THE CONCEPTION OF THE SCHOOL

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In the present, evermore globalized era, there is without any doubt, a need for homogenized curricula at a European level and a need for institutions that can offer students qualifications, knowledge and skills that are recognized across national boarders.

Aiming to be continuously at the forefront of research and education, the European Public Law Organization (EPLO) has created a higher education institution under the name of “European Law and Governance School” (ELGS), which constitutes the materialization of this need.

The European Law and Governance School is founded upon the belief that the European Union plays a crucial role in ensuring global stability, promoting democracy, and the overall progress of mankind, and that the core values of the European Union must be upheld while it strives for better integration.

The ELGS also believes that the key source of hope and the only path to successful integration is through the proper education and training of the youth of Europe.

Thus, the Vision of the ELGS , in the first place, is to create a generation of youth that will identify themselves as Europeans, that will serve Europe, and that will disseminate the idea, culture and values of Europe throughout the world.  Moreover the vision of the ELGS is to educate a generation of youth all over the world who is interested in European Law & Governance and will thus prepare themselves to serve their nations in the better understanding Europe, doing business with Europe and promoting their national interests within the Brussels context. This way the ELGS serves a Global Objective in Education.

Inspired by the values that lie at the heart of the European Union, such as fundamental rights, the free movement of professionals, goods and services, and the creation of a single market system, as well as by the challenges and opportunities created by these policies, the ELGS has identified the need to create a new form of education that is Pan-European in character and at the same time Universal, in a dialogue of civilizations.

This education must start at the undergraduate level in order to create and prepare the next generation of legal and governance scholars to work within the fast-evolving European and International institutional structures.

The idea was initially conceived by Professor Giuliano Amato, Former Prime Minister of Italy, member of the Board of Directors of the EPLO.

To that effect, in 2008 the “Group of Rome” was constituted around him and comprised of the most esteemed professors and practitioners. The Group met regularly to discuss the various strategic and operational aspects of the project.
As the time passed, the project matured enough for the Board of Directors of the EPLO to decide in 2009 to create an EPLO agency called the “European Law and Governance School”, thus providing it with all the necessary tools and empowerment needed to achieve its objective.

The inaugural launching of the School took place with the first symbolic meeting of the Board of Trustees at the premises of the European Parliament in the spring of 2013. The further development of the School followed while 2016 marked the initiation of the Schools’ programs. The programs were announced at the Quirinale Palace of Italy in the presence of H.E. The President of the Republic of Italy Mr. Sergio Mattarella on May 18, 2016.

COURSES

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The School offers undergraduate and postgraduate courses with a unique design, incomparable curriculum and fresh material that enable students a high degree of personalization, flexibility and interdisciplinarity. Students can choose from: a track of studies that offers a pan-European perspective of legal studies, or a track that focuses on European governance studies, or can select interdisciplinary degrees that combine both approaches.

The legal track of the ELGS Undergraduate studies aim to shape the European lawyer of the new era, focusing on the European perspective of the legal profession, while highlighting the common legal traditions of European states and the principles that underpin the discipline on a global scale. The ELGS Postgraduate level legal studies offer a specialization in either European or International law, uniquely blending them with analyses of national legal systems and frameworks.The ELGS Postgraduate level legal studies offer a specialization in either European or International law, uniquely blending them with analyses of national legal systems and frameworks.

The ELGS Undergraduate curriculum focuses also on world-wide governance studies, contributing to the creation of a new generation of highly skilled administrators and leaders. At the postgraduate level the ELGS Governance studies will complement and advance the qualifications of its graduates.

The range of optional modules and opportunities for student mobility and internships supports a high degree of personalization of studies, enabling students to tailor-make their educational experiences. In accordance with recent trends in higher education, special attention is given to the development of transversal skills and research methodology. At the heart of the ELGS’ offering is the ability to create majors, minors and specializations in topics, as well as joint degree programs, which enable students at all levels of studies to take classes from both the legal tracks and the governance programs, to ensure a truly interdisciplinary approach to law and governance studies.

