Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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    Designing hybrid learning configurations at the interface between school and workplace
    Cremers, P.H.M. - \ 2016
    Wageningen University. Promotor(en): Martin Mulder; Arjen Wals, co-promotor(en): Renate Wesselink. - Wageningen : Wageningen University - ISBN 9789462576322 - 156
    intermediate vocational training - education - education programmes - higher education - organization of education - practical education - postsecondary education - vocational training - firms - companies - knowledge transfer - knowledge - netherlands - middelbaar beroepsonderwijs - onderwijs - onderwijsprogramma's - hoger onderwijs - onderwijsorganisatie - praktijkonderwijs - vervolgonderwijs - beroepsopleiding - firma's - kapitaalvennootschappen - kennisoverdracht - kennis - nederland

    In today’s knowledge society there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Increasingly, challenges have to be addressed by experts from different fields who collaborate across different contexts. In addition, given the fast pace with which society changes, experts must continually construct and reconstruct their expertise in a process of lifelong learning. Institutions for higher and vocational education are challenged to educate these ‘knowledge workers’. They are responding, among others, by developing novel hybrid practices at the interface between school and workplace, the so-called hybrid learning configurations. By connecting education, research and professional practice they aim to address complex problems in society by fostering interprofessional collaboration and learning. We define a hybrid learning configuration (HLC) as ‘a social practice around illdefined, authentic tasks or issues whose resolution requires transboundary learning by transcending disciplines, traditional structures and sectors, and forms of learning’.

    While many educational institutions and other organizations are co-developing and experimenting with HLCs, the process followed is often one of trial and error. Practical expertise is becoming available but only in an ad hoc and fragmented way. Although research on situated and social learning offers relevant theories and concepts that are useful when designing an HLC, not much research has addressed the design of HLCs in a comprehensive way. This PhD research aims to address this lacuna. We investigate HLCs from an educational design research (EDR) perspective, which involves framing the HLC as a complex intervention. We are interested not only in the features or designed elements of such interventions, but also in the underlying principles or conjectures that are embodied in those features. In addition, we intend to provide support for interprofessional HLC design teams, which consist of, for instance, educational consultants, researchers, lecturers and other practitioners. In order to address these aims we studied six HLCs in the context of Dutch higher vocational education. One of the cases is a joint project of two Dutch institutions for senior secondary vocational educational (which are called ‘MBO’ in Dutch) and two universities of applied sciences (‘HBO’ in Dutch) in collaboration with two companies. The other cases are HLCs in different settings within the context of a university of applied sciences in the Netherlands.

    The aims mentioned above led to the following general research questions: 1. Which heuristics can underpin the design of a hybrid learning configuration? 2. In which ways can interprofessional teams be supported when designing hybrid learning configurations? Chapters 2 and 3 address the first research question and chapters 4 and 5 address the second question.

    Design principles for HLCs

    Chapter 2 focuses on the HLC as a whole. The central research question is: “Which set of principles can underpin the design of a hybrid learning configuration for educating the knowledge worker?” Based on a literature search and designers’ craft knowledge, a set of initial design principles was developed for an HLC at the interface between school and workplace. The intention was that four learning processes would be enabled by the HLC: self-directed learning, authentic learning, the development of a professional identity and collaborative creation of knowledge across the boundaries of disciplines, professions and perspectives.

    These initial design principles were evaluated from the perspective of the participants by analysing interview data from students, lecturers, educational consultants and business representatives. This resulted in the following set of seven refined principles that underpin the design of an HLC: fostering authenticity; creating a learning community; utilizing diversity; inter-linking of working and learning; facilitating reflexivity; enabling organization; enabling ecology. These principles can be used as heuristics for guiding the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.

    Fostering self-directed lifelong learning in HLCs

    Chapter 3 elaborates further on the design principle ‘facilitating reflexivity’. Since knowledge workers have to redefine and reconstruct their own expertise in an on-going fashion, they should be able to reflect on and pro-actively develop their professional competence. This capacity for self-directed lifelong learning is an essential asset for them and should therefore be developed or enhanced in an HLC. The main research question in this chapter is: “Which design guidelines underpin an intervention that would foster students’ capacity for self-directed lifelong learning while working on ill-structured, authentic professional tasks?”

