Vergelijkende Europese studie in opdracht van Kees van Aken, toenmalig directeur van de opleiding Social Work i.o. van de Hogeschool Zuyd, naar welke verschillende varianten er mogelijk zijn als er gesproken wordt over een Internationale Bachelor Social Work - Maastricht. Op welke manieren zijn er in Europa reeds internationale bachelors zijn ontwikkeld. Het onderzoek moet een overzicht van enkele blauwdrukken van een Internationale Bachelor Social Work opleveren, om mede op basis daarvan een keuze te maken voor een (eventueel meerdere) voor Hogeschool Zuyd wenselijke variant(en) daarvan in Maastricht. Er is vergelijkend Europees onderzoek gedaan naar de verschillende filosofieën en organisatievormen van curricula International Social Work zoals die op verschillende Hogescholen en Universiteiten in Europa functioneren. Met name zijn “good practice” ervaringen onderzocht en met elkaar vergeleken, om op basis daarvan een aantal varianten helder te krijgen voor de opdrachtgever.
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The European Union is implementing policies to achieve its priorities of the European Green Deal; A Europe fit for the digital age; An economy that works for people; and A stronger Europe in the world. To achieve these goals, there is a need for a paradigm shift in the way public and private sector organisations, as well as civic society organisations (CSOs) ‘do their business’. In particular, current employees, from chief executive to operative, volunteers, and new entrants to these organisations need to be educated and equipped with the knowledge and mindset of being Corporate Social Entrepreneurs (CSE).EMBRACE (European Corporate Social Entrepreneurship (CSE)) is a three-year initiative funded within the framework of ERASMUS+, Knowledge Alliances programme. The project aims to promote CSE in HEI educational programmes and improve students’ competences, employability and attitudes contributing to the creation of new business opportunities dealing with social change inside companies as well as promoting collaboration among companies.This paper and presentation articulate the theory and methodology for establishing and Implementing the European CSE curriculum. Developing Corporate Social Entrepreneurship, entails identifying and developing a profile of Corporate Social Entrepreneurs, a competences framework and an European curriculum for CSE with the related competencies, skills and knowledge and a transversal learning pathway for HEIs.This curriculum is a vital catalyst resulting from a process of engaging a vast range of stakeholders and as a reflection of a society’s aspirations and vision for its future, involving a diversity of institutions and actors, and clearly focusing on the what, why and how of education. It is therefore crucial to ensure a wider policy dialogue around curriculum design and development, with the active inclusive involvement of an expanded range of actors beyond the traditional ones.The relatively new and undefined scope of CSE in HEI’s, industry and literature meant that there were few if any examples to help define what the contours of such curricula would look like. The fact that this curriculum is to serve the European HEI and enterprise arenas, meant that the European Frameworks and UNESCO materials were used as relevant sources of policy and knowledge to develop the EMBRACE CSE curriculum. There are numerous models and guidelines for curriculum development, each with its own merits. For the CSE methodology framework, two models and a set of guidelines were chosen because they are complementary and support the EMBRACE objectives: The Curriculum 4.0 guidelines and The Hanze UAS model for curriculum development. The combination of the two models led to the development and design of the EMBRACE model. As follows, the presentation/paper addresses the choices as to the design approach which are particularly relevant to all CSE curricula, as well as the definition of CSE competences and four CSE tracks (Novice, Intermediate, Professional and Expert).
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Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
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Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
