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OnderwijsOpleidingenMaster en PhD opleidingenPedagogische wetenschappenEthics of Education: philosophy, history and law
Header image Ethics of Education: philosophy, history and law

Ethics of Education: philosophy, history and law

Programma

  • 1 jaar

    The programme consists of three lines: a thematic line, a professionalization line and a research line. The official language shall be English.

    +In the THEMATIC line you will explore three different domains:

    • Ethics

    You become acquainted with theories about ethics and moral questions and learn to make ethical analyses, to weigh them up morally and to take and justify moral decisions on the basis of concrete cases. You learn to give well-founded advice about complex situations in your field.

    • Children's rights

    How do we determine the best interest of the child when considering dilemmas such as divorce, medical care, radicalisation, juvenile delinquency? How do we weigh up advantages and disadvantages, how do we overcome deadlocks, how do we arrive at the final conclusions and how do we legitimise policies and decisions?

    • Development of citizenship

    A core function of education is to raise children to the level of citizens. Citizenship education has become explicitly compulsory in education, and the law even seems to be tightened up. There is much controversy over the nature of good citizenship and how education and training can contribute to its development. What does this discussion look like, what is the current knowledge and what impact does it have on policy and practice? To what extent is it desirable for the government to interfere in which kind of citizenship schools should stimulate?

    +In the PROFESSIONALIZATION line you practice your professional skills and get acquainted with the practice

    • Domain Specific Skills
    • Professionalisation
    • Internship

    +The RESEARCH line includes the master's thesis.

    See the course catalog for more specifics.

    Het programma bestaat uit drie lijnen: een thematische lijn, een professionaliseringslijn en een onderzoekslijn. De officiële taal is Engels.

    +In de THEMATISCHE LIJN verdiep je je op drie verschillende domeinen:

    • Ethiek

    Je maakt kennis met theorieën over ethiek en morele vragen en leert ethische analyses te maken, moreel af te wegen en morele beslissingen te nemen en te verantwoorden aan de hand van concrete casussen. Je leert een onderbouwd advies te geven over complexe situaties.

    • Kinderrechten

    Hoe bepalen we wat het belang van het kind is bij het overwegen van dilemma's zoals vechtscheiding, medische zorg, radicalisering, jeugdcriminaliteit? Hoe wegen we voor- en nadelen af, hoe overwinnen we impasses, hoe komen we tot de uiteindelijke conclusies en legitimeren we beleid en beslissingen?

    • Ontwikkeling van burgerschap

    Een kernfunctie van opvoeding en onderwijs is kinderen groot te brengen tot burgers. Burgerschapsvorming is uitdrukkelijk verplicht geworden in het onderwijs en de wet lijkt zelfs aangescherpt te worden. Er bestaat veel controverse over de aard van goed burgerschap en over hoe opvoeding en onderwijs kunnen bijdragen aan de ontwikkeling ervan. Hoe ziet deze discussie eruit, wat is de huidige kennis en welke invloed heeft dit op beleid en praktijk? In hoeverre is het wenselijk dat de overheid zich bemoeit met welk soort burgerschap scholen moeten stimuleren.

    +In de PROFESSIONALISERINGSLIJN oefen je beroepsvaardigheden en maak je kennis met de praktijk

    • Domain Specific Skills
    • Professionalisation
    • Stage

    +De ONDERZOEKSLIJN omhelst de masterthesis.

    Zie de vakkencatalogus voor meer details.

Opbouw programma

VakPeriode 1Periode 2Periode 3Periode 4
Introduction into Ethics (5 EC)
In the best interest of the child (1&2) (10 EC)
Domain-specific professional skills (workshops) (5 EC)
Research Thesis (20 EC)
Traineeship (5 EC)
Professionalization (5 EC)
Citizenship development and education (1&2) (10 EC)

In the online catalog, scroll down for an overview of courses of this track, click a course name for course details and description.

Scroll naar beneden voor het overzicht van de vakken van deze master, klik op een vak voor meer informatie over de inhoud, het leerdoel, taal, docent.

Studeren in het buitenland

  • Studeren in het buitenland is facultatief
Waarom in Groningen?

We offer a unique focus on the ethics of education; our course draws on Philosophy, History and Law and we combine academic rigour with practical engagement and skills.

