SSF Student Forum Report

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: Bezuidenhoutseweg 93B, 2594 AC The Hague 0031-(0)70-215 6067

: [email protected] Stichting Soualiga Foundation
mailto:[email protected]:[email protected]


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Board of Soualiga Foundation (Carol Voges, Maria Charles, Perry Geerlings & Aishira

Cicilia. Garrick Richardson is not pictured)

Organizing committee members (l-r): Melissa Gumbs, Ana-Iris Louisa, Vayolette

Laguerre, Garrick Richardson, Perry Geerlings (middle), Deshanna Richardson, Aishira

Cicilia, Carol Voges and Maria Charles (not-pictured).


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Abstract

The following is a minimal social research study organized by Stichting Soualiga

Foundation (SSF) to identify and document the factors that positively or negatively

influence the academic performance of Sint Maarten students in the Netherlands,

and the reasons that they, after their studies, decide to stay in the Netherlands, return

to Sint Maarten or seek their opportunities elsewhere. The following report is the

documentation of the perceptions held by the individuals that took part in the SSF

Student Forum held on the 20th of April 2012.


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Acknowledgements

Stichting Soualiga Foundation would like to thank the following individuals, groups

and companies. Without your contribution and support this initiative would not have

been possible.

First and foremost, we thank every student, recent graduate and young

professional that attended the student forum on April 20th 2012! We

appreciate you sharing your experiences with us.

We would also like to express our profound gratitude to:

The dignitaries that graciously attended:

Her Excellency, Prime Minister, Sarah Wescot-Williams (via Skype)

The Honorable Governor of Sint Maarten, Eugene Holiday

The Honorable Minister Plenipotentiary, Mathias S. Voges

The former Minister of Education, Dr. Rhoda Arindell

The former Deputy Minister Plenipotentiary, Richard Panneflek

Our premium sponsors for their generous contributions:

The Government of Sint Maarten through the effort of the Sint Maarten Tourist

Board

Foundation Cadastre & Land Registry

The Windward Islands Bank

G.E.B.E.

UTS

The Cabinet of the Minister Plenipotentiary in The Hague

Our Supporters, Organizing Committee and Moderators for all their hard

work and assistance:

Mrs. Ramona Thomas of the Prime Ministers Cabinet


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Mrs. Margie van Gijn of the Cabinet of Minister Plenipotentiary of Sint Maarten in

The Hague

Organizing Committee members: Vayolette Laguerre, Deshanna Richardson, and

Melissa Gumbs

Auxiliary Moderators: Edwina Hodge, Natascha Artsen and Mikael Daal

Our valued contributors for your help in making the student forum a

professional and memorable one:

Hi5 Dutch Diversity (Ms. Dionne Abdoelhafiezkhan and Mr. Jared Hiwat)

Bitmakerz

Vayla Photography

Asylum Radio

Small Island Unity

JOBO Promotions

And last but definitely not least, our supporters on the day who helped to

make everything flow as it should:

DJ Spy

Kevin Suppakidd Petrona

Rynel Richardson

Ryan Geerlings

Laura Bijnsdorp

Shawn York

Mel Lake

Lervin de la Rosa


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Table of Contents

1. Introduction ................................................................................................................ 9

1.1 Background Information ....................................................................................... 9

1.2 Problem Outline ................................................................................................... 10

1.3 Relevance of Report .............................................................................................. 11

1.4 Objective of Report ............................................................................................... 12

1.5 The Research Question ......................................................................................... 13

1.6 The Sub-questions ................................................................................................ 13

2. The Research Methodology ....................................................................................... 15

2.1 The Research Strategy ..........................................................................................16

2.2 The Research Design ............................................................................................ 17

2.2.1 The Data Collection Method .......................................................................... 17

2.2.2 The Research Population .............................................................................. 18

2.2.3 Data Resources ............................................................................................. 18

2.2.4 The Sample Design ........................................................................................19

2.2.5 Data Analysis Methods ................................................................................. 20

2.3 The Execution ....................................................................................................... 212.3.1 The Preparation .............................................................................................. 21

2.3.2 The Execution on the Student Forum .......................................................... 23

2.4 The Findings ........................................................................................................ 29

2.4.1 The Findings Sub-question Section 1 (What are contributing factors) ........ 26

2.4.2 The Findings Sub-questions in Section 2 (Returning Successfully) ............ 34

3. The Conclusion ......................................................................................................... 37

3.1 Sub-question Section 1 ........................................................................................ 37

3.2 Sub-questions in Section 2 .................................................................................. 39

3.3 Sub-question in Section 3 .................................................................................... 41

4. The Recommendations ............................................................................................. 42

Appendices .................................................................................................................... 46

Appendix A: Event Itinerary ..................................................................................... 47

Appendix B: Discussion Guideline Moderators........................................................ 48

Appendix C: The SSF Information Form .................................................................. 50

Appendix D: Responses Sub-question Section 1 ...................................................... 54


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Appendix E: Responses Sub-question Section 2 ...................................................... 57

Appendix F: Moderator Reports ................................................................................61

Appendix G: Biographies Board Members ............................................................... 87


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1. Introduction

This chapter serves to provide foundational information on the motivation and

relevance of the research that was carried out. In section 1.1, background information

on the foundation is provided and in 1.2, the purpose and objectives of the research

carried out are given. The problem outline is covered in 1.3, and in the succeeding

segment (1.4), the relevance of the research is expounded on. Finally, the chapter is

concluded with the research questions and sub-questions in sections 1.5 and 1.6

respectively.

1.1 Background Information

SSF operates under the official title Stichting Soualiga Foundation. As is prescribed

by Dutch Law, the word Stichting is used in the designation, however in everyday

activities the name Soualiga Foundation is preferred.

Although there are a myriad of organizations set up to serve the social, cultural,

political and economic needs of Antilleans (as we are still referred to by Dutch

society) in the Netherlands, these are largely focused on people of Curaaolenian and

Aruban descent. After seeing the deficiency of organizations that catered to the

specific needs of Sint Maarteners in Holland, the Minister Plenipotentiary of Sint

Maarten, the Honorable Mathias S. Voges, proposed and initiated the establishment

of Soualiga Foundation, so that we could have we own thing. Therefore, on October

11th, 2011 the foundation was incorporated and the Minister Plenipotentiary became

the first chairman and charter member.

With the arrival of Mr. Perry Geerlings to the Netherlands, Minister Voges resigned

his positions on the board, and Mr. Geerlings was appointed as chairman. Soualiga

Foundations year agenda and activities were subsequently kick-started. SFF also has

one other registered board member, namely Ms. Carol Voges, who officiates as

Treasurer. In March of this year, the organization welcomed three other members.

Ms. Aishira Cicilia carries out the duties of Secretary, Ms. Maria Charles operates as

Assistant Secretary and PR Officer, and Mr. Garrick Richardson also functions asboard member. In addition, the board of SSF assembles special organizing


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committees (volunteers) to assist with the organization and execution of their

projects and activities.

The aim of the foundation is twofold: firstly, it seeks to be a haven for all St.

Maarteners living in the Netherlands, and secondly, it exerts every effort in the

development and promotion of country Sint Maarten and Sint Maarteners here in the

Netherlands. As such, SSF acts as a bridge and catalyst in stimulating and

empowering capacity development in persons and entities from Sint Maarten,

encouraging these to assist in and/or make contributions to the nation building

efforts of country Sint Maarten.

In light of the aforementioned objectives, Soualiga Foundations first initiative was

the SSF Student Forum. This was held on the 20th of April 2012 at the Evertshuis

in Bodegraven. The main goal of this event was to bring together students, recent

graduates and young professionals in order to discuss and document factors that

affect the academic performance of Sint Maarten students in the Netherlands, as well

as to look at how they can return to Sint Maarten successfully after completing their

studies. The information gathered as a result of this meeting forms the central

construct of this report.

