MASTER PROGRAMME

EUROPEAN NEIGHBOURHOOD POLICY LAW AND

GOOD GOVERNANCE

APPENDIX 1:

EUNEG DIDACTIC MANUAL

October 2014
Chisinau, Cluj-Napoca, Comrat, Frankfurt (Oder), Trieste, Maribor, Moscow,
Nizhny Novgorod, Saratov,Kyiv, Lviv, Odessa

The development of the EUNEG programme was based on the Qualification

Framework set up by the Dublin Descriptors.
The Dublin Descriptors are the cycle descriptors (or "level descriptors") presented in
2003 and adopted in 2005 as the Qualifications Framework of the European Higher
Education Area. They offer generic statements of typical expectations of
achievements and abilities associated with awards that represent the end of each of
a (Bologna) cycle or level. The descriptors are phrased in terms of competence
levels, not learning outcomes, and they enable to distinguish in a broad and general
manner between the different cycles. A level descriptor includes the following five
components:
Knowledge and understanding
Applying knowledge and understanding
Making judgments
Communication
Lifelong learning skills
The Framework for Qualifications of the European Higher Education Area is based
on an intergovernmental agreement within the Bologna Process. The Framework's
aim is to organize national higher education qualifications into an overarching
European-wide qualifications framework. Within this Framework, qualifications are
defined according to levels of complexity and difficulty. Generic descriptors of the
requisite learning outcomes at each level have been defined by expert working
groups within the Bologna Process. These descriptors are broadly applicable in all
national contexts.
The overarching Framework for Qualifications of the European Higher Education
Area derives its distinctive purposes from the objectives expressed through the
Bologna Process: international transparency, recognition, and mobility. International
recognition of qualifications builds on transparency. The overarching Qualification
Framework provides a common understanding of the outcomes of a programme as
represented by the qualification (diploma). This contrasts with a mere assertion of
comparability. The overarching Qualification Framework greatly enhances the
usefulness of qualifications across the European Higher Education Area.
The core element of the European Qualification Framework (EQF) is a set of eight
reference levels describing what a learner knows, understands and is able to do
their learning outcomes regardless of the system where a particular qualification
was acquired. The EQF focuses on learning outcomes: what a person holding a
particular qualification actually knows and is able to do. This approach is intended:
to support a bettermatchbetweentheneedsofthelabour market (forknowledge,
skills and competences) and education and training provision
to facilitate the validation of non-formal and informal learning
to facilitate the transfer and use of qualifications across different countries and
education and training systems.
Degree structure of the European Higher Education Areais organized in three
sequential levels or cycles: the so-called Bachelor-Master-Doctor system.
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The EUNEG programme is developed within the Second Cycle Masters level
This cycle typically includes 90-120 ECTS credits, with a minimum of 60 credits at the
level of the 2nd cycle.
Qualification is any degree, diploma or other certificate issued by a competent
authority attesting that particular learning outcomes have been achieved, normally
following the successful completion of a recognized higher educationprogramme of
study.
Qualifications that signify completion of the second cycle (e.g. Master's degrees) are
awarded to students who:
have demonstrated knowledge and understanding that is founded upon and
extends and/or enhances that typically associated with the first cycle
(Bachelors level), and that provides a basis or opportunity for originality in
developing and/or applying ideas, often within a research context;
can apply their knowledge and understanding, and problem solving abilities in
new or unfamiliar environments within broader (or multidisciplinary) contexts
related to their field of study;
have the ability to integrate knowledge and handle complexity, and formulate
judgments with incomplete or limited information, but that include reflecting on
social and ethical responsibilities linked to the application of their knowledge
and judgments;
can communicate their conclusions, and the knowledge and rationale
underpinning these, to specialist and non-specialist audiences clearly and
unambiguously;
have the learning skills to allow them to continue to study in a manner that
may be largely self-directed or autonomous.
The second cycle (e.g. Master's degrees) of the Qualifications Framework of the
European Higher Education Area refers to level 7 of the European Qualifications
Framework.
Goals of the Program
Goals are broad, general statements of what the program or course intends to
accomplish.
They
basically
represent
broad
definitions
of
student
competences.Goals describe broad learning outcomes and concepts (what you want
students to learn) expressed in general terms. Goals should provide a framework for
determining the more specific educational objectives of a program, and should be
consistent with the mission of the program and the mission of the institution. A single
goal may have many specific subordinate learning objectives.
Objectives
Goals and Objectives are similar in that they describe the intended purposes and
expected results of teaching activities and establish the foundation for assessment.
Goals are statements about general aims or purposes of education that are broad,
long-range intended outcomes and concepts; e.g., clear communication, problemsolving skills, etc. Objectives are brief, clear statements that describe the desired
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learning outcomes of instruction; i.e., the specific skills, values, and attitudes students
should exhibit that reflect the broader goals. Course objective describe what a
teacher will cover in a course.They are generally less broad than goals and more
broad than student learning outcomes.
There are three types of learning objectives, which reflect different aspects of student
learning:
Cognitive objectives: What do you want your graduates to know?
Affective objectives: What do you want your graduates to think or care
about?
Behavioral Objectives: What do you want your graduates to be able to do?
Objectives can also reflect different levels of learning:
Mastery objectives are typically concerned with the minimum performance
essentials those learning tasks/skills that must be mastered before moving
on to the next level of instruction.
Developmental objectives are concerned with more complex learning
outcomes those learning tasks on which students can be expected to
demonstrate varying degrees of progress.
Instructional Objectives describe in detail the behaviors that students will be able to
perform at the conclusion of a unit of instruction such as a class, and the conditions
and criteria which determine the acceptable level of performance.
What are the differences between Goals and Objectives? Both goals and objectives
use the language of outcomes the characteristic which distinguishes goals from
objectives is the level of specificity. Goals express intended outcomes in general
terms and objectives express them in specific terms.
Learning Outcomes
Learning Outcomes are statements that describe significant and essential learning
that learners have achieved, and can reliably demonstrate at the end of a course or
program. Learning Outcomes identify and describe in detail what the learner will
know and be able to do by the end of a course or program the essential and
enduring knowledge, abilities (skills) and attitudes (values, dispositions) that
constitute the integrated learning needed by a graduate of a course or program.
When writing outcomes, it is helpful to use verbs thatare measurable or that describe
an observable action. Such verbs help teachers (andstudents) avoid
misinterpretation. The best outcomes will include a description of theconditions
(when given x, you will be able to) and the acceptable performance level.Learning
outcomes state:
the performance the learner will be able to demonstrate;
under what conditions the learner is to perform;
the criteria for measurement.
Learning outcome statements must be specific, observable, and measurable.

