Pedagogische wetenschappen

The Master of Pedagogical Sciences offers three part-time tracks. These are English-taught tracks.

You can also follow these tracks in full-time.

Feiten & Cijfers

Titel/Graad: MSc in Pedagogische Wetenschappen
Type opleiding: Master
Duur: 12 maanden (60 ECTS)
Croho code: 66607
Voertaal: Engels
Start
Faculteit: Gedrags- en maatschappijwetenschappen

VakkenVakkencatalogus >
For the list of courses, see the online catalogue https://ocasys.rug.nl/current/catalog/programme/PAMAPA

Curriculum

You can read more about the structure of that course on the page of the respective track.

Programma-opties
Youth 0-21, Society & Policy (track) (specialisatie) Our aim is to increase the quality of upbringing, care and education by improving policies and interventions for young people and their social and learning contexts. Do you want to... explore how interventions can improve the well-being of young people, their families, schools, and communities?* learn how to successfully implement interventions in child and youth care and education?* discuss the role of research in improving interventions and youth policy?Then this Master's programme might be just ideal for you! Completing this programme equips you with... state-of-the-art knowledge of youth research, practices, and policy, how they are linked and how they can improve each other;* the skills to design, carry out, and evaluate youth policy and interventions using interdisciplinary and international insights;* a reflexive, critical attitude towards youth policies, practices and innovations.Curious? Take the online sample lesson by dr. Tina Kretschmer and dr. Laura Baams. You can also follow this programme in full-time.
Deafblindness (track) (specialisatie) Would you like to analyse and improve the possibilities of deafblind people? Then this is the programme for you. The Master's degree in Deafblindness is a unique programme during which you acquire theoretical and methodological skills. These skills will enable you to analyse the impact of combined visual and hearing impairments (“deafblindness”) on development, daily functioning and quality of life. You will learn to apply this knowledge in the contexts of research, assessment and intervention. The programme is especially interesting for those who are already working as professionals and who would like to expand their basic knowledge and research skills. The programme starts with the course Introduction to people with deafblindness. In this course, you will learn about fundamental developmental processes, including topics like early symbolic communication embodied cognition, and the acquisition of sign language. After the introductory course, students receive coaching in methodology. You will also perform a practical training and write a learner's report. In addition, you will carry out research and write a Master's thesis. Meer informatie over deze optie
Ethics of Education: History, Pedagogy and Critical Sociology (specialisatie) Bij veel van de vraagstukken die een rol spelen in maatschappelijke en professionele discussies over onderwijs en opvoeding is een interdisciplinaire blik noodzakelijk. Maar waarom en hoe werkt dat? Vraagstukken over kansenongelijkheid, religieuze diversiteit, burgerschap, passend onderwijs en zeggenschap (ouders, professionals, kinderen) vragen om historische contextualisering, juridische inkadering, filosofische duiding en ethische doordenking en beslissing. Deze interdisciplinariteit is verankerd in het curriculum van de mastertrack Ethics of Education. De docenten in deze opleiding hebben expertise op het gebied van onderwijsfilosofie, ethiek, historische pedagogiek, kinderrechten en diversiteitsvraagstukken en gaan met studenten het gesprek aan om met elkaar dergelijke urgente vraagstukken op te pakken. In deze track krijg je theoretische concepten en professionele tools aangereikt om educatieve en pedagogische kwesties te beschouwen vanuit meerdere perspectieven. Je leert morele problemen en discussies te analyseren met het oog op het vormen van beleid en bij te dragen aan besluitvormingsprocedures rond concrete dilemma’s in de praktijk van onderwijs en opvoeding. Bijvoorbeeld in problemen en discussies als: Homoseksualiteit op school* Jongensbesnijdenis* Liever doof Je kunt deze master ook in voltijd volgen. Meer informatie over deze optie

Studeren in het buitenland

Studeren in het buitenland is facultatief
Voor gemiddeld 15 weken
Maximaal 30 EC

Toelatingseisen

Aanmeldingsprocedure

For specific entry requirements, admission and application dates and procedure, check the pages of the relevant track:

Collegegeld

Nationaliteit	Jaar	Kosten	Vorm
EU/EER	2024-2025	€ 1863	deeltijd
EU/EER	2025-2026	€ 1914	deeltijd

Praktische informatie voor:

Nederlandse studenten Internationale studenten

Na je studie

Arbeidsmarkt

You can find information on job prospects on the pages of the relevant track:

* MSc Deafblindness
* MSc Ethics of Education: History, Pedagogy and Critical Sociology
* MSc Youth 0-21, Society and Policy

Career services BSS
Where do you want to work after your studies? You can contact Career Services already during your studies. They will help you orientate on your career, develop your skills, apply for jobs and find an internship.

