European team

  Collège Blaise Pascal- leader- in Essonne counts 380 students, aged 11 to 16 years. They include students who don’t speak French; they belong to a special department (UPEAA- Pedagogical Unit for Young migrants). In 2014, a special class was open Specialized class for school inclusion open to disabled students. The College belongs to the Priority Educative Areas (Zones Educatives Prioritaires) which gathers the same characteristics as for the Urban Sensitive areas (high poverty rate, high unemployment rate, many single parents…). Among the College Blaise Pascal, the teacher & coordinator in charge of the network Success at school in Essonne has played an active role in the experimentation conducted by the French partner of the SAS project (2013-2014). The action is going on since the end of the SAS project in 2015 thanks to the close relationship built together with iriv conseil. The College Blaise Pascal has also worked together with the City of Massy (a town with around 45 000 inhabitants in the South of Paris) and with several local educators working with youngsters aged 6 to 16 years, outside school, during their free time with the agreement of their parents. The objective to create social cohesion has been especially active. It focuses on building links with the families, the inhabitants and all the professionals working with them - educators, teachers in colleges, associations in the different districts of the City, public services working in the neighborhood. The College Blaise Pascal has also implemented a close relationship together with the Cultural Centre Salle Paul B, which offers cultural activities addressing young publics and trying to involve as far as possible inhabitants in its activities and its cultural programing, focusing on various music and shows with a pedagogical approach among the younger public.

Key people- Benjamin Arino, head of the secondary school  collège Blaise Pascal holds a Master 2 ( D.E.A) in History mention Medieval History. He joined the National Education in 2003 as a Councillor in Education (CPE). He worked for several secondary schools from 2003 to 2009. Since then he worked in schools belonging to the sensitive urban areas - Evry, Grigny, and Massy (Essonne). He won the public exam of Head of school in  2012. He was first deputy head at the secondary school Collège Pablo Neruda in Grigny. Since 2015, he has been the head of the secondary school Collège Blaise Pascal in Massy. Thanks to his pedagogical coordination he has been involved in projects defending citizenship and the Republican values: secularism, fraternity, solidarity. School is considered as an example of democratic organisation among City. He was involved in the previous action implemented by iriv to enhance volunteering among youngsters (promotion 2016). He is the leader and legal responsible of the Schola project.

Rachel Savoie, is graduate in Physics. She passed the exam to become a teacher and began her career in 1998 , since 2000 at the College Blaise Pascal. She chose to teach in Sensitive Educative areas in order to apply the pedagogy focused on project. Each year she conducts scientific workshops in the framework of extra-curricular activities. For the past five years, she has been in charge of the option “discovery of the professional world” among pupils aged 14-16 years (last year of the college). She organizes each year visits in various places in France and in a different European city. She is the coordinator of the network priority education in Massy gathering 8 primary schools and the College Blaise Pascal whose aim is to favour success at school among pupils with diverse profiles. Most involved in associations, she was the president of parents associations (2010-2015) and still an active member of the EMA an association working with Africa (mostly Burkina Paso). Since 2015, she has been a member of the board of the Cultural Centre Paul B in Massy and member of the citizen council in Massy. She has coordinated in 2016 with the Salle Paul B the action promoting Volunteering among students of the College Blaise Pascal.

Camille Béjeau was born in 1982. She holds a Master 2 in History (her work was dedicated to Les fêtes médiévales dans le cinéma de fiction français, des années 1930 à nos jours, drected by C. Delporte, Saint Quentin en Yvelines, 2006). She passed the public exam of CAPES in History and Geography to become a teacher in public education in 2008. Her first temporary position  was in the secondary school Collège Galilée in Evry- a urban sensitive area. Then she held a position for  4 years at the secondary school Collège Martin Luther King in Buc. For the past 4 years, she has been a teacher at the secondary school Collège Blaise Pascal in Massy. Most concerned by the topic of Early School Leaving (ESL), she has improved her professional practice through VET, pedagogical practices as the bonus- exercices-bonus or through the project approach with her pupils in order to re-engage pupils at school. This is the reason why she is most involved in the Schola project. She has been a volunteer for many years- in music festivals and in several associations, such as the Cimade where she offered school mentoring to refugees’ children.