The Master is provided by specialists from the divisions of Philosophy and History of Education and Children's rights of the Department of Educational Sciences of the University of Groningen. The content of the courses, the topics of the research projects and the traineeships are closely connected to the research and expertise of the lecturers.

De master wordt verzorgd door experts van de onderdelen Filosofie en geschiedenis en Kinderrechten van de afdeling Pedagogische Wetenschappen van de Rijksuniversiteit Groningen. De inhoud van de cursussen, de onderwerpen van de onderzoeksprojecten en de stages zijn nauw gerelateerd aan het onderzoek en de deskundigheid van de masterdocenten.

  • Testimonial van student Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ınterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course İ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – student Eline van der Raad
  • Testimonial van student Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – student Jan Jaap Zijlstra
  • Testimonial van student Rosa María Guttiérez

    I really like the course unit 'Citizenship of Education', which looks at how education influences our democratic societies and how or why education should be responsible or not.

    My name is Rosa María Guttiérez. I am Mexican and I am 20 years old. I am following the Master's track 'Ethics of Education: Philosophy, History and Law'. Before starting this programme, I gained a Bachelor's degree in Pedagogy in Mexico City. Before studying Pedagogy, I started a programme in International Relations and Political Science, but I didn't finish it. I was looking for a Master's programme that would enable me to combine my interest in politics with my background in education.

    I compared programmes offered in Amsterdam, Utrecht and Nijmegen with the programme in Groningen, and the latter appealed to me most. The name of the programme indicates that it involves philosophy, which interests me, and I also didn’t want to go to a very big city. Mexico City is huge, and I was looking for a different lifestyle.

    I really like Groningen. It’s very nice. Because it is not a big city, everything is within cycling distance. It is a real student city, with a young and interesting population. There is a lot of art and there are different festivals. It’s also very international.

    Ethics of Education has helped me to understand what happens behind the scenes before decisions are made in the education field. We still have to find a way of giving voice to all the children we are trying to help or provide for. In this programme, you follow course units in the first semester. In the second semester you complete a placement and write your thesis. I am currently doing a placement at SLO, the Netherlands Institute for Curriculum Development. Some course units focus on the legal background. I really like the course unit ‘Citizenship of Education’, which looks at how education influences our democratic societies and how or why education should be responsible or not.

    Sluiten
    – student Rosa María Guttiérez
  • Testimonial van alumnus Manon Niemeijer

    Manon teaches and coordinates secondary school courses and develops the VWO curriculum

    I currently work as a teacher, mainly teaching Civics to HAVO 4 and VWO 4 pupils. In addition, I coordinate the VWO+ courses for highly gifted pupils, and I teach several courses to first and second-year VWO groups. I have many other tasks as well, such as supervising the Student Council and developing the VWO curriculum.

    I am interested in educational development, and there is plenty going on in education these days. The number of pupils at the school where I currently work has doubled in the past six years, and it seems that the organization has not always been able to fully keep up with that growth. This creates many chances and opportunities to think along about teaching, issues that require the academic and research skills that I fall back on daily. My academic education determines my approach and my wording and has also contributed to my ability to find pragmatic solutions.

    All the course units that I followed have made me into the person I am now. There have been times when I wondered whether the degree programme was too broad, but I now find that its broadness has been very helpful: it has offered me a broad education and broad employability. I increasingly focus on certain subjects in my current job at my current school, in order to ultimately be able to specialize further in one topic.

    Sluiten
    – alumnus Manon Niemeijer
  • Testimonial van Opleidingsvideo

    Master track Ethics of Education: philosophy, history and law

    The Ethics of Education Master's track trains you to analyse and discuss moral, legal, practical and policy-related issues in the education domain.

    Would you like some examples? Watch the video!

    Sluiten
    – Opleidingsvideo
  • Testimonial van alumnus Laura Hoogcarspel

    Laura manages and coaches pedigogical staff members at preschool and early childhood education day care centres

    Since September 2017, I have worked as preschool and early childhood education (VVE) coordinator for six child daycare centres in Haarlem, where I manage and coach about twenty pedagogical staff members. Between my graduation and my current job, I gained experience as manager in an institute for homework support.

