3.3 Progress

Tilburg School of Economics and Management (TiSEM)

Figure 3.3.1.1 Progress on national themes, TiSEM

Figure 3.3.1.2. Progress on Tilburg University themes, TiSEM

Although COVID-19 persisted in 2021, it had less effect on implementation than was the case in 2020. Some plans became more urgent as a result of COVID-19. In 2021, some agreements realized with lower-than-expected expenditures in some cases. All funds that became available were therefore allocated to Quality Agreement A: Expansion of Academic Staff.

In the following section, we discuss three important shifts in expenditures for 2021.

1) Additional funds for teaching capacity (Theme 1, Agreement A)

In 2021, TiSEM planned to spend approximately 50% of all available quality funds on Hands on the Board. In the course of the year, and in light of the sharp increase in intake in 2020, more funds were allocated to the expansion of teaching capacity (ultimately more than 60%). Because of the growth in student enrollment, the student-to-staff ratio still decreased (the average number of students per FTE increased).

2) Funds allocated to student well-being (Themes 2/3, Agreement C)

In 2021, TiSEM allocated more funds than planned for student well-being. These funds were invested in two projects: the University Action Plan for Student Well-being and the Study Thermometer. TiSEM had initially chosen not to allocate quality resources to the Action Plan for Student Well-being. In light of the pandemic, however, funds amounting to €20,000 were allocated in 2021 and 2022 to the University-wide effort to improve the prevention and early detection of mental health problems among students (approved by the School Council on December 3, 2020). Second, the School decided to introduce the Study Thermometer, a tool with personalized student reports on student well-being (indicators of drop-out risk). The first round of the Study Thermometer was conducted in October 2021.

3) Learning Analytics (Theme 2/3, Agreement D)

Learning Analytics provides input for policy (and other) changes that could increase the efficiency of teaching and the effectiveness of learning. The digitalization resulting from the COVID-19 situation has made this even more relevant. Other Schools and divisions of Tilburg University joined in 2021. The project focuses on three pillars.

Pillar 1: Use and presentation of existing data: accurate, timely, and complete presentation of information on teaching. Dashboards on graduation rates and grades have been developed.

Pillar 2: Research-based approach of Learning Analytics: research focusing on Learning Analytics. Two research proposals have been initiated in the Department of Management, focusing on 1) the impact of socioeconomic background of students on learning outcomes and 2) the efficiency of teaching methods in achieving learning objectives. The first student survey has been conducted.

Pillar 3: Learning Analytics by design: innovative Learning Analytics projects that are difficult to fit into existing programs and their existing infrastructure. Experiments are being conducted with new tools and systems in new programs or courses, which will rolled out further later.

Involvement of School-level representative bodies

October 2020 - 2021 Budget expenditure plans from the Quality Agreements presented to the School Council.

December 2020 - School Council approves two adjustments from the Quality Agreements: one due to an increase in the funds available in 2021 (an additional €215,000 allocated to Hands on the Board) and a reallocation of €20,000 from LA (data infrastructure) to student well-being.

July 2021 - Update on the Quality Agreements for 2021 (including the interim financial evaluation and proposed reallocation of funds for Hands on the Board) - for a total of €315,000.

October 2021 - The plans (and any adjustments relative to the original plans) for the expenditures of the Quality funds in 2022 were discussed with the School Council, corroborated, and accompanied by project plans and a budget. All but one of the plans received Council approval. The plan that did not receive Council approval concerned the investment in the organization of innovation within TiSEM.

December 2021 - revised Innovation Organization submitted to the Council. The School Council agreed to the proposal.

TiSEM School Council statement (March 31, 2022)

With this letter we would like to give our reflection of the School Council’s involvement in the decision-making process regarding the Quality Agreements in 2021.

Staff workload, student well-being, and the student-to-staff ratio were recurring topics on the Council’s agenda, and the Quality Agreement funds helped to address these issues. The actions that were taken by the School Management Team (SMT) were worthwhile, and they clearly contributed to improvements within TiSEM. We have also noticed that changes in the circumstances could offset the positive impact of these actions. This was particularly the case in 2021, when COVID-19 fundamentally challenged the way in which the Institution delivered its teaching and assessment.

