Quality of the Master in Educational Sciences and Master in de Onderwijskunde

When choosing a study programme, high quality education is what you are looking for and that’s exactly what we provide at the VUB. By continuously monitoring the programmes we know what their strengths are and how we can continue to improve them. 

Assets of the programme

  • International context: the Master in Educational Sciences is unique in the learning environment it provides. The collective mix of international and Belgian students and staff provides valuable and rich exchanges and educational perspectives to the programme courses. Several courses explicitly use the diverse student population and teaching staff as a starting point for educational debates and discussions during classes.
  • Blended teaching and learning: With regard to teaching methods, students have voiced appreciation for the flexibility offered in courses, enabling for a high degree of student self-regulation, with blended and e-learning opportunities provided across most courses.
  • Collaborative teaching and learning: Courses encourage and provide various opportunities for collaboration: group work internally and beyond the course with field actors, as well as in-class and online discussion moments to share ideas with fellow students, and with the professional or academic field more broadly.
  • Trend of positive evaluation: To-date, lecturers are evaluated positively by the students, as seen through results of the annual teaching evaluation and student focus groups.

Where do we get this information from?

We routinely ask our students to give their honest opinion about the study programme during their academic career. We also consult our professors and assistants and gauge the expectations in the future field of work. Lastly, we receive structured feedback from our former students and compare our programmes with others at home and abroad.

Quality Cycle



  • Stakeholders in education: one of the programme’s central learning objectives refers to ‘stakeholders in education’, i.e. understanding the practice of education from different levels (e.g. students, teachers, policy makers, broader community…). However, this topic is not fully emphasized across courses. The programme has the opportunity in the future to invest more in courses or topics on student guidance practices in educational sciences.
  • Research-practice parallels: There could be a more explicit link drawn between staff’s research expertise, the ongoing research projects, and the different topics and potential for collaboration taught and offered in courses. With a large expertise in educational change processes and technology-enhanced learning, the staff’s own expertise can be further leveraged as a valuable asset both within the program and in society (in e.g. through Community Engaged Research and Learning-initiatives).
  • Blended Learning: With the emergence of new platforms and tools both in the actual practice of education (delivery of education), as well as the what students’ study (field of study for students), the programme’s own educational delivery, collaborative opportunities and learner-driven decisions for teaching and learning could be reinforced through its know-how and in-house research in the field.

Current developments

  • Programme Design: The programmes (Educational Sciences and Onderwijskunde) are continuously working towards curriculum redesign and planning. Among other things, the central focus towards educational change and innovation will be emphasized to train the students as future change agents at all levels of educational practice and policy.
  • Curriculum Reform: The programme will roll out specific courses in the fields of personalized and self-regulated learning, and emerging technologies for learning in the next curriculum reform cycle. These changes will offer students the opportunity for hands-on, practical, and research-driven and informed experience in ongoing projects at the department.
  • Student Involvement: The programme is fortunate to have a very active Student Management Board, and participation in diverse programme related discussions. This asset will be further developed in the upcoming years.


Publication date: 1 February 2021

Where does our information come from?

Here are our sources