An introduction to the ege ity Coll rs e iv n U te ro G e d l re a K
Annual report 2011 y College it rs e iv n U te ro G e d l re Ka
Dear reader In 2011, the Karel de Grote University College (KdG) reached the landmark of 10 000 students. However, being the largest university college in Antwerp does not mean that we treat our students like numbers. To anticipate the unique needs and requirements of every student we choose to implement ‘Tailor-made Education’, a concept that improves the students’ study results significantly. We offer support and tailor-made challenges, so that every student can use and develop his own talents fully. More students and changing educational needs demand more space and modern infrastructure. That is why we invest in a new campus. Campus Zuid, on the outskirts of Antwerp’s city centre, will accommodate about 6 000 students in Applied Social Studies, Education and Health Care. A new organisational structure is at hand. A more efficient and more connected structure, where our core business education always prevails. Whatever step we take to achieve our goals, our students and quality of education offered remain our main concern. You can read all about the results of our efforts in 2011 in this brochure. Dirk Broos General Director
u Part 1: organisation u Part 2: education u Part 3: students u Part 4: research u Part 5: staff members u Part 6: finance
Part 1: organisation
u KdG in a nutshell u A university college with a history u Strategic goals u The future: Rubik 2.0 u New campus u Immersed in practical experience
KdG in a nutshell 7
Who are we? w Largest university college in Antwerp w Third largest university college in Flanders w 13 campuses in Antwerp w 10 111 students
13 9 12
Mission and values w Commitment to a better world w Innovation w Achieving results w Student-centred approach w Cooperating in good faith 6 fields of study w Health Care 1 Campus Markgrave Number of students: 887 w Business Administration and Management 2 Campus Groenplaats 3 Campus Stadswaag Number of students: 3 655
w Applied Engineering & Technology 4 Campus Don Bosco Hoboken 5 Campus Linkeroever 6 Campus Lint Number of students: 1 579
w Education 7 Campus Noord Oude Steenweg 8 Campus Noord Pothoekstraat 1 Campus Markgrave 9 Campus Appelstraat Borgerhout 10 Campus Sportcomplex Aartselaar 11 Campus Zuid Number of students: 2 020
Staff 1 288 (757,85 full time equivalent)
w Sint Lucas Antwerp | Art and design Campus Sint-Lucas 13 Campus Congres Number of students: 396
Social media On May 10th 2012 7 048 likes on Facebook 1 330 followers on Twitter 1 319 sent tweets
Partners abroad 215 Press coverage 40 articles a month on average
w Applied Social Studies 11 Campus Zuid Number of students: 1 574 Study programmes Bachelor’s degrees Master’s degrees Bridge programmes Bachelor after bachelors Master after masters Postgraduates Programmes in English Specializations
Website 541 202 unique visitors 1 975 706 visits 5 779 177 page views 21 5 5 3 1 6 4 52
inK., KdG’s community magazine 7 500 copies per issue Open campus day More than 3 000 visitors Study information days More than 4 500 visitors
A brief history In 1994, thirteen Catholic university colleges in Antwerp were merged to form the Karel de Grote University College (KdG). We chose the name Karel de Grote (742-814) because he played an important part in the founding of the educational system in Europe. Moreover, he brought unity in a wide variety of people, languages, cultures and socio-economic groups.
Strategic goals u KdG is â€˜top of mindâ€™ when it comes to university colleges in Flanders When students, parents, journalists, company and governmental staff think of a university college, we want them to think of the Karel de Grote University College first. The Karel de Grote University College becomes THE reference in higher professional education, thanks to its quality and its good reputation.
u KdG recruits, trains and develops talent The Karel de Grote University College offers its students and staff a chance to discover, train and develop their talents. Every person at KdG thus obtains knowledge, understanding and skills specific to their occupation but also all-round. They gain skills and knowledge needed as a professional but also as a committed and a critical participant in our society. KdG innovates u As organisation we meet the needs of society. That is why we set up shorter study programmes in our Bachelor of Education Primary Education and Preschool Education to help solve the teacher shortage. We are now also starting a shorter study programme for our Bachelor of Early Childhood Education to contribute to the professionalization of child care and nurseries.
