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Beste docente, mijn familie rekent op mijn diploma

Artikel in NRC next. Spraakverwarring onderzocht. Telkens onderhandelen. Brutaal. Docenten in het hoger onderwijs vinden het lastig met allochtone studenten om te gaan. Machteld de Jong schreef er een boek over.

"Ik dacht dat ik het niet kon"

Jongeren ouder dan 16 zonder diploma, zoals Aidan, mogen starten op een entreeopleiding. De opleiding biedt jongeren afkomstig uit praktijk-, speciaal en voortgezet onderwijs en de internationale schakelklas een nieuwe kans. Wat hen bindt is dat ze in hun leven al heel wat tegenslagen hebben gekend én graag een mbo-diploma willen halen. Een wezenlijk onderdeel van de opleiding is dan ook dat de student leert omgaan met moeilijkheden, tegenslagen en uitdagingen, kortom: de opleiding dient bij te dragen aan de veerkracht van studenten. Onontbeerlijk hierbij is de steun van school, leraren en klasgenoten om de negatieve invloed op de schoolloopbaan van risicofactoren als drugs, gedragsproblemen of schulden te compenseren. Met behulp van het begrip ‘veerkracht’ beschrijven we wat nodig is om deze jongeren te laten slagen

The relationship between critical thinking skills and self efficacy beliefs in mental health nurses

Background: In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. Objectives: The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Participants: Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). Methods: First, ANOVAwas performed to testwhether the two groupswere comparablewith respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. Results: The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurseswas supported (pb0.01). Years in function turned out to be positively related to self-efficacy beliefs (pb0.01). No significant relation was found between the level of education and self-efficacy beliefs. Conclusions: The results of this study support career development and facilitate more efficient positioning of nursing levels.

Bachelor diploma Technische Bedrijfskunde

How to prove to be Entrepreneurial? Certificates are not sufficient?!

Normal educational programs do have an exam at the end, where a certificate or diploma can be obtained. All students get the same document, however not all students are equal. Enterprising and entrepreneurial students typically have low scores on tests, but do have experienced a lot of valuable things instead. These ‘things’ are not listed on certificates. From here, the next questions arise:1.    To what extend there is a need to distinguish more on out-put quality?2.    What aspects can be rated / expressed to show employers / investors what a student really distinguishes and can contribute?3.    What would be an appropriate way to present these improvements of applicability? Looked from the employers or investors point of view, some possible solutions emerges. It is not that means are wanted for a given goal, from the stocktaking of one’s means, many goals can be chosen. As a result, an App-store can be created, where Applicable Approvals are ranked on their value for employers or investors. Although this possible answer to the questions; do they apply in other situations / regions as well? Are there better ways to show ones real talents and possibilities? Especially for entrepreneurial students, this article gives some guidelines to them to show to potential investors, stakeholders or employers, who they really are, what they really can and who they really know. This gives them more advantages than just a diploma or certificate. Within the science of entrepreneurship education, the main focus is on the education process itself, or before the start of that process. What will happen after the education process, after a certificate or diploma is achieved, is not often touched. This paper enters this field from the perspective of lectures, trying to help entrepreneurial students, with often low marks, at their start of professional live.

Authentiek bedrijfsleren: met veel onderzoeksopdrachten in de praktijk toewerken naar een diploma

Presentatie over het onderzoek authentiek bedrijfsleven. In de afgelopen drie jaar is gewerkt aan een nieuwe leerweg voor werkenden met de kenmerking: individueel, werkplekleren, onderzoeksopdrachten vanuit de praktijk naar de theorie werken. Dit onderzoek wordt benut als onderdeel van een leerproces (gilde driehoek), herwaardering van de kennis en kunde in de werkomgeving en nieuwe waarde van de docent als coach in het leerproces.