The learning outcomes approach to education means basing program and curriculum
design, content, delivery, and assessment on an analysis of the integrated
knowledge, skills and values needed by both students and society. In this learning
outcomes-based approach to education, the ability to demonstrate learning is the key
point.
What are the differences between Goals, Objectives and Learning Outcomes?
Much confusion exists about the definition of goals, objectives, and learning
outcomes.Part of the confusion results from the fact that the terms are often
conflated, even in the literature. The majority of accrediting agencies and national
Ministries of Education now require that teachers include learning outcomes on all
course outlines and in their syllabi, so itsimportant to understand the differences in
these terms.
Objectives are intended results or consequences of instruction, curricula, programs,
or activities. Outcomes are achieved results or consequences of what was learned;
i.e., evidence that learning took place. Objectives are focused on specific types of
performances that students are expected to demonstrate at the end of instruction.
Objectives are often written more in terms of teaching intentions and typically indicate
the subject content that the teacher(s) intends to cover. Learning outcomes, on the
other hand, are more student-centered and describe what it is that the learner should
learn.
An effective set of learning outcomes statements informs and guides both the
instructor and the students:
For teaching staff: It informs:
the content of teaching
the teaching strategies the teacher will use
the sorts of learning activities/tasks the teacher sets for the students
appropriate assessment tasks
course evaluation.
For students: The set of learning outcomes provides them with:
a solid framework to guide their studies and assist them to prepare for their
assessment
a point of articulation with graduate attributes at course and/or university (i.e.
generic) level.
Learning Outcome statements may be broken down into three main components:
an action word that identifies the performance to be demonstrated;
a learning statement that specifies what learning will be demonstrated in the
performance;
a broad statement of the criterion or standard for acceptable performance.
Translating Course Goals into Measurable Student Learning Outcomes
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Assessment can measure the extent to which course goals have been
achieved, but only if those goals are measurable. For the most part, course
goals are too broad or too abstract to measure directly. Once goals have
been formalized, the next step is to translate the often abstract language of
course goals into a set of concrete measurable student learning outcomes.
Measurable student learning outcomes are specific, demonstrable
characteristics knowledge, skills, values, attitudes, interests--that will allow
us to evaluate the extent to which course goals have been met.