As a School Council, we have been fully able to exercise our formal rights in the decision-making process concerning the Quality Agreements. This is illustrated by the fact that, on two separate occasions in 2021, we withheld our consent on a specific proposal from the FMT. On both occasions, the SMT then modified the proposals in such a way that we were able to grant consent in the next cycle. Moreover, when changes were made or requested by the Council, the SMT sent us a clear overview of what had been changed. We appreciate the SMT demonstrating this level of involving and informing the Council.

The withholding of our consent on the aforementioned occasions was not so much related to the intention or content of the proposals, but more to the level of detail provided in the original documents. This is because a certain level of detail is necessary for the Council to form a critical opinion of the proposal. As a point of attention, therefore, we would like to stress the importance of making initial proposals sufficiently specific, as this will benefit the quality and speed of decision-making.

In conclusion, we are pleased with the way in which the SMT has informed us about both plans and results related to the Quality Agreements in 2021. We appreciate the efforts the SMT is making, which indicate to us that they would like to make serious contributions to the quality of education and student well-being. We regard the decision-making process as positive and constructive, and we look forward to seeing and discussing additional Quality Agreements proposals.

Findings of the Executive Board

TiSEM has worked on all six themes. In 2021, it invested substantially more in Hiring additional academic staff (Theme 1, Agreement A) and Promoting digitalization in education (Theme 6, Agreement J). For the other agreements, less was invested than intended. As explained by the TiSEM Management Team, the choices were affected by COVID-19.

The EB is satisfied with the decision to make additional investments from both the Quality funds and other School resources in 2021 to expand the teaching staff. The EB is also pleased to learn that the Quality funds have benefited innovation and preparation for the job market (Innovation Coordinator, Career Service Officers, multi-media designer, support for the Examining Board).

The fact that TiSEM had engaged in an extensive exchange of views with the School Council concerning the Quality funds (as described in the reflection) Resources was a specific topic of discussion in the bilateral consultation. The additional investments in teaching capacity and student well-being were very clearly justifiable, given the external circumstances.

The EB concludes that TiSEM is on schedule for several themes. Any deviations from the schedule have been explained adequately and discussed with the School’s representative bodies.

Tilburg Law School (TLS)

Figure 3.3.2.1 Progress on national themes, TLS

Figure 3.3.2.2. Progress on Tilburg University themes, TLS

TLS works intensively with its students to use the revenues from the student finance system to achieve concrete improvements in the quality of education within the various themes. The policy on the various themes will be further reinforced and expanded in the coming year.

In the first months of 2021, talks were held with the Program Directors of all TLS degree programs concerning the plans for 2021. These talks resulted in a concrete translation of the plans within all themes of the Quality Agreements. For example, in the Bachelor’s programs in Law, Tax Law, and Public Administration, the Talent and Career Development component has been implemented as a free elective. In 2021 (and partly in 2022), the pillars of Education, Research, and Connection to Practice were implemented within the Advanced Master’s program in Law.

In 2021, in accordance with the Implementation Plan for More Intensive and Smaller-scale Education and Digitalization in Education, the primary focus was on Theme 1 (More Intensive and Smaller-scale Education) and Theme 6 (Educational Innovation). Additional lecturers (2.4 FTE) were appointed as of May 2021, particularly in the Bachelor’s program in Global Law and Law.

The additional focus on educational innovation is evidenced by the creation of an Innovation Team, which focuses on implementing the TLS Educational Innovation Plan (e.g., helping lecturers to make courses more interactive and improving the design of Canvas). This team is funded in part through the NPO funds and in part through the Quality funds.

The lockdowns in 2021 led to new initiatives, including pilot projects in the field of online and hybrid education. Supervision in the first year of the Bachelor’s program was intensified, and the role of academic mentors was strengthened. In addition, additional classes in study skills were offered. Several on-campus activities were also organized for second-year students at the beginning of the academic year.

In June 2021, an interim update was discussed with the School Council (including the student party). In this meeting, an update was provided on the current status and prospects for the remainder of 2021. The input from the students resulted in interim adjustments to a number of agreements. In October and November 2021, talks were held with students from the School Council. They provided feedback on the results of the Innovation Team. Because they indicated that it was important them for as many students as possible to benefit from educational innovation, the School Board is planning broad investments in educational innovation starting in 2022, initially focusing on the entire Bachelor’s program in Law.

