The Bachelor degree programme Social Legal Services comprises a programme of 240 ects (a first-year programme of 60 ects and a main phase programme of 180 ects). 
The degree programme comprises a major and a minor. The major is composed of compulsory and elective units. The minor may be chosen by the student and allows him or her to specialise in a chosen field or to broaden his/her generic or subject-specific knowledge and skills. The degree programme is practice-orientated: a work placement / work placements (30 (45 or 60 ects) and other practical components, in addition to a thesis project (30 ects), form an essential and compulsory part of this degree programme.
  
Graduates of the Bachelor programme Social Legal Services are broad-based Bachelors of Laws. They possess an enterprising and inquisitive attitude, are trained to deal with ethical dilemmas and have an extensive knowledge of (inter)national law.  Graduates are qualified to apply their knowledge and skills in practical situations in which social legal aspects play a major part.

The graduate of the Bachelor of Laws programme can demonstrate the ability to:

Analysis

• The student identifies the facts of a complex socio-legal situation from the legal practice and/or an open question involving multiple actors. The student adopts an integral approach and contextualises the facts in a social, societal, cultural and personal framework.
• The student acts in a methodically responsible manner, designing their research project on the basis of theoretical insights, the results of social sciences research (or other areas of research), relevant legislation and case law;
• The student conducts applied socio-legal research with the aid of relevant research methods and techniques;
• The student analyses research results and formulates relevant conclusions and recommendations;
• The student justifies all choices regarding the use of sources, research methods and techniques, either verbally and/or in writing;
• The student discusses the strengths and limitations of their research and explains how these affect the resulting outcomes/recommendations.

Assessment

• The student can determine the client's legal position, drawing on relevant legislation, case law and internal protocols;
• The student can identify the various types of interests - organisational, social, financial and societal - of multiple stakeholders;
• Where their own expertise is lacking, they call on the expertise of other professionals in order to help them weigh up the interests at stake;
• The student motivates their assessment and explains how they weighed up the various interests at stake, especially in situations where there is scope for discretion.

Consultancy

• The student identifies the complex socio-legal issue through consultation with the client and other relevant actors;
• The student reports on their findings and recommendations in a written advisory report;
• The student's advisory report presents the various options and recommends one or more solutions or approaches, taking account of all relevant aspects, such as interests, quality, efficiency, feasibility, costs, norms and values.

Advocacy

• The student can analyse conflicting interests at multiple levels;
• The student assesses which role they can assume in order to best serve the interests of the client, taking account of their effectiveness and any ethical aspects;
• The student applies the chosen role and justifies their chosen course of action
   

Comprehensive collaboration

• Students work in a multidisciplinary network with colleagues, professionals from other organisations and disciplines and non-professionals. In doing so, the student adopts a comprehensive and system-oriented approach;
• Students use their role effectively within the context of the organisation and the multiple issues being addressed;
• Students identify current developments affecting both the organisation and its environment;
• Students receive feedback proactively from other professionals and give feedback to other professionals. Students expand their technical repertoire based on this feedback. Students use independent reflection as a means of promoting their own professional development and clarify their reflections for third parties.
• The student examines their personal standards, values and beliefs and considers their influence on their own professional conduct.

Supervision

• Together with a client and any support persons, the student investigates multiple issues raised by the client’s situation;
• The student works with the client and any designated support staff to draw up a plan that motivates the client to manage the issue independently to the best of their ability. In doing so, the student takes account of the limitations and potential of the organisations involved as well as the client's potential;
• The student respectfully applies appropriate and proven communication and supervision methods and has the necessary resilience to deal with wide-ranging and sometimes unpredictable forms of behaviour.
• Students evaluate and reflect on their own behaviour and the effectiveness of their actions, and is accountable for them.

Conflict management (Level 2)

• The student can analyse conflict situations, applying their knowledge and skills in the areas of aggression and resistance, negotiation strategies and/or mediation;
• Having conducted a thorough analysis, the student is able to intervene in conflicts in well-defined situations.

Identifying and innovating

• The student anticipates changes to laws and regulations,
• based on an understanding of relevant political and societal developments.
• The student is able to clarify the implications to their own organisation;
• The student makes valuable contributions to the practice, displaying an inquisitive and proactive attitude; this raises their profile within the organisation.