Véronique Settineri obtained a PhD in Signal Processing in 1996. She has been working with the Université de Bretagne Sud as a Maitre de Conference for two years and with Motorola Labs as a research engineer for ten years. In 2007, she became a teacher for primary school. In 2011, she started working in a device called ULIS aiming at inclusion of disabled children in ordinary secondary schools. In 2013, she obtained a certificate for teaching to disabled pupils with cognitive functions troubles. She joined the secondary school College Blaise Pascal of Massy in 2014 in order to coordinate its ULIS for children with language troubles ( severe dyslexia and dysphasia).

Siham Naji is a French teacher at the Collège Blaise Pascal de Massy since 2014. She graduated in Modern Literature (with a focus on teaching) at the University Paris III-Sorbonne in 2011. She passed the French contest to become a public teacher - CAPES in 2012. She has been teaching at the lycée Fustel de Coulanges in Massy then in several colleges belonging to sensitive urban areas (ZEP). Her participation to the Schola project answers her will to support her students in a Republican school and beyond.

Fernando Rosa is a graduate in Sports Science and Coaching with a specialisation in Swimming and Football from the London Metropolitan University in 2010. Since then he worked for public and private primary and secondary schools in London as a sports teacher before moving to France in 2013. Once in France he started to work in a Sensitive Educative area in a secondary school Collège Romain Rolland in Bagneux as an Assistant Coordinator for a dispositive called “Classe Relais” that is focus on Early School Leaving students(ESL). In September 2015 he joined the secondary school Collège Blaise Pascal as a Prevention and Safety Assistant, also situated in a urban sensitive area. He works mainly with students, first to counsel them on their troubles at school due to their bad behaviour towards one another or towards the adults. And also to make them aware of problems at school such as bullying and other types of violence. Moreover, he conducts workshop with the pupils on how to evacuate stress, improve concentration, diplomacy and self-control in order to re-engage students at school. For the past 3 years, Fernando has been a volunteer in a football association as a coach training children from the age of 5 to 15 years old.

   Iriv Conseil- coordinator- The Institute of Research and Information on Volunteering Conseil (iriv conseil, ) is a free private institution, nonprofit, independent of public administrations and economic interests, with the aim to improve knowledge and practice Lifelong learning within the nonprofit sector. Focused on volunteering between 1997 and 2003, it has enriched its field of research since 2003 to migration. It has created iriv Conseil in 2000 in order to carry on the studies and trainings both on a national and a European level. The pilot project Leonardo da Vinci, the iriv initiated and directed between 2003 and 2006- VAEB (Assessing a Voluntary experience) was awarded in Helsinki, in 2006, for “excellent practice in addressing the priorities of the Copenhagen process and promoting an enhanced European cooperation in vocational education and training”. The results of iriv’s projects are available on : for Volunteering and  for Migration issues. Furthermore, to improve knowledge on Volunteering and Migration issues among the general public, the iriv has publishes a Newsletter since September 2004, les rives de l’iriv ( It has also designed a portal open to the general public: in order to share all its publications. It has organized or co-organized several conferences since 1998 both on national and European levels. The last one in Paris for the Vintage project in October 2013 ; the former one as co-organiser with the University of Inholland in Rotterdam in April 2014, the first Biennale on Valuing Prior Learning.

Bénédicte Halba, doctor in Economics, founding President of the Institute for Research and Information on Volunteering (iriv) in 1997 is also the director of iriv conseil since 2000. She worked for the Ministry for Youth and Sports (1991- 1994) as coordinator for a study on the Economic impact of sport in 12 European countries. She was an expert for the Council of Europe for the workshops "Economic impact of sport" and "Volunteering" (1992 to 1994). In 1997, she created the iriv with the aim to improve knowledge and practice within the nonprofit sector. She is responsible for the studies, and training and for the implementation of its websites  and participation to national and EU conferences. She edits its electronic review- and its  publications- .  The pioneer project Migrapass (2010-2012) she initiated together with Autremonde in 5 EU countries has been the touchstone of the monthly Club she co-funded at the Cité des Métiers of Paris still active since 2012. The project Success at school through Volunteering- SAS she initiated together with an the University of Northampton in 6 European countries has been the touchstone of a monthly action implemented each month in Massy together with the College Blaise Pascal since 2013. She has been a lecturer at the University since 2000 in Europe (France, Austria, UK). She was an administrator of the Cicos (2007-2011) and the Assfam (2011-2014). She is a member of the scientific committee of the Swiss Foundation ECAP since 2015.