1.2 Problem Outline

Every year between fifty and a hundred Sint Maarten students travel to the

Netherlands to pursue a tertiary education at a college or university with the help of

study financing by the government of Sint Maarten. However, it is an unfortunate fact

that a significant amount of Sint Maarten students experience many difficulties in

their efforts to achieve academic success within the four to six-year timeframe

allotted by the government for a tertiary study. In a report by the Central Bureau of

Statistics in the Netherlands, students from the former Netherlands Antilles have the

highest percentage of college dropouts than any other ethnic group in the

Netherlands. 1

1According to the Centrale Bureau van Statistiek Jaarboek Cijfers in Onderwijs 2011, students of Antillean and

Aruban descent are the most frequent school dropouts. Retrieved fromhttp://www.cbs.nl/NR/rdonlyres/FC6D3388-0F9E-4129-8F2B-5t3022BA3F774/0/2011f162pub.pdfon July 24th,

2012
http://www.cbs.nl/NR/rdonlyres/FC6D3388-0F9E-4129-8F2B-53022BA3F774/0/2011f162pub.pdfhttp://www.cbs.nl/NR/rdonlyres/FC6D3388-0F9E-4129-8F2B-53022BA3F774/0/2011f162pub.pdfhttp://www.cbs.nl/NR/rdonlyres/FC6D3388-0F9E-4129-8F2B-53022BA3F774/0/2011f162pub.pdf


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Naturally, this brings with it a number of consequences the most prevalent being

the enormous debts due to prolonged study financing loans, and (more recently) the

langstudeerboete (if a student does not graduate within the apportioned time, he or

she will receive a fine amounting to 3.063,- on top of the wettelijke collegegeld2).

And in addition to the complications during their studies, many graduates are

impeded by the lack of opportunities on Sint Maarten once they have completed their

studies. This is one of the reasons that many of young professionals choose to remain

in the Netherlands, or seek out opportunities in other parts of the world. Once

integrated in their adoptive countries, it becomes even harder for them to repatriate

because of diverse personal and economic ties such as relationships, children,

mortgages, etcetera.

Sint Maarten, with its new country status, is at a very auspicious time. At no time

more than now, does Sint Maarten need its skilled and educated so that it can

continue to develop both structurally and sustainably.

Needless to say, if the above mentioned trend is allowed to advance along these same

lines, Sint Maarten may soon undergo a braindrain and feel the magnitude of the

consequences that this entails.

1.3 Relevance of Report

The underlying motivation for the student forum, and ultimately this report, is the

desire to see St. Maarteners and country Sint Maarten succeed.

SSF does not make any claim on being the only organization that has endeavoured tofind and/or contribute to solutions to the aforementioned problem. Admittedly, there

have been similar activities in the past where this issue has been discussed. However,

the forum was set apart by its goal to carry out an objective study, and collect data

directly from the target audience affected.

2Retrieved fromhttp://duo.nl/particulieren/studeren/collegegeld.aspon August 15th 2012
http://duo.nl/particulieren/studeren/collegegeld.asphttp://duo.nl/particulieren/studeren/collegegeld.asphttp://duo.nl/particulieren/studeren/collegegeld.asphttp://duo.nl/particulieren/studeren/collegegeld.asp


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For any progressive policymaker, this research can offer valuable primary

information about the perceptions3 of Sint Maarten students in the Netherlands.

As a result, policymakers are not only able to get a first-hand account of the problems

that students face, but are also presented with the students candid view on how they

feel these should be solved.

Where these perceptions line up with reality, this information can be very useful to

create and/ or amend policies regarding education (or the preparation for studying

abroad), the repatriation of Sint Maarten students, and labour on the island.

Alternatively, where perceptions are tainted, efforts can be made to improve on these

through communication and other initiatives.

1.4 Objective of Report

As mentioned above, the objective of this report is to provide the relevant

policymakers on Sint Maarten with (first-hand) information regarding the hardships

that Sint Maarten students face when they embark on a tertiary study in the

Netherlands, and to highlight possible solutions aimed at addressing these.

Furthermore, this document reports on the perceived factors that encourage or

dissuade Sint Maarteners from returning home once they have completed their

studies.

It is wished that this information will be considered when creating policies regarding

education and the aforementioned target group in the future.

N.B.: The information (problems and solutions) contained in this report was

provided by Sint Maarten students, recent graduates and young professionals

(further information regarding this will be provided in Chapter 2: Research

Methodology).

3SSF views the data collected at the forum as the personal viewpoints, experiences and perceived reality of the

participants.


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1.5 The Research Question

Research is in essence searching for answers to solve a problem. In section 1.3, the

problem statement was outlined. But before policymakers can take the initial steps to

develop solutions to this problem, information is required not just any information,

but the right information. This can only be achieved by asking the right questions.

To reiterate, the purpose was to find and collect the right information/data as to why

students were not achieving the desired academic success, and why they chose not to

return to Sint Maarten after their studies.

Therefore, in order to attain the aforementioned objectives, the following central

question4

was designated:

What are the factors that contribute to the success or failure of Sint

Maarten students in the Netherlands, and what aspects are important

for the successful return to Sint Maarten?

1.6 The Sub-questions

As can be seen from the central question above, the query is composed of two

different questions:

1. What are the factors that contribute to the success or failure of Sint Maartenstudents in the Netherlands?

2. What aspects are important for the successful return to Sint Maarten?

These, in turn, are made up of several components. By systematically answering these

sub-questions, the central questioned is also answered.

The sub-questions were divided into sections according to the areas of interest of the

study. The first section regards the factors that influence the students abilities to

successfully complete their studies. The second section concerns the factors that

influence the students decisions to return to Sint Maarten, and the third segment

allowed students to provide policy makers with possible solutions.

4The central question serves as the red thread that links the different elements that make up the research

process. It sets the parameters for what is to be measured, and consequently, the knowledge to be garnered.


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Section 1: What are the contributing factors?

Preliminary research among a smaller focus group identified the following

factors to be areas of influence on student academic performance: educational,

personal, social and financial. It was important to put these factors to a larger

group to ascertain if these factors were indeed correct, as well as to identify

other factors that the first focus group may have missed. The sub-question:

1. What are the educational, personal, social and financial factorsthat influence a Sint Maarten student studying successfully or

unsuccessfully?

Section 2: Returning Successfully

The same process was used for the second section. Not only was it important to

understand why students choose either to stay in the Netherlands or return to

Sint Maarten after their studies, but it was also necessary to gain

understanding about how they viewed themselves and the role of policy

makers in the process as it regards the latter. The sub-questions are therefore:

2. Why is it important to return to Sint Maarten?3. What are the criteria for a successful return?4. What do you feel is the governments role in this?5. What is your own role in this?6. Why would you not return to Sint Maarten?

Section 3: Solutions (from the studentsperspective)

In the third segment, the objective was to get the students to activelyparticipate in solving the problem. The sub-question:

7. What are possible solutions for the improvement of negativeareas?


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2. The Research Methodology

The Industrial Research Institute (2010)5 defines methodology as the way of

searching or solving the research problem. This chapter on research methodology

serves to justify the research problem and outlines other points which are very

relevant to this research, namely: the research strategy and design, the target group,

the sample size, and the execution of the research.

According to Dawson (2002), Kothari (1985), & Kumar (2005), research has three

definitive attributes:

1. It should be undertaken within a framework of a set of philosophies

(approaches);2. The researcher should use procedures, methods and techniques that have

been tested for their validity and reliability;

3. It should be unbiased and objective.

SSF does not, by any means, distinguish itself as an expert within the field of

research, however guarantees that every effort (within its power) was expended to

uphold the aforementioned requirements.

