'We all notice it: society is changing. Knowledge is increasing rapidly, is constantly changing and, in today's digital world, is available everywhere and to everyone. An increasing number of people are questioning science. This development means that an academic has to relate to society in a different way. Our current university education no longer adequately reflects this. In addition, there are several complex social problems we have to relate to, how do you deal with them? So, there are numerous factors that call for thinking about how our current university education can better connect to the changing society. That is what I hope to have the conversation about with fellow education professionals.
The aim from Radboud University's educational vision is to educate self-aware and critical academics. Self-aware, so that they know what it means to be academics and how they can contribute to society from their personal and professional identity. And self-critical, so that they have the ability to be self-reflective to see how they relate to society as academics. In doing so, they should, for example, be able to understand practically educated people to counter polarisation. Thus, for an academic, theoretical knowledge alone is no longer enough.
The question now is what competences students need to become confident and critical academics. Personal and Professional Development (PPO) can help with this. PPO can be seen as an educational innovation that ensures academic education is better connected to society and thus better prepares students for the world off campus. Together with other education professionals, I want to develop a competency framework during the Education Days: a framework with which we can indicate what we are training students for at Radboud University. At my stand during the Education Days, there will be two life-size cardboard dolls next to the competence framework. One doll represents students‘ competences and the other represents teachers’ competences. By colouring those dolls, education professionals can use a colour display to show which competences they consider important. And to what extent the competences for students and teachers match each other in doing so. Furthermore, at my stand there is a symbolic tug-of-war competition, which education professionals can use to discuss the competences they need with each other. For example, on the question: should we focus in education on teaching knowledge or skills?
What I like about the Education Days is that the various educational institutions in Nijmegen come together to learn from each other. What is interesting is that HAN and ROC are already succeeding quite well in linking their education to the changing society. Somewhat logically, as their offered courses are mainly practical. Their experiences and tips can be immensely valuable to us as university. Hopefully, during the upcoming Education Days we can take a first step together to position our university education differently towards society.'
Curious about Maarten's stand or want to contribute to the competence framework? Then come to the festival area in the Experience Centre during the Education Days on 1 and 2 April.