European Neighborhood Policy Law and Good Governance

Masters Programme (EUNEG)
1. Main educational goals of the EUNEG programme
The overall goal of the programme is to develop high quality researchers,
administrators and managers who will play a critical role as change-agents in their
home country environments and who are capable of working effectively for public
authorities, commercial organisations and non-commercial organisations, as well as
carrying out individual or group research and analysis. One of the main goals of the
programme is to teach students to apply theoretical and comparative knowledge to
resolve real-life problems and further their own professional development. Graduates
of the programme will be capable of working at the forefront of the discipline, both
aware of new developments and constantly seeking to improve and update their own
knowledge. They will be encouraged to develop, implement and evaluate public
policy decisions and analyse and research the work of public sector organisations
and the interaction between the private sector, public authorities and non-commercial
organisations. Graduates will be expected to develop a systematic understanding of
the main programme courses and to demonstrate that they are aware of the latest
trends both nationally and internationally. They will be able to demonstrate the ability
to critically reflect on these trends, and suggest ways in which new knowledge can be
created and applied in the context of a transitional economy.
An important part of the programme lies in the development of advanced research
skills, and the capacity to select and justify choices made between different research
designs. Graduates who have completed the programme will be able to work as
researchers and analysts and to judge and evaluate the work of others in the field.
This will be achieved through an interdisciplinary programme of study which is
intellectually rigorous and relevant to the Russian and EU environment.
The programme is delivered using principles and learning strategies that have been
adapted for Postgraduate level study, placing a particular emphasis on research
skills, the use of independent judgement and the resolution of complex problems,
together with the development of the capacity to present solutions and judgements in
a clear and reasoned way.
The programme will be delivered through a variety of teaching and learning strategies
appropriate to graduate level of study.
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The programme will develop a variety of academic capacities and transferable skills
related to EUNEG Studies.
The programme will encourage flexibility of thought and attitudes and a commitment
to lifelong learning and reflective practice.

2.

Programme learning outcomes

On completion of the programme students will be able to:

understand and evaluate the main perspectives which seek to explain
changes in regional management, public administration and governance
globally, and integrate this understanding into improved practice
understand the role and functions of the principal international institutions,
including donors, which have an impact on national development
understand the main debates around development and approaches to it
which have a bearing on practice
explain and evaluate examples of the New Public Management and Good
Governance from the EU and elsewhere
prepare appropriate advanced plans, strategies and implementation
frameworks for public sector organisations, NGOs and other organisations
commission, design, evaluate and carry out research projects in a public
sector setting, including studies involving international comparisons
write and present analytical reports which address both applied policy
problems and theoretical questions
explain and evaluate differences in working practices, techniques and culture
between public service organisations in different countries
argue the value of various areas of social and political thought of the peoples
of the region's profile in the modern context
give an in-depth analysis of the social and political doctrines and correlate
them with the development of political systems, political cultures and political
processes in EU region.
The most important intellectual skills which students will have acquired upon
completion of the programme are as follows:
The ability to:
critically examine a problem and set out what public sector organisations must
do in order to resolve it;
draw upon a wide range of up to date national and international experience,
together with research findings in reaching conclusions
compare and critically evaluate the different strategies, procedures and
objectives of public or non-profit sector organisations;
develop new and original insights and understandings which are evidence
based and capable of delivering improvements in public services

