This article delves into the administrative nomenclature and classification of subjects ("vakken") within the Dutch secondary education system, commonly referred to as "voortgezet onderwijs" (VO). While the term "LV Vak Op School" isn't a standard term, it suggests a focus on the administrative aspects of subjects taught in school. We will explore the subject classifications used in school lesson tables, distinguishing between pedagogical names (how subjects are presented to students) and administrative codes (used for record-keeping and reporting). This clarification is crucial for understanding the structure and organization of the Dutch educational system.
The Dutch secondary education system is structured into several levels, each with its own set of subjects. Understanding the subject classifications requires navigating these different levels and the associated terminology. We will examine the subjects offered at different levels: "vakken voortgezet onderwijs" (subjects in secondary education generally), "vakken op middelbare school" (subjects in secondary schools), "Vmbo vakken" (subjects in vocational secondary education – Vmbo), and "vakken havo vwo" (subjects in pre-university preparatory secondary education – Havo and Vwo).
I. The Distinction Between Pedagogical and Administrative Subject Names
School lesson tables typically use pedagogical subject names – the names students and teachers use in everyday communication. Examples include "Mathematics," "Dutch Language and Literature," "Biology," "History," etc. However, behind these familiar names lies a more complex administrative classification system. This system uses codes and more detailed descriptions for record-keeping, student tracking, and national reporting on educational outcomes. These administrative names might include additional details like the level of the course (e.g., beginner, advanced) or the specific focus area (e.g., algebra, calculus within mathematics).
This distinction is crucial because the administrative names are essential for data management and analysis at the school, regional, and national levels. For example, while a student's timetable might list "Mathematics," the administrative system might record it as "Wiskunde 3HAVO," indicating mathematics for the third year of Havo. This level of detail allows for accurate tracking of student progress and the effective allocation of resources.
II. Vakken Voortgezet Onderwijs (Subjects in Secondary Education): A Broad Overview
"Vakken voortgezet onderwijs" encompasses all subjects taught across the various levels of Dutch secondary education. This broad categorization doesn't offer much detail but serves as a foundational umbrella term. Understanding the specific subjects requires delving into the individual educational pathways within the VO system.
III. Vakken Op Middelbare School (Subjects in Secondary Schools): A More Specific Look
"Vakken op middelbare school" is a slightly more specific term, referring to subjects taught in secondary schools (middelbare scholen). However, it still remains quite general, as it covers all the subject areas across different educational tracks (Vmbo, Havo, Vwo). To gain a clearer picture, we need to break down the subjects according to the specific educational streams.
IV. Vmbo Vakken (Subjects in Vocational Secondary Education - Vmbo)
The Vmbo (Voorbereidend Middelbaar Beroepsonderwijs) is designed to prepare students for vocational careers. The subjects offered in Vmbo are tailored to specific learning pathways, often emphasizing practical skills and vocational training alongside theoretical knowledge. The subjects offered vary significantly depending on the chosen learning pathway (basisberoepsgerichte leerweg – BB, kaderberoepsgerichte leerweg – KB, gemengde leerweg – GL, theoretische leerweg – TL). Common Vmbo subjects include:
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