This paper is a discussion paper to support an Erasmus+ project with the name Common European Numeracy Framework (CENF) (for adults) which will start at the end of the year 2018. In the first months of 2019 the team with participants from The Netherlands, Austria, Spain and Ireland will be in the process …

How to drive regional development using a cooperative perspective

Background Woman-centred care is a philosophy for midwifery care management of the childbearing woman. There is no mutually recognised internalised way in midwifery to provide woman-centred care. Objective To reveal midwives’ distinct perspectives about woman-centred care. Methods A Q-methodology …

Presentatie over de toolkit-in-ontwikkeling van GrowIn 4.0 voor de lokale stakeholdergroep

Poster presentation of proposal of PhD trajectory "Talent emerging in Learning Communities, exploring the role of peers". Talent development for all students in higher education is up on the (inter)national agenda. Talent, from a developmental view, is defined as the potential of individuals to excel …

This contributed volume is based on the "European Core Competences Framework for health and social care professionals working with older people" (ECCF), developed and verified in a unique international cooperation between 26 universities and universities of applied sciences in 25 European countries, …

This article explores which tensions teachers experience during one year of participation in a professional learning community (PLC). Tensions are more or less temporal negative feelings of stress, loss of self-efficacy or anxiety caused by conflicting personal features and workplace affordances. A qualitative …

To maximize learning opportunities in physical education, a range of conditions need to be met. One of the most crucial conditions is qualified physical education teachers. This prompts us to suggest that it is crucial that physical education teacher candidates engage in meaningful, relevant, and worthwhile …

It has been argued that teachers need practical principled knowledge and that design research can help develop such knowledge. What has been underestimated, however, is how to make such know-how and know-why useful for teachers. To illustrate how principled knowledge can be “practicalized”, we draw on …