Associate Degrees in the Netherlands Level 5 study

Associate Degrees in the Netherlands: Level 5 study programmes as innovation Donald F. Westerheijden Presentation to 4 th Forum of Quality Assurance Stakeholders “Education vs Specialist: Professional Education Today and Tomorrow”, Yerevan, 16 April 2018

Bologna Process and degrees in the Netherlands § Introduction of three-cycle structure § Bachelor (B. A. / B. Sc. ) § Master (M. A. / M. Sc. ) § Doctor (Ph. D. ) § Bachelor: ‘…shall also be relevant to the European labour market as an appropriate level of qualification’ § UAS: Bachelor already led to labour market entry, after 4 years → no change § University: reintroduce ‘candidate’ mid-term degree (after 3 years) but see Master as ‘complete’ higher education → ca. 90% of students continue to Master (Bologna Declaration, 1999) Don F. Westerheijden | CHEPS '18 -04 -16 2

From: Descriptors defining levels in the European Qualifications Framework (EQF) Missing in ‘Bologna’ Bachelor Knowledge Skills Responsibility and autonomy The learning outcomes relevant to Level 5 are Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others The learning outcomes relevant to Level 6 are Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups Don F. Westerheijden | CHEPS '18 -04 -16 3

Academic drift vs. Labour market demands § General public sees university § Changing labour force in the degrees as more prestigious knowledge society § More highly-trained job → get § UAS see gaining research more students into higher mission as prestigious education § Consequence: UAS want to § More diverse highly-trained jobs become like universities = → develop relevant new study academic drift programmes § Flexible, short higher Tension! education study programmes wanted in UAS Don F. Westerheijden | CHEPS '18 -04 -16 4

Associate degrees introduced § Name ‘Associate degree’ taken from USA § In USA: § § Two-year programmes In Community colleges Professional training and Transfer to four-year degrees (bachelor) § Introduced as a pilot in 2006 § Several rounds afterwards § UAS could sign up to participate in the pilots Don F. Westerheijden | CHEPS '18 -04 -16 5

Associate degree programmes ‘made to measure’ § On demand from the labour market in the region § Start quickly § Stop quickly § In regional consortia of vocational training schools – UAS – labour market/employers § Also intended to contribute to bachelor study § Credits can be transferred § Associate degree is a safe option for students § Short, 2 -year commitment § Labour-market recognition guaranteed § Degree even if Ba ambition fails Don F. Westerheijden | CHEPS '18 -04 -16 6

Associate degree programmes examples (2018) § Accountancy § Cross-media communication § Conductor brass & fanfare orchestras § Electrical technique § Facility management § Horticultural management § Human Resource Management § Informatics § Interior design § IT service management § Practice nurse § Small Business & Retail Management § Sports & Health management § Teaching assistant Don F. Westerheijden | CHEPS '18 -04 -16 7

Growth of Associate Degree Enrolment § Bachelor enrolment is stable (90, 000 in UAS, 50, 000 in uni) § Associate degree enrolment: New enrolments (index) 300 250 200 150 100 50 0 2008 2009 2010 2011 Ad 2012 Ba-UAS 2013 2014 2015 2016 2017 § Low in absolute numbers (around 2, 000 → 3, 000) § Large growth when Ad was introduced officially (2016) Ba-uni Don F. Westerheijden | CHEPS '18 -04 -16 8

Strategy and Social Role of UAS § Growth in Associate degrees is also a question of institutional strategy, e. g. § UAS X 100 → 75 § UAS Y 100 → 1913 § UAS Z 0 → 0 § X started early, Y started late § Y sees Ad as part of its emancipatory role § Ad students come mostly from § Vocational training § Low-participation backgrounds § Low income, low education parents § Migration parents Don F. Westerheijden | CHEPS '18 -04 -16 9

Questions? Thank you for your attention Don F. Westerheijden | CHEPS '18 -04 -16 10