We encourage innovative thinking in our students. Student enterprise The Company fosters the sense of initiative and entrepreneurship of our engineering students. We show them how they can help shape the changing world in a positive way. u KdG commits to a better world Inspired by Christian principles, the university college wants to contribute to a better world. We take up our responsibility and offer added value to society by means of education, research and service. u KdG works student-centred As a university college, student development is our primary concern. We guide students in their choice of study programme and during their study at our university college while at the same time always valuing their active contribution.
u KdG achieves results Everything we undertake supports the strategic objectives and priorities of our organisation. We aim to keep the quality of our education high by introducing improvements where necessary and always striving for excellence. KdG distinguishes itself as a university u college with a strong international character Exchanging ideas, acquiring useful learning experiences, inspiring and being inspired, that is internationalisation. We constantly stimulate staff and students to participate in international activities abroad and at home.
10 The future: Rubik 2.0 The rapid growth of our university college confronts us with challenges concerning work pressure, infrastructure, financing and organisational structure. Our organisational development project strives for a more efficient organisation in which educational quality prevails and the main focus lies on the development of the student. As core of our organisation the more than 20 study programmes of the Karel de Grote University College form the basis of the new structure. From the current division into six departments we will evolve to two clusters of study programmes, called educational groups with the temporary working titles: ‘Management and Technology’ and ‘Social Care, Health and Education’. Within our new organisational structure our core activity predominates: qualitative education, with strong roots in a pleased professional field, motivated students, a pleasant workplace and a focus on innovation.
New campus Considering the high increase in our number of students and the need for an infrastructure adjusted to the new organisational developments, we are planning to build a new central campus in the southern part of Antwerp. This new campus will accommodate the educational group ‘Social Care, Health and Education’ (the study programmes in the nonprofit sector), the university college central offices and the student facilities. We want to build a modern, attractive and lively learning environment to inspire and stimulate our students. This new campus will cultivate knowledge transfer throughout the entire university college and should breathe a friendly atmosphere. The university college bought a large building in the Brusselstraat, in Antwerp, part of which will be torn down to realise a new building with a surface of more than 41 000 m². By focussing on innovation consistently throughout the construction phase, we want to give our university college a real ‘start in pole position’.
11 Immersed in practical experience Our university college has approximately 6 000 partners in the professional field in Belgium and abroad. That cooperation shows itself in different ways. Work placements. As a university college we are convinced that learning from oneâ€™s own experience is the best way of learning. That is why all our students get professional experience during their training. Almost all of them do a work placement of at least eight weeks, usually during the last year of their training. Previous to that long placement, they work together with companies for certain assignments, or they engage in short work placements. Company visits. These visits are great chances to get tuned in to the professional field. By visiting, a company the students discover how theory is put into practice. For these companies, this is also a chance to make themselves known to potential future employees.
Guest lectures and juries. Our lecturers often invite company employees to share their experiences and views with our students. After every work placement students present their experiences to a professional jury. We have worked together for years with certain companies represented in these juries. Curricula. By regularly updating our teaching material in close cooperation with professionals, we keep them future-proof. Based on their feedback and our own experiences we make the necessary adjustments.