    An intervention was designed, implemented and evaluated during two iterations of a hybrid learning configuration, which was embedded in a one-semester elective course at a university of applied sciences in the Netherlands. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. This resulted in the following five intervention design guidelines: provide opportunities to engage in two or more cycles of self-directed learning; provide educational support; pay attention to emotional and motivational aspects; treat self-directed lifelong learning as a social learning process; position self-directed lifelong learning as a self-evident and integrated part of the course.

    The intervention appeared to be usable and effective. At a basic level, the students developed their capacity for self-directed lifelong learning. We concluded that further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.

    Utilization of design principles for HLCs

    The focus of chapter 4 is the utilization of the set of design principles that was generated in chapter 2. Research has shown that while knowledge of design heuristics can increase the efficiency and effectiveness of design work, design teams often have difficulty articulating the rationale for their design. In addition, it is important to facilitate ideation and nourish creative spirit while utilizing the design heuristics to create a novel learning environment. In this study we explored an intervention for supporting the creative utilization of the set of design principles for HLC. The intervention was based on boundary-crossing theory and design thinking methods, with a particular focus on prototyping. It consisted of a ‘guidebook’ in which the design principles were explained, and a workshop. The corresponding research question was: “What is the perceived effectiveness of a boundarycrossing intervention (based on a set of research-based design principles) for (re)designing hybrid learning configurations?”

    Four design teams of different HLCs in the context of a university of applied sciences used the guidebook and attended the workshop while (re)designing their HLC. The intervention was evaluated by way of questionnaires that were filled out by members of the design teams. The results show that the design teams perceived this intervention as being relevant, consistent, practical and effective. The intervention appeared to provide a conceptual framework for understanding and designing features of a hybrid learning configuration and a vocabulary to communicate design ideas. It, thereby, supported the creative utilization of the design principles. Further research could explore other, complementary ways of facilitating the design of hybrid learning configurations.

    Cross-boundary learning during the design and implementation of an HLC

    Chapter 5 concerns cross-boundary collaboration and learning processes within an interprofessional design team of an HLC. These teams often consist of actors from different educational institutions and other organizations, such as companies or (non) governmental institutions. When team members bring their different perspectives into the collaboration, they are likely to experience boundaries. Boundaries can be defined as ‘discontinuities in action or interaction’. They can hinder cooperation, but they can also provide opportunities for learning. This led to the following research question: “In which ways could a better understanding of boundaries enhance learning?”

    In this study, transcripts of interviews with members of an HLC-design team were analysed using concepts of boundary crossing theory. This theoretical framework provided a lens through which different ways of boundary crossing, learning mechanisms and processes became visible. We established that boundaries are highly personal and subjective constructs. We found that if boundaries are detected and if the related practices are made explicit, this allows for further analysis of these boundaries. Our analysis yielded a number of possible ways to enhance trans-boundary learning in HLC design teams. We also concluded that boundary objects and brokers can play an important role in transboundary learning processes.

    Conclusions in a broader perspective

    In chapter 6 we frame our conclusions from the four studies in a broader perspective. The first aim of our research was the development of heuristics for the design of HLCs. Given this aim, we developed a set of design principles for an HLC and guidelines for an intervention that fosters the capacity for self-directed lifelong learning. We positioned these principles and guidelines in a ‘conjecture map’ (Sandoval 2014), which shows the relationships between design heuristics, their embodiment in features of an intervention, the intended mediating processes, and the desired outcomes. Our overall conclusion is that framing the set of design principles or guidelines in multiple conjecture maps, rather than representing them as causal chains of design propositions, can provide guidance and support for designing and researching complex educational interventions such as HLCs.

    Our second aim was to provide support or ‘design knowledge’ for interprofessional HLC design teams. We addressed that aim by developing and testing an intervention that supported the creative utilization of a set of design principles for HLC. In addition, we provided guidance for enhancing learning across boundaries that could be experienced in an interprofessional design team. We positioned this design knowledge in a broader framework, the ‘ecological framework for conceptualizing teacher knowledge for technology-enhanced learning design’. This framework seems to be useful in contexts beyond technology-enhanced learning, and, so, we consider it relevant to the design of HLCs. We conclude that design teams of HLCs can be supported by using an appropriate framework for design knowledge and by adjusting or expanding this framework for the design of complex interventions by interprofessional design teams.