In section 2.1, we discuss the research strategy selected and in 2.2 the research design

as a result of the strategy is covered. How the forum, and thus this study, was

executed can be found in section 2.3.

2.1 The Research Strategy

The two major philosophies or approaches represented in research are quantitativeand qualitative research. The first research approach can be defined as the precise

count of some behavior, knowledge, opinion, or attitude. (Cooper & Schindler,

2008, p. 710) Qualitative research, on the other hand, can be defined as the use of

interpretive techniques that seek to describe, decode, translate, and otherwise come

to terms with the meaning, not the frequency, of certain phenomena. (Cooper &

Schindler, 2008, p. 710)

5Industrial Research Institute (2010) Research management. Michigan: Industrial Research Institute


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The purpose of the research was to find and gather information about the

whys/opinions/reasons/meanings/justifications/etcetera connected with the

successful/unsuccessful academic performance of Sint Maarten students, and their

repatriation after completing their studies. This considered, the most suitable

approach was the qualitative research approach.

The outcome of the study depended entirely upon the participants contribution and

insights on the issue, and the central and sub-questions where open-ended (which

basically means that the questions posed are broad enough to go into any direction

and that there is no prior knowledge of how participants will answer). These are all

characteristic of qualitative research.

2.2 The Research Design

Research design is the blueprint for fulfilling research objectives and answering

questions. (Cooper & Schindler, 2008, p. 711) In other words, the research design

contains all the practical steps that were carried out in the research. In section 2.2.1,

we discuss the instrument used to collect data. In section 2.2.2, the research

population is presented. The sources of the data is identified is 2.2.3, and in 2.2.4, the

sample design is explained. The section is concluded in 2.2.5, where the method used

to analyse the data collected is presented.

2.2.1 The Data Collection Method

Focus Groups

The main method used for data collection was focus groups. Focus groups, amuch used tool in qualitative research, were used because they were the most

useful in generating background information about perceptions and

impressions. This method goes beyond merely answering questions (as is the

case with other data collection methods such as questionnaires) to having the

participants express themselves openly and honestly.

Focus groups can be defined as a panel of people (typically made up of

6 to 10 participants), led by a trained moderator, who meet for 90

minutes to two hours. The facilitator or moderator uses group


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dynamics principles to focus or guide the group in an exchange of

ideas, feelings, and experiences of specific topic. (Cooper & Schindler,

2008, p. 178)

There were two focus groups over a time interval of three months. The first

focus group was exploratory in nature, held within the first month, consisted of

10 people and took a minimum of two hours. The objective was to obtain

insights for further research and to refine of the central and sub-questions.

The second focus group was held two months later, and was attended by fifty-

six (56) participants at the SSF Student Forum. The purpose of this focus

group was to answer the research questions posed.

Participant Observation

The other data collection method was participant observation. Participant

observation exists when the observer enters the social setting and

acts as both participant and observer. (Cooper & Schindler, 2008)

Moderators led the group discussions, participated in the survey, as well as

reported on the dynamics and opinions of their groups. The moderator reportscan be found in Appendix F.

2.2.2 The Research Population

A research unit is the entity that was analyzed in this study. In this case, the

research unit is: a student from Sint Maarten that attends/attended a tertiary

college or university in the Netherlands. The sum of these units is referred to

as the population (all Sint Maarten students attending a tertiary college or

university in the Netherlands).

2.2.3 Data Resources

It has already been established that the main purpose of research is to find

answers to the research questions. These answers can be obtained from

different sources. This can include: people, organizations orinstitutions, texts (published, including virtual ones); settings and


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environments (visual/sensory and virtual material); objects,

artefacts, media products (textual/visual/sensory and virtual

material); and events and happenings (textual/visual/sensory and

virtual material).(Cooper & Schindler, 2008, p. 162)

Within the framework of this study, the best people to answer the central and

sub-questions were individuals that experienced studying at a tertiary college

and university in the Netherlands themselves.

Three specific data sources were demarcated:

Students: all students, from Sint Maarten, that are currently pursuing a

tertiary education in the Netherlands, with a study grant from theGovernment of Sint Maarten.

Students: all students, from Sint Maarten, that are currently pursuing a

tertiary education in the Netherlands, without a study grant from the

Government of Sint Maarten.

Recent graduates: former students, from Sint Maarten, who have

obtained a degree from an institution that offers tertiary education in

the Netherlands.

Young professionals: individuals from Sint Maarten, who have

completed a tertiary study, and are working in the Netherlands.

2.2.4 The Sample Design6

Despite the researchers best efforts, they did not manage to secure an official

account of the research units (for example: an official log or register of the

names of the students currently studying in the Netherlands). Nevertheless,

through its different advertising and PR efforts, eighty-two (82) participants

from all over the Netherlands registered for the event when a minimum of

seventy-five (75) participants were expected.

6

The basic idea of sampling is that by selecting some of the elements in a population, we may drawconclusions about the entire population. (Cooper & Schindler, 2008, p. 374)


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On the day of the student forum, fifty-six (56) participants attended. Of the

fifty-six attendees, thirty-three (33) people returned a filled-out7 survey from

which data was measured. Although this is a relatively small sample, it

representativeness can be substantiated by the fact that every research unit

was 100 percent representative of the target population.

As is common in most exploratory researches, a nonprobability sampling8

approach was taken. This is viewed as a less precise method than probability

sampling, but it was selected because it was more convenient (less time-

consuming and easier to execute) and feasible considering the target

populations (with the probability sampling, the researcher would have to

determine the exact population of all Sint Maarten students currently in theNetherlands).

In this study, the following nonprobability sampling method called snowball

sampling was used. Snowball sampling is where participants refer other

participants with the same characteristics.

2.2.5 Data Analysis Methods

Qualitative data9 analysis is generally thought to be much more complex than

quantitative data analysis as qualitative data describes whereas quantitative

data defines. The following methods were undertaken to analyse the data

collected.

Operationalization Method

In order to ensure that participants understood the constructs of the

central and sub-questions, each question was broken down into more

7Every student was required to provide information specific to his or her own situation. The emphasis is

therefore placed on the answers given and not on the amount of replies.8

Nonprobability sampling is an arbitrary and subjective procedure in which each population element does not

have a known nonzero chance of being included; no attempt is made to generate a statistically representative

sample. (Cooper & Schindler, 2008)9Data that approximates or characterizes but does not measure the attributes, characteristics, properties, etc.,

of a thing or phenomenon. Retrieved from http://www.businessdictionary.com/definition/qualitative-

data.html#ixzz22aWeZmQo on August 8th, 2012 from Business Dictionary.com
http://www.businessdictionary.com/definition/quantitative-data.htmlhttp://www.businessdictionary.com/definition/quantitative-data.htmlhttp://www.businessdictionary.com/definition/define.htmlhttp://www.businessdictionary.com/definition/define.htmlhttp://www.businessdictionary.com/definition/data.htmlhttp://www.businessdictionary.com/definition/data.htmlhttp://www.businessdictionary.com/definition/measure.htmlhttp://www.businessdictionary.com/definition/attribute.htmlhttp://www.businessdictionary.com/definition/characteristic.htmlhttp://www.businessdictionary.com/definition/property.htmlhttp://www.businessdictionary.com/definition/qualitative-data.html#ixzz22aWeZmQohttp://www.businessdictionary.com/definition/qualitative-data.html#ixzz22aWeZmQohttp://www.businessdictionary.com/definition/qualitative-data.html#ixzz22aWeZmQohttp://www.businessdictionary.com/definition/qualitative-data.html#ixzz22aWeZmQohttp://www.businessdictionary.com/definition/property.htmlhttp://www.businessdictionary.com/definition/characteristic.htmlhttp://www.businessdictionary.com/definition/attribute.htmlhttp://www.businessdictionary.com/definition/measure.htmlhttp://www.businessdictionary.com/definition/data.htmlhttp://www.businessdictionary.com/definition/define.htmlhttp://www.businessdictionary.com/definition/quantitative-data.htmlhttp://www.businessdictionary.com/definition/quantitative-data.html


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concrete questions aimed at making answers more measureable in the

data analysis. This list can be found in Appendix B.

