Quality of education

Transition from online to physical education

The times of the sweeping pandemic are hopefully behind us. It is the wish of the faculty members and the faculty board to return to physical education. TBR recognises and endorses the positive influences of physical education on the well-being and knowledge of the students. However, we believe it is important that this
transition period be gradual. This requires a transparent and unambiguous policy from the faculty. In concrete terms, this means that all departments apply the same rules with regard to online lectures and recordings.

Transition period
TBR envisages this transitional period as follows:

  • Exception regulations for vulnerable students or students with vulnerable family members who do not dare to come to the faculty are created;
  • Physical education is the norm, but the lectures are recorded and the lecture recordings remain online until a week after the lecture. The next opportunity to watch the lectures is two weeks before the exam;
  • The rules regarding the recording of education are unambiguous. Individual departments cannot deviate from this to the detriment of the student. If this does happen, it is reported to one of the student representatives of the faculty council.

The faculty has many facilities that students can use. Think for example of study places, the study advisors, student psychologists and student counselors. Last year, more student advisors were hired to help students make choices during their studies, among other things. However, TBR has received signals that many students do not feel helped after a conversation with the study advisor and still have questions. For this reason, TBR advocates the evaluation of (the meetings with) student advisors in order to implement possible improvements and changes in the way student advisors are consulted. Furthermore, TBR receives signals that the queues of student deans are too long , leading to unnecessarily long waiting times.

With regard to the exams, TBR notes the following. Examinations in the evenings and weekends are too much of a burden for our students. We cannot expect our students to be able to function at a satisfactory level at the evening times that are currently used. In addition, the exams in the weekends are unnecessarily burdensome. For this reason, TBR advocates scrapping evening examinations after 20:00 and scrapping weekend examinations. If there is a shortage of capacity, TBR will consult with the faculty board to arrange more examination locations. If the late examinations are not due to a shortage of examination locations, TBR sees no reason to continue these evening examinations. In addition, TBR is reluctant to hold examinations at the weekend. If there is no shortage of capacity, abolishing these would be the obvious choice.

Each department must make at least two practice exams available to students so that they can get a good and representative idea of what to expect during the exam. Individual departments cannot deviate from this. If this does happen, it is reported to one of the student representatives of the faculty council.

The procedure during the exams must be the same . TBR receives signals that the examination doors do not open at the same times and the examinations do not start at the same time. This causes unrest and confusion among students. TBR therefore argues that the doors should be opened a quarter of an hour in advance. Examinations will, of course, start at the right moment, as indicated in the timetable. In addition, it goes without saying that building work should be temporarily suspended during exams. It happens too often that drilling and working takes place during the time of an exam. This is not only very disruptive, but also leads to poorer results among the students.

With regard to the results of the examinations , TBR proposes an (obligatory) subject evaluation for subjects with a pass rate lower than 35%. TBR considers a pass rate below 35% to be so low that an evaluation is necessary to guarantee and promote the quality of education. Talking to students about the problems they encounter is the norm.

Study places
Finally, TBR will look at the capacity of the study places and is in favour of making the PowerPoints of the lectures, tutorials and assignments available. This will improve the knowledge and skills of the students and therefore the study results. The availability of standard answers can support this.


  • Unambiguous and transparent transition period;
  • Evaluation of (the interviews of) the study advisors;
  • View queues of student deans;
  • Deletion of evening and weekend exams;
  • Mandatory (minimum) two practice exams available by each department;
  • Procedure of examinations must be clear(er);
  • Compulsory subject evaluation of subjects with a lower pass rate of 35%;
  • Review the capacity of the study places;
  • Provision of Powerpoints and answers of working groups.