Relevant publications in the past 3 years include :

2016-  La reconnaissance des acquis d’une expérience bénévole- pour une diversité des apprentissages et des apprenants - article publié pour le numéro spécial de Chronique sociale (Lyon, octobre 2016), sur la base d'une intervention au Xème Séminaire international organisé par le Comité  Mondial des Apprentissages tout au long de la vie (CMA) au Conservatoire nationale des Arts et Métiers (CNAM, mars 2016).

2016 - Soft Power et lutte contre la discrimination dans le sport- le cas de l’équipe féminine de football iranienne - article publié pour le numéro spécial de la revue Sport & Citoyenneté sur le Soft Power à l'occasion des Jeux Olympiques de Rio - un exemple pour lutter contres les discriminations faites aux (jeunes) femmes dans le sport- l'équipe iranienne de football féminin - juillet 2016.


2015 - Enhancing the Diversity approach among migrant learners & tutors to struggle against discrimination in the labour market in Europe - Article published in the proceedings of the Xth Conference EAPRIL held at the University of Luxembourg. European and international network of researchers and practitioners in Education Sciences, it gathered more than 400 delegates from the 23rd to the 27th of November 2015 in Luxembourg (abstract- article on line in February 2016)

2015 - Articles on the Success at school through Volunteering implementation in France published in the final publication of the Success at School through Volunteering project, edited by the University of Northampton in November .

2015- Duvekot, R.C. & Halba, B.  Validation of Prior learning (VPL) in Europe’s higher education. Personalizing the VPL-model. Houten, EC-VPL, Series VPL Biennale 4.

2014 - Volunteering- from altruism to otherness - article published for the Slovenian Review Traditiones, special issue dedicated to Volunteering, Ljubljana : Institute of Slovenian Ethnology SRS SASA,  March 2014, pp 67 to 83

2014 - Supporting migrants in the process of Validation of Prior learning (VPL) – a French perspective - article published in the final publication of the Allinhe project, edited on the occasion of the 1st VPL Biennale in Europe Rotterdam: Inholland University, April , pp 201-218

2014 - Volunteering – an alternative pedagogical strategy to combat Early School Leaving and to enhance Success at School, - published for the International review  Šolsko polje , Ljubljana: Educational Research Institute, September


 Research Centre of the Slovenian Academy of Sciences and Arts (ZRC SAZU)- is the leading Slovenian research centre in humanities and a cutting-edge academic institution in central, eastern, and south-eastern Europe. It has a multidisciplinary character; in addition to the humanities, its spheres of research also cover the natural and social sciences. The research network of ZRC SAZU consists of researchers working at eighteen institutes. Researchers also conduct their studies at three regional research stations which connect the research network across Slovenia.

ZRC SAZU has worked on the Fifth, Sixth, and Seventh Framework Programmes, the Interreg IIIB Programme, the European Territorial Cooperation Programme (transnational and interregional cooperation), Cross-Border Cooperation, the Life+ Programme, the COST Programme, the Lifelong Learning Programme, the eContentPlus Programme, and the Culture 2007–2013 Programme. ZRC SAZU also carries out a series of applied projects that exceed the narrow orientation of individual specialized areas and make possible valuable links between various institutes and disciplines. Numerous achievements prove that research findings in the humanities are also useful for preserving natural and cultural heritage as well as for finding solutions to concrete problems; the most important achievements include compiling seminal standard and technical Slovenian dictionaries, cultivating, preserving, protecting, and managing authentic elements of Slovenian natural and cultural heritage, and developing strategies for a responsible attitude towards natural, cultural, and living heritage (e.g., environmental impact studies, vulnerability studies, water-resource management, providing professional support in building infrastructure and motorways, developing methodology and prevention or intervention programmes for the mentally handicapped, and enforcing EU heritage-protection policies). These basic and applied research projects are supported by the materials that our associates have been collecting for decades as part of the Natural and Cultural Heritage of the Slovenian People programme; this programme is one of the founding tasks of ZRC SAZU, which it carries out together with the Slovenian Academy of Sciences and Arts.