The purpose of this document was to help the moderators to keep the

conversation flowing, and to introduce new subjects into the discussion,

hopefully leading to other areas that were not considered in the initial

focus group.

The Grounded Theory Method

The grounded theory may be defined as: the discovery of theory from

datasystematically obtained from social research(Glaser and Strauss1967: 2). According to Crooks (2001), this theory is ideal for exploring

integral social relationships and the behaviour of groups where there

has been little exploration of the contextual factors that affect

individuals lives.

Simply put, the collected primary data (from the participants and the

observations of the moderators) was read and re-read a number of times,

and analysed for meanings/ (inter)relationships (through coding) thatcould be developed into theories.

2.3 The Execution

The following section provides an illustration of the preparation (2.3.1) and execution

(2.3.2) of the student forum.

2.3.1 The Preparation

Besides communications efforts through Facebook, Skype, email and face-to-

face meetings to create awareness for the event and ensure its success, SSF

also made sure to involve and solicit the advice of several professionals and

educational institutions.


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The S4 Foundation

As the S4 Foundation is the official guardian and representative of the

rights and well-being of Sint Maarten students in the Netherlands, it

was important to involve them from the very beginning. The

organization showed its support by sending out emails to inform the

students and mentors in their network, inviting them to attend the

event.

Hi5 Dutch Diversity

Another organization that was consulted was Hi5. This is a cross-media

knowledge and network (unsubsidized foundation) that highlights

opportunities and connects to both individuals and organizations active

in the Netherlands. The mission of the organization is to turn socio-

economic trends into opportunities on an individual and organizational

level. In light of this goal, Hi5 offers individuals and organizations a

number of services aimed at improving professionalism. Two days

before the event, a Hi5 representative gave a crash-course on group

facilitation to all the group moderators. A total of nine moderators

underwent the training.


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Collaboration with ROC Mondriaan

Before the event three SSF board members visited the educational

institution ROC Mondriaan in The Hague. Several Sint Maarten

students attend this college, and its director has shown himself to be a

supporter of Sint Maarten initiatives in the past. After informing him

about the goal and intent of the forum, and the very professional role

that the participants would play in it, he graciously agreed to give the

Sint Maarten students that attended the forum extra credit for their

involvement.

Consultation with an Expert in Research

During a visit to a presentation at the Aruba House, Mr. Geerlings met

with Dr. Hellen van der Wal, who was defending her doctoral thesis on,

among other things, social developments of youth on Aruba. Mr.

Geerlings took the opportunity to introduce the Soualiga Foundation,

and its objectives with the SSF Student Forum. In further

correspondence with Mrs. Van der Wal, she gave key advices on how to

ensure a clean and ethical research report and her opinion on the results

of the study. She mentioned that the strength of the study lies in the

fact that the allegations are not empty propositions, but are supported

by the research and the students themselves.

2.3.2 The Execution of the Student Forum

The student forum was held at the Evertshuis in Bodegraven. This venue was

selected because of its central location; Bodegraven lies within approximately

forty-five minutes of every major city in the Netherlands.

The event was one whole working day, from 9:00 am to 18:00 pm. The full

itinerary can be found in Appendix A.

From the onset it was assumed (based on the number of participants that

registered online) that each moderator would have eight to ten participantseach (give and take a few). However because only fifty-six participants


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attended, four of the nine moderators were without groups and therefore

served as facilitators/observers.

Set up

Participants were asked to sit in groups of eight to ten people, which

consisted of students, recent graduates and young professionals. Each

group was led by a moderator who guided the discussions. The topics of

discussion were conducted in segments (in the order that as is

mentioned above by The Sub-questions), and took approximately two

hours to execute.

The participants were given the freedom to discuss and debate theissues with one another. However, in order to ensure that everyone had

the freedom and opportunity to express his or herself, each person was

provided with a special form (see Appendix C) to document his/her

opinions. At the beginning and end of each session, each attendee was

encouraged by the moderators to document their opinions on these

forms.

At the close of the discussion sessions, all the opinion forms werecollected.

The Panel

One important segment of the SSF Student Forum was the panel

discussion, which took place after the group sessions. The purpose of

the segment was to offer a platform for students to enter into

discussions with dignitaries about the factors, hindrances, solutions, etc

that they discussed within their group sessions previously so that an

exchange of ideas is fostered.

The former Minister of Education, Dr. Rhoda Arrindell, (who graciously

flew to the Netherlands especially for this event) was there to represent

her portfolio and address all questions pertaining to education.


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Her Excellency Prime Minister Sarah Wescot-Williams, through

circumstances beyond her control, was unable to attend the event.

However, the minister still had the opportunity to answer some

questions from attendees through a live Skype connection.


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2.4 The Findings

The following section contains the main findings from 33 completed forms collected

at the student forum. Participants were allowed to giving multiple answers to each

question, fill in information pertaining to their situation, as well as introduce new

subjects to the discussion.

The Graphs

The findings are presented in the graphs below. The frequencies represented

on the vertical axis on the left are indicative of the number of participants that

gave a particular answer. The horizontal axis displays the answers given.

For all the answers that were given please see Appendix D.

2.4.1 The Findings Sub-question Section 1 (What are contributing factors)

The sub-question:

What are the educational, personal, social and financial factors that influence

a Sint Maarten student studying successfully or unsuccessfully?

The Factors for Studying Unsuccessfully:

Educational Factors

The most prevalent factors that negatively influence the academic performance of

students are (1) the inability to communicate freely in the Dutch language and (2)


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poor preparation before going to the Netherlands.

Personal Factors

The most common personal deterrent in academic success is contributed toprocrastination, followed by the lack of assertiveness and motivation.

Social Factors

42, 5% respondents indicated that the biggest social factor that influences their

academic performance negatively is issues regarding integration.


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Financial Factors

The most negative financial factor specified by respondents was that the studying-

financing provided by DUO was insufficient to cover their expenses.


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The Factors for Studying Successfully:

Educational Factors

Some schools in the Netherlands require allochtone students (that have poor Dutch

communication skills) to follow mandatory Dutch courses to improve on their Dutch

communication skills. Those students that have had the opportunity to take courses

such as these said that their performances at school improved. The other positive

factor was attributed to a good education system on Sint Maarten.

Personal Factors

The most prominent personal factor for positive academic performance among the

respondents was assertiveness.


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Social Factors

The biggest success factor mentioned by respondents was their ability to integrate.

Financial Factors

Respondents list the financial support from family and a job besides their studies as a

positive contributor to their successful academic performance.


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2.4.2 The Findings Sub-questions in Section 2 (Returning Successfully)

The sub-questions:

1.

Why is it important to return to Sint Maarten?2. What are the criteria for a successful return?3. What do you feel is the governments role in this?4. What is your own role in this?5. Why would you not return to Sint Maarten?

Why is it important to return to Sint Maarten?

The majority of respondents believe it is important to build up country Sint Maarten.


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What are the criteria for a successful return?

Respondents listed a number of factors that influence their decision to return to Sint

Maarten, of which the most important is improvement of the infrastructure.

What do you feel is the governments role in this?

