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… business… Layers of “hidden” protection in calculation of SII liabilities – not widely known or understood Treatment of insurers as if they are traders, instead of fully recognising ability to invest long-term and how this results in lower risks than trading risks 17 4. Focus on Solvency II Solvency II: treatment of long-term business Insurers’ business model allows insurers to avoid forced sales of assets Predictable liability portfolios, policyholders have limited ability and/or dis-incentives to … and soft compulsion Tax incentives Tax configurations should incentivise adequate saving over the long-term, eg by deferring the point of taxation or penalising early exit/surrender Tax incentives should be simple and stable over time Easing online access to pensions Digital distribution can increase private pension coverage and should not be hindered Saving enough 17 Providing information on the benefits of insurance savings products Savers should be informed about the importance of the … insurance industry should work together to facilitate the availability of well-designed collective mutualised investment products for those savers that need them Adjusting Solvency II Solvency II’s treatment of long-term investments should move from a trading to a long-term approach Ensuring access to appropriate decumulation products Pension decumulation needs to balance the right level of protection against longevity risk and the flexibility to allow access to funds if needed Saving well 24 …

… there are 203 pre-master students and 485 post-initial students. STAFF & STUDENTS FTE Total researchers = staff, fellowship holders, bursary holders, PhD. students either full-time or part-time involved in research 2021 Of whom are international (i.e. foreign nationality) 997 Of whom are externally funded (i.e. for whom the organisation is host organisation) Not registered Of whom are women 1033 Of whom are stage R3 or R4 = Researchers with a large degree of autonomy, typically holding the status of … Factors, in funding, appointment, and promotion considerations; 2. The need to assess research on its own merits rather than on the basis of the journal in which the research is published; and 3. The need to capitalize on the opportunities provided by online publication (such as relaxing unnecessary limits on the number of words, figures, and references in articles, and exploring new indicators of significance and impact). In October 2019, the UM signed the San Francisco Declaration on Research … and Economics (SBE) for example, has launched the Learning Academy. The ambition of the Learning Academy is to equip faculty with competencies in the field of teaching, learning and development, and bringing them together in an academic community to exchange experiences and acquire knowledge about academic education; all this in order to provide students with high-quality education and provide them with the optimal environment to learn and develop. On a central level, Maastricht University also …

… a faculty examiner (Article 3.8.2); d. elective units of study offered by the faculty (elective courses, skills trainings, tutorials) and literature exams (Article 3.8.3); e. electives outside the faculty (at another UM faculty, or at another Dutch or foreign university; see Article 3.8.4 and Rules and Regulations). Year Period Code Title ECTS Assess- ment 2 4 choose 1 of 3 Course ACU2016 Othering Europe 9 grade Course ACU2017 Art, Literature and Technoscience Course ACU2018 Living in a Digital Age … the following modules (5 courses and 6 skills): Period Code Title ECTS Assess- ment 1-5 Course DSO1000 Surveillance Society 6 grade Skill DSO1500 Mentor Scheme 1 E-P-F 1 Course DSO1001 What is (a) Digital Society? 8 grade Skill DSO1502 Making Your Own Online Presence 4 E-P-F 2 Course DSO1002 Digitalisation and Politics 8 grade Skill DSO1503 Introduction to Digital Technologies I 4 E-P-F 3 Skill DSO1504 What is Research? 5 grade 4 Course DSO1003 ICT Revolutions: Continuity and Change 8 grade Skill … skills. Speaking English in tutorial groups from the start, can help to ease the transition into working with English as an academic language at the beginning of their studies, and thus creates the foundation for international collaboration and exchange. Students as well as staff regularly participate in international exchange programmes.  The labour market demand is both nationally and internationally oriented (English and Dutch) Many graduates pursue a Master degree abroad or in the …

… study advice 13 SECTION 8 TRANSITIONAL AND FINAL PROVISIONS 13 Article 8.1 Amendments 13 Article 8.2 Notice 13 Article 8.3 Evaluation 13 Article 8.4 Unforeseen cases/safety net scheme 13 Article 8.5 Effective date 13 Appendices: Appendix 1 Compatible Foreign Diplomas 14 Appendix 2 Language requirements with non-Dutch diplomas 15 Appendix 3 Components of the Major 16 Appendix 4 Components of the Minor 18 Appendix 5 Competencies and Final Qualifications of a BEPH Graduate 19 Appendix 6 Language of … requirements 1. A person will be granted admission to the programme if he or she has a pre-university education diploma referred to in Article 7.24 of the Act or if he or she has been exempted from this under the Act. In Appendix 1 compatible foreign diplomas are listed. 2. A person who has obtained the first-year certificate (propedeuse) of a recognised degree programme in Higher Professional Education (hbo) in the Netherlands is admissible to the programme. Article 2.2 Language … one month before the final assignment is turned in or the final test is taken. The board of examiners in any event grants the request: - if the student is selected by the faculty for a double degree, an extracurricular placement or an extracurricular exchange, or 12 - if the student has held/will hold a board position for which a financial support from the ‘Profileringsfonds’ will be granted for at least nine months, or a Student Introduction Committee (‘INKOM’) board position. The board of …