) the changing role of the teacher in the educational learning process.

In order to effectively learn general skills it will be necessary for the pupil to learn in open educational situations in which there is sufficient room for own initiative and own intellectual contribution. This means stereotypically that the teacher does not have the role of a provider of information but of a guide in a learning process. This means for a lot of teachers a transformation of their role in the educational learning situation. Such a switch does not go automatically. Schooling and guidance ate thereby required.

b) the manner in which the various skills are tested and form part of the closing exams.A substantial part of the learning plan should also be judged substantially. The applies also to general skills. In the renewed second stage of havo and vwo and in the plans for the new mavo/vmbo exam general skills have been placed in so-called practical assignments and profile or sector papers. The assessment hereof appears to be a crucial problem for a lot of mathematical teachers. They are used to asses a test paper or an exam in a rather ‘objective’ manner according to precisely described criterions. Judging the products of practical assignments from the point of view of controlling general or general mathematical skills demands quite a different approach. The development of a suitable assessment instrument is therefore rather necessary.

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Conclusions In the scope of a further broadening of secondary education the current program of mathematics could be viewed in the light of the question: what kind of mathematics should every Dutchman on a mbo level include in his/her package?One could think thereby of a mathematical program that is comparable in level and size with the program of mathematics in the havo profile Culture and Society. From this common basis a specialisation could take place on an application level. In view of the differences in requirements of mathematics in the various professional profiles it is expected that large discrepancies on the programs will yet occur in this specialisation.

The Standards in the EUROBAC document are perhaps a good starting point for such a development. One should consider which subjects from the first three domains belong in the basic package. The fourth domain could be completely used for specialisation according to professional profiles at which supplementary final attainment levels from the first three domains could get a chance in profession-directed applications.

The programs EUROBAC, MT and N&T discussed offer sufficient grip for a competence-directed educational plan. Whether such an implementation will be successfully given shape in daily education depends on other factors such as: the chaining role of the teacher, the development of a satisfactory assessment instrument.

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