The ability to get a job and having good governance were among the most important

factors.


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What is your own role in this?

Most students believe that their role is to successfully complete their studies and

return to Sint Maarten to contribute to building the country.

Why would you not return to Sint Maarten?

Things like corruption, nepotism, and crime were the biggest deterrents for returning

to Sint Maarten according to respondents.


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3. The Conclusion

In this chapter we present the conclusion to findings of this study. In section 3.1, the

first sub-question concerning the factors that influence student performance isanswered. Subsequently, the responses to the sub-questions under the second section

are covered in section 3.2.

3.1 Sub-question Section 1

The sub-question: What are the educational, personal, social and

financial factors that influence a Sint Maarten student studying

successfully or unsuccessfully?

With regards to Education Factors, the most prominent cause for concern

amongst those surveyed was the deficiency in the Dutch language skills of Sint

Maarten students. The Netherlands has one of the most prolific educational systems

in the world, where topnotch studies are widely accessible to virtually anyone (willing

and able to pursue them). And, it has long since been a resource for development for

numerous Sint Maarteners. However, the majority of Sint Maarteners face the same

problem: the inability to adequately express oneself in Dutch. This problem,

particularly in a society such the Netherlands where assertiveness is encouraged and

supported from a young age, is a great disadvantage. The level of Dutch (upon leaving

the island) is, therefore, a major factor influencing the academic performance of Sint

Maarteners in the Netherlands. Participants of the forum saw this as an issue that

both the government and individuals should work on together.

Another important factor for unsuccessful studies were attributed to the (external

and internal) preparation that students receive before travelling to the Netherlands to

start their studies. Many participants believed that the preparation sessions provided

to students before they embark on their academic journeys are inadequate, vague,

eleventh-hour, and exclude information that reflects the reality of living in the

Netherlands, and the (academic) opportunities available to students. Moreover, the

participants felt that parents play a pivotal role in their childrens successfulpreparation, and eventual disembarkation in the Netherlands.


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For a large part, the participants attribute the responsibility of getting prepared

(assessing themselves, improving skills, carrying out research, working on

assertiveness/independence, personal administration, etc) to the students

themselves. They feel that accountability and maturity are the logical consequences of

growing up.

RegardingPersonal Factors, most participants felt that the most prevalent reasons

for academic failure were attributed to procrastination and the lack of self-discipline.

For some students, leaving Sint Maarten to study in The Netherlands is their first

real taste of freedom. Depending on the preparation they received while growing up,

some cope with this better than others.

In the case ofSocial Factors, motives for poor performance amongst Sint Maarten

students are because of problems with integration, discrimination and peer pressure.

The most predominant cause is integration. Although we carry the same passport,

there are distinct differences between the Dutch and Sint Maarteners (a fact that the

Dutch make sure to remind us at every opportunity). Still, many participants

indicated that successful integration is possible but it takes some time to achieve.

Discrimination (sensitive to where one lives in the Netherlands) is, unfortunately,another factor that occurs and is a cause for discouragement amongst students. Not

accustomed to being on the receiving-end of discrimination, some Sint Maarten

students find it very hard to cope with situations of prejudice (particularly

discrimination in school e.g.: being ostracized by colleagues and teachers because of

insufficient Dutch language skills). It can break confidence and motivation.

A universal phenomenon among students worldwide, peer pressure is another factor

that impacts academic performance. Sint Maarteners in the Netherlands tend to be a

closed group; they do not often socialize with people from other cultures (outside the

former Netherlands Antilles). In a comfortable social situation it is easier to go along

with the group. That notwithstanding, the negative influences of peer pressure is not

only secluded to social networks in the Netherlands, but can also include pressure

from back home. Some participants admitted that they felt compelled to act/do /

study/etc. certain things that they do not want to do from parents/ guardians, etc.

(e.g.; start a study they did not enjoy, and provide financial care for dependents backhome, etc.).


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Finally, the predominant Financial Factors indicated by participants were that

study financing was insufficient (particularly for MBO students), and poor financial

administration. In this economic crisis, students are among the most vulnerable

groups in the Netherlands. A large percentage of those surveyed, indicated that the

finances they receive from DUO was not/or just enough to cover their expenses.

Many had to seek alternative sources of income (taking away some attention from

school).

This considered, there is also the personal element of maintaining a good financial

administration. Again, moving to the Netherlands and being on your own is new for

many students. Some of which have been privileged enough to have parents that took

care of their needs and desires on Sint Maarten. Suddenly, the responsibility andpressures of caring for oneself becomes daunting (particularly in The Netherlands

where poor financial administration can have very serious consequences with

institutions such as BKR, deurwaarders, de gemeente, etc.).

3.2 Sub-questions in Section 2

The sub-questions:

1. Why is it important to return to Sint Maarten?2. What are the criteria for a successful return?3. What do you feel is the governments role in this?4. What is your own role in this?5. Why would you not return to Sint Maarten?


The answer to this question was almost unanimous. The participants all have an

inherent desire to contribute to the building of country Sint Maarten. The survey

showed that the majority of the participants investigated had a healthy sense of

responsibility with regards to returning to Sint Maarten to share their knowledge and

develop the country.


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Improvement of the infrastructure, corruption and the economy on Sint Maarten

were the most important criteria for the participants surveyed. The following list is a

compilation all areas that fall under these areas.

The promises made in the incentive package proposed by the Government of

Sint Maarten should be upheld.

Vacancies within the government and private sector should be posted on a

central website on a regular basis.

We need to be able to function in the areas that we studied for.

Minimum wage must be increased to a suitable level.

Housing must begin to be controlled on the island, to ensure that students

who have lived on their own for years at a time are not forced to return to

their parents homes because there is nothing affordable.

Increased transparency with regards to laws being established and activity

within government controlled companies.

The crime situation needs a feasible and effective solution, perhaps a liaison

program with The Netherlands, regarding the thousands of unemployed

Dutch policewomen and men. One student suggested sending 100 down for a

year, on a rotating basis.

The ICT infrastructure needs to be drastically improved.

Updating of the constitution and laws to offer protection against

discrimination and more to all Sint Maarteners, regardless of race, creed,

physical ability, sexual orientation and gender, as it does not currently offer

this.

New policies towards enhancing existing industry and diversification intonew industries.

Combine foreign direct investment with social infrastructure improvement,

i.e., foreign companies must contribute to the maintenance or improvement

of the roads, schools, hospitals, etc.

More incentives and support for small businesses and entrepreneurs/start-up

companies.


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4. The Recommendations

In this Chapter we would like to present the solutions and recommendations that

were collected from the participants and the moderator reports. These responsesanswer the third sub-question: What are possible solutions for the

improvement of negative areas?

It is good to reiterate here that the solutions provided in this section are based on the

participants perceptions of the situation on country Sint Maarten.

Negative Areas: Solutions:Educational

Factors

Language barrier leads to drop

outs, low self-esteem /hard to

communicate/family does not

speak Dutch

Early implementation of the Dutch

language (kindergarten)

Make Dutch speaking mandatory

in school

Take early decisions on the

language you want to study in

Implement Dutch in all primary

schools

Private school should also have

(more intense)Dutch programs

Follow Dutch courses once in the

Netherlands

Level of education on the

island

Raise awareness amongst the

students with regards to the level

of education

Raise the level of education

Expectations of the

students/poor

communication/culture shock

Career guidance from early

Qualifications for scholarships

should be stricter (studyapplications should also have a

motivation letter and references)

Organize visits from colleges in

the Netherlands and make it

mandatory for graduating

students to attend

Job training

(Poor) Preparation Start with preparation earlier.