evaluate the influence of internal and external factors on the elaboration and
implementation of public policies, and the different theories and models which
have been used to explain these;
develop criteria for evaluating specific public policies in comparative
perspective;
elaborate well-founded recommendations for public sector organisations on
decision-making and the implementation of decisions and on setting and
adjusting public policy.
understand the implications of different research methodologies and
approaches, and develop the capacity to apply these in a range of settings
During the programme of study students will acquire the following generic skills:
The ability to:
Independently search for and process the information required to develop
public policy decisions and to conduct analysis (research);
Independently prepare, write and compile analytical reports describing
problems and the means to resolve them;
Work as part of a group to discuss problems and elaborate solutions;
Independently conduct research analysing a broad range of economic, social
and public policy problems;
Communicate and integrate complex ideas, conceptual perspectives and
plans aimed at addressing socially significant economic, social and public
policy problems.
Upon completion of the programme students will have acquired the following
special skills:
The ability to:
Apply theoretical knowledge to analyse and develop recommendations
appropriate to specific real-life situations;
Apply theoretical knowledge to conduct comparative analysis of public policy
problems;
With limited information, analyse a situation and predict how it will develop;
Use the latest available information and research to underpin the development
of new and original solutions.
The use of case study methods, role playing, simulations, peer discussions,
research, presentations and other creative strategies makes the teaching/learning
process more interesting and appealing to the students and develops their abilities.
The role of academics within faculties, schools and departments is to design the
curriculum, the teaching methods and strategies, the pedagogy and the educational
opportunities that intentionally promote these shared expectations. Most universities
have or are developing a Graduate Profile or statements of Graduate Attributes. A
learning outcomes approach to curriculum development is still relatively new and
many academics initially find it difficult to express learning outcomes in a manner that
is meaningful to both staff and students.
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The Graduate Profile lays out explicitly the shared expectations for student learning
at both the institutional and the programme levels. The Profile is therefore a guiding
document for more specific disciplinary-based learning outcome statements and
curriculum design.

3. A Graduate Profile outline:

Specialist knowledge
A mastery of a body of knowledge, including an understanding of broad
conceptual and theoretical elements, in the major fields of study.
An understanding and appreciation of current issues and debates in the major
fields of knowledge studied.
An understanding and appreciation of the philosophical bases, methodologies
and characteristics of scholarship, research and creative work.
General intellectual skills and capacities
A capacity for critical, conceptual and reflective thinking.
An intellectual openness and curiosity.
A capacity for creativity and originality.
Intellectual integrity, respect for truth and for the ethics of research and
scholarly activity.
An ability to undertake numerical calculations and understand quantitative
information.
An ability to make appropriate use of advanced information and
communication technologies.
Personal qualities
A love and enjoyment of ideas, discovery and learning.
An ability to work independently and in collaboration with others.
Self-discipline and an ability to plan and achieve personal and professional
goals.
An ability to be leaders in their communities, and a willingness to engage in
constructive public discourse and to accept social and civic responsibilities.
Respect for the values of other individuals and groups, and an appreciation of
human and cultural diversity.
The following teaching methods will be used to develop a graduate profile and skills:

4. Contemporary teaching approaches

There are different teaching methods, which can be used to develop these skills for
students. Thus, responsibility of a teacher is to provide some knowledge and
appropriate methods for the students to learn, and provide opportunities for the
students to enhance their abilities which are useful in the future.
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From the point of view of student-centred teaching, we are guided by what is best for
the students. Making decisions regarding content organisation and teaching
approaches is largely determined by the students needs. Even assessment may be
influenced or determined by the students. Students are the centre and the teacher
acts as a coach and facilitator. In many respects, the goal of this type of teaching is
the development of the students cognitive abilities. Student-centred teaching leads
to better retention, better transfer of knowledge to other situations, better motivation
for further learning, and better problem solving abilities. Active participation by
students helps them construct a better framework from which to generalise their
knowledge. Guided by the concept of student-centred teaching, there are several
contemporary teaching approaches or tools for us to adopt, such as case study,
concept mapping and problem based learning in addition to traditional ones, like
lectures, seminars, group work, etc.
Lectures. In a lecture, the teacher addresses learners without interruption. This
method is used for large classes. It allows the teacher to use the whole of the
teaching time. This method has limitations because it does not foster learning. As a
matter of fact, the learners main task is to listen carefully. A student is a listener, a
little active; a little autonomous, since dependence is on what the teacher says and
does. The opinions of the learner count very little.
In addition to University professors, practitioners from public authorities and NGOs
will be invited to take these classes and deliver lectures based on their practical
experience. In this case the learning outcomes would depend to a large extent on the
level of engagement of the students, their involvement in the discussion of the issues
under consideration in the follow up seminars.
Small Group Methods
Small group methods include:
Seminar
Class based group work including group discussion
Case study
Simulation
Workshop
Concept mapping
Problem-based learning (PBL)

Seminar
The aim of the seminar is an in-depth exploration of a specialised topic. It consists of
periodic (usually weekly) meetings of small groups of learners (sometimes between
10 and 15) and a teacher who acts as an expert or a moderator. The learners are to
read one or several texts on a specialised topic. They write what will be the subject of
the meeting (in a report form), give it in advance to their peers (one week before, for
example). The discussion will focus on the arguments and conclusions of the
participants. These meetings allow an in-depth look at one topic at time. They
develop in the learner abilities for synthesis, critical analysis and communication
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skills.In addition, this teaching method allows students to develop case analysis
skills.

Class based group work. Students will be encouraged to perform timelimited group tasks. This will develop their ability to discuss and resolve issues as a
group and will also allow for the use of particular methods such as brainstorming and
role-playing.
Group discussion is one of the group work methods that allows the learner to talk
about his/her experiences, and to share ideas. It develops in the learner abilities for
listening, comprehension, synthesis and critical analysis. During group discussion the
fluent learner can dominate the discussion. The teacher should possess the qualities
of a good moderator to maximize interest in the use of such a method in learning.
Group discussions will cover issues that have been raised in lectures and that have
emerged during independent study.

CaseStudy
The case study is a written record of a hypothetical or real-life problem. The case
study must 1) present the learner with situations that are very much related to the
ones the learner knows or will know and 2) lead to decisions like those that will have
to be made in real life. The case study can allow the learner to seek information
necessary for the study of the case. In case studies students are given a real story
about the way scientific problems have been solved in the past, or are being solved
at present, or have not yet been fully solved. These make the case studies even
more powerful.
Real stories can make the learning experience more interesting. A story can make
students passionate and motivated. Real stories can help students recognize the real
world and know how the world runs. Case studies shift students away from passive
absorption to active construction. The questions can stimulate students to think more
deeply. It can help students to shift from surface learning to deep learning. This
approach can foster in students the following skills: analytical; classification;
application; summarizing; scientific judgment; and critical thinking skills.
A case study approach can be combined with lectures and seminars. It will make
them more interesting, more attractive, and more challenging.