The slight underspending in 2021 under the Quality Agreements was partly the result of deliberate choices. The following are the reasons for this:

• Some of the plans under the Quality Agreements were funded through NPO funds, such as the partial funding of the TLS Innovation Team. This came to an amount of €75,000 (Theme 6).

• Successful appeals were made to other forms of funding within Tilburg University, including the EDUiLAB Innovate Your Education project, which reduced the need to draw on funding from TLS innovation projects (Theme 5).

• Investments in Connection to Practice were less than budgeted. The pillar Connection to Practice in the Advanced Master’s program in Law, which is intended to generated further connection to practice, will begin in September 2022. (Theme 4).

• Due to COVID-19 restrictions, not as much could be done in the way of community building. For this reason, the budget for activities on campus was not exhausted by all programs (Themes 2/3).

The amount of €110,000 has been transferred to 2022, and it will be spent in the coming years to benefit educational quality. The use of these funds will be determined in consultation with students.

Involvement of School-level representative bodies

The realization of the 2021 Quality Agreements was presented and discussed in the School Council in February 2022. TLS would like to reiterate its appreciation for the pleasant and constructive cooperation with the students. This fine cooperation has allowed the School to achieve concrete quality improvements in the recent period, which can be further strengthened in the coming years. TLS is convinced that this cooperation with students can be continued, so that we can work together to achieve even better education.

TLS School Council statement (March 9, 2022)

During 2020, the School Council, and especially the student party, has been intensively involved in the process of allocating the study loan funds within the faculty. At the beginning of 2020, the implementation started in accordance with the Quality Agreements that had been made prior to 2020, in the multi-year budget.

Due to the COVID-19 outbreak, a number of agreements could be implemented only in part, if at all (e.g., the agreements focusing on community building). In May 2020, the student delegation of the School Council met with policy advisors of TLS to discuss the state of affairs and to discuss whether and how TLS should adjust its perspective in light of this development. The students gave input and asked for a larger focus on student welfare and online studying. This resulted in a memo that was discussed with and approved by the School Council in June 2020.

When, in mid-2020, it became apparent that TLS had received more revenues from the study loan system, the student party was asked to propose how TLS could use these revenues in a way that would result in further improvements to the quality of education. These proposals focused on small-scale education and digitalization. Based on these proposals, the School Board drafted a memo containing concrete proposals for how to invest in small-scale education and digitalization for the years 2021–2024. This will be monitored throughout this period.

The student representatives of the Faculty Council are pleased with how they were involved in the investment procedure for the study loan funds. There were sufficient opportunities to address the elements within Tilburg Law School they regarded as deserving more attention, including small-scale education and digitalization. These ideas were well received and implemented in the memo concerning the expenditure of the study loan funds. The student representatives are pleased that close attention is paid to the needs of students, and they would like to remain involved in the further implementation of this memo. The staff representatives of the Faculty Council are equally pleased with how the investment procedure was handled, and particularly with the way in which the needs of students were addressed during the process, and they concur with the description of the process in this letter.

Findings of the Executive Board

The EB has identified a slight under-expenditure of the Quality funds by TLS (-10%). For Theme 1 (More Intensive and Smaller-scale Education), Theme 5 (Educational Facilities), and Theme 6 (Professionalization), the School’s expenditures were roughly equal to what had been intended.

The following topics were addressed specifically during the bilateral consultation:

• According to the student assessor, the students of TLS are highly satisfied with the regular consultation. True investments are being made in student development.

• Some of the underspent funds, depending on program size, were made available to the Program Director, with the specific assignment of community building. It worked.

The EB notes that any deviations from the schedule have been explained adequately. In addition, the Executive Board has engaged in good consultation with the School’s representative bodies. Intensive consultation has also taken place outside of the meetings of the School Council, particularly with the student parties.

Tilburg School of Social and Behavioral Sciences (TSB)

Figure 3.3.3.1 Progress on national themes, TSB

Figure 3.3.3.2 Progress on Tilburg University themes, TSB

TSB has deliberately invested more in the Quality Agreements (12% over-investment). From the beginning of the Quality Agreements, TSB has invested most of the Quality funds in additional teaching staff to promote more intensive and smaller-scale education (Theme 1), despite the robust growth of TSB. In four years, the number of enrolled students has increased by 40% to more than 4,700 students by 2021/2022. Deliberate investments were also made in improving the Program for Academic Study Success (PASS) to further enhance tutoring (Theme 2) and encourage student success (Theme 3). The objective is to build on and reinforce what has already been achieved. TSB is also investing in educational innovation (Theme 5) and the further professionalization of lecturers (Theme 6).

