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<a class="targetclass" href="../programma/index98c2.html?_themas=antiracisme">
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BES-Eilanden en Koninkrijk
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Cultuur
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<a class="targetclass" href="../programma/indexb43e.html?_themas=economie">
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Europa
|
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Internationaal
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<a class="targetclass" href="../programma/indexcb89.html?_themas=klimaat">
|
||
Klimaat
|
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|
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|
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<a class="targetclass" href="../programma/index2b7c.html?_themas=landbouw">
|
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Landbouw
|
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<a class="targetclass" href="../programma/index74d6.html?_themas=onderwijs">
|
||
Onderwijs
|
||
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|
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|
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|
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<small>
|
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<a class="targetclass" href="../programma/indexf115.html?_themas=programma-2021">
|
||
Programma 2021
|
||
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|
||
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|
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|
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<small>
|
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<a class="targetclass" href="../programma/index838d.html?_themas=staatsinrichting">
|
||
Staatsinrichting
|
||
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|
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|
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|
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<small>
|
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<a class="targetclass" href="../programma/indexe2ff.html?_themas=technologie">
|
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Technologie
|
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|
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|
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|
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<small>
|
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<a class="targetclass" href="../programma/indexb5e5.html?_themas=toegankelijkheid">
|
||
toegankelijkheid
|
||
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|
||
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|
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|
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<small>
|
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<a class="targetclass" href="../programma/index64b0.html?_themas=veiligheid">
|
||
Veiligheid
|
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|
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</small> <p>
|
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<small>
|
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<a class="targetclass" href="../programma/index4619.html?_themas=wonen">
|
||
Wonen
|
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|
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<small>
|
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<a class="targetclass" href="../programma/indexbc13.html?_themas=zelfbeschikking">
|
||
Zelfbeschikking
|
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|
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|
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|
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<small>
|
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<a class="targetclass" href="../programma/index7c38.html?_themas=zorg">
|
||
Zorg
|
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|
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|
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|
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<div class="medium-4 cell show-for-medium">
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|
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<p>Nieuws</p>
|
||
|
||
<p><small><a href="../het-coronavaccin-en-zelfbeschikking-wat-vindt-bij1/index.html" class="">Het coronavaccin en zelfbeschikking. Wat vindt BIJ1?</a></small></p>
|
||
|
||
|
||
<p><small><a href="../muzikanten-spreken-zich-uit/index.html" class="">Muzikanten spreken zich uit</a></small></p>
|
||
|
||
|
||
<p><small><a href="../successen-bij1-in-de-amsterdamse-gemeenteraad/index.html" class="">Successen BIJ1 in de Amsterdamse Gemeenteraad</a></small></p>
|
||
|
||
|
||
<p><small><a href="../waarom-een-stem-op-bij1-ook-strategisch-is/index.html" class="">Waarom een stem op BIJ1 ook strategisch is</a></small></p>
|
||
|
||
|
||
<p><small><a href="../bij1-doet-aangifte-van-bedreigingen/index.html" class="">BIJ1 doet aangifte van bedreigingen</a></small></p>
|
||
|
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|
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</div>
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|
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|
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<circle cx="17.3423" cy="16.3728" r="8.11238" transform="rotate(-133.429 17.3423 16.3728)" fill="#161616" stroke="white" stroke-width="1.27959"/>
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<h1>Onderwijssegregatie</h1>
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<p>Dit achtergrondstuk hoort bij hoofdstuk <a href="https://www.bij1.org/06-onderwijs-en-wetenschap"><strong>6</strong> Onderwijs en wetenschap</a><strong> </strong>uit ons verkiezingsprogramma.</p>
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<p><strong>De marktwerking die in de jaren ’80 onder onderwijsminister Deetman (CHU en CDA) zijn intrede deed, heeft schadelijke effecten. Tijdens het beleid van minister Deetman werd de <em>lumpsum</em> ingevoerd, moesten scholen elkaar gaan beconcurreren en ging de overheid toetsen op de resultaten. Zo kwam de verantwoordelijkheid voor de kwaliteit van het onderwijs bij de schoolbesturen te liggen. Ook concludeert het Nationaal Regieorgaan Onderwijsonderzoek dat er weinig empirisch bewijs is gevonden voor het huidige beleid dat veronderstelt dat goed bestuur leidt tot goed onderwijs.</strong></p>
