School Guide 2025 -2026

a. Our course: learning for life
One of our goals is that students enjoy going to school and feel at home at the EOA, a school where students are heard and seen and where students are prepared for a good future. Students gain all kinds of experiences with us, so they also learn what they are good at and also enjoy doing. In addition to theory, students also learn skills that are important to be able to hold their own in our ever-changing society.

The starting point of our education is the talents, developmental potential and needs of our students. In a personal way, pupils are guided with an eye to the skills needed to make their further careers successful. We prepare students for life. Our education rests on four core values that guide our vision and our daily actions:

Fun
Learning begins with fun. When students are curious, they become actively involved. We challenge them to discover and further develop their talents, in a positive learning environment where appreciation and motivation are key.

Participate
Education is something you do together. We learn with and from each other and encourage students to actively contribute to the group, the school and society. In working together, they learn to communicate respectfully, take responsibility and think critically.

Personal
Every student is unique. We provide room for customization, ownership and personal learning goals. What students have yet to develop, we reinforce by encouraging them. We stimulate their curiosity and pay attention to what motivates them.

Practical
We believe in learning by doing. Theory gains meaning when it is linked to practice. Through hands-on subjects, such as engineering and cooking, we prepare students for further education and an active role in society.

A Safe Learning Environment
At Merlet College, you are allowed to be who you are. We are an open, inclusive school where every student and staff member matters. Respect for differences is central and we work together to create a school climate where everyone feels safe and seen. We hold each other accountable for our behavior and our contribution to a positive atmosphere.

More information
For a detailed explanation of our educational vision and ambitions, please refer to the full school plan on our website.

b. Educational offering
The Merletcollege offers a broad and challenging educational offering at three regular locations and one EOA location. Each location has its own emphases, but everywhere we work from the same educational vision and professional culture.
In Velp we offer education to newcomers between the ages of 12 and 18 who have been in the Netherlands for a short time. They receive intensive guidance in language, math, citizenship, practical subjects and other subjects in order to be able to move on to suitable secondary education. We work closely with organizations such as COA and Nidos.

Education for our students is provided by a team of skilled staff. Everyone stands for our students and provides for them also the support and challenge they need. Eerste Opvang Anderstaligen is a nice place to work and learn, a good place to start your learning path or to develop further. Together with parents and/or caregivers we take care of the guidance and learning process of the student.

c. Educational Time
For educational time, we look at the total school career. Throughout your child's school career, Merletle College may offer more instructional time one year and less the next. In addition, students must receive a minimum of 189 days of instruction per year.

• The legally set criteria for teaching time:
  (educational) activities provided under the responsibility of competent teaching staff;
• educational time must be deliberately planned and provided under the responsibility of the school;
• At the school level, it must be agreed upon which types of educational activities count as educational time.

When determining whether a school has met the standard, the effects of the vacation spread are taken into account by applying a region correction. Educational time, which includes testing activities, does not only refer to the weekly planning of class times (class schedule). Sometimes educational time takes place under supervision, also outside the school building. These are additional compulsory activities to the school program. This may include excursions as well as sports and cultural activities.

d. Extracurricular activities
Various sporting, cultural and informational activities are organized throughout the year. These can also be in the context of language or citizenship, such as a visit to the local goods market, the Anne Frank Museum in Amsterdam and the Game without Borders with the whole school.

e. Application and Admission
The following conditions apply to the admission of students:

• students with ages from 11 years and 5 months to 18 years old
• students who have insufficient command of the Dutch language to participate in secondary education.

Every student is unique and backgrounds are different. That is why at registration (the intake interview) we always discuss with the student and his parents/guardian what the EOA has to offer the student. The application form should be signed by at least one parent; in the case of an unaccompanied minor alien (AMV) by the guardian (legal representative (star) of the student).

In case of under-flow of the elementary school the files of pupils are discussed in an intake committee. The intake committee consists of:
- intaker: Mrs. S. van Wanrooij
- intaker: Mrs. N. Willemsen
- location leader: Mrs. K. Vos

Each pupil is assigned a regular mentor. The mentor is the first point of contact for the pupil and parents/caregivers. The mentor holds regular discussions with the pupils. When there are particularities in the home situation, it is good if the parents/guardians/guardians inform the mentor about this. In addition, the mentor will also maintain contact with them through telephone contact, e-mail or conversations. Mentor, pupil and parents further meet before each school vacation. Then the three-way meeting takes place in which mentor discusses progress, behavior, perspective and other details with pupil and parents.

This school year's mentors are:

Learning Year Alpha:
Ms. N. van Gils, r.vangils@merletcollege.nl

Learning Year Entry L:
Mr. K. Linssen, k.linssen@merletcollege.nl

Learning Year Entry S:
Ms. N. Willemsen, n.willemsen@merletcollege.nl/

Ms. P. Koenders, p.koenders@merletcollege.nl

Learning Year Passage:
Ms. S. Kraaijkamp, n.willemsen@merletcollege.nl/s.kraaijkamp@merletcollege.nl

Year outflow L:
Mr. M. Evers, n.willemsen@merletcollege.nl/m.evers13@merletcollege.nl
Year outflow S:
Ms. K. Vos, n.willemsen@merletcollege.nl /k.vos@merletcollege.nl

A more detailed description can be found in the "Mentor Tasks" document.

b. Career Orientation and Guidance (LOB)

EOA students transfer within Merletcollege, to other VO-schools or to MBO. Before students can actually make this transition, it is important that they think carefully about their future. About the question: what kind of work do I want and can I do? A commonly used definition is that LOB is an integrated, dynamic and continuous process of preparation for future further education, labor market, social participation and acquisition of career competencies. LOB should thus be understood as a process: career learning.

In order to make good study and career choices, students need certain competencies. Using five career competencies, students can answer a number of questions:

When working on these career competencies, gaining new experiences is very important. In addition to the various talent hours (sports, technology, cooking, music and art) where we look for connections for a follow-up path, students can also talk to someone about his/her profession or go to an open day. For a good study and career choice it is also important that teachers have career conversations with their students. In such a conversation, the student reflects on an experience and then considers what the next step might be. During the school year, younger EOA exit students visit the open days of Merlet College and other VO schools in the region. In addition, they visit the transition weeks. During these weeks the student visits the regular Merlet College 3 afternoons a week and gets acquainted with the daily ups and downs of the regular VO.

There is a customized program for students who follow a different pathway, for example, for 18-year-old students without a residence permit who go to vocational education. In the region there is good contact with ROC Nijmegen and Koning Willem I College (MBO). There are also students who graduate to pathways that support a guided step into society. During LOB much attention is paid to learning the right skills to be successful in further education and in the professional career thereafter. Studies show that in students paying attention to career competencies, study career guidance and career learning leads to a more conscious choice of study, more motivated learning and fewer dropouts.

c. Pupil Discussion

There are two student meetings per class per school year. The student meeting is a joint time when all teaching teachers of a class come together to discuss the course of action and any concerns about learning or behavior. The mentor is responsible for the agenda and preparation for the discussion. All students are discussed at this consultation time. Outcomes are recorded in the Magister Log. Teachers are also focused in the preliminary stage of signaling at level 1 according to the care plan and are given tools from this discussion for paying attention to certain students in the lesson. There is then also room for feedback among themselves. This can involve a whole class, a group or an individual student.

Parent interviews

In addition, there are three-way conversations with you and your child. From the start at the EOA there are three conversations with students and parents every six weeks about behavior, progress, wellbeing, prospects, career wishes and possibilities within the Dutch school system. The results of the discussions are recorded in the Magister logbook and in each subsequent discussion the results of previous discussions are referred to.

d. Outflow discussions

Outflow discussions are essential for the ultimate goal of through-flow education: to allow students to move on to Dutch follow-up education. Follow-up education means all levels within our Dutch education system, from secondary (special) education to adult education. During the outflow discussions, mentor pupils from each class are discussed who will graduate within the current school year or at the end of the current school year. Age, length of stay in the Netherlands and progress/attitude to date are included as starting points in these discussions.

According to the Lowan guidelines, students in the Netherlands are entitled to 2 years of ISK (EOA) education, so this guideline is also maintained as much as possible, depending on the support needs of the student. Outflow discussions take place twice a school year, usually around test weeks. Mentors from the exit class(es) prepare these meetings. All teachers who teach exit classes are present at this meeting. The purpose of the meeting is to clarify during the school year which level the student has according to the Lowan learning routes (1,2 or 3) and the wishes of parents or student. The learner's and parent's wish for graduation is central and after the first week of tests in December it is checked how the progress in the year of graduation relates to this wish.

The specific outflow type is partly determined by: subject test results, TOA tests, reports, study and social skills and is thereby aligned with the learning routes. From the beginning of a student's school career, the learning routes are made clear to parents and students themselves so that students and parents know where they stand and what the goal of EOA education is. During the outflow meetings, there is insight into and attention for students who get stuck, and/or where little or no didactic progress can be seen and about whom there is great doubt about appropriate subsequent education. These cases are then often taken up by the mentor and location leader in an OPP, among other things. The goal at all times is to find a suitable educational place for each student after their school career at EOA.

e. School support offerings.

The school provides assistance to students who need support in a particular area. The guidance of pupils at school requires a well-functioning care structure, in which problems of pupils are identified in a timely manner. This means that there is an agreed-upon procedure in counseling that puts and keeps many students on track through timely identification and counseling.

The mentor is the lynchpin of care guidance within the school. He/she signals if a pupil gets stuck and then sets the care procedure in motion. The location leader with a care task supports the mentor in this. Twice a year (after the lesson independent assessment) a pupil meeting takes place. This discussion focuses on the progress and development prospects of the student. Proceeds are recorded in the Magister logbook and shared with parents and student in the three-way discussion.

Of course, student guidance at our school has limits. As soon as professional external help proves necessary, we refer to the appropriate agencies. Here the members of the MDO (COA, Nidos, GGD, GGZ, VWN, Center for Youth and Family (CJG), LPA), the school doctor and the remedial educationalist play a role.

What basic support do we offer exactly?

We have several areas of support: organization of education, learning-to-learn, social-emotional functioning, self-efficacy and communication.

When organizing education, you can think of a careful hiring and placement policy, a medical protocol when necessary and a clear policy regarding (early) signaling of various problems.

In the area of social-emotional functioning, the mentor is the lynchpin of guidance. He is a coach for students, is committed to group formation and is a point of contact for parents.

School wellness screening

When the student becomes somewhat accustomed to school, it is time to question the student about his or her well-being at our school. We do this using a screening of wellbeing at school so that we are aware early on of pleasant and unpleasant feelings in the student.

Multidisciplinary consultation

Of course, student guidance at our school has limits. As soon as professional external help proves necessary, we refer to the appropriate agencies. Every month there is Multi disciplinary consultation (MDO). The regular MDO members of Merletcollege EOA are:

- location leader with care task

- behavioral health professionals school, COA, GGz

- Social work COA/employee VWN

- school doctor / medical service COA

- compulsory school officer

- employee CJG Land van Cuijk

There is an MDO for unaccompanied minor students and an MDO for other students. Signals and advice from the MDO are recorded in minutes. These minutes are accessible to all teachers of the EOA. In addition, the location leader gives feedback to the mentors of the youngsters who have been specifically discussed. In addition to the four-weekly MDO, there is a six-weekly three-way conversation. In this conversation, student, mentor and parent talk to each other about progress, behavior, future and well-being. Proceeds from these conversations are noted in the Magister logbook.

The detailed description of our care pathway is described in the Merlet College EOA care plan.

OPP

At the time we begin providing additional support, we prepare a Developmental Perspective Plan (OPP), in which we work with you and your child to establish the goals of support and evaluate them at agreed upon times. When necessary, we organize multidisciplinary meetings with all parties involved. We evaluate the OPP with parents and the student.

Medication dispensing and medical treatment

For this we broadly follow the protocol of the GGD Gelderland-Zuid. The GGD and GZA have consultation hours on the school grounds. We have agreed not to provide medication (including paracetamol or similar) at school. For complaints during school hours, students are referred to the AZC information desk. There they can immediately make an appointment to be seen by GGD/GZA later in the day. In case of emergency, the GGD or GZA visits the school. If there are students with serious medical concerns then GGD/GZA comes to school to check on medication use etc. Juveniles with serious medical complaints are often urgently transferred to a residential unit with intensive supervision.

Hearing rights

We talk about shaping the support together with parents and students. They must agree to the intervention part of the OPP. School also writes down in the OPP how the student views his/her own development and what the school has done with the input. If the problems exceed the competence of the OT, a referral can be made to external assistance agencies.

f. Regional Partners

Our school cooperates with other secondary schools in the Land van Cuijk and Maasduinen region. Together we ensure that all students - including those who need extra support - get a safe, appropriate place at a school close to home. We coordinate our support offer with schools in the neighborhood, such as Mezzo schools and schools for special education. In this way, we can better help students who need more customization, even if this is not possible within their own school.

We also work together with other partners in the region, such as primary education, further education, practical education and youth aid. By learning from each other and working together, we ensure that our support is well suited to the different needs of students.

Furthermore, we work together with a large network of regional partners, including the Collaborative Association (SWV), youth work (Sociom), the municipality, compulsory education and the Public Health Service (school doctor).

There is also cooperation with other ISKs within OMO, through the Newcomer Consultation network.

Youth Physician

Joint Health Service GGD Hart voor Brabant, contact Ms. E. van Hattem (e.van.hattem@ggdhvb.nl).

Youth Health Department

P.O. Box 3166, 5203 DD 's-Hertogenbosch

Phone: 0900 - 463 64 43
www.ggdhvb.nl

Center for Youth and Family (CJG).

If there are social-emotional problems, the student may seek help from an expert at the Center for Youth and Family. If the school identifies problems, the mentor, in consultation with the parents, contacts the school's support team for referral. The Municipality of Land van Cuijk has intensified the deployment of the Center for Youth and Family at schools. The youth professional attached to the location joins the weekly consultation of the support team. Parents can also contact the CJG directly at any time. A contact person from the Center for Youth and Family is attached to each location.

Center for Youth and Family Land of Cuijk

Phone: 0485-853333 (available between 9 a.m. and 5 p.m.)

Mail: info-cjg@landvancuijk.nl

www.cjglandvancuijk.nl

Partnership VO-VSO Nijmegen e.o.

www.samenwerkingsverbandvo.nl

Regional coordinator for newcomer education of the Ministry of OCW

OCW's regional coordinators of newcomer education form a linking function between the Ministry of OCW and the field. They support, inform and advise school boards and municipalities in the organization of newcomer education. They identify bottlenecks and good practices for policy development. They also stimulate local and regional cooperation between schools, municipalities and other organizations involved and advise the State Secretary on applications for temporary newcomer facilities.

North Brabant, Zeeland and Limburg region: Eduard Nagel, e.a.nagel@minocw.nl.

Parent and youth support center Nijmegen Stromenland

Parent and youth support center Nijmegen Stromenland provides clarity on appropriate education

Do you have questions about appropriate education, would you like advice or would you like to talk to someone who thinks along with you? You can contact your child's school or parent and youth support center Nijmegen Stromenland. The website is www.steunpuntnijmegenstromenland.nl.

The parent and youth support center is an initiative of samenwerkingsverband Stromenland and samenwerkingsverband V(S)O Nijmegen. On the website you will find information about appropriate education that is accessible, readable and understandable. The information consists mainly of frequently asked questions and answers, for both primary and secondary education. You will also find explanations of terms and useful links. And would you like to ask a question? Then you can contact parent and youth support center Nijmegen Stromenland.

Compulsory education officer

In the Land van Cuijk, three compulsory attendance officers are active. The school is obliged to report unauthorized absence to the official. In case of unauthorized absence of pupils from other municipalities, the compulsory education officer of the relevant municipality is informed. As of August 2009, the fourteen municipalities in Northeastern North Brabant work together in the Regional Office for Compulsory Education and Early School Leaving Brabant-North East (RBL BNO). The truancy officer can and may remove students from class at school to address absenteeism. Merletlecollege participates in a pilot program to reduce and prevent unauthorized school absenteeism; an intensive collaboration of compulsory attendance officer, youth doctor (GGD) and mentor.

The school attendance officer holds weekly consultation hours at the EOA on Mondays.

The following class times are used in Velp:

Regular classes

1st hour: 8:30 a.m. - 9:20 a.m.

2nd hour: 9:20 a.m.-10:10 a.m.

Morning Break 10:10 a.m.-10:30 a.m.

3rd hour: 10:30 a.m. - 11:20 a.m.

4th hour: 11:20 a.m.-12:10 p.m.

Lunch break 12:10 p.m. - 12:40 p.m.

5th hour: 12:40 p.m. - 1:30 p.m.

6th hour: 1:30 p.m. - 2:20 p.m.

Afternoon break 2:20 p.m. - 2:40 p.m.

7th hour: 2:40 p.m. - 3:30 p.m.

8th hour: 3:30 p.m. - 4:20 p.m.

Students receive a class schedule through the mentor at the beginning of the school year with the exact class times for their grade/mentor group. On Fridays, all classes end at 12:10 pm. Regular lessons last 50 minutes, while block hours last 100 minutes. Each student is present at school no later than five minutes before the start of class. Student attendance is monitored and recorded for each class hour.

Pupils shall remain within the fences on the school grounds during breaks and during any class breaks. If they do leave the school grounds during lesson times, the school is not in a position to carry out supervision and, therefore, students and their parents are liable for any nuisance and damage they cause.

6.3 Class Dropout
Class dropout occurs when classes that are on the schedule do not take place. We distinguish between:

• unforeseeable outages due to teacher illness, special leave, et cetera.
• foreseeable cancellations due to scheduled activities such as field trips, school camps, test weeks, meetings, study days and teacher retraining and in-service training.

• It is our legal duty to provide good education for every pupil, even if he is ill. In addition, we find it at least as important, that the pupil in this situation remains in contact with classmates and the teacher or mentor. The pupil must know and experience that even then he counts and belongs.
• Continuing education, adapted to the issues, is important to prevent learning delays as much as possible and to maintain social contacts as much as possible.
• If you would like to know more about teaching sick students, you can ask your son/daughter's mentor for information. You can also request information from the support coordinator and through the website of Ziezon, www.ziezon.nl , the national network Sickness and Education.

This is the so-called 4-8-12-16 scheme. The scheme works as follows:

• A student is late 4 times or has 4 hours of unauthorized absence; warning from school to parents and juvenile
• Absenteeism does not stop and there are 8 tardies or 8 hours of unauthorized absenteeism: conversation with the compulsory education officer.
• Absenteeism continues to 12 times late or 12 hours of absenteeism; official conversation with parents and student with the school attendance officer where an official warning is given. Those involved receive a letter containing this warning after this conversation.
• Absence 16 times late or 16 hours of absenteeism: summon student and if student is under 16 also his parents to refer parents and student to further sanctions by school attendance officer.

