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What does the Basic Qualification for Didactic Competence (BDB) involve?

It was once thought that someone who is skilled in a profession can naturally pass that knowledge on to students. Slowly, it became clear that teachers need not only expertise in their own field but also didactic competence. In the Netherlands, these requirements are outlined in the so-called Basic Qualification for Didactic Competence. In 2013, the main points agreement of the Association of Universities of Applied Sciences stipulated that universities of applied sciences should implement a Basic Qualification for Didactic Competence: Basiskwalificatie Didactische Bekwaamheid (BDB).

The Association of Universities of Applied Sciences has drawn up a protocol stipulating that Universities of Applied Sciences recognize each other's qualifications, which are assessed and awarded by other Universities of Applied Sciences. This also applies to the Fontys certification route. To safeguard the qualifications of Universities of Applied Sciences, there is a Community of Practice in which various Universities of Applied Sciences conduct peer reviews to examine and critically evaluate each other's programs. Based on the BDB protocol, Fontys has formulated four teacher roles: Professional, guide and coach of learning processes, education redesigners, and examiner. In addition, learning outcomes and success criteria have been formulated. The role of the examiner includes the national bke qualities.De

History of the Basic Qualification Examination (BKE)
In 2012, the External Validation of Higher Education Examination Quality Committee stated in their report 'Vreemde Ogen Dwingen' ('Stranger's eyes compel') that strengthening exam competency, as part of the basic didactic competence (BDB) of teachers, was necessary. This advice led to both the formulation of learning outcomes and indicators [leeruitkomsten en indicatoren] (Expert Group bke/ske, 2013) and the creation of the Competency in Examinations network in higher education, of which nearly all universities of applied sciences are members. The project 'Je Ogen Uitkijken' ('Eyes wide open') focused on the question of what continuous exam competency is and how attention to it can be sustainably embedded within higher education institutions. As a result, they have started revising the learning outcomes as formulated by the Expert Group (Expert Group BKE/SKE, 2013). This led to the formulation of four qualities of the assessment-competent higher education teacher. This report presents and explains these qualities (In deze rapportage worden deze kwaliteiten gepresenteerd en toegelicht). Fontys has formulated four BKE learning outcomes derived from the four national BKE qualities. The first three BKE learning outcomes are reflected in the teacher role of examiner. The learning outcome regarding remaining assessment-competent is included in the teacher role of professional.

Fontys
In the academic year 2025-2026, Fontys offers the BDB certification route, in which it is also possible to obtain BKO-light certification. The HBO collective labor agreement states that new teachers must be sufficiently competent in didactics and assessment. The Executive Board (CvB) of Fontys has determined that all teachers in scale 11 and above, as well as lecturers with an appointment of 0.2 FTE or more, possess a basic qualification in didactic competence. You can complete the BDB program within Fontys for this. You must have fulfilled the teaching roles associated with the BKO within one year to be eligible for a possible permanent appointment.

In summary

The BDB consists of four teaching roles: professional, supervisor and coach of learning processes, curriculum redesign specialist, and examiner.
The BKO consists of three teaching roles: professional, supervisor and coach of learning processes, and curriculum redesign specialist.