    Further research and practical implications

    Our studies led us to the following recommendations. While we focused mainly on learning processes that should occur within HLCs, further research could be directed towards the students’ learning outcomes. Moreover, our findings suggest that selfdirected lifelong learning should be developed and practiced throughout an education programme. To achieve this, curricula in higher education should offer opportunities for students to experiment and follow their own path, alongside prescribed activities with fixed learning outcomes. In the six HLCs that we studied, student learning was foregrounded. However, an HLC also involves other stakeholder types, such as lecturers, researchers, citizens, and entrepreneurs. Therefore, further research could shed light on supporting and evaluating multi-stakeholder learning processes and learning outcomes of all types of stakeholders. Our research on supporting interprofessional design teams focused on the utilization of design knowledge in early stages of (re)design of an HLC. Further research and development could yield ways of support in further stages of the design. In light of this we recommend crossing the boundaries of areas of design science outside the educational context. This will allow us to learn from each other and capitalize on what is already known.

    In our study, design principles for HLC were ‘reified’ and disseminated by way of a guidebook. Further investigations could reveal other ways of documenting and communicating design knowledge, for instance via the construction of a database containing principles or guidelines and their associated features in different contexts. Boundary crossing theory appeared to provide a lens through which boundaries and related learning processes became visible. The elements of boundary crossing theory can be translated into guidelines or tools for enhancing cross-boundary learning in interprofessional HLC design teams and, perhaps, for other types of ‘hybrid teams’ as well.

    This thesis intends to contribute to the knowledge base for designing hybrid learning configurations. This is done with the intention that this contribution will be utilized and developed further by researchers and practitioners who are committed to educating future professionals in an ever-changing world.

