A cross-sectoral cooperation programme that aims to renovate housing in the South of Rotterdam, including homes with monumental status.















To Renovate the South of Rotterdam

A cross-sectoral cooperation programme that aims to renovate housing in the South of Rotterdam, including homes with monumental status.


2012 to 2016 and beyond


Educational leader, hybrid learning initiator, and lead member of the workgroup Learning and Career Development of the 'National Program Rotterdam South' (NPRZ) on behalf of secundary vocational educationinstitutes Zadkine and Albeda College.


This cross-sectoral cooperation programme aims to renovate and upgrade housing in the South of Rotterdam, including homes with monumental status. It is carried out by students in various construction-related disciplines, giving them valuable work experience in the early stage of their courses. At the start of the institutional merger of Albeda College and Zadkine, the aim was to create a culture of cooperation within the educational teams via the route of purpose driven educational cooperation. An educationally thematic and task-oriented cooperation of multiple education locations and disciplines.

Tasks and Responsibilities

Coordinate the cooperation between the various organisations involved (internal and external) including national construction-related branch organisations. Crucial was my change management guidance and support to the professionals within the educational teams, examination offices and evaluating the effects and impact on student and teachers' satisfaction.

Core Values in Practice

The testimonies of several students show that honesty, respect and self-control were central to the programme. These values were evident in the collaborative learning environment, where students had the opportunity to learn and work at their own pace. With this, they experienced more self-direction over their learning and career perspective and influence on their own education. This also applied to the older professionals. 

Impact and Results

The programme produced tangible results in the form of renovated and upgraded homes, including monumental homes and local spaces for small local businesses in the South of Rotterdam. In addition, the project has provided students and teachers with valuable practical experience and opportunities for personal and professional growth. The involvement of company Breijer, with its supervisors and tutors, was named as a crucial factor for success by the students. This endorsed the role that older professionals within Breijer at the end of their careers can play in contributing to circular employer and employee engagement.

Learning moments

The project provided students with valuable insights and learning moments, not only in technical skills, but also in collaboration, self-direction and professional ethics. Collaboration across locations and with diverse disciplines have provided valuable insights. Professionals from education and industry were able to gain experience with 3D scanning for facade inspections and 3D custom printed facade elements for restoration work, among others. 

Skills developed by participants

The programme contributed to the development of a wide range of skills, including technical skills in construction, installation engineering, plastering and painting, as well as project management, agile collaboration and cross-functional communication. In times of change, the teaching teams were able to find each other on the innovative collaboration from a common perspective. 

Students have indicated that they look forward to future real life learning projects and hope for the further sustainability of the programme. They indicate that through their participation, they have built a solid foundation for their future careers. The practical experience and skills gained are directly applicable in their future careers, whether they choose to work for a company or as self-employed entrepreneurs.

Professionals have indicated that the project has helped build a supportive and collaborative community between students, and between students and professionals. The level of participation and co-creating curricula has grown. Which they consider important for fostering a positive and effective and, most importantly, innovative learning environment.