Abstract:

Transbaso is an innovative valorization and research project for the Flemish education context. The fact that school and study orientation processes are socially biased is well documented. One of the crucial social thresholds in the Flemish system is the transition from primary to secondary education. However, little is known about the nature of these processes and about the effectiveness of possible interventions.

The educational system in Flanders is an early tracking system. At 12 years children and their parents are confronted with a choice between what is called an A-stream (theoretically oriented) and a B-stream (vocationally oriented). Within the A-stream they can choose between different options such as latin and science. The great majority of pupils enter the first grade of secondary education in the A-stream. Research has shown that children from lower class families (vulnerable background, working class families, …) get oriented towards the B-stream more often and are overrepresented in vocational and technical secondary education in Flanders.

The Transbaso research design is based on a multi-method approach of intervention in the field (valorization) and a repeating quasi-experimental design (research). The collaboration between the field and research proceeds by three consecutive rounds of action research and datacollection: (1) quantitative survey before the interventions, (2) qualitative process evaluation of the interventions, (3) quantitative survey after the interventions. This approach will assure that the research objectives support and feed the valorization objectives.

Valorization objectives are:
• To create, implement and evaluate interventions to enhance the effectiveness of the processes of school and study choice from primary to secondary education;
• To offer sustainable tools for pupils, parents, teachers, schools and the neighbourhood to support them in processes of study and school orientation.

The valorization processes strengthen the dynamic interaction between all stakeholders (school, teacher, pupil, parent, neighbourhood, etc.) involved in the study. Valorization is organised in 24 schools. Each actual intervention is developed together with local stakeholders in order to formulate the best answer to the existing need. Some examples and lessons to be learned:
• The absence of interplay between primary and secondary schools: Transbaso is intervening by facilitating meetings, network moments and information sessions;
• The absence of a clear school policy on orientation of pupils: Transbaso is intervening by facilitating school teams to discuss ideas and possible policy measures;
• The orientation process is largely seen as a momentary and autonomous decision of parents and pupils: Transbaso is intervening by facilitating the collaboration between different teachers on the one hand, and between schools – parents – pupils on the other hand;
• Evaluation criteria that are too one-sided and that determine the advice on study guidance: Transbaso is informing teams about broader evaluations forms and offering tips and tricks for implementation;
• Low socioeconomic status (SES) parents are often more difficult to reach and less involved in the school: Transbaso is developing a toolkit with do and don’ts to reach all parents, pointing out other ways of reaching out to parents for school teams.

Keywords:

Research model, innovative experiments, primary schools, early tracking, social inequality.