About this paper

Appears in:
Pages: 455-461
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1106

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

ENHANCING THE EDUCATIONAL AND SOCIAL EFFICIENCY OF THE TRANSITION BETWEEN PRIMARY AND SECONDARY EDUCATION. INNOVATIONS FOR THE FIELD (TRANSBASO)

C. Mertens1, N. Van Ceulebroeck2, B. Dehertogh2, C. Van Kerckhove1, E. Verstraete3

1University College Ghent (BELGIUM)
2University College AP Antwerp (BELGIUM)
3University Ghent (BELGIUM)
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.
@InProceedings{MERTENS2016ENH,
author = {Mertens, C. and Van Ceulebroeck, N. and Dehertogh, B. and Van Kerckhove, C. and Verstraete, E.},
title = {ENHANCING THE EDUCATIONAL AND SOCIAL EFFICIENCY OF THE TRANSITION BETWEEN PRIMARY AND SECONDARY EDUCATION. INNOVATIONS FOR THE FIELD (TRANSBASO)},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1106},
url = {http://dx.doi.org/10.21125/inted.2016.1106},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {455-461}}
TY - CONF
AU - C. Mertens AU - N. Van Ceulebroeck AU - B. Dehertogh AU - C. Van Kerckhove AU - E. Verstraete
TI - ENHANCING THE EDUCATIONAL AND SOCIAL EFFICIENCY OF THE TRANSITION BETWEEN PRIMARY AND SECONDARY EDUCATION. INNOVATIONS FOR THE FIELD (TRANSBASO)
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1106
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 455
EP - 461
ER -
C. Mertens, N. Van Ceulebroeck, B. Dehertogh, C. Van Kerckhove, E. Verstraete (2016) ENHANCING THE EDUCATIONAL AND SOCIAL EFFICIENCY OF THE TRANSITION BETWEEN PRIMARY AND SECONDARY EDUCATION. INNOVATIONS FOR THE FIELD (TRANSBASO), INTED2016 Proceedings, pp. 455-461.
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