â€œI did a placement in a youth home, where adolescents live who had serious drug problems and had been involved in crime since age sixteen. I felt such a rookie those first days there. But thanks to my training I could really make myself useful. I liked working there so much, that I applied for a fulltime job immediately after my graduation. And I got it!â€? Toon Essers, former student Applied Juvenile Criminology
Part 2: education
u Tailor-made Education u Peer tutoring u Reduced study load u Study programmes at KdG u Quality u Broadening oneâ€™s horizon
14 Tailor-made Education At the start of each academic year, we notice differences in the level of knowledge students have acquired during their secondary education. That is why we introduced ‘Tailor-made Education’, a concept that considerably improves the students’ study results. With Tailor-made Education, we offer a differentiated curriculum, tailor-made for every student, sufficiently stimulating and supportive at once. Our stronger students as well as the students in need of more coaching benefit from the same concept. Starting from their own ambitions, needs and talents students can choose the most appropriate option within Tailor-made Education. We introduced the concept two years ago in our Bachelor of Education: Primary Education. At the start of every academic year, we ask the students to take an assessment test in order to determine their level of knowledge following which we coach them through adjusted learning routes – through home study packages or extra tutoring – all tailor-made to their needs. The concept proved successful and will be put into practice in other study programmes as well. To ensure that all students in all study programmes can make the most of their opportunities, we embedded Tailor-made Education into our education policy.
Students who passed mathematics in the Bachelor of Education: Primary School Tailor-made Education
“The assessment test really gives you an idea of what to expect during your training at the university college. It gives you the chance to skip courses for which you get a high score. The lecturer can focus on those students who need help for certain subjects, without slowing down the others in class.” Caroline Halsberghe, second year student Bachelor of Education: Primary Education
15 Students for students Senior students tutoring juniors, helping them during seminars, guiding them while they are making exercises … , that is peer tutoring. And it is a win-win situation: the seniors refresh their knowledge and develop their coaching skills, while new students get extra tutoring and understand the subject matter faster. In our professional bachelor of Chemistry as well as in our bachelors of Education this method has proved its value. As of next year, we will start peer tutoring in our Health Care department.
“Peer tutoring has helped me enormously. I often had trouble understanding the exercises we did in class. But during the peer tutoring sessions we do similar exercises and then I usually manage thanks to the coaching of a senior.” Kyra Kerkhofs, first year student professional bachelor of Chemistry
Reduced study load To reduce the study load and the evaluation moments as much as possible, we divided the academic year in four periods of eight weeks. This ensures fast feedback to students and – if necessary – an early chance to re-orientate to another study programme.
Study programmes Every year we evaluate our study programmes. In this process we are always looking for improvement. Since the majority of the study programmes is practically-oriented, anticipating the needs and demands of the professional field is crucial. An example of this anticipation is our new bachelor of Early Childhood Education, which we started successfully as a result of the social need for more professionalization of child care.
â€œMost day care centres consist of a group of child care providers with one person in charge. The new professional we have in mind, connects these two. His most important job is to support the child care providers in their work with young children and their parents. With this new study programme we contribute to the professionalization of day care centres and the wider sector associated.â€? Lien Werbrouck, head of the study programme Early Childhood Education
Quality To become the number one reference among university colleges in Flanders, delivering quality at all times is the most important condition. Within our organisation it is therefore everyone’s duty and responsibility to deliver this quality. By internal measurements – like questionnaires, difference analyses and selfevaluations – and by external evaluations – like visitations – we measure and evaluate whether or not we are realizing our plans and goals. To follow up on improvements, we use simple systems. For our courses we developed a quality label. Based on educational research we drew up a checklist that is now used by all lecturers for written and digital study material. Lecturers who score highly on the different criteria, receive a KdG quality label for their course.
In the report of the governmental visitation committee our “unique system” was warmly commended: “The department makes sure that at all times all sections know the state of affairs in the improvement process. This is, according to the committee, an example of good practice.” Report visitation committee Applied Engineering and Technology: Chemistry and Biochemistry, March 2011 by VHLORA, p. 36
Broadening one’s horizon International experiences lead to a continuous exchange of ideas and renewed insights. That is why student and staff mobility are top priorities at the Karel de Grote University College. Our International Relations Office encourages students and staff to broaden their horizons and gain international experience. At the moment, 14 per cent of the graduates at KdG spent several months abroad. Our goal is to reach the 20 per cent mobility standard, set for all universities and university colleges by the European Commission and the Flemish government by 2020. More than 70 per cent of our outgoing students stay in Europe. Another 12 per cent choose America as foreign destination, making it the most popular continent. Africa and Asia, each welcoming 9 per cent of our students, close the top three list of most popular continents. KdG works together with a large number of important foreign institutions and takes actively part in international projects. Our curricula are also internationally oriented. The most popular exchange programme is still Erasmus. We also offer a number of English programmes to our exchange students: an International Business Course, an International
Class for students in the bachelor of Education, Communication and Management for Engineers and a master in Car Ecology (www.kdg.be/exchangeprogrammes).