    Inauguratie Arjen Wals: Duurzaamheid ontbrekende schakel in onderwijs
    Wals, A.E.J. - \ 2015
    Wageningen UR
    education - education programmes - environmental education - educational reform - sustainability - conscientization - community involvement - pupils - youth - onderwijs - onderwijsprogramma's - milieueducatie - onderwijshervorming - duurzaamheid (sustainability) - bewustwording - maatschappelijke betrokkenheid - leerlingen - jeugd
    Het reguliere onderwijs is bijna volledig gericht op het versterken van de economie en gaat grotendeels voorbij aan de hedendaagse duurzaamheidskwesties. Daardoor missen jongeren het noodzakelijke basisdenken om wereldwijde problemen, zoals over voedselzekerheid, biodiversiteit of grondstoffenschaarste het hoofd te bieden. “We moeten jongeren opleiden en uitrusten met competenties die hen in staat stellen de wereld te verduurzamen,” zegt Arjen Wals, persoonlijk hoogleraar Transformatief leren voor sociaalecologische duurzaamheid in zijn intreerede aan Wageningen University op 17 december
    Plan van Aanpak voor MBO 'training en opleiding' rond Smart Dairy Farming : onderdeel van BOGO project 'Sensoren in SDF 1.0: lessen voor validatie en informatievoorziening'
    Lokhorst, C. ; Fokkema, R. - \ 2015
    Livestock Research Wageningen UR (Livestock Research rapport 934) - 14
    melkveehouderij - gegevens verzamelen - gegevensanalyse - sensors - bedrijfsvoering - opleiding melkveehouderij - beroepsopleiding - onderwijsprogramma's - dairy farming - data collection - data analysis - sensors - management - dairy education - vocational training - education programmes
    Evaluatie en borging van Smaaklessen met aanvullende activiteiten : het Smaaklessen groentemenu onderzoek
    Groothuis, M. ; Fries, M.C.E. ; Haveman-Nies, A. - \ 2015
    Apeldoorn : AGORA Academische Werkplaats (Rapport / AGORA 1) - 59
    smaaklessen - voedingseducatie - basisonderwijs - onderwijsprogramma's - voeding en gezondheid - groenten - tasting lessons - nutrition education - elementary education - education programmes - nutrition and health - vegetables
    Onderzocht is wat het toegevoegde effect is van de Smaaklessen arrangementen ten opzichte van reguliere Smaaklessen en tevens zijn de mogelijkheden verkend voor borging van Smaaklessen arrangementen.
    Traktatiepakket Smaaklessen
    Meester, Hante - \ 2014
    tasting lessons - elementary education - nutrition education - education programmes - teaching materials
    Website Voedseleducatie Platform
    Meester, H.J. ; Top, R. van den - \ 2014
    Steunpunt Smaaklessen & EU-Schoolfruit
    voedingseducatie - kinderen - voeding en gezondheid - smaaklessen - lesmaterialen - onderwijsprogramma's - nutrition education - children - nutrition and health - tasting lessons - teaching materials - education programmes
    Website van het Voedseleducatie Platform
    De oogst van 7 jaar Smaaklessen en Schoolgruiten
    Meester, H.J. ; Top, R. van den - \ 2014
    Steunpunt Smaaklessen en SchoolGruiten Wageningen University - 20
    smaaklessen - voeding en gezondheid - basisonderwijs - groenten - fruit - voedingseducatie - onderwijsprogramma's - tasting lessons - nutrition and health - elementary education - vegetables - nutrition education - education programmes
    Evaluatie van de programma's Smaaklessen en SchoolGruiten.
    Programma Smaaklessen blijkt effectief
    Fries, M.C.E. - \ 2013
    Wageningen UR
    voeding en gezondheid - smaaklessen - onderwijsprogramma's - basisonderwijs - voedselconsumptie - nutrition and health - tasting lessons - education programmes - elementary education - food consumption
    Het lesprogramma Smaaklessen helpt kinderen bij de ontwikkeling van een verantwoord eetpatroon. Dat blijkt uit een studie van Wageningen UR onder ongeveer 1200 leerlingen van groep 5 t/m 8 van de basisschool. Hoe meer smaaklessen kinderen volgen, hoe meer ze er op gaan letten of ze gezond en gevarieerd eten.
    Evaluatie van smaaklessen : heeft smaaklessen effect op determinanten van gezond en bewust eetgedrag?
    Fries, M.C.E. ; Dongen, E.J.I. van; Haveman-Nies, A. - \ 2013
    Wageningen : Wageningen UR, Leerstoelgroep Humane Voeding - 74
    smaaklessen - voeding en gezondheid - eetpatronen - onderwijsprogramma's - basisonderwijs - voedingsgedrag - voedselconsumptie - tasting lessons - nutrition and health - eating patterns - education programmes - elementary education - feeding behaviour - food consumption
    Smaaklessen is een lesprogramma voor het basisonderwijs dat kinderen op een positieve en speelse manier in aanraking laat komen met smaak, gezonde voeding en voedselkwaliteit. In 2012 is een evaluatieonderzoek gestart met als doel de effectiviteit van blootstelling aan Smaaklessen gedurende één schooljaar te meten op gedragsdeterminanten van kinderen ten aanzien van drie doelgedragingen: (1) het proeven van onbekende producten (smaak), (2) het kiezen van gezonde producten (gezonde voeding) en (3) het bewust kiezen tussen producten (voedselkwaliteit). Het tweede doel was de invloed van implementatiefactoren op de grootte van het effect te onderzoeken.