Simulation
A simulation game attempts to copy various activities from "real life" in the form of a
game for various purposes such as training, analysis, or prediction. Usually there are
no strictly defined goals in the game, with players instead allowed to freely control a
character. Well-known examples are business games, and role play simulation. Role
play simulation is a learning method that depends on roleplaying. Learners take on
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the role profiles of specific characters or organisations in a contrived setting. A roleplaying game is a game in whichtheparticipantsassumetherolesof characters and
collaborativelycreate stories. Participantsdeterminetheactionsoftheircharactersbased
on their characterisation, and theactionssucceed or failaccording to a
formal system ofrules and guidelines. Withintherules, theymay improvise freely;
theirchoicesshapethedirection and outcome of the games. Role play is designed
primarily to build first person experience in a safe and supportive environment. Role
play is widely acknowledged as a powerful teaching technique in face-to-face
teaching and role play online is also powerful, with some added benefits.
Role play simulation aims to revive the ease and joy of experiential learning.
Role play simulation models human interactions (allowing the players to role play) in
a constructed environment by:
creating an artificial social structure (or simulating some known social
structure);
enforcing the social structure;
providing plausible scenarios for players to respond, react and enrole to.
Role-playingmayalsorefer to role trainingwherestudentsrehearsesituations in
preparationfor a future performance and to improve their abilities within a future role.
The most commonexamples are occupationaltrainingrole-plays and educational roleplayexercises.
From three basic types of strategic, planning, and learning exercises: games,
simulations, and case studies, a number of hybrids may be considered, including
simulation games that are used as case studies.

Workshop
A workshop is an educational seminar or series of meetings emphasizing interaction
and exchange of information among a usually small number of participants. It is
a brief intensive course or educational program for a relatively small group of
students that focuses especially on techniques and skills in a particular field, and
which is often aimed at problem solving.
Small group meets to explore some subject, develop a skill or technique or carry out
a creative project.

Concept mapping
Concept mapping is a technique used for representing knowledge graphically. It
consists of nodes and links. Nodes represent related concepts within a topic. Links
represent the relationship between concepts. Concept mapping can be used to
construct a complex concept structure step by step, from simple to complex. This will
allow students to think freely about the topic. Through the concept map, they can see
the concepts and their relationships. Concept maps can help students to clarify what
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they understand and what they do not understand. Concept maps can be constructed
by students from texts or after class discussions/lecture. It involves listing the main
ideas/concepts and words and arranging these in a hierarchy. The most general,
abstract and most inclusive (superordinate) concepts are lower down in the
hierarchy. This array of concepts is connected by lines or arrows carrying labels in a
propositional or prepositional form. At the terminus of each branch may be found
examples of the terminal concept. A finished concept map is analogous to a road
map with every concept depending on others for meaning.
Concept mapping is often combined with lectures, a PBL approach and other
teaching approaches.

Problem based learning (PBL)

Problem based learning is an instructional method that challenges students to learn
to learn. In PBL, the teacher first provides an ill-structured problem. Then the teacher
helps students to analyse the knowledge they should learn for solving the problem.
Usually a concept map is drawn. During the following weeks, the teacher can give
several lectures, arrange several seminar sessions and tutorials to transfer the
necessary knowledge and answer questions raised by students as they work on
solving the problem.
During the process of problem solving, students work in small groups. They must
identify what they know, and more importantly what they do not know for the problem.
They must go beyond the textbook and classroom activities to pursue knowledge and
information from other resources. They must make a plan, assign tasks to members
of the group, collect information and data, and analyse the data. They must also
communicate, discuss and then finally come to a conclusion. The problem should
engage students curiosity, and give students more challenges. These can increase
students interest and motivation to learn science and encourage more active
learning. The teachers role is supportive, but not directive. Through the process of
problem solving, students can practice many lifelong learning skills, such as:
information access; data collection and evaluation; analysis; scientific judgment;
cooperation; application; and problem solving skills.
During the process of problem solving, students have not only caught a fish, but
have also learnt how to fish. It is a good way to foster the abilities of survival and
lifelong learning. Whilst working on the problem students should communicate with
many other people for data collecting. They should analyse the data collected. They
should have the ability to process various types of information. They should have the
ability of summarising the process and then giving conclusions. In short, many skills
will be developed; skills they will need in the future.
For each topic, the students are given two two-hour lectures, and arrange seminars
two to four hours. In these seminars students can discuss the current issues under
the teachers supervision. At the end of term, a presentation session is organised.
Each student should give a ten-minute presentation to introduce his/her work, and
demonstrate his/her product, and then everyone can share their opinions, and