Research teams at these institutes consist of researchers and technical and specialist advisers with a high level of responsibility that maintain strong and diverse contacts with the international research community. ZRC SAZU has its own publishing house, bookstore, and audio-visual laboratory; it houses the Geographical Museum, and boasts numerous collections. Among its rich publishing activity, five research journals listed in the Thomson Reuters indices are especially noteworthy. Approximately 20 % of its funding is fixed institutional source and the rest is competitive funding gained through calls. Among these the most important source is national funding. However EU funding is getting more and more important.

Together with the University of Nova Gorica ZRC SAZU offers several undergraduate and graduate academic programmes: The Comparative Study of Ideas and Cultures, Karst Studies, the EU Master’s Programme in Migration and Intercultural Relations (Erasmus Mundus status), and Cultural History. An independent graduate school is also being prepared.

Dr. Dan Podjed is a Research Fellow at the Research Centre of the Slovenian Academy of Sciences and Arts (ZRC SAZU). He is habilitated as an Assistant Professor for Cultural and Social Anthropology at the University of Ljubljana. He is a principal investigator of an applied research project “DriveGreen: Development of an Eco-driving Application for a Transition to a Low-carbon Society” (2014–2017). He is a coordinator of the Applied Anthropology Network of the European Association of Social Anthropologists (EASA) and initiator of the international symposium “Why the world needs anthropologists.” In 2011 he was awarded by the Slovenian Research Agency for his publications on nature conservation volunteering in Slovenia and received an award in 2008 for exceptional achievements from the University of Ljubljana, Faculty of Arts. His current research interests include volunteering and altruism, mobility, human-technology interaction, nature conservation and organisational cultures.

Dr. Saša Babič received her undergraduate degree in Russian language and literature as well as Slovenian language and literature from the University of Ljubljana's Faculty of Arts in 2005. After graduation, she spent one year teaching in an elementary school. In 2006, she started working as a research assistant at the SRC SASA Institute of Slovenian Ethnology. Her research interests include literary folklore, especially short folklore forms, including greetings, curses, proverbs, riddles, charms, and prayers. She is skilled in project administration and organisation of scientific meetings.

Dr. Katarina Šrimpf Vendramin was born in Celje, Slovenia, in 1985. She received her BA at the University of Ljubljana's Faculty of Arts and her PhD degree at University of Nova Gorica. She studied as a DAAD scholarship holder in Göttingen, Germany, in the academic year 2012/13. In 2015, she defended her PhD dissertation ‘Oral Traditions and Collective Memory in Slovenian Area of Upper Obsotelje' under the supervision of Dr. Monika Kropej Telban. Since November 2010, she has been working as a research assistant at the Institute of Slovenian Ethnology of the Research Centre of Slovenian Academy of Sciences and Arts. Her research interests include folk narrative research, identities, and volunteering. She is currently involved in two EU Erasmus+ projects on volunteering.

Dr. Mojca Kovačič holds her PhD in ethnomusicology. She is a Research Fellow at the Institute of Ethnomusicology of the Research Centre of the Slovenian Academy of Sciences and Arts. Mojca is by her primary profession also a professor of music with four years of experience in teaching music in high school. In addition to regular scientific work carried out by the institute, where her interest mainly covers research in folk music and its various forms and contemporary processes, as well as soundscape studies in regards to urban religious sounds and street music, she also carries out music workshops for youngsters. For the past 8 years she has been a professional consultant for Public Fund for Cultural Activities of the Republic of Slovenia, working as an evaluator of the music performances.  She is the national representative for the International Council for Traditional Music (ICTM), a member of the board of cultural and ethnomusicological society Folk Slovenia, member of the Slovenian ethnological society and member of the Choral Society Zora Janče. She is skilled in project administration and organisation of scientific meetings.