    When studying Pedagogics in Groningen, I learnt a lot about child development and the factors influencing it. My graduation project focused on child daycare. It was my goal to become a pedagogue in child daycare, and my graduation project turned out to be instrumental in achieving this. I also apply the theoretical knowledge that I acquired in other course units to my job. At the same time, gaining practical experience really only begins once you start working.

    I noticed that the main benefit of the degree programme is its ‘meta’ approach; it teaches you to look critically and to do research; which questions should you ask to obtain the answers that you are looking for. Certain knowledge can sometimes also be used in unexpected ways. Statistical knowledge, for instance, helps provide more insight into turnover and staffing and enrolment figures.

    Sluiten
    – alumnus Laura Hoogcarspel
  • Testimonial van student Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ınterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course İ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – student Eline van der Raad
  • Testimonial van student Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – student Jan Jaap Zijlstra
  • Testimonial van student Rosa María Guttiérez

    I really like the course unit 'Citizenship of Education', which looks at how education influences our democratic societies and how or why education should be responsible or not.

    My name is Rosa María Guttiérez. I am Mexican and I am 20 years old. I am following the Master's track 'Ethics of Education: Philosophy, History and Law'. Before starting this programme, I gained a Bachelor's degree in Pedagogy in Mexico City. Before studying Pedagogy, I started a programme in International Relations and Political Science, but I didn't finish it. I was looking for a Master's programme that would enable me to combine my interest in politics with my background in education.

    I compared programmes offered in Amsterdam, Utrecht and Nijmegen with the programme in Groningen, and the latter appealed to me most. The name of the programme indicates that it involves philosophy, which interests me, and I also didn’t want to go to a very big city. Mexico City is huge, and I was looking for a different lifestyle.

    I really like Groningen. It’s very nice. Because it is not a big city, everything is within cycling distance. It is a real student city, with a young and interesting population. There is a lot of art and there are different festivals. It’s also very international.

    Ethics of Education has helped me to understand what happens behind the scenes before decisions are made in the education field. We still have to find a way of giving voice to all the children we are trying to help or provide for. In this programme, you follow course units in the first semester. In the second semester you complete a placement and write your thesis. I am currently doing a placement at SLO, the Netherlands Institute for Curriculum Development. Some course units focus on the legal background. I really like the course unit ‘Citizenship of Education’, which looks at how education influences our democratic societies and how or why education should be responsible or not.

    Sluiten
    – student Rosa María Guttiérez
  • Testimonial van alumnus Manon Niemeijer

    Manon teaches and coordinates secondary school courses and develops the VWO curriculum

    I currently work as a teacher, mainly teaching Civics to HAVO 4 and VWO 4 pupils. In addition, I coordinate the VWO+ courses for highly gifted pupils, and I teach several courses to first and second-year VWO groups. I have many other tasks as well, such as supervising the Student Council and developing the VWO curriculum.

    I am interested in educational development, and there is plenty going on in education these days. The number of pupils at the school where I currently work has doubled in the past six years, and it seems that the organization has not always been able to fully keep up with that growth. This creates many chances and opportunities to think along about teaching, issues that require the academic and research skills that I fall back on daily. My academic education determines my approach and my wording and has also contributed to my ability to find pragmatic solutions.

    All the course units that I followed have made me into the person I am now. There have been times when I wondered whether the degree programme was too broad, but I now find that its broadness has been very helpful: it has offered me a broad education and broad employability. I increasingly focus on certain subjects in my current job at my current school, in order to ultimately be able to specialize further in one topic.

    Sluiten
    – alumnus Manon Niemeijer
  • Testimonial van alumnus Laura Hoogcarspel

    Laura manages and coaches pedigogical staff members at preschool and early childhood education day care centres

    Since September 2017, I have worked as preschool and early childhood education (VVE) coordinator for six child daycare centres in Haarlem, where I manage and coach about twenty pedagogical staff members. Between my graduation and my current job, I gained experience as manager in an institute for homework support.

    When studying Pedagogics in Groningen, I learnt a lot about child development and the factors influencing it. My graduation project focused on child daycare. It was my goal to become a pedagogue in child daycare, and my graduation project turned out to be instrumental in achieving this. I also apply the theoretical knowledge that I acquired in other course units to my job. At the same time, gaining practical experience really only begins once you start working.