Onderzoek

Pedagogical Sciences research is grouped in the Nieuwenhuis Institute. Our staff members study a wide range of topics. Read more about research and/or researchers connected to the tracks on the relevant page:
* MSc Deafblindness
* MSc Ethics of Education: Philosophy, History and Law
* MSc Youth 0-21, Society and Policy

Nu aanmelden Brochure Evenementen Contact

Nederlands diploma Internationaal diploma

17mrt

Masterwekendiverse locatiesMeer informatie

Meer evenementen

Contact

Study Advisors Pedagogical Sciences (Study advisors masters Pedagogical Sciences)
Email: studyadvice.peduc rug.nl
Telefoon: +31 (0)50 363 6301

Testimonial van alumnus Tessa Miedema - Ethics of Education: philosophy, history and law

Bij de master wordt je écht uitgedaagd om zelf te denken.
– alumnus Tessa Miedema - Ethics of Education: philosophy, history and law

Ik ben Tessa Miedema. Ik heb de bachelor Pedagogische Wetenschappen gestudeerd aan de RUG en heb daarna de master Ethics of Education: philosophy, history & law* gedaan.

Op dit moment werk ik als onderwijskundig medewerker bij het Expertisecentrum Kritisch Denken van ROC Midden Nederland. Het Expertisecentrum Kritisch Denken is een praktische partner voor het onderwijs en wil de ontwikkeling van kritisch denken in het beroepsonderwijs een serieuze plek te geven.

Bij het Expertisecentrum Kritisch Denken ondersteun ik docenten met het integreren van kritisch denken in hun onderwijs. Zo heb ik vorig jaar meegeschreven aan een publicatie waarin we onderwijsontwikkelaars en docenten handvatten geven waarmee ze het onderwijs in kritisch denken kunnen vormgeven. Daarnaast adviseer ik interne en externe partijen over het onderwijs in kritisch denken en burgerschap.

Bij de master Ethics of Education word je echt uitgedaagd om zélf te denken. Hierin vond ik het erg leuk dat er niet vanuit slechts één discipline werd gedacht, maar er naast pedagogiek ook veel aandacht is voor ethiek, filosofie, geschiedenis en kinderrechten. Hierdoor heb ik geleerd kritisch te reflecteren op het onderwijs. In mijn ogen is dat een van de grote meerwaardes van deze master.
Zelf vond ik het erg fijn dat de master kleinschalig is. Hierdoor was er tijdens de colleges veel tijd voor interactie. Je denkt met z’n allen na, brainstormt en overlegt met elkaar. In het begin was dat wel even wennen, maar juist die actieve deelname aan colleges vind ik een groot pluspunt van de opleiding. De studie is erg interessant voor studenten die zelf willen nadenken over problemen en discussies in bijvoorbeeld het onderwijs. Ook is er genoeg ruimte om je te verdiepen in kwesties die jij interessant vindt.

*Vanaf 2025/2025: Ethics of Education: History, Pedagogy and Critical Sociology

Testimonial van lecturer Pauline Schreuder - Youth 0-21, Society And Policy

Because the lecturers on this program are also intensively involved in internationally recognized research, our teaching is always informed by the latest findings.
– lecturer Pauline Schreuder - Youth 0-21, Society And Policy

My name is Pauline Schreuder and I am Assistant Professor and coordinator of the International Master's track Youth, Society & Policy, one of the tracks in the Master's programme in Pedagogical Sciences. Together with my colleague Greetje Timmerman, I teach the course unit in Conceptions, Policies and Youth Participation. I also supervise students during their placements and theses.

Students come from the Bachelor’s programme in Pedagogical Sciences, both from Orthopedagogy and Pedagogy/Educational Sciences. In addition, we have both Dutch and international students with backgrounds in Psychology or Sociology. These different dimensions are important because they contribute to the understanding of different perspectives and the ability to work together with people from different disciplines.

The degree programme is characterized by its focus on youth issues concerning growing up and development. We consistently try to bridge the gaps between research, policy and practice. Students are actively engaged in these issues through seminars, group assignments and discussions. One of the themes dealt with is how different countries have organized their decision-making regarding children who are placed in care. Do the children or young people have a say in it? If yes, how is this arranged? The programme also covers the implementation of interventions and innovations.

The theoretical course unit in which I am involved takes place early in the programme. Students are introduced to the various definitions and interpretations of ‘youth’ across countries and to the implications of this for youth policy. Students analyse the youth policy of a country of their choice and compare their analyses afterwards. Then you see that a concept like ‘youth participation’ is interpreted very differently, but also that those differences do not always coincide with the distinction between Western and non-Western countries.

Testimonial van lecturer Saskia Damen - Deafblindness

We really support interaction and collaboration between the students so they can learn from one another and learn about different cultural perspectives.
– lecturer Saskia Damen - Deafblindness

The Master's track in Deafblindness focuses on the specific problems that people with deafblindness encounter. We look at the consequences of deafblindness on the development and functioning of people in order for them to participate in society.

My name is Saskia Damen. I am the curriculum coordinator of the Master’s track in Deafblindness, organized by the department of Pedagogical and Educational Sciences. I am also an assistant professor at the Faculty of Behavioral and Social Sciences. So I give lectures, I supervise students and I also conduct research. My research mainly focuses on deafblindness.

What is deafblindness exactly? Deafblindness is a rare condition. We use the term to mean the combination of vision impairment and hearing impairment. This means that a person does not need to be totally deaf and totally blind to be called deafblind. They could also have partial hearing or be partially sighted. This group is very diverse; there are people who are born with deafblindness but also people who become deafblind later in life and even when they are elderly. In the Master’s track, we mainly focus on people born with deafblindness.