As in 2020, the focus was on the issue of how the School could best safeguard the quality of teaching and assessment. Tilburg University has made major, university-wide investments in educational innovation. These university-wide investments in educational innovation have allowed TSB to direct the Quality funds more strongly toward the two most important pillars of the School’s allocation plan for the Quality Agreements: Small-scale Education and PASS. The investments in teaching staff were an important factor in maintaining the student-to-staff ratio at an acceptable level, despite the growth in student numbers. The investment in PASS was particularly important, given that, during the course of the pandemic, it became clear that study progress was less of a problem than well-being.

The following were the most explicit changes to investments for the Quality Agreements:

1. Substantially more teaching staff were appointed than had been budgeted (Agreement A). This had a positive effect on the relationship between students and staff, albeit it less than expected, due to the growth in the number of students.

2. More investments in PASS were realized. As noted, attention to student well-being has become more important. This is the reason for attention devoted to student counseling. For example, efforts were made to improve study skills during PASS sessions. In addition to PASS mentors, student mentors were appointed as well. Attention to student well-being will continue to be an element of School policy.

3. The resources from the Educational Innovation Fund (Agreement H: Realization of the EDUiLAB) were not spent. Heavy investments were made in educational innovation, but through other funds. For example, a project involving the development of a Blended Learning Toolkit was funded from the budget for the Senior UTQ.

Involvement of School-level representative bodies

The MT and the School Council agreed about the emphasis on “more hands on the board” and the supervision of students. Progress toward the measures was regularly discussed with the School Council. This allowed the School Council to stay abreast of developments in educational innovation, student counseling and other adjustments to teaching, and assessment, in addition to allowing it to provide feedback on the measures.

The monitoring schedules were explicitly discussed in the March and September 2021 meetings. In September 2021, the School Council proposed making a few minor changes to the plans. The MT approved these changes.

• The plans for 2021 were reported to the School Council in March 2022. The School Council issued a positive recommendation.

The MT believes that the School Council played an important role in the creation of the plans (in 2019 and 2020) and that it has remained an important consultation partner thereafter. The lines for the coming years will be discussed with the School Council in September 2022.

TSB School Council statement (March 30, 2022)

In 2021, the TSB School Council was intensively involved with the Quality Agreements:

• The internal budget was addressed during the School Council meeting in January.

• During the School Council meeting in February, expenditures for the Quality Agreements were addressed within the context of the 2020 annual report, including the over-investment of approximately €500,000 in 2020. In both cases, the documents were in good order, and they raised no questions.

• The spring 2021 report on the Quality Agreements was on the agenda for the School Council in March. Topics discussed at that time included why not all goals had been achieved despite spending more than planned, the role of COVID-19, additional investments in staff appointments (including to improve the student-to-staff ratio; PASS; internship supervision and career orientation; realization of digitalization in TSB programs and assessments), and the evaluation and improvement of PASS. Following these discussions, we approved the report.

• During the School Council meeting, the Quality Agreements were addressed within the context of the 2019/2020 TSB Annual Education Report, which discusses support for blended learning.

• During the School Council meeting in September, discussion turned to the monitoring schedule, which we approved on the condition that proposed educational innovations would transcend the course level.

• The student-to-staff ratio was on the agenda for the School Council meeting in December, and the discussion addressed how it should be calculated and improved.

The School Council notes that the Quality Agreements and the service document have both helped to achieve further improvements in the quality of education, and both student members and staff members of the School Council are highly satisfied with how the School has engaged in educational innovation and improvement, especially in recent times.

Findings of the Executive Board

The EB is satisfied with the fact that TSB has been working on all six national themes. The School has devoted additional effort (130%) to the appointment of additional academic staff, with Themes 2/3 also exceeding the intended amount (130%). As was the case last year, this was for investments in PASS. Investments in orientation to the job market (Agreement G, within Theme 4) also slightly exceeded the target. For the other agreements, less was invested than intended.

