Het beroepsonderwijs staat voor grote uitdagingen wat betreft de inhoud en de vormgeving van de onderwijsleerprocessen. De overgang van een industriële naar een diensteneconomie dwingt de scholen om niet alleen vakkennis over te dragen en de functiegebonden beroepsvaardigheden van de leerling te ontwikkelen, maar ook persoonlijke vaardigheden tot ontwikkeling te brengen. Een dienst kan immers alleen geleverd worden in direct contact met de klant door een gemotiveerde werknemer. Deze oriëntatie op competentiegericht onderwijs stelt de relatie tussen het beroepsonderwijs en het bedrijfsleven opnieuw ter discussie. De taakverdeling die in de Wet Educatie en Beroepsonderwijs (WEB) is vastgelegd, staat volgens velen de aanpassing van het beroepsonderwijs aan een diensten- of kenniseconomie in de weg. De WEB gaat uit, dat is althans de stelling die in deze bijdrage verdedigd zal worden, van een verdeelde verantwoordelijkheid voor de loopbaan van de leerling ('souvereiniteit in eigen kring'). Om de leerling adequaat voor te bereiden op het functioneren in een diensten- dan wel kenniseconomie is echter een gedeelde verantwoordelijkheid voor deze loopbaan nodig. Inzichten uit de moderne leerpsychologie laten zien dat voor de ontwikkeling van brede competenties een leeromgeving nodig is die het resultaat is van een continue dialoog tussen leerling, school en regionaal bedrijfsleven over welke kennis op welke wijze moet worden overgedragen en getoetst (Meijers & Wardekker, 2002; Law, Meijers & Wijers, 2002). Het realiseren van een gedeelde verantwoordelijkheid is evenwel geen sinecure. Niet alleen voorziet de bestaande wet- en regelgeving er niet in, maar het nemen van een gedeelde verantwoordelijkheid voor de loopbaan van de leerling vereist ook een cultuuromslag in zowel het onderwijs als het bedrijfsleven. Ruim 50 jaar geleden zijn de fundamenten van het huidige beroepsonderwijs gelegd. Op dat moment is een proces gestart waarin het onderwijs steeds autonomer werd en waarin het onderwijs en het bedrijfsleven de facto steeds meer met de rug naar elkaar toe zijn komen te staan. Er ontstond een 'pedagogische reservaat' waarvoor het bedrijfsleven, overigens met zijn volle instemming, vooral het decor vormde.
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BackgroundIn 2015, Amsterdam became part of the WHO Age Friendly City community, thereby accepting the responsibility to work towards a more age friendly Amsterdam. To study senior citizens’ needs and wishes concerning the age friendliness of their neighbourhood, the municipality asked the Amsterdam University of Applied Science to set up two pilot projects in two neighbourhoods. Aim was to 1) gain insight in seniors’ views and wishes regarding an age friendly city, and 2) reflect on the experiences with working with senior co-researchers. MethodologyThe study followed a Participatory Action Research approach with research teams consisting of seniors as co-researchers and professional researchers. We chose two neighbourhoods with distinct characteristics: the Indische Buurt which is centrally located, vibrant, multicultural, and strongly gentrifying, and Buitenveldert, a suburban and spacious neighbourhood, with less facilities and a dominance of well-to-do senior citizens. In both areas, we recruited senior co-researchers to form the research teams. They generally lived in, or close to, the pilot neighbourhood, and varied in age and ethnical background. The aim was to put the co-researchers in the lead during the entire research process. However, it differed between the neighbourhoods which type of researcher was in the lead. As a team, they formulated the main research question, constructed a topic list for interviews with older citizens, convened the interviews, analysed the data, wrote the report, and presented the results. During the entire process, they were supported by professional researchers.Both research teams interviewed 40 senior citizens, who were recruited through the co-researchers’ networks, professional care organisations, neighbourhood communities, and local media. We intended to gather a sample representative for the neighbourhood population. In the Indische Buurt, this proved to be difficult, since the relatively large Turkish and Moroccan communities were difficult to get into contact with, and it was hard to find co-researchers from those communities who could have provided a way in. Process and outcomesWe will share some of the results, but we will mainly reflect on the research process. ProcessRegarding the process, we found some differences between the two neighbourhoods. In the Indische Buurt, it took much effort to find co-researchers, since the seniors we encountered said to be too busy with other neighbourhood activities. We did recruit a small group of four co-researchers of different ethnical background, but sadly lacking Turkish and Moroccan seniors. They started with a very limited research experience and experienced ownership, which greatly increased during the process. At the finalisation of the project, the group ceased to be, but the outcomes were followed up by existing groups and organisations in the neighbourhood.In Buitenveldert, a large group of co-researchers was recruited in no-time, bearing more resemblance to an action group than a research group. They were generally highly educated and some already had research experience. The group proved to be pro-active, had a strong feeling of ownership, and worked in constant collaboration with the ‘professional’ researchers, respecting each other’s knowledge and skills. At the finalisation of the project, the group remained active as partner of the local government. OutcomesConcerning the content of the outcomes, we found some expected differences and unexpected similarities. For instance, we expected to find different outcomes concerning housing and facilities between the neighbourhoods. Indeed, in Buitenveldert, housing was already age friendly whereas facilities were scarce and geographically far apart. Yet, in the Indische Buurt, housing was poorly equipped for physically impaired seniors, but facilities were abundant and close by.We also found that, in both neighbourhoods, senior citizens were reluctant to share their limitations and ask for support, despite differences in neighbourhood, ethnicity, age etc. Of course, this can be expected of seniors from the ‘silent generation’. However, they seemingly shared these emotions more easily with their peers than with professional researchers. ConclusionThe social-cultural context of the neighbourhood impacts the research process. Overall, co-research appears to be a fruitful method to involve senior citizens in decisions concerning the improvement of their neighbourhood. Aims and content of the workshopWe aim to:• present our reflections on the participative process of working with senior co-researchers in Amsterdam• exchange and discuss with the participants of the workshop the lessons learned on how to facilitate citizens’ participation in the community• discuss similar and future projects and possibilities for collaboration among the participants of the workshopContent of the workshop• Presentation• Exchange and discussion in small groups • Plenary discussion on possible collaboration projects aiming to enhance citizens’ participation in the community
The objective of this thesis is to make a first step towards prevention of the progression of chronic venous disease and the development of a first venous leg ulcer in chronic venous disease patients. The aim is to identify chronic venous disease patients at risk of developing more severe clinical stages, provide insight in the lifestyle related risk factors, and provide an overview of current chronic venous disease care in the Netherlands.
