Security guards in training receive flexible education

The second floor of Summa Veiligheid in Eindhoven is bustling with activity. This is where the Security Officer level 2 and 3 programs are located. Young people eagerly absorbing knowledge in neat, orderly sequences with a teacher at the forefront? Not here! These students are trained in a unique, progressive way: a challenging, flexible form of education. This allows the school to meet the needs of both students and the job market.

Training coordinator Jasper Groothelm stands at the central office. There's nothing here that breathes traditional education; it feels more like we're guests at a large company.

Two uniformed students are on reception duty; they speak with peers via walkie-talkie and manage the learning materials. "They're working on a practical case," Jasper explains. "That's what we do here every day: learning the security profession through practical assignments. And as a student progresses, the assignments become more challenging and complex. The students are allowed to solve everything independently, and the instructors provide constant feedback. Each case has a different impact on the learning process." Jasper watches a group further down the hall. They're busy arresting a role-player in a yellow vest; a instructor who has convincingly impersonated a lawbreaker. The situation feels threatening. Fortunately, the security guards-in-training have the legal authority to defuse the situation.

"It's about daring to experiment with your teaching and having a firm belief in it, along with the entire teaching team," says team leader Clem Majoor in his office, one floor below. Next to him sits training coordinator Wenly Lourens; the two have known each other for years. "Why do we do things the way we do? What motivates our target groups? What are their needs? To find the right answers to these questions, we started thinking outside the box. Our board gave us the freedom to explore the possibilities."

“It's about daring to experiment with your teaching.”

Wenly can certainly be called a pioneer when it comes to flexible education. He was already putting this innovative thinking into practice long before flexible education became a major issue. “We train people primarily through connections with the professional field. We're constantly in touch with companies and stay abreast of developments in the sector. How do we then ensure we deliver top-notch professionals who are a perfect fit for this changing world? That's primarily achieved by listening, engaging in dialogue, and collaborating intensively. And don't think our story is all sunshine and roses. It took a lot of sweat and persuasion to get where we are today. The path of change is always one with bumps and obstacles.”

For the current student cohort, the process is very straightforward. Jasper Groothelm: “We see everyone here, from the full-time (BOL) students we see in the building almost daily to the part-time (BBL) students who combine learning with working at a company. Before lunch, there's a three-hour block dedicated to completing assignments, followed by a second block. The structure is clear. And on top of that, our students learn at real events in our region, especially in the evenings and on weekends. Think of football matches and festivals like Glow. The students progress through the process step by step. Everyone does so at their own pace; some can even finish within a year, depending on their mindset. How many blocks you use each week and what you do within that time is up to the student. And flexibility isn't limited to that; it's also reflected in the choice of study coach and the intake and graduation rates. New students start every week, and we have graduation ceremonies here every month.”

“We find words like autonomy and self-management very important.”

Uniforms must be worn in the building; that's the only real requirement. Beyond that, there's the student's freedom and responsibility. "We have a theory classroom and other learning areas," says Jasper. "There, we discuss things like first aid, reporting, and physical and mental resilience with students. A drunk man on Stratum—how do you handle that as a security guard these days? We also offer general subjects like Dutch and math. Students choose what they want to learn that day. Anyone who needs more guidance, we naturally support. We constantly monitor and provide feedback. We consider words like autonomy and self-direction very important. After a phase in which we guide them, comes the phase in which they have to rely on their independence. Show them what they're capable of." Clem and Wenly acknowledge that the demands of the sector have changed enormously. For example, in the 3s, a bouncer only had to be physically impressive. Now, much more is required: hospitality, legislation, technology, you name it. It's not without reason that we developed a Level 4 program at some point, where we ask a little more of students. I can even see a Level XNUMX being added in the future.

On the ground floor, teacher Martijn watches monitors; on camera footage, we see students at work. "We also let the level 3 students watch level 2 students," he explains. "They can then coach, just like they will later in the professional field. At some point, we abandoned all existing structures within our school. Why should we keep doing it this way? We went back to the drawing board. And with success; we see the students grow every day. We ask a lot of them; it's hard work. We also see a few drop out; we understand that it takes some getting used to. But ninety percent are incredibly enthusiastic, and the parents are positive too. And importantly, companies see that it pays off."

Interest in Eindhoven's flexible approach is growing from various regions across the country. Clem Majoor: "In many places, it's still common practice to tell prospective students: 'We'll see you in three months.' We say: 'See you tomorrow.' Get in when you want and leave when you've passed all the tests. The word is spreading; we've already guided many groups from both education and business. We like to tell the story again and again. The way of thinking is catching on." Wenly adds: "And then we emphasize that the most important thing is to constantly ask yourself what you need. It's never about us. We serve students and the professional field. It's wonderful to see what we've achieved together. I never would have dared to dream of that twenty years ago."

Jasper Groothelm believes flexible education is the future. "I think it's perfectly logical that we consider the needs of both students and the labor market. It's wonderful to see that our educational approach seamlessly aligns with those needs in this way." "Personalized learning paths help you get the most out of students," concludes Clem. "Everyone is different, everyone learns differently. Even the boldest students leave with a diploma because we provided them with education that suited them. I know one who is now in education, another has become an entrepreneur. That's what energizes me now; that's what gives me meaning. You don't achieve results like that if you offer every student the same path."

“I think it is very logical that we consider the needs of both students and the labor market.”

A scream echoes through the hallway. A female role-player clearly disagrees with her detention. The students intervene—and thus learn a new lesson. Jasper Groothelm is no longer with them; he's preparing for tonight, when there's another graduation ceremony.