    Nieuwe uitbreidingen Center for Biobased Economy in het verschiet: 'Komende twee jaar starten met alle nieuwe vakken en minors'
    Wijffels, R.H. - \ 2013
    Biobased economy magazine 2013 (2013)1. - p. 20 - 21.
    onderwijs - agrarisch onderwijs - biobased economy - hoger onderwijs - onderwijsprogramma's - colleges - education - agricultural education - biobased economy - higher education - education programmes - colleges
    Het Nederlandse onderwijslandschap heeft haar keuze gemaakt. De biobased economy vergt geen nieuwe opleidingen, maar de integratie van biobased bouwstenen in bestaande opleidingen. Op die manier worden geen generalisten, maar biobased specialisten gecreëerd. Onder de vlag van het Center for Biobased Economy boeken Wageningen UR en zes hogescholen momenteel snel progressie met het opnemen van biobased onderwijs in het curriculum.
    Eten ontdekken met al je zintuigen!
    Tienstra, M.L. ; Regelink, M.H. ; Top, R. van den; Meester, H.J. - \ 2013
    Wageningen : Steunpunt Smaaklessen
    smaaklessen - onderwijsprogramma's - voeding en gezondheid - smaak - basisonderwijs - lesmaterialen - voedselconsumptie - tasting lessons - education programmes - nutrition and health - taste - elementary education - teaching materials - food consumption
    De brochure is ontwikkeld voor basisschoolleerkrachten met informatie over de programma's Smaaklessen, EU-Schoolfruit en SchoolGruiten.
    Hippisch onderwijs in 2028 : een wenkend perspectief
    Roest, A.E. ; Wielen, P. van der - \ 2012
    Den Haag : LEI Wageningen UR (LEI-publicatie 12-068) - 15
    paarden - agrarisch onderwijs - onderwijsprogramma's - dierenwelzijn - diergezondheid - paardenfokkerij - ondernemerschap - tendensen - horses - agricultural education - education programmes - animal welfare - animal health - horse breeding - entrepreneurship - trends
    Voor de hippische sector belangrijke thema's relateren de auteurs aan te verwachten maatschappelijke trends tot 2028. Zij beschrijven de betekenis van deze trends voor de ontwikkeling van de hippische sector tot 2028. Het wen- kend perspectief is een goede aansluiting tussen de hippische sector en het hippisch onderwijs in het jaar 2028. Vervolgens geeft deze brochure een aantal suggesties voor het hippisch onderwijs om toekomstige arbeidskrachten op te leiden die, gezien de maatschappelijke trends, de relevante kennis en vaardigheden bezitten.
    Evaluation of the European School Fruit Scheme
    Meester, H.J. ; Tienstra, M.L. - \ 2012
    Brussel : Europese Unie - 148
    smaaklessen - onderwijs - onderwijsprogramma's - voeding en gezondheid - voedingseducatie - fruit - groenten - europese unie - tasting lessons - education - education programmes - nutrition and health - nutrition education - vegetables - european union
    This evaluation assesses the implementation and the impact of the EU School Fruit Scheme (SFS) in the first two school years since its start in autumn 2009.
    Duurzaam doen! Leren in vitale coalities; Monitoring en evaluatie van de programma's Leren voor Duurzame Ontwikkeling en Natuur- en Milieueducatie
    Remmerswaal, A.H. ; Willems, M.P.J. ; Vader, J. ; Wals, A.E.J. ; Schouten, A.D. ; Weterings, R. - \ 2012
    Den Haag : LEI, onderdeel van Wageningen UR (LEI-rapport 2012-062) - ISBN 9789086156047 - 140
    natuur- en milieueducatie - duurzaamheid (sustainability) - vakbekwaamheid - onderwijsprogramma's - duurzame ontwikkeling - leren - evaluatie - nature and environmental education - sustainability - professional competence - education programmes - sustainable development - learning - evaluation
    Monitoring en evaluatie van de programma's "leren voor duurzame ontwikkeling" en "natuur- en milieueducatie". Binnen het programma NME heeft het instrument 'arrangementenmodel' een centrale plaats ingenomen. Binnen de arrangementen zijn nieuwe samenwerkingsvormen tussen NME-organisaties en blijvende contacten met nieuwe partners ontstaan, en wordt er meer aangesloten bij de bestuurlijke agenda van gemeenten. Vraagarticulatie en verankering van deze nieuwe manier van werken blijven aandachtspunten voor de toekomst.
    Inventarisatie klimaateducatie van primair tot hoger onderwijs
    Pijnappels, M.H.J. - \ 2012
    [S.l.] : Kennis voor Klimaat - 72
    klimaatverandering - onderwijsprogramma's - inventarisaties - lesmaterialen - climatic change - education programmes - inventories - teaching materials
    De Raad van Toezicht van het nationaal onderzoekprogramma Kennis voor Klimaat heeft gevraagd naar de mogelijkheden om vanuit dit programma te werken aan klimaateducatie. Het gaat erom de kennis op het gebied van klimaatverandering onder de aandacht te brengen van scholen en universiteiten. In bijgevoegd rapport staan de resultaten van een scan van leerdoelen, exameneisen, klimaatprojecten voor primair en voortgezet onderwijs en klimaatgerelateerde opleidingen in het middelbaar beroeps onderwijs en hoger onderwijs.