QUALITY ASSURANCE

EPLO/ELGS  Quality Assurance System (EPLO/ELGS-QAS)

The EPLO/ELGS Quality Assurance System (EPLO-QAS) has been introduced according to “Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)” as adopted by the Ministers responsible for higher education in 2005 following a proposal prepared by the European Association for Quality Assurance in Higher Education (ENQA) in co- operation with the European Students’ Union (ESU), the European Association of Institutions in Higher Education (EURASHE) and the European University Association (EUA).

The major aims of EPLO/ELGS-QAS are:

  • to assure that the institution and its units, institutes and academies operating in different national contexts uniformly provide an appropriate quality of their services;
  • to support the exercise of responsible and reliable autonomy in the use of resources and in collective and individual behavior related to education, research and knowledge and technological transfer activities;
  • to improve the quality of education and research.

EPLO/ELGS-QAS sets standards for the self-assessment by programs and units, institutes and academies, concerning their internal procedures and the outcomes of their activities, and for the external assessment of the quality assurance system. External evaluation is based on peer review, is carried out by independent experts appointed by the Board of Directors through on-site visits and document analysis.

The key structures in the EPLO/ELGS-QAS are:

  • External Evaluation Board – EEB
  • Internal Unit for Quality Assurance – IQA
  • Joint Teaching-Student Committees

 External Evaluation Board – EEB

Main objectives and competences

The External Evaluation Board (EEB) plays a pivotal role in ensuring that EPLO adhere to the European Standards and Guidelines (ESG) for quality assurance and enhancement. Activities and competencies of EEB are the following:

  • Comprehensive Assessment: The primary function of an EEB is to conduct a comprehensive assessment of the EPLO’s quality assurance processes and academic programs. This involves a thorough evaluation of various aspects, such as teaching and learning, research, governance, and support services.
  • External Perspective: EEB members bring an external perspective to the evaluation process. They are typically experts in higher education from different countries, ensuring a diverse and unbiased assessment.
  • ESG Alignment: EEB ensures that the EPLO’s quality assurance systems align with the ESG, which encompasses the core values, criteria, and guidelines for quality assurance in higher education. They assess whether the organization meets these standards.
  • Recommendations for Improvement: EEB provides constructive feedback and recommendations for improvement. These recommendations may address areas where EPLO can enhance its quality assurance mechanisms, academic programs, or academic governance.
  • Peer Review: EEB engages in a peer-review process, which means they assess the EPLO’s performance against comparable institutions in Europe. This benchmarking helps identify areas where the organization excels and where it can improve.
  • Transparency and Accountability: EEB promotes transparency and accountability within the organization. They ensure that the institution’s quality assurance procedures are clear, well-documented, and accessible to stakeholders.
  • Stakeholder Engagement: EEB may engages with various stakeholders, including students, faculty, and administrative staff, to gather input and perspectives on the EPLO’s performance. This fosters a collaborative approach to quality assurance.
  • Continuous Improvement: EEB encourages a culture of continuous improvement within the organization. They assess whether the institution has mechanisms in place to act on recommendations and enhance its overall quality.
  • Reporting: After the evaluation, EEB produces an annual Evaluation Report summarizing their findings and recommendations. The Report serves as valuable resource for EPLO to guide its quality enhancement efforts.
  • Follow-Up Evaluation: In some cases, EEB may conducts follow-up evaluations to monitor the implementation of recommendations and track the EPLO’s progress in addressing identified areas for improvement.

 Composition of the EEB

The External Evaluation Board (EEB) is composed by 6 members and one Chairperson. Only one member selected is part of the organization to ensure contacts and to enhance exchange of data and details with other QA structures.

The key details about the composition of the EEB are the following:

  • External Experts: EEB is predominantly composed of external experts who have no direct affiliation with the organization under evaluation. These experts are chosen based on their expertise in higher education and the specific areas being assessed (e.g., teaching and learning, research, governance). They should have a thorough understanding of the European Standards and Guidelines (ESG) for quality assurance.
  • Diverse Backgrounds: EEB members should come from diverse backgrounds and institutions, both within and outside the EHEA. This diversity ensures a broader perspective and helps prevent bias in the evaluation process. Members may include academics, administrators, quality assurance professionals, and industry experts.
  • Chairperson: The EEB has a Chairperson who leads the evaluation process. The Chairperson is responsible for facilitating discussions, ensuring the evaluation stays on track, and coordinating the writing of the evaluation Report.
  • Gender and Diversity Balance: Efforts are made to ensure gender balance and diversity within the EEB to promote fairness and equity in the evaluation process.
  • Conflict of Interest: EEB members are expected to declare any potential conflicts of interest related to the institution under assessment. Transparency in this regard is essential to maintain the integrity of the evaluation.