• Students who arrive late will go to the classroom where they are supposed to be attending class at that time. The subject teacher records this in Magister.
• In case of frequent tardiness (2 or more than 2 times per week) the mentor discusses with the student how this can be prevented in the future. If this occurs more frequently the mentor will contact the parents to discuss this.
• In case of 8x tardiness, a conversation with school attendance officer follows. The absence report is sent to the truancy officer by the mentor.
• The mentor checks in the absence log for truancy. Parents of students who are truant will be called. The truant student will be given a sanction.

1. Personal leave: leave for weddings, funerals, class days, etc. A supporting document should be attached which explains the leave request.
2. Short-term leave: visit to dentist, orthodontist, family doctor, etc. or communicating preventive home.

• If a student is removed from class he reports to his mentor.
• The teacher who removed the student will report the removal in Magister.
• At the end of class, the student returns to class to discuss the expulsion with the teacher. The teacher determines the punitive action.
• If a student is repeatedly removed from class (3 times or more), the mentor will assess the situation with the location leader and take appropriate measures. Depending on the situation, this could include a report to the school attendance officer and the use of the suspension and removal protocol. The mentor will contact the parents/guardians.

• The principal may suspend a student for misconduct or serious neglect of duty. The assistant principal will notify the parents in writing.
• The school follows the applicable rules mentioned in the Student Statute (Article 22).
• If it appears that a student, even after repeated warnings, does not comply, the school may expel this student from school (see student statute article 23).

The Regulations on Objections and Appeals in Pupil Matters govern the procedure surrounding the handling of objections and appeals. This concerns decisions relating to examination matters and the admission, promotion, suspension and expulsion of pupils.

Regulations for the prevention of sexual harassment, aggression and violence (including bullying) and discrimination Our Secondary School

The Board of Directors has adopted these regulations for the Our Secondary Education Association in order to promote a pleasant school climate and interaction with one another.

Integrity Code
Association Ons Middelbaar Onderwijs has established its own integrity code, which is generally binding for all schools and for all administrative bodies of the association.

Complaints procedure Our Secondary Education

We trust that your child's school career will be educational, enjoyable and safe. Nevertheless, it may happen that you are dissatisfied with the course of events at school. As a rule, you will discuss your complaint with the person directly involved or the designated contact person at the school (accessible via the general telephone number). If this contact does not lead to a satisfactory solution, you will contact the school management. It will consider your complaint and make a decision. If you do not agree with this decision, the school board will refer you to the OMO Complaints Procedure. Based on this regulation, parents and students can file a complaint about behaviors, decisions or failure to act of staff, school management or board members. A complaint will only be considered by the Complaints Committee if no satisfactory solution has been found at the school itself. The current contact details of the complaints committee can be found at: Complaints Committee Association Ons Middelbaar Onderwijs

The rights and obligations of students are set forth in the student charter.

Participation regulations Our Secondary Education.

The Participation Regulations Our Secondary Education regulates the composition and powers of the Participation Council.

Privacy Regulations Our Secondary Education

The privacy regulations state how personal data and privacy are handled within Our Secondary Education Association.

Management statute Our Secondary Education

The management statute Our Secondary Education governs the relationship between the Board of Directors and the rector.

School Management Statute

The School Management Statute governs the relationship between the Rector and other members of the school leadership and other officers. NOTES. The proviso here is that the School Management Statute of the school has been adopted by the Board of Trustees and is thus in effect.

Rules for the Advisory Boards of Our Secondary Education.

The Our Secondary Education Advisory Boards Regulations govern the relationship between the Rector and the Advisory Board.

Act partially banning face-covering clothing
On August 1, 2019, the Act partially banning face-covering clothing went into effect in locations where communication through facial expression is important. The ban applies in educational institutions to school employees, students, parents and other visitors on school premises, both indoors and outdoors.

The law states that there is a prohibition on wearing clothing that covers the face completely or covers it in such a way that only the eyes are uncovered, or makes it unrecognizable, unless the face-covering clothing:

This reporting code outlines how signals of domestic violence or child abuse are dealt with within the school so that help can be provided as quickly and appropriately as possible.