The following topics were addressed specifically during the bilateral consultation:

The EB is concerned about the current generation of students who have had to study under difficult circumstances for two years. For TSB, this gave cause for additional investments in more staff appointments than originally budgeted (to improve the student-to-staff ratio), along with clear investments in PASS. As a result, it was necessary to carry out other activities (Excellence program; specification of character elements within the programs; leadership program) to a more limited extent. The expenditures for orientation to the job market (Career Services Officer) were at the level that the School had intended. The EB deems that the School has made responsible choices. The MT kept the School Council informed during all meetings.

The EB concludes that TSB is on schedule, and it approves the substantive choices that have been made. Any deviations from the schedule have been explained adequately and discussed with the School’s representative bodies.

Tilburg School of Humanities and Digital Sciences (TSHD)

Figure 3.3.4.1 Progress on national themes, TSHD

Figure 3.3.4.2 Progress on Tilburg University themes, TSHD

In 2020, underspending amounted to €191,000. To compensate for this, we invested additional funds in 2021, resulting in overspending of €366,000. The adjustments to the original plans are explained below:

1. Theme 1, A: Expansion of Academic Teaching Staff. We allocated most of our residual funds to appoint additional teaching staff to help our staff and students through the difficult educational circumstances of the past year. This was already included in the plans for spending the funds for the Quality Agreements, as submitted to the School Council in late 2021. In addition, given the structure of these resources (the increasing budget each year), it makes sense to act now and spend more on staff, such that this spending will even out in coming years.

2. Themes 2/3, Agreements B, C, and I: Use of Student Teaching Assistants. The structural use of student teaching assistants has been a point of special attention since the start of the Quality Agreements. In practice, these themes overlap in the work that student teaching assistants do for TSHD. The overspending on Themes C and I in 2021 are compensated by the underspending on Themes B and C in 2020.

3. Theme 6, J: Promotion of Digitalization in Education. There was some overspending on Theme J in 2021. This was compensated by the underspending on Theme H in 2020. This budget was used to employ three Teaching Assistants and an Instructional Designer, who will play a role in the implementation of a School-wide project on blended learning, which is part of the Educational Innovation Plan (Theme H). They will also provide lecturers with support and inspiration in the further development of digitalization in their education (Thema J).

4. Reallocation and additional resources:

• Theme 1, A: Expansion of Academic Teaching Staff (+€26,000; transferred to Theme 5, H).

• Theme 5, H: Educational Innovation Lab (-€26,000; transferred to Theme 1, A). This reallocation of resources from H to A in 2021 was in response to underspending on Theme H in 2020, which could not be justifiably compensated within the context of Theme H in 2021. As noted above, pedagogical circumstances required additional budget to support our teaching staff, which falls under Theme A.

• Theme 6, J: Promotion of Digitalization in Education (+€19,000)

• Theme 1, A: Expansion of Academic Teaching Staff (+€2,000).

Involvement of School-level representative bodies

The School Council was closely involved in the entire process:

• The plans for 2021–2024 were discussed with the School Council in September 2021. A separate preliminary meeting was held prior to this meeting in which the new student members received an explanation of the process and content of the Quality Agreements. The School Council issued a unanimous positive recommendation concerning the plans for 2021–2024.

• A report on the implementation of the plans for 2021 was presented to the School Council in February 2022. The School Council issued a unanimous positive recommendation.

TSHD School Council statement (March 30, 2022)

We are pleased to hereby inform you that the members of the TSHD School Council have been intensively involved in the creation of a Quality-funds spending plan for the upcoming term. A unanimous positive recommendation on this proposal was issued in the meeting of the School Council on September 28, 2021. The purpose of these funds is primarily to improve the quality of education at TSHD, and concrete Quality Agreements have been established to this end.

A unanimous positive recommendation was also issued at the School Council meeting on January 24, 2022 concerning the report on the expenditure of the Quality funds in the past year (2021). In 2021, an attempt was made to restore a balance, as less money had been spent than budgeted in 2020, due to the availability of additional funds. The balance was indeed restored in 2021, and the members of the Council are highly satisfied with how the available funds were used. The funds were used for purposes including the use of student teaching assistants and the improvement of online instruction, which was obviously of major importance in the past year, as COVID-19 continued to play a role.

If a critical note may be placed in this extremely positively intended letter, it is that the Council wonders whether a separate individual should be appointed to report on the expenditure of the Quality funds. Given what is required of the University and the School, we recognize that there was indeed a need to appoint someone for this purpose. At the same time, however, we regret that process of requesting this type of funding involves such a heavy administrative burden. The latter point is obviously an issue that should be answered outside the TSHD School Council. We hope that evidence of this has reached the intended place, as we have also discussed this issue in the School Council.

