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Grafisch Lyceum UtrechtLaura EndertChrisjan PeeterseFaiz HamdiRubin de BruinBart van ThieltLaurence CandelMedia CollegeSteven(?)Grafisch Lyceum RotterdamBrian HokkeBUASRobbi StormExternRomeo ZephDAEKasper GeeromsRobin van Dijk
Design and model complex 3D environments and hero assets that meet both artistic vision and technical constraints of a project.Use advanced 3D modelling workflows including sculpting, procedural modelling, and hybrid approaches (e.g., ZBrush, Houdini, Substance 3D, Blender modifiers).Create destructible, dynamic, or interactive environmental elements using appropriate topology and technical workflows.Innovate and experiment with new modelling, baking, and texturing methods to improve efficiency or visual quality.Collaborate with technical artists, lighting artists, and level designers to ensure models integrate seamlessly into shaders, VFX pipelines, and gameplay.Optimise assets for runtime performance while maintaining high visual fidelity, considering LODs, tiling textures, vertex count, and memory usage.Provide constructive feedback to peers and mentor junior artists on best practices, style guides, and technical modelling standards.Demonstrate clear intent, decision-making, and documentation in the creation of visually impactful and technically sound environments.Export and present models in-engine using advanced lighting, material systems, and effects pipelines.Document modelling process and design decisions clearly, including baking methods, shader interactions, and scale references.
Model both hard-surface and organic 3D assets appropriate for real-time applications.Independently create modular environmental assets and tilesets that fit together cleanly on a grid.Model complex, scene-defining assets ("hero props") that contribute to worldbuilding and visual storytelling.Prepare models with clean, efficient topology, optimised for lighting, material use, and performance.Demonstrate effective use of multiple modelling tools and workflows, including moving assets between software.Export fully optimised assets (individual or tileset-based) into a game engine with correct scale, orientation, and naming conventions.Ensure compatibility with PBR workflows and real-time lighting systems.Clearly document modelling intent, asset specifications, and use within a game context.Design and model complex 3D environments and hero assets that meet both artistic vision and technical constraints of a project.Use advanced 3D modelling workflows including sculpting, procedural modelling, and hybrid approaches (e.g., ZBrush, Houdini, Substance 3D, Blender modifiers).Create destructible, dynamic, or interactive environmental elements using appropriate topology and technical workflows.Innovate and experiment with new modelling, baking, and texturing methods to improve efficiency or visual quality.Collaborate with technical artists, lighting artists, and level designers to ensure models integrate seamlessly into shaders, VFX pipelines, and gameplay.Optimise assets for runtime performance while maintaining high visual fidelity, considering LODs, tiling textures, vertex count, and memory usage.Provide constructive feedback to peers and mentor junior artists on best practices, style guides, and technical modelling standards.Demonstrate clear intent, decision-making, and documentation in the creation of visually impactful and technically sound environments.Export and present models in-engine using advanced lighting, material systems, and effects pipelines.Document modelling process and design decisions clearly, including baking methods, shader interactions, and scale references.
DAE Alumni Discord → Farah?
Misschien niet slim voor ons om dat het troebel over kan komen met onze study nights en masterclasses.
GLU visit 22/01/2026
Present meeting:
GameBadges
Example:
Can design and model advanced 3D assets and environments that align with high-level artistic direction.
Is able to:
Can independently model a variety of 3D assets and environments for games.
Is able to:
Can design and model advanced 3D assets and environments that align with high-level artistic direction.
Is able to:
→ Curriculum DAE matchen?
→ LUCA uses it, why doesn’t DAE?
Context about game badges for DAE.
Game badges is use by a couple of schools on various levels. It’s usefulness could be that it can one day accurately map out competences in different school, allowing for students to make a more informed choice. This could then also be carried over to the industry who would be looking for interns for example.
Is this relevant for DAE at this point in time?
Possibly but with some caviats:
Are Gamebadges useful in DAE now?
Some curriculums could benefit from using a system like this to see what skills they learn and then to contextualize it against other curriculum. As example: IGP students could see how they measure up in art compared to GGP.
Note this is not foolproof but neither is asking different teachers or self comparison (by someone who possibly lacks the skills to compare themselves)
Though we believe this currently is quite irrelevant due to the initial overheads and lack of industry acknowledgement.
Are Gamebadges useful for DAE now?
We believe we should have a serious discussion for implementing gamebadges for the purpose of recruiting new students. This would/could take the shape off assigning certain badges as entry level competences needed to do GGP, GD, Etc. This would not be enforced but would only be to contextualize the course.
We could then also say what the expected competences would be for a graduate of said major.
How does this help us?
Since more and more schools are looking to use and are currently using game badges, we can use it to position ourselves as a good option for continued studies.
Especially since a lot of school that are looking to use gamebadges are between high school and college level. And these students often look to continue studies as they are not ready for the industry yet. This is a point for later but historically these students graduate, do not drop out and do well in the industry, which are not insignificant metrics for a school to have.
Form to indicate interest as an organization:
GLU Laurens Candel → Has offered to collaborate in an effort to implement/explain game badges.
Conclusion on Gamebadges
It would do us well to to have a serious discussion about this concept of standardization. Even if we do not use it, it is good to stay in the loop of EU wide educational programs.
Stages in games industry
Notes based on meeting 16/01/2025
Issues
Meeting 16/01/2025 - 1e meeting conclusie
Accreditation mainly relevant for MBOs in the Netherlands (Less for us)
We have these same issues.
Current Solutions
(possible) Solutions
Notes based on meeting 22/01/2026
Conclusion of meeting.
Aansluiting MBO → HBO
Misc Data collected 22/01/2026
(Rough) Internship numbers
2025 and 2026 mixed numbers
DAE
200~ internships 2025
2-10 did not
Some of these opted to do it a semester later.
GLU
60% students is able to find an internship (Sep 2025 - Feb 2026)
A significant number of students has not yet mailed companies (their next interns leave at 10/02/2026) ← Fear of sending mails/getting rejected?
BUAS
80/150 Found an internship
20/150 Founded a company (as internship (?))
50/150 Did not find an internship
GLR
50%~ can not find an internship
No data on Media College
Sign up’s
DAE
First global drop-off since founding. (Year → 2025/2026)
GLU
Slight drop-off in 2025/2026
50% drop-off for 2026/2027 compared to last year this time.
BUAS
Drop-off mentioned, no numbers.
GLR
Slight drop-off in 2025/2026
60% drop-off for 2026/2027 compared to last year this time.
No data on Media College
Note that GLU and GLR attract 16 year old’s, and not 18 year old’s like us. They also do not have an international community.
Action steps we can already take to collaborate better with MBO’s.
Passing on mathematics requirements to Dutch MBO colleges.
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