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… external stakeholders; etc. 2. Personal/professional leadership5 Examples of evidence: demonstrate self-reflection and personal development (feedback results); regularly request feedback from students, colleagues and others; effective communication (online and offline); academic integrity; demonstrate solid organisational skills; identify the necessary tasks and prioritise them in order to develop an individual schedule and perform the work in an autonomous way, ensuring that the requirements are … or institute; conduct literature reviews, visit and contribute to symposia and congresses or other forms of engaging with (international) experts and expertise; publicly disclose scientific results by any appropriate means, including conferences, workshops, colloquia and scientific publications, maintain overview of relevant (inter)national development in the research field; contract research; developing methodology; research awards; exploration and examination of societal research needs and … with your own talents and/or development preferences, however always in consultation with your leadership. In your narrative you can develop a personal vision and mission on how your development fits within your unit’s strategic personnel plan. When selecting these components with your leadership, keep in mind that the choices must fit within the requirements of your team. If you wish to develop in a domain or on components that do not fit with your team’s requirements, you may have to …

… Study load 5 Article 3.6 Content, structure and ECTS of the programme 5 Article 3.7 Flexible programme and flexible master 5 Article 3.8 Examination 6 SECTION 4 EDUCATION 6 Article 4.1 Courses; composition; actual design 6 Article 4.2 Attendance and best-efforts obligation 6 SECTION 5 ASSESSMENT 6 Article 5.1 General 6 Article 5.2 Grades 6 Article 5.3 Order of exams 7 Article 5.4 Scheduling and frequency of the exams 7 Article 5.5 Form of the exams 7 Article 5.6 Oral exams 7 Article 5.7 Clinical … of appeal 11 SECTION 7 STUDY GUIDANCE 11 Article 7.1 Study progress administration 11 Article 7.2 Study guidance 11 SECTION 8 TRANSITIONAL AND FINAL PROVISIONS 11 Article 8.1 Amendments 11 Article 8.2 Notice 11 Article 8.3 Evaluation 11 Article 8.4 Unforeseen cases/safety net scheme 12 Article 8.5 Effective date 12 Appendix 1 Aim of the programme 13 Appendix 2 The structure of the programme, including the ECTS 14 Appendix 3 Language of instruction 15 EER Master of Science Human Movement Sciences 3 … to all students who participate in the programme in the academic year 2021-2022 and replace, in principle, all other regulations. 3. The replacement of the former regulations by these new ones may not disadvantage students that started the programme when former regulations were applicable. In cases where the new regulations disadvantage students, the old regulations are applicable. 4. Contrary to the content of article 1.1 sub 2 and 3, the educational programme which was valid at the moment that …

… Study load 5 Article 3.6 Content, structure and ECTS of the programme 5 Article 3.7 Flexible programme and flexible master 5 Article 3.8 Examination 6 SECTION 4 EDUCATION 6 Article 4.1 Courses; composition; actual design 6 Article 4.2 Attendance and best-efforts obligation 6 SECTION 5 ASSESSMENT 6 Article 5.1 General 6 Article 5.2 Grades 6 Article 5.3 Order of exams 7 Article 5.4 Scheduling and frequency of the exams 7 Article 5.5 Form of the exams 7 Article 5.6 Oral exams 7 Article 5.7 Placement … Management 2 SECTION 7 STUDY GUIDANCE 11 Article 7.1 Study progress administration 11 Article 7.2 Study guidance 11 SECTION 8 TRANSITIONAL AND FINAL PROVISIONS 11 Article 8.1 Amendments 11 Article 8.2 Notice 11 Article 8.3 Evaluation 11 Article 8.4 Unforeseen cases/safety net scheme 11 Article 8.5 Effective date 11 Appendix 1 Aim of the programme 12 Appendix 2 The structure of the programme, including the ECTS 14 Appendix 3 Language of instruction 15 EER Master of Science Healthcare Policy, … to all students who participate in the programme in the academic year 2021-2022 and replace, in principle, all other regulations. 3. The replacement of the former regulations by these new ones may not disadvantage students that started the programme when former regulations were applicable. In cases where the new regulations disadvantage students, the old regulations are applicable. 4. Contrary to the content of article 1.1 sub 2 and 3, the educational programme which was valid at the moment that …

