Three goals

    Goal 1: Strengthening and further developing basic quality

    These past years the school has invested in the basic quality of the Bachelor study programmes with the FOCUS programme. Much has been achieved, but we are not there yet. Students expect a higher quality content and organisation of our education. Education that connects better to their needs and expectations. Our attention for the quality of content and organisation of our education still remains unchanged: attention for the quality of full-time and part-time bachelor education AND for the Associate Degrees AND Master study programmes. The school is accessible for both youth and those employed, who want to experience higher education, but opt for a two-year Associate degree study programme. We will continue with the further development of the Ad study programmes that directly respond to the wishes of the students and needs of the field. We will also continue developing part-time study programmes that are both tailormade for employed students, and that give students the opportunity of increasing their career perspective. And we will also strive for Master study programmes of a high level that are nationally acclaimed.

    Goal 2: Shaping inclusive education

    Too many students do not graduate with their diploma. The drop-out percentage is high. We are starting to get a better grip on factors that contribute to study success, but it has not yet translated to better results. Study success continues to be a priority. The students in the classroom are very diverse in these aspects: prior education, learning styles, background, home situation, life experience, and their ambitions. Handling or managing diversity is tricky based on the current education model with the ‘standard student profile’. The result is dropping out or studying longer. We need to learn that diversity can enrich our education, and within our education make connections to every student, their backgrounds, preferences, and challenges. In other words: offer inclusive education. We realise that added value though creativity, service and custom work. We develop fitting learning routes with good pedagogics and didactics. In this way we will prevent longer studies and promote study success.

    Goal 3: Developing education rich-in-context

    Study programmes are increasingly confronted by quickly changing professions and fields. Our world will be one where machines and software will be able to analyse, optimalise, predict, produce custom work for the individual, digitalise and automatise. This applies to the entire industry and all existing sectors. Study programmes and lecturers must anticipate for uncertainty. What are the professions of tomorrow? Which basis of knowledge is long-lasting and can we teach so that our students can continue using them in the long-term? How can we integrate current affairs in our education in the right manner? How can we link technique and ICT to other domains? And how can we make sure our students are flexible and resilient, so that they do not only count in society, but can be ahead of others in this new reality? If we really want to educate students for the future, we will have to find ways to further introduce the students to the outside world, while they are still studying at school. Rotterdam is a city of the world AND our 'laboratory', in which students themselves are increasingly co-directing the content of education, and are learning to critically reflect and research the practice. The research of the lecturers and professors provides vital impulses for this.