“Teaching in Belgium is a unique experience! I could count on KdG for excellent facilities and support. Thanks to ‘staff mobility’ I was able to expand my network of contacts in Europe.” Dimitrios Savvidis, Greek guest lecturer in Car Ecology, a project developed together with European partners within the Erasmus programme.
“Impossible to get bored in Antwerp! It is an amazing city: historical places to visit, lovely architecture, but also lots of parties and great cafés.” Yildiz Suat, Turkish student International Business Course
19 7 Graduates with international experience 14,8% 14,1%
Outgoing and incoming students Art and design Applied Engineering and Technology
0,5% 8,8% 12% 0%
Applied Social Studies
8% 2% 10,3% 9,9%
Business Administration and Management
Outgoing without Erasmus
1,1% 1,1% 2% Outgoing with Erasmus
20 Outgoing students America: 12%
Asia: 9% Africa: 9%
Top 5 student destinations in Europe France Spain United Kingdom Germany The Netherlands and Portugal
17% 8% 7% 6% 5%
Top 5 destinations outside of Europe Suriname 7% India 4% China, United States and South Africa 3% Ghana 1% Ecuador 0,5%
International visits of KdG staff Art and design
Applied Engineering and Technology Applied Social Studies
Business Administration and Management Central university college offices
25 4 12
Education Health Care
Part 3: students
u Student population u Participation u KdG Student services
Student population In October 2011, the student population of the Karel de Grote University College was 10 111 students, making our university college the thirdest largest in Flanders and by far the largest in Antwerp. The past eight years the number of enrolments kept on growing. Looking at the number of students who enrol in a university or a university college for the first time, the chart shows an upward trend as well. We registered an increase of 6 per cent in the total number of enrolments of new students during the academic year 2011-2012. The number of students who enrolled for the first time also increased with 2 per cent.
It is remarkable that more and more new students opt for a study programme of which the diplomas promise a high chance of finding a job immediately after graduating (e.g. nursing, midwifery, primary education, chemistry, applied engineering). On departmental level, we find 3 655 KdG students â€“ 36 per cent â€“ who choose a study programme organised at our Business Administration and Management department. With 396 students, the department of Art and Design is the smallest. With the existing funding, the Flemish government aims at keeping the number of art students below 400 per institution.
Total student population KdG 12000 10000 8000 6000 4000 2000 0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Total number of students Students who enrol in higher education for the first time
Number of students per department on 1 October 4000 3500 3000 2500 2000
Art and design
Applied Engineering and Technology Applied Social Studies
Business Administration and Management
Education Health Care
The ratio of male students to female students at the Karel de Grote University College is well-balanced with 45 per cent men and 55 per cent women. Although certain departments are clearly either more female or male. Only 13 per cent of the men choose to enrol in Nursing and Midwifery, whilst only 19 per cent of the women opt for a study programme in Applied Engineering and Technology. To promote technical study programmes to women, our department in Applied Engineering and Technology surprised all female students with a rose on International Women’s Day.
“I find it very important that men and women are equally represented, even in technical and industrial jobs. More women should go for a technical training, why wouldn’t they do those jobs equally well?” Sarra Kharmim, student in the bridge programme for the master’s degree of Applied Engineering in Chemistry
Male-female ratio per department on 1 October 2011 Applied Social Studies 286 1288
Education 496 1524
Applied Engineering and Technology 1284 295
Art and design 155 241
Health Care 118 769
Business Administration and Management 2208 1447
KdG Student services
To create a pleasant, student-centred study environment, it is important that we offer our students a chance to participate. As student representative they can help shape the educational policy in their department and university college. By seating in the participation councils, they gain experience in debating and working in team. And they learn to quickly weigh pros and cons. Among other extra facilities, in some departments these students receive credits for their commitment.