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<p>De toenemende marktwerking in het onderwijs zorgt ervoor dat de kansenongelijkheid tussen leerlingen en de werkdruk voor leraren telkens toeneemt. Hoewel het onderwijs voor het grootste gedeelte niet geprivatiseerd is in Nederland, krijgt inmiddels één op de drie leerlingen bijles, huiswerkbegeleiding of examentraining via een particulier instituut. Dit zorgt ervoor dat leerlingen, afhankelijk van het geld dat beschikbaar is in het gezin, onderwijs van verschillende kwaliteit krijgen. Extra ondersteuning hangt dus vooral af van hoeveel geld je hiervoor beschikbaar hebt.</p>
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<p>In plaats daarvan zou voor iedereen het onderwijs toereikend moeten zijn op het gebied van kwaliteit. Ook leraren in het primair en voortgezet onderwijs geven steeds vaker les als zzp’er of laten zich detacheren op een school. Dit zorgt ervoor dat leraren tegen elkaar uit worden gespeeld. Deze ontwikkelingen zouden onderwijssegregatie tegen moeten gaan, maar door de toenemende autonomie van scholen en betrokken marktpartijen is segregatie juist toegenomen.</p>
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<p>Toenemende marktwerking is slechts een van de vele oorzaken van segregatie in het onderwijs. Ook onderadvisering speelt een grote rol. Het schoolsysteem is nu zo vormgegeven dat het schooladvies aan het einde van de basisschool enkel wordt heroverwogen bij een hoger toetsadvies, gebaseerd op de basis van de uitslag van de eindtoets. Daarnaast worden scholen niet verplicht om het schooladvies na deze uitslag daadwerkelijk te verhogen.</p>
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<p>Dat betekent dat het advies voor de leerling nu voornamelijk afhangt van het schooladvies, en daarnaast van het advies van de docent. Hierdoor is er nog altijd sprake van onderadvisering, een fenomeen dat niet iedereen gelijk treft. Leerlingen met een niet-westerse migratieachtergrond krijgen vaker onterecht een te laag schooladvies dan andere leerlingen. Meisjes krijgen ook nog altijd vaker onterecht een lager schooladvies in vergelijking met jongens. De verschillen tussen kinderen van hoog- en laagopgeleide ouders in advisering groeien ook nog steeds. Structurele vormen van discriminatie zoals klassisme, racisme en seksisme zorgen er dus voor dat bepaalde bevolkingsgroepen vaker een te laag schooladvies krijgen dan andere bevolkingsgroepen.</p>
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<p>Daarnaast werkt vroege selectie sociale ongelijkheid in de hand. Het moment van selectie in het Nederlandse onderwijsstelsel, op twaalfjarige leeftijd, wordt steeds bepalender. De brugklassen versmallen, de brugperiode wordt verkort, en er zijn steeds minder brede scholengemeenschappen, vooral in de kleine steden. Segregatie tussen scholen neemt toe, zo laat de Onderwijsinspectie zien. Het feit dat leerlingen op zo’n vroege leeftijd worden gescheiden zorgt ervoor dat de kansen van een leerling veel te vroeg worden bepaald. Eenmaal terecht gekomen op een middelbare school, is opstromen naar een hoger niveau vaak erg moeilijk.</p>
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<p>Door de hiervoor genoemde marktwerking gaan scholen steeds meer als marktpartijen concurreren voor de ‘beste’ leerlingen, met grotere ongelijkheden en veel meer segregatie als gevolg. Er moet dus een einde komen aan ons economisch onderwijsmodel, en de overheid moet meer manieren faciliteren om het selectiemoment te verlaten, bijvoorbeeld door het stimuleren van brede brugklassen.</p>
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<p>In het PO en VO is ook nog sprake van een andere vorm van segregatie: die tussen het speciaal en het regulier onderwijs. Leerlingen met een beperking komen vrijwel niet in aanraking met leerlingen zonder een beperking, omdat zij al vanaf vroege leeftijd naar het speciaal onderwijs gaan. BIJ1 gelooft dat de samenleving zo inclusief mogelijk moet zijn. Dit houdt in dat de samenleving aangepast zou moeten worden zodat mensen met een beperking volledig kunnen deelnemen.</p>
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<p>Het belang van de school als ontmoetingsplaats voor leerlingen met verschillende achtergronden en capaciteiten is onmiskenbaar en wordt in het huidige systeem onvoldoende erkend. Uit onderzoekt blijkt dat het goed is voor de ontwikkeling van álle kinderen, als kinderen met en zonder beperking samen naar school gaan. Daarnaast is samen leren niet alleen van elkaar leren, maar elkaar ook beter begrijpen, nu en in de toekomst. Dit kan ook de discriminatie van mensen met een beperking op latere leeftijd verminderen. Tegelijkertijd biedt een rijke, diverse schoolomgeving kinderen niet alleen meer kansen, maar ook gelijke kansen. Het huidige stelsel scheidt de leerlingen van jongs af aan en houdt hierdoor segregatie in stand. Wil het onderwijs kunnen voldoen aan zijn maatschappelijke opdracht van zowel inclusief als passend onderwijs, dan vraagt dat juist om méér differentiatie binnen de school en de klas.</p>
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<p>Om onderwijssegregatie tegen te gaan, stellen wij dan ook de volgende beleidsaanbevelingen voor: allereerst is een uitstel van het selectiemoment bij de overgang van het PO naar het VO belangrijk. Mogelijkheden hiertoe moeten onderzocht worden. Brede brugklassen moeten door het hele land op scholengemeenschappen aanwezig zijn. Alle schoolbesturen moeten zich in gaan zetten om onderadvisering tegen te gaan. Samen naar School-klassen en andere vormen van inclusief onderwijs voor kinderen met een beperking moeten een optie worden in het hele land, zodat iedere leerling en diens ouders een keuze hebben over de vorm van onderwijs die zij willen krijgen.</p>
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<p><strong>←</strong> Terug naar <a href="../programma/onderwijs-en-wetenschap/index.html" target="" rel="noopener"><strong>6</strong> Onderwijs en Wetenschap</a></p>
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