Instead of starting in the

graduation class, start in the

penultimate class


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Provide links to useful websites

during preparation (e.g.: NS/

gemeente/ zorg en huurtoeslag/etc)

Make an instruction manual for

new students explaining what todo in certain instances

Guidance counsellor at

secondary schools: lack of

info/ inadequate info/useless

assignments

Guidance councillors need to be

re-educated or update themselves

of the educational opportunities

in the Netherlands (and not advice

on the same schools every time)

Have someone in the Netherlands

as well, where students are able to

consult/get help

Make free legal advice available

S4 not transparent/not

enough information

S4 must adhere to the rules

Be transparent

Provide more information

Provide information about the

possibilities of carrying out

internships on Sint Maarten or

other countries

Personal Factors Procrastination

Create awareness (duringpreparation/training sessions for

students going abroad to further

their education) e.g.: role paying

about situations on how handle

situations

Modernize career and culture

preparations. In other words,

preparations to come to the

Netherlands should be updated, so

that it is reflective what takes

place in real-life modern society.

(Lack of) Confidence This should be the initiative of the

students (to learn):

Research

Go to library to study

Relationships -

Assertiveness (lack of) Surround yourself with a positive

and proactive environment Help each other with


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projects(unite)

Personal problems Improve S4 mentor system

Employ professional social

workers as S4 mentors

Lack of information on parents

part/support

Make info sessions mandatory for

parents

Lack of motivation -

No discipline/ going out

(partying)

(Self)Discipline

Time management -

Not satisfied with choice of

study

Introduce compatibility test from

early to help students choose the

right career path (informed decision)

Social Factors Negative influences (friends)

peer pressure/bad habits

Work on assertiveness e.g.: by having

more presentations in class on Sint

Maarten

Integration

(Integration with international

students easier than withDutch)

Educate on how to embrace

different cultures and learn from

others Have workshops that give

students a feel of what they can

expect

Extracurricular activities (sports

for example is very expensive)

should be made affordable

More social events for Sint

Maarteners :debates, forums, etc

Discrimination(Dutch more

judgemental, easily made the

outcast)

Educate on discrimination and

ways of not letting this affect you

Provide information on the areas

in the Netherlands where it

happens most

Lack of support/

involvement/information on

the part of parents

It should be mandatory for parents to

attend the preparation meetings with

their children.

Financial

Factors

Bills/IBG-DUO is not sufficient

IBG-DUO not sufficient forMBO

Extra support from government for

MBO students


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Lack of knowledge about

consequences (of financial

administration)

Give extra attention to financial

subjects and institutions in the

Netherlands during the

preparation/training sessions. (e.g.:

Info aboutincasso system, late fees,fines, banks, interest rates, payment

plans, kwijtschelding, BKR, huur en

zorg toeslag, etc)

Lack of financial support of

family or others

Extra financial support from parents

and government

Side jobs (takes away from

study )

Provide workshops on prioritizing

and developing good time

management skills

Budget issues Give information sessions on

budgeting and living within your

means, and the importance of having

good personal administration to

avoid extra expenses

Not being able to work/not

having a job

Encourage parents to put aside

savings for children's education

Insurance Allow students to choose their own

insurance (everybody is different,

and each individual wants specific

coverage for specific things relative

to his/her life)

High house rent/housing

situation

Get a job

Stay with family


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Appendices

Appendix A: Event Itinerary

Appendix B: Discussion Guideline Moderators Appendix C: The SSF Information Form

Appendix D: Responses Sub-question Section 1

Appendix E: Responses Sub-question Section 2

Appendix F: Moderator Reports

Appendix G: Biographies Board Members


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Appendix A: Event Itinerary

09.00 10.00: Inloop

10.00 10.05: Welkomstwoord door dagvoorzitter van

Studentenforum en voorzitter van Stichting SoualigaFoundation

10.05 10.10: Volkslied en Gebed

10.10 10.15: Inleiding door de Gevolmachtigde Minister van St.

Maarten

10.15 10.20: Toespraak van de Minister President van St. Maarten

10.20 10.25: Toespraak door de Minister van Onderwijs van St.

Maarten

10.25 10.30: Dagvoorzitter geeft de stellingen aan en legt de gang

van zaken uit

10.30 12.30: Begin eerste segment: Succesvol studeren

12.30 13.30: Lunch ( verzorging en organisatie Het Evertshuis ) in

het restaurant

13.30 13.50: Small island unity carnival queen crowning

14.00 16.00: Begin tweede segment : Succesvol terugkeren

17.00 17.15: De Minister President en de Minister van Onderwijs

hebben de gelegenheid om het beleid omtrent studie en

terugkeer alsook stimuleringsmaatregelen te

presenteren aan de aanwezigen.

17.15 18.00: Paneldiscussie

18.00 18.10: Dagvoorzitter kondigt het slot van de bijeenkomst aan.

18.10 19.00: Gezellig samenzijn in het restaurant

19.00: Sluiting


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Appendix B: Discussion Guideline Moderators

SECTION 1: Studying Successfully/ Not Successfully

In this section we identified possible areas/reasons that cause students to fail.

Educational Factors

Language barrier (i.e.: inadequate level of Dutch communication and/or

comprehension skills)

Insufficient preparation (i.e.:

o The education system on Sint Maarten was insignificant to help you

transition from secondary education (high school) on Sint Maarten to

tertiary education (MBO, HBO and/or University) in the Netherlands.

o Misinformation from educators, study guide, parents, mentors, etc.

(i.e.: advice was given to pursue a particular school or study that you

feel you were not capable of following at that point)

o Negative stereotyping, outlook and/or perception about the

Netherlands)

Demotivation (i.e.: the inability to obtain and/or maintain desired grades or

receiving negative binding study advice from school)

Personal Factors

Motivation (e.g.: attending classes, being on time, focus, homesickness, etc) Bad study habits (e.g.: procrastination, poor research, etc.)

Assertiveness (i.e.: low self-esteem, feeling intimidated by other students,

teachers, society, etc.)

Addictions (i.e.: smoking, drinking and excessive partying)

Personal administration (i.e.: opening and answering mail, updating

oneself of social and/or legal issues, organizing and prioritizing finances, etc.)

Social Factors


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Unsuccessful integration (i.e.: feelings of not belonging/not feeling at

home, loneliness, or not being able to make new acquaintances/ broadening

ones network )

Discrimination (i.e. racism or exclusion because of your background)

Peer pressure (i.e. feeling compelled to be perceived a certain way/accepted by friends or certain groups)

Negative influences (i.e.: associating with individuals that are active in

destructive activities)

Financial Factors:

Insufficient support system back home (i.e. family/ guardians on Sint

Maarten are unable to support you financially

Forced to take (a) job(s)

SECTION 2: Returning Successfully

In this section we look at how we can return to Sint Maarten after completing a study

in the Netherlands.

Why is it important to return to Sint Maarten? (i.e.: what are the

socially and personally benefits)

What are the criteria for a successful return? (i.e: what do you believe

is important/ needs to be in place in order for you to return home)

What is the governments role in this?


Why would you not return to Sint Maarten? (i.e.: what factors would

cause you to stay in the Netherlands)

SECTION 3: Solutions

In this section, please list possible solutions for the improvement of areas you deem

negative.


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Problems: Solutions:

Other: Yes / No


Not Studying Successfully

Educational Factors: Yes / No


Personal Factors: Yes / No


Social Factors: Yes / No


Financial Factors: Yes / No


Other: Yes / No


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Section 2: Returning Successfully

Studying Successfully



What do you feel is the governments role in this?


Why would you not return to Sint Maarten?


