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Social promotion of students in secondary education : How to limit stagnation of social promotion?

Benistant, Marjolein T. A. (2013) Social promotion of students in secondary education : How to limit stagnation of social promotion?

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Abstract:Taking into account the assignment policy and student guidance, what is the effect on social promotion of students in secondary education? Large amounts of secondary educational students are repeating. Understanding these issues is of social importance; from a financial and organizational perspective, as well as the personal well-being of the student. This thesis aims to contribute to the identification of factors that possibly take part in the social promotion of students in secondary education. The research question is: ‘How does the school’s policy with regard to assignment and student guidance, influence the social promotion of students?’ To answer this question, social promotion information of vmbo, havo and vwo on seven different secondary educational schools in the Netherlands will be researched. It will be assessed whether the level of social promotion depends on the independent parameters assignment and student guidance. A total of twenty interviews are held on seven different schools. The interviewed employees have the function of: department manager, care coordinator, student counsellor and pedagogical specialist. Information is obtained to expose the underlying thoughts of the assignment and student guidance. This is compared with the information found on the school’s website and is compared with the actual social promotion over a period of 6 years. Analysing the school’s public social promotion, student’s pro- and demotion, grade retention and statistics with the interview outcomes, it can be concluded that the schools who assign students themselves, have a better social promotion in the bovenbouw of secondary education. However, assignment by the secondary school is not the only way to achieve this: with proper directives at the primary school, the same effect can be achieved. At all sample schools, the mentor is the first contact for counselling the students. The mentor’s role is of more and more importance in guiding the student, as well as signalling problems of the student. Helping students with small problems via an educational support centre might be a good idea. A stricter criteria for the selection of mentors as well as good monitoring of the students regarding their presence, reduces grade retention rates. Small mentor classes, positioning the best mentors on the primary as well as the final year classes, schooling of the mentor and duo mentoring in case of new mentors, all could add to the social promotion within a school. Proper mentoring as well as (indirect) student assignment by the secondary school, could lead to a better social promotion. In general, the social promotion subject is a complex one. A lot of information has come forth through this research, though researching the variables did not lead to a clear conclusion. Presumably other variables play a role in the social promotion subject. Even though, this research provides valuable information for schools.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:88 social and public administration
Programme:Public Administration MSc (60020)
Link to this item:http://purl.utwente.nl/essays/64519
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