The School Council is confident that budgets for Quality funds will continue to contribute to further innovation and professionalization of education at Tilburg University in general, and within TSHD in particular.

Findings of the Executive Board

The EB notes that TSHD has worked on all six national themes in 2021. Investment in Theme 1 (More Intensive and Smaller-scale Education) was not yet in the plans in 2020. Additional funds (more than 170%) were spent for this purpose in 2021. Across the board, the School spent more than it had planned (141%). For example, additional investments were made in an annual calendar and a Quick Reference Card. The expenditure for a Career Services Officer was also continued. The EB approves these choices.

The following topics were addressed specifically during the bilateral consultation:

• Heavy additional investments were made in teaching staff. Some of the future funds for the Quality Agreements have already been spent in 2021. TSHD decided to do so because the teaching conditions in 2021 required more staff.

• As previously agreed with the School Council, investments in student teaching assistants have continued this year, thereby allowing academic staff to focus more on teaching and educational development.

The EB concludes that TSHD has spent substantially more than it had intended. This was partly due to bringing forward funds for additional staff, which was a responsible choice, given the circumstances (COVID-19). The School’s representative bodies were sufficiently involved.

Tilburg School of Catholic Theology (TST)

Figure 3.3.5.1 Progress on national themes, TST

Figure 3.3.5.2 Progress on Tilburg University themes, TST

2021 was the second year of the implementation of the TST Quality Agreements. The plans for the period 2020–2024 were approved by the School Council in December 2019. For 2021, TST has committed to three main themes. The motivation for these themes, the decisions concerning adjustments, and the School Council’s involvement are discussed in greater detail below. Due in part to COVID-19, the emphases were shifted somewhat, and the development of digitalization in education was switched into high gear.

Themes 2 and 3: In 2021, additional investments were made in the supervision of international students. The School Council had already approved these investments in 2020.

Theme 4 (Educational Differentiation): A Career Service Officer (CSO) was appointed to develop a specific range of offerings for students of theology: lectures, excursions (Later als Ik Groot Ben [When I Grow Up] project; School Council, December 16, 2O21).

Theme 5 (Further Professionalization of Lecturers): Again in 2021, attention was devoted to the professionalization of lecturers: courses, coaching tracks. An assessment expert was appointed in 2021 (School Council, March 2021).

The digitalization in education is and has been an important priority for TST. Because of COVID-19, this development was switched into high gear, and new teaching methods were developed at a rapid pace. Whereas the budget was initially intended for the development of a blended learning program, a decision was made to spend it on IT support for lecturers.

Involvement of School-level representative bodies

All the aforementioned plans were discussed with and approved by the School Council.

The Quality Agreements were addressed in every meeting of the School Council. The monitoring schedules were specifically discussed in the spring and in September. The 2021 evaluation was discussed in two rounds, on February 4 and March 30, 2022. The accounting for the 2021 Quality funds was approved on March 30, 2022.

TST School Council statement (March 30, 2022)

Pursuant to the TST School Council’s involvement in the Quality Agreements and their implementation, the School Council is also intensively engaged with the established Quality Agreements during the current 2021/2022 academic year. The Quality Agreements were placed on the agenda and discussed in detail at every School Council meeting and in every Consultation Meeting.

The School Council notes that the Quality Agreements were implemented according to agreements in 2021, and this implementation could be followed satisfactorily.

The School Council is confident that the Quality Agreements and their implementation will contribute to the further innovation and professionalization of education at Tilburg University in general and within TST in particular and, with this in mind, wishes to achieve meaningful Quality Agreements for 2022 as well.

Findings of the Executive Board

The EB supports the additional expenditures of TST, particularly for Themes 2 and 3, and to support the development of digitalization in education.

The fact that the investments at TST involved relatively small appointments was discussed in the bilateral consultation. They concern staff members who are also active in other Schools (e.g., the Career Service Officer and the assessment expert). The discussion also addressed the situation that the professionalization of lecturers is a major concern. The Teacher Academy and blended-learning initiatives offer starting points in this regard.

Detailed explanations for the changes to the expenditures are provided in the TST report. The involvement of the School Council was good.