What made you decide for Educational Science & Technology?
‘After following a pedagogy-oriented subject at high school, I became fascinated by how people learn – and how the learning process can be improved. But I did not want to become a teacher. So, I already knew I wanted to study pedagogy, but had not immediately thought of Twente. I did know that I did not want to stay in Germany, where the system is rather hierarchical. Plus I really wanted to study at a university where pedagogy had a strong psychology component, in order to better understand how people absorb and process information. Then someone from the Germany Promotion Team – the company that recruits German students for the UT through the use of currently enrolled German students – visited my school. Their ‘ambassador’ informed me of the UT’s Bachelor program in Education Science & Technology. I visited the attendance day and was sold!’
Once enrolled as a student, how did you experience your studies?
‘On the whole, I really liked it, including the fact we had to apply theory in a six-month ‘Atelier’ project. Together with two other students, I helped the Observatory in Oldenzaal prepare an educational multi-media program for primary school children. Virtual fantasy figures, Jippie en Joepie, took them on a virtual trip through space, explaining the consistency of stars. Knowing better what to expect ‘in the real world’ gave me a lot of confidence. And I like to engage in socially relevant research projects. Not just ‘write for the university’ and hand it in and that’s it.’
What did your dissertation explore?
‘The effectiveness factors of the Erkenning van Verworven Competenties (Accreditation of Prior Learning), or the so-called EVC project. EVC trajectories involve the valuation of prior learning. They formally recognize relevant, working experience or knowledge obtained outside the formal school system – for example, at the workplace or through hobbies – or through an ‘experience’ certificate. After a set of pre-selected criteria indicates that the knowledge and skills in question are of a sufficiently high level. The Dutch Ministry of Education, Culture and Science suggested the research, involving a research consultancy, which in turn approached the UT and the University of Amsterdam for assistance. Improving the position of people with migrant backgrounds, whose talents may not be immediately visible when transferred to a Dutch diploma, is an important goal of the EVC program. But EVC is not a typically Dutch program. Many European countries have similar systems.’
What did you find out about the effects?
‘The system is not always transparent to companies and communication within the implementing governmental agencies can be experienced as a lengthy process. Consequently, employers potentially interested in setting up EVC programs may drop out, fearing impending bureaucracy.’
After completing your Bachelor, do you want to continue to study EVC-related issues?
‘Actually, I also hope to continue to study EVCs in my upcoming Masters. Thus far I have focused particularly on company-run EVC programs, but there is so much more to explore.’
Marloes van Amerom
‘Putting theory into practice by designing ‘real life’ educational programs boosted my confidence’, reflects Marita Espeys. Photo: Gijs van Ouwerkerk