‘KdG Stuvo’ (or the Student services) includes a number of different counselling services whose objective is to promote the social, physical, mental and financial well-being of all students. They help our students to work and study in the best possible circumstances. Governmental subsidies are used for specific projects: from solving problems and dealing with doubts and worries to offering fun activities.
“In the student council I represent my fellow students and I cooperate closely with the departmental executives. We discuss just about everything that concerns the students – from the sandwiches in the student restaurants to the university college’s rules and regulations – and we advise the departmental executives.” Koen Van den Wijngaert, third year student Applied Computer Technology
Part 4: research
u Research u Examples of research projects in 2011
Research Scientific research and creating social value through research are part of our core business. Research is conducted in our master’s degrees as well as in our bachelors, always guarding quality and social relevance. Lecturers as well as other staff members can submit research proposals. The university college’s central office for Research and Public Service divides the resources for scientific research projects based on the submitted proposals. The budget for research sums up to 3,7 million euro. We share the knowledge and expertise we gain through research within the university college as well as with outside contacts via trainings, coaching and consultancy. The university college regularly organises training
days, lectures, study programmes and chairs. Our students are also involved in the research projects as much as possible, thus allowing them to develop research skills and a scientific attitude.
“Thanks to research we have learned a lot about optimal health care techniques. Moreover, students now develop a scientific way of thinking during their training. The intellectual baggage enables them to work more patient-centred.” Dr. Erik Franck, lecturer in Psychology and scientific researcher, department Health Care
Examples of research projects in 2011 u â€˜Bind-Krachtâ€™: coloured poverty and assistance With this project we try to improve the quality of assistance to people in poverty. The most important themes are participation and empowerment. u Triple E3 Our researchers are developing a pilot installation in Bwamanda (Congo) to produce biofuel based on palm oil, a local raw material. The ethanol needed for the production of this fuel is imported from Kinshasa. To avoid this insecure transport, the researchers worked out a way to use an alternative local raw material.
u Malnutrition in hospitals Following research conducted at our department of Health Care 51 per cent of people aged 65 and older who come to a hospital for a planned operation is undernourished. However, this situation of malnourishment affects their recovery process. The operation wound heals more slowly and there is an increased chance of infections.
Part 5: staff
u KdG recruits and develops talent u Recruitment wave u inK., our community magazine
36 More than 1 000 staff members contribute to our goal to be the number one reference when it comes to university colleges in Flanders. As a university college in the midst of society, providing qualitative education is our most important responsibility. The quality of our service depends entirely on the quality of our staff. That is why the Human Resources and Communication office makes sure that the right talents are on board, and can keep growing.
KdG recruits and develops talent We pursue an active and specific policy to further develop the talent and professionalism in our organisation. With a focus on lifelong learning, every staff member gets the chance to develop himself as a person and as a professional. Our university college encourages transfer of knowledge, in formal as well as informal ways, as much as possible. Every year we organise a University College Congress, inviting all staff members to attend all members to attend workshops concentrating on one central theme. A day to exchange ideas, to be inspired, to meet new people and to gain fresh insights.
Furthermore, we continue to expand our scale of trainings, formations and study programmes at KdG focussing on the needs of both (new) lecturers as well as management staff.
â€œOn a day like that you learn what your colleagues do. You can discuss certain subjects with different coworkers in an open atmosphere. A number of sessions were given by our own lecturers. That was really the strong point. As a member of the administrative and technical staff this made me feel more connected to the core business of KdG.â€? KdG staff member about Fris-B, one of our training programmes
Our HR office also stimulates job rotation (horizontally, vertically, structurally or temporarily). We promote this by posting job openings for administrative and technical staff internally first. This way we hope to stimulate transfer of knowledge, challenge our staff members and give the talents working in our organisation every possible chance to develop.