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assess whether the product is good or not. Based on their presentations and
demonstrations, the final assessment of the students is made.
In the process of teaching and learning, we can utilise several different theories:
behaviourist; developmentalist; constructivist; lifelong learning; student-centred
learning; and so on. All of them can be used to some extent. Each has its strengths.
In addition, many different approaches, including case studies and PBL can be used.
Each approach also has its advantages. A single approach may not be suitable for
every course, every topic and all the content. Thus, the responsibility of a teacher is
to make the content and process more interesting and more attractive, and different
approaches can help develop the students various skills. Whichever approach is
used, at the end the students should be taught knowledge and more importantly, the
skills for survival.

Finally, no method is absolutely efficient. The efficiency of a method depends

on the nature of the learner, the number of learners, the subject being taught,
the teachers personality, the material and physical conditions, etc.

METHODS IN WHICH LEARNING IS INDIVIDUALISED

Independent study. Most of the prescribed course time will be devoted to

independent study, including the compulsory reading for each course, other
forms of information gathering, and completing specific assignments.
Practicals
Practicals make it possible to combine theory and practice. The practicals give the
learner an opportunity to go beyond the words which remain as abstract symbols.
Practicals give the learner the opportunity to observe, to describe, to interpret, to
solve problems, to manipulate, and to collate and report information.
Computer-assisted Learning
Using this method, the computer presents the material to be learned in an interactive
manner. It is a system that allows immediate feedback, and the establishment of a
specific working pace.
Individually Prescribed Teaching
The originality of individual prescription teaching resides in the following main
characteristics:
-

The teacher writes and ranks all the specific learning objectives of each
course.

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The teacher designs a set of placement tests aimed at measuring the

achievement of the specific objectives in each learning unit.
The teacher regularly informs each learner about progress and suggests ways
(prescription) to reach the objectives partially achieved, or to proceed.
Thus, each learner benefits from an in-depth analysis of his profile at the
beginning of the course; a method and individual activities are proposed
(prescribed) to him or her so that all the objectives of the course are met.

Advisory meetings or tutorials. The Masters programme makes provision

for one-to-one advisory meetings with teaching staff to discuss the courses
being studied and the Masters dissertation.
Masters dissertation. This is the main instrument for developing and
reinforcing independent research and analytical skills. The dissertation is
written in close contact with the academic supervisor, who will advise on both
methodology and content. Students research for their dissertation and meet
with their supervisor throughout the programme of study and they write the
dissertation in the last semester.
The number of hours devoted to formal lectures is kept to a minimum. The lectures
are mainly intended to provide an overview of the academic discipline and to set out
the basic propositions. Presentations will also be used. These are a classic means
of combining independent study with class based work.The aim of preparing
presentations will usually be to develop case analysis skills and the ability to present
the results of case studies and other analytical or theoretical work. Students will
acquire a considerable part of their knowledge through independent study
accompanied by regular meetings with their teachers and group discussions.
Most teaching methods can be used with or without technology. However,
technologies have made some teaching methods easier to implement and/or more
efficient and effective. Moreover, students are used to using communication
technologies throughout their education and in their personal life.
It is recommended to use a variety of teaching methods for several reasons:
1. different methods are appropriate for different learning goals some learning
goals are not really achievable through some methods;
2. it is important to monitor student learning outcomes;
3. individual instructors have different preferences
4. students have a variety of learning style preferences
European Neighbourhood Policy Law and Good Governance Masters Programme is
an intensive research, policy and management-oriented programme. It is a modular,
semesterised programme with 18 courses, plus a professional Work Placement and
the Dissertation.

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The first semester is seen as providing a foundation for further study at graduate
level, introducing students from diverse previous academic backgrounds to the
essential theoretical and contextual components for graduate study.
The second semester is more student-centred in its approach, and is intended to
allow students to explore their research interests through the course Researching
Public Services and Dissertation Research Project, to widen their professional
practice through the Work placement, and to select other appropriate courses from
the scheme to complement their studies as an option. The selected courses are
subject to agreement by the programme leader.

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