    Benchmarking Entrepreneurship Education Programs a comparison of green higher Education Institutes in the Netherlands and Belgium (forthcoming)
    Lubberink, R. ; Simons, F. ; Blok, V. ; Omta, S.W.F. - \ 2012
    Wageningen : Wageningen University - 159
    agrarisch onderwijs - ondernemerschap - leerplan - onderwijsprogramma's - kennisoverdracht - internationale vergelijkingen - agricultural education - entrepreneurship - curriculum - education programmes - knowledge transfer - international comparisons
    Tegenwoordig wordt ondernemerschap gezien als een van de belangrijke factoren van economische groei. De Europese Unie en de Nederlandse overheid willen daarom ondernemerschap ook stimuleren. Studies tonen aan dat ondernemerschapsonderwijs één van de middelen is om uiteindelijk ondernemerschap te stimuleren. Dit heeft ertoe geleid dat er een breed scala aan ondernemerschapsprogramma’s is ontstaan. In Nederland zijn in navolging daarvan verschillende Centres of Entrepreneurship opgericht. Eén van deze centra is Dutch Agro-food Network of Entrepreneurship (DAFNE). Dit centrum voor ondernemerschap is opgericht in samenwerking met verschillende instellingen in het groene onderwijs die ondernemerschap wilden opnemen in het curriculum: Wageningen Universiteit, Van Hall Larenstein Wageningen, Van Hall Larenstein Leeuwarden, Christelijk Agrarisch Hogeschool Dronten en de HAS Den Bosch. In opdracht van DAFNE is onderzocht hoe het ondernemerschapsonderwijs van de deelnemende instellingen is opgezet en hoe het onderwijs wordt uitgevoerd. Op basis hiervan kunnen aanbevelingen worden gedaan voor de verdere verbetering van de onderwijsprogramma’s van de individuele onderwijsinstellingen.
    Groente- en fruitsector investeert meer in groenten en fruit voor kinderen
    Meester, Hante ; Tienstra, Myrthe - \ 2011
    education programmes - elementary schools - vegetables - fruit - nutrition and health - tasting lessons
    Aankondiging start inschrijving scholen voor EU-Schoolfruit schooljaar 2011-2012
    Inspiratie voor dieropleidingen mbo groen : onderwijs dierenwelzijn gespiegeld
    Waal, M.E. van der; Hopster, H. ; Boetzkes, P. - \ 2011
    [Wageningen etc.] : Groene Kennis Coöperatie - ISBN 9789079379002 - 18
    agrarisch onderwijs - middelbaar beroepsonderwijs - dierenwelzijn - onderwijsprogramma's - onderwijsvernieuwing - agricultural education - intermediate vocational training - animal welfare - education programmes - educational innovation
    Het onderzoek ‘Inventarisatie dierenwelzijn in vier dieropleidingen van het mbogroen’ geeft inzicht in hoe de mbo-opleidingen Dierverzorging, Paraveterinaire ondersteuning, Paardenhouderij en Veehouderij vorm en inhoud geven aan het thema dierenwelzijn. De onderzoekers geven op grond van hun conclusies uit dit onderzoek 13 adviezen aan groen onderwijs in het algemeen, de aoc’s met dieropleidingen, docenten en docenten- in-opleiding en het programma ‘Welzijn van dieren’ van de Groene Kennis Coöperatie, dat opdracht gaf voor dit onderzoek.
    Inventarisatie dierenwelzijn in vier dieropleidingen van het mbo groen
    Waal, M.E. van der; Brandt, H. van den; Hopster, H. - \ 2011
    Wageningen [etc.] : Groene Kennis Coöperatie - ISBN 9789079379033 - 223
    agrarisch onderwijs - middelbaar beroepsonderwijs - dierenwelzijn - onderwijsprogramma's - onderwijsvernieuwing - inventarisaties - agricultural education - intermediate vocational training - animal welfare - education programmes - educational innovation - inventories
    Omdat het onbekend is of en hoe dierenwelzijn een plaats heeft in het huidige groene onderwijs, is middels deze inventarisatie getracht hier voor de 4 dieropleidingen Dierverzorging, Paraveterinaire ondersteuning, Paardenhouderij en Veehouderij in het mbo een beeld van te verkrijgen. Centraal staat de vraag: Hoe is dierenwelzijn als thema ingebed in de dieropleidingen van het mbo groen en welke kansen biedt dit voor het GKC programma Dierenwelzijn voor het ontwikkelen van producten, samenwerkingsprojecten en andere vormen van ondersteuning?
    Postgraduate international courses on global environmental change - Final report
    Kroeze, C. ; Hofstra, N. ; Leemans, R. ; Metzger, M.J. ; Pattberg, P. ; Potting, J. - \ 2011
    Wageningen : Wageningen UR (CCSP report KvR 030/2011) - ISBN 9789088150289
    klimaatverandering - hoger onderwijs - onderwijsprogramma's - climatic change - higher education - education programmes
    In dit project zijn drie internationale summer schools georganiseerd voor promovendi: * De cursus ‘Understanding global environmental change; * De cursus ‘Earth System Governance’, gericht op sociaal-wetenschappelijke promovendi; * De cursus ‘Integrated Assessment of Global Environmental Change’, waarin natuurwetenschappelijke en sociaal-wetenschappelijke kennis wordt geïntegreerd door zowel oorzaken als mogelijke oplossingen te bestuderen
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