  The University of Perugia founded in 1308, is one of the oldest universities in Europe. Today, research, education and consulting activities are organized in 16 Departments, with about 23,500 students, 1,100 professors and researchers and 1,000 staff members. In recent years, the University has undertaken a broad renewal of its programs and curricula, which prepare students to meet the demands of the labour market and to satisfy the needs for innovation in private and public sectors. With its wide offer of degree programs, covering nearly all fields of study, the University combines a long and solid tradition of excellence with a commitment to innovation and an interdisciplinary approach. Post-graduate degrees are offered in top rated specialization schools and doctoral programs, as well a variety of masters programs in the various academic disciplines. On the international level, the University remains firmly committed to developing collaborative relationships with EU and non EU Universities, to facilitate and improve international advanced study opportunities for its students. Currently we have established working agreements with 361 institutions of higher learning throughout the European Union, and about 90 cooperation agreements with EU and extra-EU universities. Several degree programs available at the University of Perugia already confer double degrees or European degree.

dr Federico Batini is a researcher at the University of Perugia. Founder and director of a training and guidance agency Pratika ( and the centre of ideas and cultural productions Nausika (, he is also a senior partner of Thélème ( He has been dealing with stories and narratives in many formats for the past twenty years. He is working on a project of books and audio books of fairy tales and fables rewritten and adapted in collaboration with modern writers and experts. He has written plays and short stories, edited anthologies and written lyrics. He has devised a method of guidance through story telling called narrative guidance (Per un orientamento narrative, 2000) and has published articles, books, and other materials about this method. His most recent publications include L'orientamento narrativo a scuola. Lavorare sulle competenze per l’orientamento dalla scuola dell’infanzia all’educazione degli adulti (2008); Mettere in circolo. Una ricerca sui circoli di studio:Dalla pratica al metodo (2008); Competenze e diritto all’apprendimento (co-edited with A. Surian, 2008); L’Isola sconosciuta. Un progetto di orientamento narrativo: Metodi e risultati, Storientando: Un progetto e una ricerca con l’orientamento narrativo (with A. Surian, 2008); Storie, futuro e controllo (ed., 2011); Storie e orientamento. Percorsi per l'orientamento narrativo di gruppo (2011), Orientare per non disperdere: le storie siamo noi; Quando i figli scelgono (2011); Comprendere le differenze; Verso una pedagogia dell'identità sessuale (2011); Storie che crescono (2011);  Imparare dalla lettura (ed. 2013) “Drop-out“, (ed. 2014)

dr Marco Bartolucci, Degree in experimental psychology at the University of Florence (2008) was awarded a PhD in neuroscience at the Royal Holloway University of London (supervision Prof. Andy Smith) in March 2012. In 'October 2012 he completed the second master level in clinical neuropsychology at the 'Catholic University of the Sacred Heart in Milan. During his PhD conducts research with functional imaging techniques (fMRI) sull'attivià perceptual learning in the visual cortex. He currently works with the Laboratory of transcranial magnetic stimulation - UO Neurology Hospital of St. John of God in Florence (Prof. Maria Pia Viggiano, Dott. Massimo Cincotta, Dott. Fabio Giovannelli) investigating how the brain stimulation techniques can interact with the processes of learning and re-learning perceptive. It also deals, as an expert in neuropsychology, clinical and forensic evaluations, and ad hoc implementation of rehabilitation processes through the creation of specific tasks with the aid of multimedia.

Irene Scierri- Graduated in Pedagogical Science and Educational Design at the University of Catania, where she collaborated with university chair in Experimental Pedagogy. She is involved in training projects on teaching and competences assessment. She is currently a researcher at the University of Perugia.

