Key principles, structures and features

The course is designed for 4 semesters in 2 years full-time study. Once the course has been successfully launched, part-time study options will be developed. The curriculum comprises 120 ECTS, made up of 5 mandatory core course modules (@ 10 ECTS), 3 elective course modules (@ 10 ECTS, taken during the mobility semester), and three further mandatory modules: a professional practice module (10 ECTS), a self-assessment (personal and professional development) module (10 ECTS) and a thesis module (20 ECTS). Student workload is estimated at 3000 hours. The course architecture explicitly foresees and encourages mutual exchanges between M.A. EYS modules and existing modules offered at partner universities.

Consortium partners share the following guiding principles:

• strong commitment to intercultural understanding and communication;
• recognition and value attached to the prior experience and knowledge of students;
• commitment to learner-centred, active and self-directed pedagogies;
• appreciation of the critical contribution of young people to the future of Europe;
• contribution to raising expertise and quality in the youth field as a whole

English is the common language of course instruction and administration. Students’ written work can be delivered in English, French and German; written work in further languages is possible according to the faculty competence spectrum available within the relevant module. In block seminar group discussions and in VLC peer-group exchange, students decide on an ad hoc basis in which language/s they will interact, with the proviso that choice of language in such settings ensures the inclusion of all participants involved. As a rule, course material and student work should include multilingual literature references.

Language requirements are linked to the Common European Framework of Reference for Languages. Course candidates should have attained at least a B2 level (advanced learner) in English and one other language (for English first-language speakers, additionally at least C2 in a third language). Concomitantly, all faculty and tutors must have the capacity to teach actively, to communicate with students in writing and to assess written work in English. Under normal circumstances, those with the capacity to work in other languages, and especially in German and/or French, are given preference when engaging sessional lecturers and tutors. Course managers and administrators are always at least bilingual in English and French or German. In cooperation with language centres at the partner universities language learning opportunities, in particular as a preparation of the host semester, will be provided. Language learning is strongly supported, but is not included in formal course assessment and examinations.

The five mandatory core modules cover:

• theoretical foundations: social, cultural and educational perspectives;
• European youth research;
• Europe and youth policy;
• intercultural and comparative research methods;
• communication, management and leadership.

All students must also complete three further modules: an academic thesis; professional practice placement and report; self-assessment/personal and professional development. The three elective modules can be selected from relevant courses on offer at the mobility semester university.

Curriculum development for all modules is in progress under the coordination of international dyads or triads from within the consortium members. The module descriptions use a common template that covers information about the module status, its ECTS-value, proposed time-schedule, learning aims and outcomes, staffing profile, key content, European added value and an initial literature list.

Teaching and learning is grounded in a blended learning concept that combines F2F and virtual learning, traditional and innovative pedagogies. Delivery takes the form of residential blocks, distance learning modules and standard seminars (during the mobility semester) together with individual tutoring (practice and thesis). Methods therefore include a virtual community learning space (VLC); F2F teaching in different locations; interculturality as a learning resource; peer-group and self-directed learning; individual and cluster tutoring. All course modules will be integrated into an overall blended learning strategy, so that the course architecture takes on a coherent quality in this respect.

• Introduction
• Target group and outcomes
• Consortium and resources
• M.A. EYS Consortium members
• Literature
• MA powerpoint presentation
• MA EYS short information document

For further information, contact :
Yael Ohana - Project Coordinator
e-mail: yael.ohana@youthstudies.eu