37 Age pyramid 16% 14% 12% 10% 8% 6% 4% 2% 0%
18-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-75
Recruitment wave Almost 20 per cent of all KdG-staff is older than 55. As a consequence, the next 5 to 10 years will lead to a huge outflow of personnel. The increasing number of students enrolling at KdG demands for more teaching staff every year. This challenges us again to find a great number of talented and motivated staff members. 45 per cent of the KdG staff members works part time. Many among them combine their teaching task with a position in a company, keeping a finger on the pulse of the professional developments. Others choose to combine their part time job with taking care of their family, thus providing for a healthy work-life balance.
With a total of 45 per cent men and 55 per cent women, about as many men as women are working at our university college. Still there are certain departments with great differences in the male-female ratio. In our departments of Health Care, Education and Applied Social Studies there are more women at work than men. A glaring contrast with our Applied Engineering and Technology department, where more than 70 per cent of the staff are men. A ratio we find equally disturbed in the student population as well as in the professional field. A glass ceiling at KdG is absolutely out of the question, since our board of directors consists of three women and three men.
InK., our community magazine ‘inK.’, KdG’s community magazine, guides students, staff, alumni, professionals … into the world of KdG. The editors closely work together with a group of students for photographs and drawings. Tips for articles can come from everywhere and links to the website, social media and newsletters provide extra information and dynamics. That is how inK. builds co-creation. And a good KdG-feel.
“We can always find inK. in the school canteen and we like to read that magazine. Thanks to inK. we share a connection with students of other departments as well.” Quote from anonymous interviews with students about communication
Male-female ratio per department 90% 80% 70% 60% 50% 40% 30% 20%
Car e Hea lth
des ign plie dE and ngine Tec ering hno Ap plie log y dS oci al S Bus tud ine ies ss A d m and ini Ma strat nag ion em Cen ent tral col unive leg e o rsity ffic es Edu cat ion
39 Administrative and Technical Staff, Teaching Staff Administrative and Technical Staff 129 253
Teaching Staff 70,6% 447 459
Full time vs. part time per department 100% 90% 80% 70% 60% 50% 40% 30% 20% 10%
Car e lth Hea
ign dE and ngine Tec ering hno Ap log plie y dS oci a l St Bus udi ine es ss A and dmini Ma strat nag ion em Cen ent tral u col nive leg e o rsity ffic es Edu cat ion
Part 4: financing
u Means u Costs u Balance
42 Qualitative education is not possible without the necessary means. That is why our university college strives to generate maximum resources and use these optimally. To realize this, we focus on external communication (inform our students well to help them choose the right study programme) and student counselling. We make sure that our supporting processes run efficiently, so we can invest more means into our educational system.
The total revenue (fiscal year 2011) amounted to 61,75 million euro. The greater part consists of working allowances and study and registration fees. The other 18 per cent is made up of subsidies, profit from educational activities (further invoicing of costs), service and research, other profits, and exceptional profits. The result of the fiscal year 2011 was partly determined by exceptional profits of a total of 3 million euro. The greater part of this amount is set aside for educational renewal. Service and research: 2%
Subsidies: 5% Financial and other profits: 3%
Profits from educational activities: 3%
Exceptional profits: 5%
Study and registration fees : 7%
Working allowances : 75% 2011
43 Costs In the fiscal year 2011, our total costs amounted to 56,95 million euro. As education is our core business, staff salaries are of course the main element in our expenses (79 per cent). 14 per cent of the total costs concern the purchase of services and various goods to support the educational process.
Services and various goods (rent, energy costs, maintenance of buildings ...): 14% Financial costs: 1%
Exceptional costs: 0%
Depreciations and facilities: 4% Commodities, raw and auxiliary material: 2%
Other working expenses: 0%
Salaries, social security and pensions: 79%
Balance sheet At the end of 2011 the total balance amounted to 59,13 million euro.