Alberto Santoro- graduated in International Political Science at the University of Calabria and specialized in European Projects Management, SMEs Internationalization and Public Communication. After having collaborated for two years as Journalist with local daily newspapers, in 2009 he carried out a Traineeship at the Council of the European Union (DG F Press, Communication and Transparency). He has been working as EU Projects Manager in several institutions and associations, dealing with the European Structural and Investment Funds; at the Enterprise Europe Network of the European Commission, he worked as expert of the 7th EU FP for Research and Technological Development and of the Horizon 2020 Programme. He has also gained experiences in specialized translations as well as in the Tourism industry, and regularly participates in the working groups and plenary meetings of the EU CoV (Brussels), as EU Affairs Communication Specialist. Since 2016 he is an “Expert-evaluator” for the “Marie Skłodowska-Curie Individual Fellowships” applications.

  Jagiellonian University (JU) has a student population of over 45,000, studying a wide range of undergraduate and postgraduate programmes in 15 Faculties and 46 Institutes. JU is the second largest centre of higher education in Poland. In total it offers undergraduate, master, doctoral and postgraduate programmes in 128 disciplines. The Faculty Management and Social Communication, Institute of Public Affairs has been acknowledged nationally as a leading provider of training and development in public organisations. Responsible for that area is the Institute of Public Affairs (IPA). It runs several study programmes in public management and social policy studies. It has over 3000 students. Within public management programmes it offers specific programmes focused on different public organisations. The Educational management programme offered within the IPA by the Department of Educational Management (DEM) is one of the most recognised in Poland. The IPA DEM works collaboratively with schools, educational authorities on a local level and a number of government and private agencies involved in education.  The IPA has a well-resourced research environment built in 2006-2008 which seeks to both stimulate research and to ensure quality through the careful evaluation of projects.  Educational research is an area of strength which is developing further in scale and quality.

Grzegorz Mazurkiewicz , sociologist, works at the at the Institute for Public Affairs in the Faculty of Management and Social Communication at Jagiellonian University in Krakow, Poland (previously high school teacher and NGO Sector employee). His research interests are focused on educational leadership, educational policy, quality of the process of teaching and learning, teachers’ attitudes, adults’ learning, gender stereotypes in education and intercultural education.  Classes that he teaches are connected with sociology of education, educational administration and leadership, global and European challenges in education, schools’ evaluation and self-evaluation, teachers’ professional development. He worked as an expert in PHARE Program in Romania aiming at the reform of professional development system for teachers, worked as researcher for European Commission in projects on adult trainers and adult learning and for Local Government Initiative (Open Society Institute in Budapest). He also worked as research assistant at Ohio State University and taught at Bowling Green State University in Ohio, USA. Since 2009, he is also a director of the project focused on transformation of the schools’ inspection system for all schools and educational institutions in Poland (funded within a frame of the European Social Fund). He was a coordinator or director of different projects supporting struggling schools from disadvantaged regions, focused on the whole school development, exploring issues of school self-evaluation, focused on authentic teaching and learning process. He tries to be involved in multiple initiatives focused on strengthening students’ involvement in the learning process.

Agnieszka Borek , sociologist evaluator, expert and coach in the programme improving pedagogical supervision in Poland. Author and co-author of many evaluations in education. Works in “Era of Evaluation” – the partner of Jagiellonian University in Cracow  and Centre for Educational Development in Warsaw in project “Boosting effectiveness of pedagogical supervision system and school quality assessment programme”. Her research interests are focused on quality of the process of teaching and learning, teachers’ attitudes, schools’ evaluation and self-evaluation, teachers’ professional development. She is a certificated educator. Since 2011, she’s been a director of the educational project for 23000 polish teachers and principals focused on the whole school development, exploring issues of school self-evaluation, authentic teaching and learning process and data based decision making). She’s been a coordinator of the project on transformation of the schools’ inspection system for all schools and educational institutions in Poland (funded within a frame of the European Social Fund) since 2010.

