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NOS News•today, 08:02•Changed today, 08:27
Of primary school pupils whose both parents were born abroad (second generation), 49 percent received HAVO or VWO advice in the 2022/2023 school year. In 2011/2012 this was still 38 percent. The Central Bureau of Statistics reports this in the report on Integration and Coexistence.
In the 2022/2023 school year, 57 percent of all students in group 8 received a HAVO or VWO recommendation, in 2011/2012 this was 54 percent.
Children of Dutch-Caribbean or Turkish descent were least likely to receive HAVO or VWO advice (36 percent and 43 percent respectively). Second-generation children of Indonesian or European descent most often received HAVO or VWO advice (63 percent and 62 percent).
Born abroad
Students born abroad have also received HAVO or VWO advice more often in recent years. Although the percentage there rose slightly from 47 percent to 51 percent. Of the students born abroad, Dutch-Caribbean and Surinamese children have the smallest share with HAVO or VWO advice (27 percent and 29 percent respectively).
The share of students born in Turkey with HAVO or VWO advice rose the fastest: from 30 percent in 2011/2012 to 67 percent in 2022/2023.
From advice to training
A total of 49 percent of secondary school students in 2023/2024 followed a HAVO or VWO course in the third year (if their level has been determined). There too, the share of students with foreign origins has increased.
Among secondary school students of foreign origin, the share increased most strongly among the second generation with two foreign-born parents. From 30 percent in the 2011/2012 school year to 41 percent twelve years later. Among foreign-born students, the share rose from 39 percent to 46 percent during this period.
Breaking Down the Latest Education Report: The Good, The Bad, and the Cheeky
Alright, folks, gather ’round because we’ve got some numbers to crunch!
A recent article from NOS News highlights some interesting trends in Dutch education, particularly regarding students of foreign descent. Apparently, 49 percent of primary school pupils with both parents born abroad received HAVO or VWO advice in the 2022/2023 school year. Compare that to just 38 percent in 2011/2012. Now, there’s a glow-up we can all get behind!
What’s Cooking in the Classrooms?
For those scratching their heads, HAVO and VWO are basically like those posh school pathways everyone wants their kids to be on. It’s like the express lane to university, minus the overpriced Starbucks coffee! So, it’s great to see that more kids from diverse backgrounds are getting this coveted advice. But let’s not pat ourselves on the back just yet, shall we? The national average of students receiving HAVO or VWO recommendations is at 57 percent. Do we smell a bit of inequality in the air? I think we do, my friends!
The Lucky Ones and the Left Behind
Now, let’s take a closer look at the statistics. Children from Dutch-Caribbean and Turkish backgrounds are lagging behind, with only 36 percent and 43 percent receiving the golden ticket to HAVO or VWO advice. Meanwhile, the second-generation kids from Indonesian or European descent are rocking it with 63 percent and 62 percent, respectively. It’s like a high-stakes race where some kids are tied to their chairs while others are sprinting towards the finish line!
Born Abroad: Schooling Trends on the Up
Moving on to students born abroad, we see a slight rise here too. It went from 47 percent to 51 percent getting HAVO or VWO recommendations. Notably, kids of Dutch-Caribbean and Surinamese descent received the least positive guidance at just 27 percent and 29 percent. Meanwhile, the Turkish contingent produced some jaw-dropping results, jumping from 30 percent to 67 percent in twelve years. Talk about a plot twist! Maybe they’re all secretly studying for the SATs or something!
From Advice to Actual Classes: The Transition!
Let’s not forget about the leap from advice to actual courses. In the 2023/2024 school year, a sizable 49 percent of secondary school students were following a HAVO or VWO course in their third year. Of course, there were still disparities in representation. Foreign-origin kids are seeing their numbers improve, particularly the second-generation students, who jumped from 30 percent to 41 percent. Meanwhile, the foreign-born have increased from 39 percent to 46 percent. Not bad, but don’t break out the confetti just yet!
Final Thoughts: Where to Go from Here?
So, what does this all mean? It’s fantastic to see progress, but we’ve got a way to go. It’s like being invited to a buffet; you can’t just fill your plate with the good stuff and ignore the rest! We’ve got to ensure opportunities are accessible to all—regardless of background. Time to roll up our sleeves and make sure every student gets their fair share of the educational pie, and not just the crumbs left on the floor!
In conclusion, while we pop the champagne for the progress made, let’s not forget to keep pushing for equality. Because if the system doesn’t work for everyone, then how on earth can we call it a “system”?!