Floating assets: 37%
Fixed assets: 63%
Credit side The credit side of the balance sheet includes 37,54 million in floating assets and 21,59 million in fixed assets.
Provisions: 1% Debt capital 33%
Debit side On the debit side we find an equity of 39,23 million euro, a debt capital of 19,37 million and provisions for risks and costs of 0,53 million euro.
To cope with the increasing number of students KdG bought a building in the south of Antwerp. This purchase was fully financed with our own resources.
Professional bachelor’s degrees
Business Administration and Management
Audiovisual Techniques • Photography
Automotive Technology • Vehicle Electronics • Heavy Duty Vehicles • Motorcycle Technology • Cars
Chemistry • Biochemistry • Chemistry • Chemical Process Technology
Multimedia and Communication Technology • Audio/Video Productions (optional course) • Virtual Productions (optional course) • Web Productions (optional course)
Business Management • Accountancy and Taxation • Finance and Insurance • International Entrepreneurship • SME-Management and Entrepreneurial Studies • Logistics Management • Marketing • Law
Office Management • Event and Project Management • Management Assistant - Cross Media Management (optional course) - Sales and Human Resources (Executive Management) (optional course) - Languages and International Business (International Management) (optional course)
Applied Engineering and Technology
Applied Computer Science • Application Development • Software Management • System and Network Management
KdG Health Care Applied Social Studies
Nursing • Geriatric Nursing (optional course) • Children’s Nursing (optional course) • Psychiatric Nursing (optional course) • Social Nursing (optional course) • Hospital Nursing (optional course)
Midwifery Bio-Medical Laboratory Technology • Pharmaceutical and Biological Laboratory Technology • Medical Laboratory Technology
Socio-educational Care Work • Special Education • Applied Juvenile Criminology
Social Work • Art and Culture Mediation • Social Work and Social Care • Social Work and Human Resources • Social and Cultural Work • Social Work and Legal Aid
Preschool Education Primary Education Secondary Education Early Childhood Education
Academic bachelor’s and master’s degrees Abridged programmes Preschool Education Primary Education Early Childhood Education
Visual Arts • Graphic Design • Jewelry Design and Gold- and Silversmithing • Fine Art
Art and Design
Applied Engineering and Technology (these study programmes will be organised by the University of Antwerp as from September 2013)
Biochemistry Chemistry Electromechanics • Automation • Automotive Engineering • Electromechanics
Electronics-ICT • Automotive Engineering • ICT
Health Care Nursing and Midwifery (in cooperation with the University of Antwerp)
Bachelor after bachelor’s degrees, master after master’s degrees, postgraduate degrees and trainings Bachelor after bachelor of Education: Special Education Bachelor after bachelor of Education: Special Education Needs and Remedial Teaching Bridge programme Nursing Tutor Training for Teachers Tutor Training in Clinical Education Training in Wound Care Postgraduate degree in Acupuncture (in cooperation with the Training Centre for Traditional Chinese Healing or OTCG) Postgraduate degree in Geriatrics Postgraduate degree in Leadership in Health Care (in cooperation with the Higher Insti ture for Nursing Sint-Elisabeth Turnhout) Postgraduate degree in Massaging and Kinetics (in cooperation with OTCG and Vervolmakingscentrum voor Verpleegkundigen en Vroedvrouwen) Postgraduate degree in Oncology Postgraduate degree for nurses in Palliative Care Postgraduate degree Manager in Day Care Tailor-made Training for nurses
Master after master’s degree Research in Art and Design
Colophon Responsible Publisher Dirk Broos, Brusselstraat 45, B-2018 Antwerpen Editing Communication office Design and layout Ideeweb This document does not legally bind the non-profit organization. Whoever thinks that there are rights attached to certain images, please turn to email@example.com.
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Whatever step we take to achieve our goals, our students and quality of education offered remain our main concern. You can read all about th...
Published on Sep 9, 2012
Whatever step we take to achieve our goals, our students and quality of education offered remain our main concern. You can read all about th...