Internal Unit for Quality Assurance – IQA

 Main objectives and competences

The Internal Unit for Quality Assurance (IQA) Unit within EPLO plays a crucial role in ensuring and enhancing the quality of education and related academic services offered by the organization. Below are details about the activities and competences of an IUQA:

  • Quality Assurance Framework Development: The IQA Unit is responsible for developing and maintaining a comprehensive quality assurance framework that aligns with national and international quality standards, including the European Standards and Guidelines (ESG). This framework serves as the foundation for the institution’s quality assurance activities.
  • Policy Development: The unit formulates quality assurance policies, procedures, and guidelines that guide all aspects of the institution’s operations, including teaching and learning, research, governance, and support services.
  • Program and Course Evaluation: IQA Unit oversees the evaluation of academic programs and courses. This includes monitoring curriculum development, assessing learning outcomes, and ensuring that programs align with academic and professional standards.
  • Assessment and Accreditation: IQA Unit is responsible for coordinating the organization’s accreditation processes. They prepare documentation, facilitate site visits, and ensure compliance with accreditation requirements.
  • Data Collection and Analysis: The unit collects data on various aspects of the organization’s performance, such as student satisfaction, graduation rates, and research productivity. They analyze this data to identify areas for improvement.
  • Self-Assessment: IQA Unit guides the organization in conducting periodic self-assessment exercises. This involves engaging stakeholders, including faculty, students, and staff, in assessing the institution’s strengths and weaknesses.
  • Quality Improvement Planning: Based on assessment results and stakeholder feedback, the IQA Unit collaborates with relevant departments and units to develop quality improvement plans. These plans outline specific actions to enhance the organization’s overall quality.
  • Compliance Monitoring: IQA Unit ensures that the organization adheres to relevant regulations, standards, and guidelines. They monitor compliance with internal policies and external accreditation requirements.
  • Reporting: IQA Unit prepares regular reports on the organization’s quality assurance activities and findings. These reports are often used for internal decision-making and may be shared with the EEB and external stakeholders as required.
  • Stakeholder Engagement: The unit engages with various stakeholders, including students, faculty, and administrative staff, to gather input and perspectives on the organization’s quality. This feedback informs the quality improvement process.
  • External Collaboration: IQA Unit may collaborates with external quality assurance agencies, accrediting bodies, and other institutions to benchmark their practices and stay informed about evolving quality standards.

Composition of the IQA

The Internal Quality Assurance (IQA) Unit is composed by 3 internal members with the role of Head of IQA Unit, Quality Assurance Coordinator and Quality Assurance Analyst, as well as academic experts and student representatives. Academic experts and student representatives participating within the Unit make up the “Joint Teaching-Student Committees”, sub-units of the IQA. The key details about different roles and responsibilities of IQA members are the following:

  • Head of IQA Unit: The unit is led by a Head who oversees all quality assurance activities. This individual is responsible for setting the strategic direction of the unit, coordinating its operations, and reporting to senior leadership.
  • Quality Assurance Coordinator: This role involves managing the day-to-day operations of the IQA Unit. The Coordinator may supervise staff, oversee data collection and analysis, and ensure that quality assurance processes are implemented effectively.
  • Quality Assurance Analyst: This staff member is responsible for specific aspects of quality assurance, such as program assessment, accreditation, data collection, and analysis. He/she works closely with faculty and staff across the organization to gather and evaluate data.
  • Academic Experts: Subject matter experts from various academic disciplines may be involved in the IQA Unit to assess curriculum, learning outcomes, and program effectiveness. Their expertise contributes to the evaluation of academic quality.
  • Student Representatives: Including student representatives is essential for gathering student feedback and perspectives on the quality of education and services. Students provide valuable input on their learning experiences.

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