Laura Rabiej graduated Management of Education in Jagiellonian Uniwersyty, now she is a phd student at the Jagiellonian University. She works in Institute for Public Affairs in the Faculty of Management and Social Communication and also in Competency Development Office in the Centre for Academic Support at the Jagiellonian University in Krakow. She is involved in the implementation of several projects in the field of education and evaluation. Author and co-author of several educations articles. Her research interests are focused on quality of the process of teaching and learning, learning organization and schools’ evaluation. She worked in project “Boosting effectiveness of pedagogical supervision system and school quality assessment programme” on transformation of the schools’ inspection system for all schools and educational institutions in Poland (funded within a frame of the European Social Fund) since 2010. At that time, she was a member of the methodological team which preparing procedures, methods and tools of the school evaluation.


  Karel de Grote University College is a large-scale Higher Education Institution in the northern part of Belgium. It is a high level institute with > 1100 staff , >13500 students and 16 bachelor's degrees, 4 bachelor after bachelor's, 9 postgraduates, 1 master after master's and 1 master's degree. Other educational programmes include: postgraduates, advanced bachelor's and International Degree Programme as well as 2 English exchange programmes. Founded in 1994, when 13 Catholic University Colleges in Antwerp merged into the Karel de Grote University College (KdG), it is now the biggest University College in the region.

Karel de Grote University College (KdG) supports sustainable development: for students, staff and society. In mutual interaction, based upon an inviting learning, living and working environment. To always get the best out of everyone, and to strive for excellence together. Driven by values, inspired by Christian principles, open to other ideologies.Karel de Grote University College (KdG) creates challenging and motivating tailor-made learning contexts. For anyone who wants to develop into a professional with personality. We educate and guide our students so they discover and develop their talents, and acquire the necessary competences to deliver a contribution to society. Self-conscious, with a sense of responsibility and valued by society. We encourage our staff to continue to grow both on a personal and professional level. KdG is a versatile organization. We think ahead and have a feel for the dynamics of a rapidly changing global context. We share knowledge and invest in strong collaborations with our partners: thanks to these interactions and made-to-measure solutions our university college excels and innovates in (art) education, practice-oriented research and services.Karel de Grote university college aims to give its students and staff members the opportunity to discover what their talents are and to further develop these talents. We strongly believe that team work allows both students and staff members to acquire competences – such as knowledge, skills, insight and attitudes – that are essential in a working context as well as in the broader context of our society. One of the most vital competences is, without a doubt, the ability to make an effort for those who, due to certain circumstances, are not able to fully develop their talents.

Wouter Smets is a PhD student  in Educational Science, specialising in Education in diversity. His last publications include: Smets, W., (2015), Oikos, 75, De kloof dichten. Bottom-up innovatie brengt onderwijs op nieuwe wegen, pp. 66-73 ; Smets, W. (2016), Impuls, 46/3. Binnenklasdifferentiatie lessen uit een innovatietraject ; Smets, W., (2016), Hermes, 59, Differentiëren in de geschiedenisles. Krachtig leren voor alle leerlingen, ; Struyven K., et. al. (2016), Hermes, 59, Mythes over binnenklasdifferentiatie. Naar een leerkrachtig model

Sofie Peetroons has ben working for the Karel de Grote University since September 2016 as a lecturer for the supervision of students, Educational Didactics and project manager.She was employed by the castle of Horst as responsible and people manager of the volunteers and guides (2015-2016). Before she was an educator in  Social Sciences, Competence- and skill-orientated lessons, Communication and interaction skills together with responsible of cross-border projects (study guidance 'GIL! Goesting in Learning' (driven to learn), manual ‘Social Sciences’ published by Plantyn, Responsible for the team 'Diversity') for the VZW Sint-Angela-Montfort College (2008-2015) and Lecturer for the Catholic University of Louvain (2005-2008) as a lecturer in ICO (intercultural education), Care approach in ordinary and special education,  Agogical skills, CUMAWE (culture, society and the world),  Learning and developing and Coaching of students. She started her professional career at the CIO Training Center (1997-2005) as Employed as software trainer in  Teaching software programs, Writing course material and manuals, Long-term project work in several companies, Internal business didactic coaching and training and Internal communication strategies.