1. Education (IN)HOLLAND

2. Content Structure of education in Holland Education @ INHolland
Competency-based education
INHolland didactic approach
Work placement Social Legal Services

3. Structure of education
Elementary school (3 – 12 yrs old)
Preparatory scientific schooling
(12 – 18 yrs old)
General secondary education
(12 – 17 yrs old)
Professional secondary education
(12 – 16/18 yrs old)
Research University (scientific)
University of Applied Sciences (professional higher education)
Academic Master
Professional Master
Pre-master (academic)
In The Netherlands we have a so-called binary system of higher education: scientific higher education (WO) offered by research universities and professional/vocational higher education (HBO) offered by universities of applied sciences.
Higher education in The Netherlands is accessible to ‘graduates’ of three types of secondary education:
Preparatory scientific schooling (VWO) gives direct access to both types of higher education
General secondary education (HAVO) gives direct access to professional higher education
Professional secondary education (MBO) level 4 gives direct access to professional higher education
In addition, scientific higher education is also accessible after the foundation year of professional higher education.
Graduates of professional higher education can go on to:
The professional practice (not on slide)
a 1-year pre-master program, giving them access to Academic Masters
1 or 2-year professional Master programs
Graduates of academic higher education can go on to:
Academic Master programs
INHolland University is a university of applied sciences: professional higher education

4. Scientific v Professional
Scientific higher education
Academic (theoretical)
3 years
Scientific research
Title: Bachelor
Professional higher education
Practical
4 years
Mandatory work placement
Practical research
Scientific higher education is what we call ‘academic’, meaning that the focus is more on theory than on practice
Professional higher education is ‘practical’, meaning that the focus is on training for a profession (in other words: (immediate) employability)
Scientific higher education lasts 3 years (with the exception of medical studies), a work placement is not part of the curriculum
Professional higher education lasts 4 years, with a full year of mandatory work placement (usually divided in 1 semester work placement in the third year and 1 semester of working on a dissertation project in the professional field)
Both types of higher education conduct research activities. Scientific higher education conducts scientific research and professional education conducts practical (applied) research. Research activities are relatively new to professional higher education and is complementary to the education offered. Scientific education has a long history of research and research is part of the core business.
Both types of education offer undergraduate programs seemingly leading to the same degree: bachelor.
However, scientific higher education leads to degrees like Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, Bachelor of Engineering, whereas professional higher education leads to degrees like Bachelor of Economics, Bachelor of Communication, Bachelor of Finance etc., indicating the specific field of study.
N.B.: dit titel verhaal is een essentieel verschil!! In het buitenland bestaat de bachelor titel die het HBO heeft vaak niet, dus dit moet je goed toelichten!

5. Education @ INHolland Competency-based:
Based on the demands of the professional field
Authentic education
Competency-based education:
Teaching students to employ the right combination of knowledge, skills and attitude, at the appropriate moment, to carry out professional tasks and responsibilities
Based on the demands of the industry:
Industry defines professional tasks that need to be performed
(future) trends and developments influence knowledge, skills and attitude needed
Authentic education:
Mirroring the professional practice as much as possible: using real-life cases, real commissioning clients for projects, learning by doing
Flexible & up-to-date with market developments:
Through regular meetings with advisory boards with representatives from the industry and (guest) lecturers from the professional field, INHolland programs stay up-to-date with new developments in the field. These developments are immediately translated into courses or projects, either in the major or specialisation part of the program or in the differentiation part (see slide 10)

6. Why competency based? Changing demands of professional field
Besides expert knowledge:
Problem solving
Entrepreneurship
Self management
Learning psychology
Learning by doing / experimenting
Deep learning
Demands of the professional field can be summarized as ‘needing people who can DO things, independently, adequately and creatively’. (Higher) Education used to focus on KNOWING things, include ‘knowing how to do…’, but not actually teaching to do. The consequence was that graduates were not immediately employable; they needed quite a lot of on-the-job training before they were of real added value to the professional field. In today’s ever-changing and fast-paced society, graduates need to be immediately employable. INHolland track record of employability after graduation reflects this: employability within three months after graduation is almost 100%.
Learning psychology:
Students learn better when:
There’s an association with what he already knows (deep learning);
He/she understands why he/she needs to learn something (deep learning);
He/she can acquire new knowledge/skills/attitudes by experimenting and understands how to use it (learning by doing/experimenting);
There is a reward for the student’s efforts (credits).

7. Competencies at INHOLLAND
Definition:
A cluster of attitudes, underlying knowledge and skills necessary to perform a task in order to reach a goal.
Key elements:
Professional tasks;
Goals that need to be achieved;
Integration:
of knowledge (various disciplines)
of skills (various disciplines)
of attitudes (situational)
of knowledge, skills & attitudes (mix)

8. Didactic Approach Projects Lectures, workshops Study coaching
Work placement
Final project (practical research paper)
Projects:
Generally group work (joint responsibility, dividing tasks efficiently and effectively, deal with conflicts)
Authentic professional problems that need to be solved
Project management
Structured (problem-based learning) or un-structured (self-directed)
Run for several weeks
Run parallel to lectures, workshops etc. (in other words not: ‘first theory, then practice’)
Development of competencies (working on professional tasks in order to reach a goal, using knowledge, skills and attitudes)
Guidance from project coach (process) and consultants/experts (content)
Lectures, workshops:
Offer the knowledge, skills and attitudes needed to perform the tasks and reach the goals in the projects
Theoretical and practical
Often case-based
Study coaching:
Individual coaching throughout the entire curriculum (4 years)
‘Professional’ coaching:
Discuss progress (in study program and development of competencies)
Discuss strengths and weaknesses and how to use them to advantage
Define individual learning goals
Work placement:
5-6 months period of full time ‘apprenticeship’ in the professional field
Usually in year 3
- Work on placement assignment (generally involving practical research), individually or in small group
Contribute to company’s/department’s daily work
Guidance by university coach (process & content), company coach (process & content), study coach (professional development process)
Final project (dissertation):
5 months period of full-time work on solving practical problem/issue in the professional field
assigned by a real commissioning client
individual work
practical research involved
theoretical justification of solution offered
experience working as a ‘consultant’
‘evidence of competence’

9. Work placement For students ‘Social Legal Services’:
Mandatory for all students
20 weeks or 40 weeks
In The Netherlands or abroad
In year 3 or year 4
Competency-based

10. Social/legal environment
Social services / legal services
Bailiff agencies
Refugee Council
Social Housing Services
Debt Counselling
Immigration Offices

11. Requirements agencies
Student should conduct work on sufficient (university) level
Minimum of 10 employees
Coach is sufficient educated
25% contact with clients (face to face or by phone)
Competencies determine what needs to be assessed at the end and are what needs to be achieved, not subjects. Hence credits (and grades) are linked to assessments, not to subjects or courses.
Subjects or courses are a ‘tool’ to achieve the competencies; they provide support to meet the assessment criteria. Hence they are defined after formulating assessment criteria and assessments/test.
Assessments are not based on the content of the subjects/courses, but courses are based on the content of the assessments.

12. Coaching work placement
Coach at INHolland
Coach within the work placement organisation
Products students: emphasis is on competencies and reflection
Intervision

13. Supervision / intervision
Definition of supervision/intervision:
A method to develop (to learn) professional
knowledge, skills and attitude by
reflecting on professional experiences in
the practical fieldwork

14. Intervision at INHolland
Critical Incident Technique
The identification of an incident from the student’s experience which was critical to the student
A detailed description of that incident
A subsequent analysis of that incident

15. Questions