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Section 3: Creating Solutions

Improvements

Educational Factors

Personal Factors

Social Factors

Financial Factors

Government

Personal improvements

Other


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Appendix D: Responses Sub-question Section 1

Factors for UnsuccessfulStudies

Educational FactorsLanguage barrier leads to drop outs,low self-esteem /hard tocommunicate/family does not speakDutch

Level of education on the island

Expectations of the students/poorcommunication/culture shock

Preparation

Guidance counsellor (lack of info)

The guidance councillors at thesecondary schools: inadequateinfo/useless assignments

S4 not transparent/not enoughinformation

Personal Factors Procrastination

(Lack of) Confidence

Relationships

Assertiveness (lack of)

Personal problems

Lack of information on parentspart/support

Motivation

No discipline/ going out

Time management

Not satisfied with choice of study

Social Factors Negative influences (friends) peer


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pressure/bad habits

Integration with int'l students easierthan Dutch

Sports being expensive

Discrimination(Dutch morejudgemental, easily made the outcast)

Lack of support/involvement/infoparents

Financial Factors Bills/IBG-DUO is not sufficient

Lack of knowledge about Consequences

Lack of financial support of family orothers

Side jobs (takes away from study )

Budget issues

Not being able to work/not having ajob

Insurance

IBG-DUO not sufficient for MBO

High house rent/housing situation


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Factors for studying successfully

Educational factors Good education system

Mandatory Dutch/ language

Personal factors Self-motivated

Assertive/ not afraid to ask questions

Initiative/ studying with peers

Focus on school

Self-discipline

Social factors Integration

Do not let discrimination affect me

Support from parents from a young age

Financial factors Receive financial support from family

Have a job

Have good personal administrative skillsto avoid extra expenses

Have financial security through saving

Study financing by DUO is sufficient


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Appendix E: Responses Sub-question Section 2

Returning Successfully

Why is it important to return toSint Maarten?

Development of the island in every sector(financial/economic/medical/etc)/applyingknowledge and experience (nation

building)national pride

Family and friends/to raise a family

Attachment/connection to the island/beinghome/beaches/sun/good quality of life

Combat brain drain/more illegals than

locals

What are the criteria for asuccessful return?

SXM society being more cooperative

Wage (enough to pay rent, food, recreation)independence

Better housing (cheaper, housingcommittee)

Cost of living (minimum wage)

More opportunities

More control over private sector

Available jobs (also to gain experience)/jobtraining/internships

Facilities: basic insurance/infrastructure(roads, electricity)/information on how toreturn(writing in)/better educationsystem/feeling safe/recreation

We need ESPN back

Healthy economy

What do you feel is thegovernment role in this?

New source of income for economy


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Good governance: combattingcorruption/mismanagement (requesting id

by pawnshops/heavy fines) job andscholarships being fairlyawarded/education sys/housing/Zero

tolerance nepotism

Filter public officials (police andgovernment workers) because we dependon them

Hold businesses responsible (pawnshops)regulate chamber of commerce/hiringlocals

Protect consumer rights/labour laws

Allocate the help of our businessstudents/promote our artists that are doingpositive things

Make the tax system fair, instead ofpressure on a few, taxation should be

justifiable

Stimulate the students to comeback/incentives/keep us informed/starter

deals

Opportunities/job opportunities/minimumwage/central website with jobvacancies/being able to grow with yourcareer

Building trust

Subsidise social events in NL

What is your own role in this? Networking, being proactive/speakingup/giving advice

SavingStaying informed about Sint Maarten

Assertiveness/responsibility/sacrifice

Willingness to return

Completing your

studies/volunteering/obtainingexperience/personal growth


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Not getting stuck in NL

Networking, being proactive/speakingup/giving advice

Saving

Staying informed about Sint Maarten

Assertiveness/responsibility/sacrifice

Willingness to return

Completing mystudies/volunteering/obtaining

experience/personal growth

Not getting stuck in NL

Why would you not return to SintMaarten?

Education system here is in Dutch betterfor kids in NL

Cost of living compared to wages/makingeuros

Housing

Small mindedness/misguided governmentand society

Crime

Heat

Boring/poor recreational activities

Corruption/ vriendjes

politiek/nepotism/lack of structure on theisland/bad economyNot up to date

No proper vacancies/no stability with jobs

Chosen study not equipped for SintMaarten/no job for musicians

Paying off studieschuld is faster in euros

Travelling from NL cheaper


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Standard of living

Gaining experience/not having finishedschool


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studying. Some shared the idea of procrastination, however quickly stated that

nevertheless they still get their work done on time.

Most of the participants at the table agreed that they are assertive. However some

shared that the level of assertiveness in Netherlands is different and in some

situations one would have to adapt and become much more assertive in order to

succeed in their social life and also in their study.

Everyone agreed that their personal administration can be better. Some also stated

that too often students are not assertive enough or dont act inquisitive enough to go

and find out certain things. When some students receive letters at home they dont

read the small letters or sometimes even words that a printed in normal size. They

often read maybe the amount that has to be paid and thats about it. It boils down to

getting into problems with for instance incassobureaus and also deurwaarders. Most

felt that this is a personal issue that students have to deal with themselves. And yes

bad habits do play a role and has major effects on study careers of Sint Maarten

students here in the Netherlands.

All agreed that it is possible to integrate into the Dutch society. However sometimes it

is difficult to do so and it also depends on the city you live and study in. Some shared

about how they had to learn to be more open and how sometimes classmates point

that out to them. Nevertheless, all agreed that mentality wise there is a big difference

between the Dutch and the Sint Maarten student.

Discrimination is also present. However we all agreed that you have to know how to

work with it. We shouldnt take tit fortat. We should be more assertive and learn

that in some situations it is better to stair away and avoid certain discriminatingissues.

We also had enough time to talk about social things that can be done in order to

motivate students more. One participant shared that most of the time in the

Netherlands if you want to get into sports it can cost you an arm and a leg, and

sometimes because of that they are force not to play. Some students get their drive for

school, through playing sports.


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In the group we ended up talking about peer pressure and negative influences

together. Some shared that they are of the opinion that students are easily influenced

when living in the Netherlands. By drugs and by the wrong crowds, students from

Sint Maarten end up doing things that are not right. We then rolled right over into

the next factor which was Finances. Some were of the opinion that students

sometimes do or carry drugs (and other illegal stuff) because their finances are low.

Some agreed that the financial support from DUO is sometimes enough. However in

situations like an MBO student it is not enough. Some persons at the table were of

the opinion that no matter the amount you receive from DUO you are still able to

survive off of that. 2 persons at the table had a job one was written in to a work

placement agency and the rest did not have a job at that present moment.

RETURNING TO SINT MAARTEN AFTER COMPLETION

Pertaining to returning to Sint Maarten after completion of their studies I first

questioned if it is important to return. We all agreed and shared why it was so

important. The most comments were based on building up the country. The country

that we grew up in needs us. It is a sense of pride. To share the knowledge that one

attained. At the same time we agreed that our role is indeed to go back and teach and

put in place the things what we have learnt here in the Netherlands. We then said that

people and government should be open to it. Government should put different

systems and policies into place so that when we return we can function in what it is

we studied. Some shared also that the private sector should also start to play a major

role assisting in the return of graduates. Someone also shared that the chamber of

commerce should also play a role. There should be a system developed which tracks

or knows what students are up to, how far they are in their study and when can theybe expected back on the island. We also discussed that a major factor is the way that

things are done in Sint Maarten. That factor actually pushes students to not want to

return. After living in the Netherlands for a while, one becomes accustom to for

instance, current not going once a week for 2 to 3 hours or making appointments at

the Municipality. They also stated that there should be some major work done on the

infrastructure of the island. These are little things that can have effect on the decision

that one makes, if to return or not.


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In the end we all decided that is important to return and we will eventually return.