All the above regulations can be downloaded from the website of Our Secondary Education Association, www.omo.nl (except the Student Statute and School Management Statute).

Every company has to do "something" with information security. If only because of the laws and regulations you have to comply with. But organizations themselves also have an interest in sound security, so the OMO Foundation is also addressing this issue.

Definition of information security

Wikipedia gives this definition: "Information security is the set of preventive, defective, repressive and corrective measures as well as procedures and processes that guarantee the availability, exclusivity and integrity of all forms of information within an organization or a society, with the aim of ensuring the continuity of the information and the provision of information and limiting the possible consequences of security incidents to an acceptable, predetermined level."

What is information security?

The concept of information security becomes clearer when you break it down.

With the budget we receive from the government, we pay for regular education. However, we want to offer our students more than legally required in many ways. To this end, we offer all kinds of extra activities and facilities that enrich the learning environment of our students and do more justice to his/her talents. For example: excursions and outdoor learning activities in the field of sports and culture. The school considers it important that everyone participates, because the extra activities are an added value for every student.

9.1 Books

Textbooks are provided by school free of charge. These include textbooks, workbooks, reading books, project books, the school's own learning materials and license fees of digital learning materials.

9.2 Insurance

The school has an insurance package for the students, consisting of liability insurance, travel insurance and school accident insurance.

a. Liability Insurance

Liability insurance provides coverage for the school, including students and those who work for the school (such as staff and volunteers), against claims for damages resulting from wrongful acts.

However, the school is not automatically liable for everything that happens during school hours and extracurricular activities. The school has an obligation to pay damages only when there is culpable conduct and thus must have failed in its legal duty. The school is not liable for (damages due to) unlawful conduct of pupils. Pupils (or, if younger than 14, their parents) are primarily responsible for their own actions. A student who causes damage during school hours or during other activities organized by the school through unlawful conduct is therefore primarily responsible for this himself (or the parents).

Thus, it is important for parents to obtain their own private liability insurance.

The school is not responsible for damage to personal belongings (clothing, bicycle, glasses, etc.) or their loss or theft, even if they are stored in a locker.

b. Travel Insurance

Comprehensive school group travel insurance is in place. This means that participants in school trips are insured against personal injury and property damage.

The policy terms of all insurance policies are available for review in the school administration. If parents find the coverage provided by this insurance insufficient, they will reinsure their children on their own initiative. The Executive Board (OMO) accepts no liability for other or higher fees.

c. School Accident Insurance

The school accident insurance covers the consequences of an accident, which is not covered by a prior insurance. Getting to and from school by the shortest route is co-insured. Activities outside of school, if school-related and supervised, are also covered. Damage to clothing, glasses, mopeds, etc. caused by an accident is not covered by this insurance.

Found objects

The school is not responsible for the loss of money or items, or for the damage resulting from destruction by third parties. Lost property should be turned in to the janitor or school administration. It is highly recommended to mark coats, jackets, rain gear and sportswear. Do not bring valuables or large sums of money to school.

9.3 Sponsorship

Within the financing of our education we distinguish between structural (lump sum) and non-structural income (incidental subsidies, additional resources for student care and sponsorship funds). In the coming planning period, Merletcollege will maintain its policy on sponsorship. This policy is based on the covenant that the Ministry of Education, Culture and Science signed with fourteen organizations, including the VO-raad.

Effective Feb. 20, 2025, the new covenant "Sponsorship Covenant, ground rules for sponsorship in elementary and secondary schools" is in effect. More information can also be found at: Sponsor Covenant 2025-2029 | Covenant | Rijksoverheid.nl

9.4 ICT

Secondary education is increasingly exploiting the possibilities of ICT. In this regard, ICT is not a goal, but a means to support learning and realize customized learning for students. ICT can help students learn in their own way and at their own pace. To this end, ICT resources are available during school hours.