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… 2.3 Language requirement Article 2.4 Direct Admission Article 2.5 Board of Admissions SECTION 3 CONTENT AND STRUCTURE OF THE PROGRAMME Article 3.1 Aim of the programme Article 3.2 Form of the programme Article 3.3 Language of instruction Article 3.4 Communication and announcement of decisions Article 3.5 Study load Article 3.6 Content Article 3.7 Programmes Article 3.8 Content of programmes Article 3.9 Educational units elsewhere Article 3.10 Flexible programme and flexible masters Article 3.11 Honours programme Article 3.12 The exam SECTION 4 EDUCATION Article 4.1 Courses, composition, actual design Article 4.2 Course registration Article 4.3 Attendance and participation … those students only, and do not apply to students who commenced their Master’s programme in a later academic year. Students are expected to find out about possible modifications to the EERs and how these modifications could affect them. Students may contact the Office of Student Affairs with any questions. Article 2. Modifications In cases not provided for by the transition regulations, students may submit a request to the Programme Board for an adapted programme. The Programme Board will make a …

… Data Management Maastricht University | Faculty of Law Self-evaluation report Advanced Master Privacy, Cybersecurity and Data Management | 2 Inhoudsopgave Administrative data 3 1. Profile and ambition of the programme 4 2. Reflection on initial TNO recommendations 4 3. Evaluation according to the four standards 5 Standard 1: Intended learning outcomes 5 Standard 2: Educational learning environment 7 Standard 3: Assessment 11 Standard 4: Realised learning outcomes 13 4. Student chapter 15 1. … educational pillars: (1) privacy/data protection law, (2) cybersecurity law & technology and (3) data management. The first two pillars of the educational programme foster students’ knowledge of privacy and cybersecurity law on the academic level, whereas the third pillar complements this academic approach by focusing on knowledge and skills examined in selected sectoral areas. In each of these outlined educational pillars, a distinct learning line can be identified where the knowledge and … by the AM Management. The Education Programme Committee consists of two staff members and two student members (automatically two representatives elected in Year 1 take on this role). It meets formally minimum twice a year. Students are encouraged to contact course coordinators to raise any issues with specific courses and AM Management to share more general feedback. In addition to the above outlined mechanisms, the courses are evaluated as in the remaining programmes at the Faculty of Law, …

… b-solutions Promoting „Joint thinking and doing“ through the removal of border obstacles https://www.b-solutionsproject.com/ The initiative • 2-year pilot initiative • promoted by the European Commission’s Directorate-General for Regional & Urban Policy (DG REGIO) • managed by the Association of European Border Regions (AEBR) • Objective: Identify and promote … The 33 Advice Cases What is next? December 2019: on the basis of the reports submitted by the Pilot Actions (I Call for Proposals) and the Advice Cases (II Call for Proposals), AEBR will produce a compendium. Aim: Illustrate and communicate the main findings and proposals to foster cooperation where obstacles were found and in similar cases in other border regions. Expected outputs: lessons learnt and policy recommendations. How to communicate: „Replicability“ is the goal „Dissemination“ is the key Share your obstacle(s) on the European …