One also shared that she already began networking at the forum in order to see what

the possibilities are to work in government based on her study.

HOT TOPICS

The group in its entirety questioned the role of S4 and wanted to know if there would

be any changes pertaining to the setup and the communication of the organization.

The group also questioned the chosen language of instruction, and how it would have

effect on upcoming students who would like to study in the Netherlands or even

students who would like to study studies that are based in the Dutch language like for

instance, Medicine or Law.

The group lastly questioned the incentive package that the Minister of Education

presented in her speech. The group basically wondered what now if a big amount of

students, who are studying studies that can hold functions in the government

apparatus, decide to return to Sint Maarten around the same time. Is the government

financially able to cover that demand? Or will it be first come first serve?

CONCLUSION

In short the group agreed that the language of instruction should be carefully looked

at. The preparations should also be adjusted students should be aware of what they

are really getting themselves into. They should be prepared earlier and they should

know of all their options, pertaining to studies. This choice for a study, should also be

done differently with an existing test that test what they are good at and not their

interest at that time in their lives.

We also agreed that motivation and assertiveness should also be more stimulated.This should happen at a younger age, so actually before students leave to come to the

Netherlands.

Students should be aware that discrimination exist but not that they have to take

every word literally. Also more social events should be kept for Sint Maarteners be it

on a serious level or a leisure level (sports). They agreed that financially students

should be able to survive from the money they receive from DUO however finances do

play a major role in the study career of a student. Participants at this table all agreed

that it is important to return to Sint Maarten it gives a sense of pride. There are


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definitely things that need to be changed, which at the moment may hamper some

people from returning to the island. We decided that not only the government had a

role to play, but that the private sector alongside the chamber of commerce also had a

big role to play. It was suggested that they both try to work together and see what

they can come up with. In the end it is all in the interest and the good of our Country

Sint Maarten.

At last students did state and agreed that the choice of returning to Sint Maarten after

completion of their studies remains a personal choice and it sometimes shouldnt be

hammered to much as it is now.

The participants in this group applauded this forum and also stated that something

like this should be kept more often, even every 3 months. They also shared that next

time I should have someone writing down what is being said or a tape recorder.

Overall they were very enthusiastic during both discussions.


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REPORT STUDENT FORUM 2012

By Maria Charles (I was only present for the first session)

Group Dynamics

My Group consisted of 8 participants, including myself.

Overall, I had a very mature group. What I mean by this is, that the almost all

the participants of my group were in an advanced stage of study. Most were in

their fourth year and writing their dissertations or they were busy with a

Masters study.

Only two of the seven people were in the first and second year.

Almost half of the group did not complete their studies within a four-year

period.

The reasons for this were: some changed to another study and others were

obliged to follow a study route that they did not want but were advised to do

(from advisor on Sint Maarten).

Discussions

In the first half we centered on the factors for studying successfully and not

successfully.

Educational Factors:

- Language was mentioned. Most admitted that language was an issue for

them, but solutions that they had were:

Personally Invest in extra Dutch lessons

Make Dutch courses an obligatory part of the preparations to come tothe Netherlands. This should be done way in advance.

Socialize with Dutch people and speak Dutch with them as much as

possible

- External Preparation

Preparations to come to the Netherlands were regarded as insufficient. The

main reasons given for this was: the lack of knowledge/ and or experience

and/or the inadequate know-how of study advisors (example: students were


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given useless assignments to do as a means to finding the right school and/or

information on the schools in the Netherlands were outdated). Misinformation

was mainly regarding the school (for example; specific schools were advised

without taking into consideration other possible schools), and the way the

school systems in the Netherlands work (for example: if you pass your first

year in HBO you can apply for a WO). Another factor that was mentioned here

is the fact that they feel that their parents are not adequately aware or

informed about the differences between Sint Maarten and the Netherlands.

Suggested solutions were:

Train or replace the current student advisors

Have more mentors on Sint Maarten that follow the progress of

students throughout their high school career so that advice about future

studies are given with all aspects of the students taken into

consideration.

Organize a school fair on Sint Maarten, inviting representatives of

institutions of higher learning from the Netherlands to tell about the

academic opportunities offered there.

-Internal Preparation

No one mentioned any personal factors that contributed to studying

successfully/ not successfully.

- Motivation/Stimulation

The participants placed the responsibility for motivation on themselves. Most

said that they actively problem-solve, research, investigate, etc issues when

necessary. Others mentioned that when they did not feel up to it that they:

Seek out someone you can trust to talk with

Keep reminding themselves of why they are here to study

Find (Sint Maarten) role models to look up to

- Study Habits

Here again, participants showed a lot of responsibility in that they strived to be

the best in their class. What this means for them, preparing well for classesand exams, asking questions, being creative, and being assertive.


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Personal Factors

- Assertive. Please see above

-Personal administration. Please see above. They did mention that there is

temptation to spend money on expensive or unnecessary things such as cell

phones and brand-name clothing.

There are cheaper options available for things such as food, clothing,

etc. Students need to realize that they are students and not living on

their parents pocketbook.

Everything in the Netherlands cost money and not paying your bills can

have serious consequences. The students need to be educated on thingslike: BKR, Deurwaarders, the significance of entering into a legal

agreement.

- Bad habits

No one wanted to specify. The most that was said is that there is a good

balance between partying and studying, but they do know people personally

who have bad habits (smoking weed, drinking, partying and not studying). The

reasons they give for this is they feel that these people are not motivated

enough or that they lose focus.

Social Factors

- Integration was an issue that was thoroughly advised by everyone. They all

felt that they have managed to integrate but did admit that this took a while to

happen. They advise that:

Students coming to the Netherlands should have a thorough course

where cultural differences are explained. This way culture shock is

minimized.

Give yourself time and be open-minded.

Join associations, foundations, groups, clubs, etc as much as possible.

This makes it much easier to form friendships.

For those who can, come to the Netherlands on a visit before moving

here.


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- Discrimination was much discussed. Many of the participants experienced

this, some cases where very extreme (Example: one participant was threatened

with a gun by a Neo-Nazi, one was refused a job based on the colour of her

skin, another was severely teased for being black and the best in her class,

another was given a hard time by teachers). Discrimination happens mostly

outside the Randstadt (Rotterdam, Den Haag, Leiden, Amsterdam and

Utrecht) and were more prevalent in towns where not many black people live.

When selecting a place to live, people should be aware of this.

There are institutions in the Netherlands where complaints can be

made about racism; students should be aware of this.

- Peer pressure was not really an issue for the people in my group. They again

mentioned that students should be focused and self-motivated, keeping in

mind the reason that they came to study. Some mentioned that there is a lot of

pressure from parents or dependants back home. Solutions were:

Dont be afraid to fail. Dutch students fail too.

- Negative influences. No one really admitted to having negative influences.

They did advise that it was not such a good idea to hang around only

with Sint Maarten people, as it is easier to follow negative influences

when you are comfortable in an environment.

Financial Factors

- Financial support system. Some admitted to having no financial backing

from parents which caused them to supplement their income by gettinganother job. Sometimes this put extra pressure and time constraints on them

with regards to studying. The temptation is also there to make money and

forget studying. Solutions:

Provide students with lessons on budgeting

Educate students on their rights, such as zorgtoeslag and huurtoeslag,

getting back money from the belasting, etc


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1st Annual Stichting Soualiga Foundation Student Forum

Moderator: Edwina Hodge

Date: Friday 20th, 2012

Group: 3

Group dynamics

The group consisted of 6 students, 1 business professional and the moderator. Theeducational background of each participant created the perfect discussion

atmosphere, in which all participants did not feel compelled but rather comfortable in

expressing what was on their minds.

The day was divided into 2 sections and then divided again into the followin

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