    I noticed that the main benefit of the degree programme is its ‘meta’ approach; it teaches you to look critically and to do research; which questions should you ask to obtain the answers that you are looking for. Certain knowledge can sometimes also be used in unexpected ways. Statistical knowledge, for instance, helps provide more insight into turnover and staffing and enrolment figures.

    Sluiten
    – alumnus Laura Hoogcarspel
  • Testimonial van student Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ınterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course İ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – student Eline van der Raad
  • Testimonial van student Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – student Jan Jaap Zijlstra
  • Testimonial van student Rosa María Guttiérez

    I really like the course unit 'Citizenship of Education', which looks at how education influences our democratic societies and how or why education should be responsible or not.

    My name is Rosa María Guttiérez. I am Mexican and I am 20 years old. I am following the Master's track 'Ethics of Education: Philosophy, History and Law'. Before starting this programme, I gained a Bachelor's degree in Pedagogy in Mexico City. Before studying Pedagogy, I started a programme in International Relations and Political Science, but I didn't finish it. I was looking for a Master's programme that would enable me to combine my interest in politics with my background in education.

    I compared programmes offered in Amsterdam, Utrecht and Nijmegen with the programme in Groningen, and the latter appealed to me most. The name of the programme indicates that it involves philosophy, which interests me, and I also didn’t want to go to a very big city. Mexico City is huge, and I was looking for a different lifestyle.

    I really like Groningen. It’s very nice. Because it is not a big city, everything is within cycling distance. It is a real student city, with a young and interesting population. There is a lot of art and there are different festivals. It’s also very international.

    Ethics of Education has helped me to understand what happens behind the scenes before decisions are made in the education field. We still have to find a way of giving voice to all the children we are trying to help or provide for. In this programme, you follow course units in the first semester. In the second semester you complete a placement and write your thesis. I am currently doing a placement at SLO, the Netherlands Institute for Curriculum Development. Some course units focus on the legal background. I really like the course unit ‘Citizenship of Education’, which looks at how education influences our democratic societies and how or why education should be responsible or not.

    Sluiten
    – student Rosa María Guttiérez
  • Testimonial van alumnus Manon Niemeijer

    Manon teaches and coordinates secondary school courses and develops the VWO curriculum

    I currently work as a teacher, mainly teaching Civics to HAVO 4 and VWO 4 pupils. In addition, I coordinate the VWO+ courses for highly gifted pupils, and I teach several courses to first and second-year VWO groups. I have many other tasks as well, such as supervising the Student Council and developing the VWO curriculum.

    I am interested in educational development, and there is plenty going on in education these days. The number of pupils at the school where I currently work has doubled in the past six years, and it seems that the organization has not always been able to fully keep up with that growth. This creates many chances and opportunities to think along about teaching, issues that require the academic and research skills that I fall back on daily. My academic education determines my approach and my wording and has also contributed to my ability to find pragmatic solutions.

    All the course units that I followed have made me into the person I am now. There have been times when I wondered whether the degree programme was too broad, but I now find that its broadness has been very helpful: it has offered me a broad education and broad employability. I increasingly focus on certain subjects in my current job at my current school, in order to ultimately be able to specialize further in one topic.

    Sluiten
    – alumnus Manon Niemeijer
  • Testimonial van alumnus Laura Hoogcarspel

    Laura manages and coaches pedigogical staff members at preschool and early childhood education day care centres

    Since September 2017, I have worked as preschool and early childhood education (VVE) coordinator for six child daycare centres in Haarlem, where I manage and coach about twenty pedagogical staff members. Between my graduation and my current job, I gained experience as manager in an institute for homework support.

    When studying Pedagogics in Groningen, I learnt a lot about child development and the factors influencing it. My graduation project focused on child daycare. It was my goal to become a pedagogue in child daycare, and my graduation project turned out to be instrumental in achieving this. I also apply the theoretical knowledge that I acquired in other course units to my job. At the same time, gaining practical experience really only begins once you start working.

    I noticed that the main benefit of the degree programme is its ‘meta’ approach; it teaches you to look critically and to do research; which questions should you ask to obtain the answers that you are looking for. Certain knowledge can sometimes also be used in unexpected ways. Statistical knowledge, for instance, helps provide more insight into turnover and staffing and enrolment figures.

    Sluiten
    – alumnus Laura Hoogcarspel
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