… Study load 5 Article 3.6 Content, structure and ECTS of the programme 5 Article 3.7 Flexible programme and flexible master 5 Article 3.8 Examination 6 SECTION 4 EDUCATION 6 Article 4.1 Courses; composition; actual design 6 Article 4.2 Attendance and best-efforts obligation 6 SECTION 5 ASSESSMENT 6 Article 5.1 General 6 Article 5.2 Grades 6 Article 5.3 Order of exams 7 Article 5.4 Scheduling and frequency of the exams 7 Article 5.5 Form of the exams 7 Article 5.6 Oral exams 7 Article 5.7 Research … Promotion 2 SECTION 7 STUDY GUIDANCE 11 Article 7.1 Study progress administration 11 Article 7.2 Study guidance 11 SECTION 8 TRANSITIONAL AND FINAL PROVISIONS 11 Article 8.1 Amendments 11 Article 8.2 Notice 11 Article 8.3 Evaluation 11 Article 8.4 Unforeseen cases/safety net scheme 11 Article 8.5 Effective date 11 Appendix 1 Aim of the programme 12 Appendix 2 The structure of the programme, including the ECTS 14 Appendix 3 Language of instruction 15 EER Master of Science Health Education and … to all students who participate in the programme in the academic year 2021-2022 and replace, in principle, all other regulations. 3. The replacement of the former regulations by these new ones may not disadvantage students that started the programme when former regulations were applicable. In cases where the new regulations disadvantage students, the old regulations are applicable. 4. Contrary to the content of article 1.1 sub 2 and 3, the educational programme which was valid at the moment that …

… examining development agendas in the post-colonial period and discovering how (neo-)colonial thinking, the ‘white gaze’ in development, Global North policies, actors and institutions still play a dominant role in 21st century development challenges. Moreover, it investigates interdependencies on a global, transnational, national and local level, while considering the role of public, private and civil society actors. Thus, it aims to understand underlying development processes and unlock the ongoing … failures of slum ecologies and how they affect people; and also how citizens nevertheless find myriad modes of making the city their home. Fundamentally, this course takes as a starting point the question what it takes to live and survive in a city when one is very poor, marginalized, silenced, made invisible, or otherwise rendered peripheral. We take such qualifications to be effects of not only how cities are organized and governed 'from above', but also of specific ways of conceptualizing how … themes related to Globalization and Development. The chosen themes are connected to the preceding courses in period I and II. They have a global and structural dimension as well as cultural, local and personal features. The topics students work on should have a present-day importance and can be approached from a more abstract and theoretical, as well as an empirical and/or historical perspectives. Students will work on a paper and discuss work in progress with fellow students and tutors in the …

… learning to play the flute to which tunes should be heard. Not until Rousseauwould another philoso­ pher turn his attention to such details. But Plato's attention to detail is not for the sake of the child or the adult she will become; his concern is more for the care and development ofthe state than of the individuals within it. In an age where traditional social roles began to loosen, the Enlightenment could begin to care about individual human development for its own sake - though political … have confirmed this.5 But we aspire to be more than one-hit wonders, so there's more to be learned than singing a tune. Indeed, says Kant, 'the human being can only become human through education'. But what about the educators? Even those with the best of intentions are themselves in part the product of choices others made. Moreover, edu­ cation should be education for a future we can only partly foresee. Leave aside technological progress: if we have any hope for moral progress, we want the … to fashion capacities that are better than those we possess ourselves, even if we want to? 'No wonder Kant's Lectures on Pedagogy called educa­ tion 'the greatest and most difficult problem that the human being can be given'. Matters look even worse when we consider how often the best of intentions are missing. I've been taking the perspective of the benevolent parent or the dedicated teacher, but those are hardly the only ones who determine how education proceeds. As Kant reminds us, govern- 38 …