The Code for Transparency in Animal Testing is designed to give concrete guidelines for the widely held view in society that transparency and openness in animal testing is desirable and necessary.

You can download the Code for Transparancy in Animal Testing and the most recent Annual Report on Animals Testing on the CRISP website Animal Testing Commission .

More information on Codes of Conduct and rules of Maastricht University are available on the Animals Experiments Commission website (in Dutch only).

The Code for Transparency in Animal Testing is in compliance with the overarching UM Integrity Code of Conduct.

The Netherlands Code of Conduct for Scientific Integrity contains rules for scientific research within Dutch Universities and other research institutes. For more information on scientific integrity please see the document below (download, pdf) or visit the KNAW  website.

• Netherlands Code of Conduct for Scientific Integrity  

Also read the Q&A's the Association of Universities in the Netherlands (VSNU) has drawn up (in Dutch only). 

The Netherlands Code of Conduct for Scientific Integrity is in compliance with the overarching UM Integrity Code of Conduct.

The purpose of the project is to develop a common framework for EMI quality assurance and support, which will help the partners adapt local EMI training and certification language assessment instruments for transnational uses.

TAEC will result in three intellectual outputs:

1. Report on the facets of a common EMI framework,
2. Technical report on alignment, and
3. An EMI handbook.(download Pdf version or e-pages)

Furthermore, the project aims to raise awareness about the specific characteristics of EMI and to offer opportunities for linguistic and pedagogical training for teaching in the EMI context.

Read more about the project and its activities on the following pages. 

• Project outputs
• Project background
• Project objectives
• Activities and events

Project Background 

The background for the TAEC project can be found in the internationalisation of European universities over the last 20 years, which has led to a rapid increase of English Medium Instruction (EMI) programs and courses across Europe. 

Though EMI has been developed to increase student, teacher and researcher mobility, its rapid growth has raised concerns regarding the oral English language competences of non-native English speaking lecturers and the implications for the quality of teaching and learning. Consequently, lecturers' English proficiency is under scrutiny and universities are developing policies for quality assurance, which are enforced by implementation of internal language assessments procedures and EMI teacher training.

Thus far, assessment and EMI teacher-training procedures such as these have only been developed and used locally, at institutional level. Therefore, the innovative purpose of this project is to improve the transparency in terms of how to reach and assess lecturers' language competences and teaching qualifications in order to establish their transnational recognition. 

In other words, this project supports the implementation and development of a transparent, common framework, which can assure instructional quality and language support for lecturers in various EMI contexts across Europe.

Project objectives 

The objectives of this project are to:

1. identify and differentiate between the transnational and the local administrative, instructural and language needs of EMI programmes at partner universities,
2. align a localy-used assessment scale (the TOEPAS at UCPH) with Council of Europe's CEFR, which will allow for standardization of results,
3. develop an EMI handbook, and
4. raise awareness among stakeholders.

The long-term objective of this project is to provide the groundwork for an EMI framework for quality assurance, which could be applicable across European universities beyond the partner universities involved in the project. 

The TAEC project consists of seven interrelated work packages, all of which are integral parts of the project cycle. The project management and quality assurance are led by the UCPH while the partners are responsible for dissemination and sustainability. Each of the three work packages related to the three main outcomes of the project (EMI framework, alignment to the CEFR scale and EMI handbook) are managed by a different partner university, though supported by representatives from all partner universities.

If you have questions regarding the TAEC project, you can contact us at your-language-course@maastrichtuniversity.nl or the project coordinator at taec@hum.ku.dk.

What exactly do we mean by ‘modern learning principles’?

Constructive education
Learning should be an active process, in which you gain knowledge from your experiences and interactions with your environment. You are encouraged to think about what you already know, and you learn to integrate new information with this prior knowledge. This helps you to really understand the subject matter, form well-founded opinions and acquire new knowledge, rather than just learning things by rote. You will notice that it is easier to remember things this way.

Self-directed education
The learning process is something you manage yourself by planning, monitoring and evaluating this process. The tutors and lecturers are there to assist you, but you as the student are the driving force. As the programme progresses you learn to direct your own learning process in a motivating and effective way. You will find that this enables you to keep on learning for the rest of your life.

Collaborative learning
You are encouraged to learn from others. By exchanging ideas with your peers and providing one another with feedback, you come to understand the subject matter much better. Learning is not an individual process; it is something you as a group share responsibility for.

Learning in a relevant context
You study relevant, true-to-life cases, which have real meaning in today’s society. In this way you learn how to tackle a wide variety of topics, as well as how to make the all-important leap from theory to practice.  

He also became an examiner for the University of Cambridge English and IELTS examinations.  As a Cambridge examiner, Clive was instrumental in bringing the Cambridge exam preparation courses to Maastricht University Language Centre, from which, and partly through his determination, hundreds of UM staff, and consequently students, have since benefitted as the University raises the standard of language competence of teaching and other staff. 

Through his zest for life, combining pleasure and work, Clive made many friends in the Netherlands and abroad working on international projects, notably the academic writing training for PhD candidates in the Maastricht-Kyiv-Tbilisi project. Perhaps his finest achievements fittingly came in the recently completed ECOSTAR project on English-medium instruction with Israeli institutions. Sadly, he did not live to see the final outcome of the project, the book “A Handbook for EMI”, of which he was the first author.

In his teaching, he did all he could to help people achieve their potential simply because, at heart, he was genuinely a people person, one with the biggest of hearts.  As such, no matter what it involved, no matter where it was needed, Clive was invariably the first to volunteer to serve. Whenever a class needed covering last minute, Clive would step up to the plate.