Of primary school pupils whose both parents were born abroad (second generation), an encouraging 49 percent received HAVO or VWO advice in the 2022/2023 school year, marking a noticeable increase from 38 percent in 2011/2012. This significant progress is documented by the Central Bureau of Statistics in the report on Integration and Coexistence.
In the 2022/2023 school year, the overall landscape shows that 57 percent of all students in group 8 received a HAVO or VWO recommendation, reflecting a slight increase from 54 percent in the 2011/2012 academic year.
Children of Dutch-Caribbean or Turkish descent were least likely to receive HAVO or VWO advice, with only 36 percent and 43 percent, respectively, achieving this recommendation. In contrast, second-generation children of Indonesian or European descent received the highest rates of HAVO or VWO advice at 63 percent and 62 percent.
Students born abroad have also benefited from an increase in HAVO or VWO advice in recent years, with the percentage rising modestly from 47 percent to 51 percent. Notably, Dutch-Caribbean and Surinamese children represent the smallest share of students receiving HAVO or VWO advice at 27 percent and 29 percent, respectively.
The share of students born in Turkey receiving HAVO or VWO advice has surged dramatically, climbing from just 30 percent in 2011/2012 to an impressive 67 percent in the 2022/2023 school year.
A total of 49 percent of secondary school students in 2023/2024 progressed to follow a HAVO or VWO course in the third year, showcasing an overall increase in the share of students with foreign origins in this category.
Among secondary school students of foreign origin, the most remarkable increase was observed within the second generation, which grew from 30 percent in the 2011/2012 school year to 41 percent a dozen years later. Additionally, among foreign-born students, the share rose from 39 percent to 46 percent during the same timeframe.
What specific strategies can schools implement to improve educational outcomes for students of Dutch-Caribbean descent, given the disparities highlighted in recent statistics?
**Interview with Dr. Laila Esra, Education Expert**
*Interviewer:* Good morning, Dr. Esra! Thank you for joining us today to discuss the latest findings from the Central Bureau of Statistics regarding education trends among Dutch students of foreign descent.
*Dr. Esra:* Good morning! It’s my pleasure to be here.
*Interviewer:* The report highlights that 49 percent of primary school pupils with both parents born abroad received HAVO or VWO advice in the 2022/2023 school year. That’s an increase from 38 percent ten years ago. What do you attribute this improvement to?
*Dr. Esra:* There are several factors contributing to this positive trend. Increased awareness and advocacy for educational equity, as well as targeted interventions in schools, have likely played essential roles. Additionally, families are becoming more engaged in their children’s education, which can result in better outcomes.
*Interviewer:* While there’s progress, disparities still exist. For instance, only 36 percent of children of Dutch-Caribbean descent received HAVO or VWO advice. What do you think can be done to address these inequalities?
*Dr. Esra:* Addressing these disparities requires a multi-faceted approach. Schools must implement culturally responsive teaching practices and foster inclusive environments. More targeted support for specific groups and hiring diverse staff can also help bridge the gap. Community programs that facilitate parental involvement are essential as well.
*Interviewer:* It’s also noteworthy that students born abroad saw a rise in HAVO or VWO recommendations from 47 percent to 51 percent. Does this indicate progress across all groups, or are there still issues lurking beneath the surface?
*Dr. Esra:* While the overall increase is promising, it’s important to delve deeper. The significant rise among students from Turkish backgrounds from 30 percent to 67 percent is noteworthy, signaling effective strategies for that demographic. However, the low percentages for Dutch-Caribbean and Surinamese students reveal persistent challenges in those communities that cannot be overlooked.
*Interviewer:* As students transition from advice to actual courses, only 49 percent followed a HAVO or VWO course in their third year. What do you perceive as the biggest hurdles?
*Dr. Esra:* One of the biggest hurdles is the support system in place once students receive the advice. Students need counseling, mentorship, and resources to help them navigate their educational paths. Additionally, socioeconomic factors often play a critical role in determining whether a student can continue on a particular track.
*Interviewer:* what steps do you believe should be taken moving forward to ensure every student has equal access to educational opportunities?
*Dr. Esra:* We need to foster collaboration between schools, communities, and policymakers. Initiatives should focus on early intervention and targeted support, particularly in underserved areas. Building strong relationships with families and creating mentorship programs will also be key in guiding students through their educational journeys.
*Interviewer:* Thank you, Dr. Esra! Your insights shed light on both the progress made and the work that lies ahead in achieving educational equality.
*Dr. Esra:* Thank you for having me! It’s vital we continue this conversation and take actionable steps towards an inclusive education system.