What is the Master’s track in Deafblindness about? The Master’s track in Deafblindness focuses on the specific problems that people with deafblindness encounter. We look at the consequences of deafblindness on the development and functioning of people in order for them to participate in society. For example, what support do they need and what kind of specific educational programmes would they benefit from?

Can you give an example of a research project in deafblindness that you are working on? I am currently involved in a study on people with Usher syndrome. People with Usher syndrome are born with auditory disabilities: they are deaf or have partial hearing. They gradually become blind later in life because of the disease. This syndrome was only first discovered as people started to develop visual problems. Nowadays, we have the possibility of genetic testing. So, in the Netherlands, babies who are only a few weeks old undergo hearing tests. If they have hearing disabilities, their parents are offered the opportunity to have a genetic test to see what the cause of the hearing impairment is. What we then see is that parents realize that their child will become deafblind when they are still very young, even while still babies. This creates a huge need for support for those parents and for people with Usher syndrome themselves. As part of this study, we developed a guide for professionals on how to support children with Usher syndrome, as well as their parents.

How did you end up in this specific field? I think I started to become interested in children with disabilities when I was quite young and I worked as a volunteer at a summer camp. At this camp, there were children with disabilities. I was so fascinated by them and thought this could be a topic for me to explore. That was a reason for me to follow a degree programme in Special Education. During my degree, I did an internship in the field of intellectual disabilities. This is the field that I am most interested in because I like investigating complex problems. I also came into contact with people with multiple disabilities, such as vision and hearing impairments. I was fascinated by that! After I graduated, I began working at an organization [name?] to gain some work experience. They managed accommodation for people with congenital deafblindness. I saw this combination and was fascinated by it, so chose to focus on this group. As soon as I began working there as a professional, I immediately started to research the topic because I was so interested in it. At a certain point, the Master’s track in Deafblindness was established in Groningen and I was lucky that my workplace allowed me to enroll for it. I became acquainted with Professor Marleen Janssen and, later on, I was able to do a PhD with her as my supervisor. After that, I started working as an assistant professor.

What can students expect from this track? The Master’s track in Deafblindness is unique. We possess an international group of lecturers who are very engaged and experienced. We also have an international student population, so as a student, you will meet people from all over the world. We really support interaction and collaboration between the students so they can learn from one another and learn about different cultural perspectives. Because it is such a small group, the students get to know each other and the lecturers very well.

Students are also provided with a lot of supervision. The majority of the track takes place through distance learning. The first month begins with lots of lectures in Groningen. These weeks are very intense. Alongside the lectures, there are many assignments and students collaborate in groups. After this month, they each go back to their home country and begin their internships and thesis projects. Distance supervision is provided through the University and we make individual appointments with each student. The students can also pick their own thesis topics, which is quite unique. This is a very interesting opportunity, of course, for those who already work in the professional field, as they are able to do something that is relevant both to them and the organization they are working for.

Where do alumni usually end up? In a wide variety of places. Some alumni have actually become directors of schools and organizations. Others have gone onto jobs relating to educational psychology, where they are responsible for coordinating interventions and assessments for students or clients. Many alumni also end up in jobs supervising others, such as staff who directly work with people with deafblindness. Or they become consultants and advise parents and professionals. Positions in communication coaching, for example as speech or language therapists, are also very popular.
What is your advice for students considering following this track? Let yourself know! Because it is such a unique and small-scale track, it is important to examine whether it would suit you well. If you are enthusiastic about the prospect, please don’t hesitate to contact me and we can discuss the details of the track and whether it suits you.

Studieverenigingen

ODIOM

Als student van de opleidingen Pedagogische Wetenschappen, Onderwijswetenschappen, de AOLB en de schakelopleiding van Pedagogiek (SPO), kun je lid worden van ODIOM, een gezellige en actieve studievereniging.

Als lid profiteer je van korting op alle benodigde studieboeken en ontvang je tweewekelijks de nieuwsbrief. ODIOM telt ruim 800 leden en organiseert jaarlijks een breed scala aan leerzame, sportieve en sociale activiteiten, zoals gastcolleges, excursies naar pedagogische en onderwijskundige instellingen, het introductiekamp voor eerstejaars, buitenlandse reizen, borrels en feesten.

https://www.odiom.nl/

Lees meer

Studiebegeleiding

In the programmes of Pedagogical and Educational Sciences, there is a strong focus on study advice. There are several study advisors are available. You can contact them as a prospective student, current student, or former student of programmes within the Faculty of Behavioural and Social Sciences.

Study advisors can assist you with questions regarding:
• the content of the programme
• planning and organising your studies
• choices during your study
• registrations
• programme regulations
• taking courses outside your programme
• studying abroad

They are also available for personal support.
Don't hesitate to get in touch or make an appointment with one of the study advisors.

For brief questions, please email: studieadvies.pedok rug.nl
You can make an appointment via the online scheduling system: https://fbss.as.me/schedule/9de94536 ,
or by phone through the Student Service Desk: +31 50 3636301