The Graduate School of Child Development and Education aims to provide high quality education to science practitioners, Research Master's students and PhD students in the pedagogical and educational sciences. Working in collaboration with the research institute, the school is seeking to become a leading national and international institute in the area of the aforementioned sciences. This ambition has both a scientific and social dimension. In scientific terms (both nationally and internationally) the institute stands out due to the high quality of its scientific researchers and advanced scientific work. In social terms (especially on a national scale), the institute stands out as a recognised authority in the area of relevant social problems and supplies highly qualified scientific practitioners who are equipped to quickly build successful careers in the professional fields of pedagogical and educational science.
The GSCDE' immediate targets centre around the academic training of pedagogues and orthopedagogues and education science professionals. As regards targets and final qualifications, the primary focus is on differentiating between the follow-up Master's on the one hand and the Research Master's programme and PhD programme on the other. Whereas the latter two focus on the training of scientific researchers, the follow-up Master's programme centres on training ‘science practitioners'. Naturally, the Research Master's programme also differs from the PhD programme, and the former should be considered a preparatory phase for the latter. There are also a number of more derivative targets: the promotion of research and the professional practice for which students of pedagogical/educational sciences are trained, and the resolution of current and future social issues. These targets translate into certain requirements as regards both the teaching programme and the intellectual climate in which staff and students collaborate. Both the academic debate and reflection on the professional practice should be anchored in the curriculum.
In concrete terms, these targets can be translated into the ambition to:
The following criteria should be applied in conducting an operational assessment of these targets: