Review in het kader van COST Action IS1106 Working group 3 In the review below, we summarize resent empirical research about practising offender supervision in The Netherlands on six theme’s: 1. The roles, characteristics, recruitment and training of key actors in the delivery of offender supervision. 2. Interactions and relationships between key actors in the delivery of offender supervision and other relevant professionals. 3. The delivery/practice/performance of offender supervision. 4. The role of tools and technologies in the delivery of OS. 5. The management, supervision and/or regulation of practitioners and their practice. 6. Reflections / contextual issues Ongoing research is discussed in the descriptions of the different theme’s. We conclude with a short reflection about research on practising supervision in the Netherlands. The review is limited to studies about adults. Studies on community sentences have not yet been addressed, we will do this in the next version.
In 2019, the first "Atelier Book" was published . Since then, a few years have passed and numerous new Ateliers have emerged. With this new atelier book, through more than 30 portraits, the richness and variety of ateliers within our college are shown. The portraits are divided as follows: ateliers at the NHL Stenden locations, external ateliers and ateliers which the facilities are a strong determinant. These portraits show which issues are being worked on, how they cooperate with the field and researchers and what the added value of the Ateliers is. This atelier book also contains a number of in-depth articles that talk about working and learning in ateliers. The contribution in chapter 1 is about: what NHL Stenden aims at with ateliers, where do the ateliers differ and some experiences with ateliers. After the portraits in chapter 2, chapter 3 presents the 'Atelier Value Creation Model' and a model with design dimensions. Both provide tools for designing and evaluating ateliers. Chapter 4 zooms in on the effects of physical space on learning. Then, Chapter 5 discusses the outcomes of (current) research on ateliers.
Train today’s students for tomorrow’s jobs and let today’s professionals develop themselves alongside the progress in their field - these are the two most urgent demands we need and want to meet in vocational education. However, the world is changing so rapidly that the focus of Universities of Applied Sciences (UAS) only on the design of initial education is no longer enough. Education must connect with industry, governments, NGOs and population in a more intensive and permanent manner.In the Northern Netherlands, in particular in the city of Groningen, higher and secondary vocational education are aware of this urgency. Therefore, knowledge institutions have innovatively developed formal partnerships with industry, governments, population and social organisations in their field. What stands out most is the cooperative model in which education institutions, local governments, citizens and entrepreneurs steadily collaborate within a single organisation, a new type of company. This is a business model where education and research cooperate with hundreds of companies, civil society organisations and social organisations in the city and the region. Each level has its own form: a Regional Cooperative for the region and a Community Cooperative for the neighbourhood. In this brochure we would like to introduce you to these forms of collaboration.
