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To: The Ministry of Education and Science (the MoES) of the Republic of Latvia
The Department of Higher Education of the MoES
The Quality Evaluation Centre of Higher Education

APPLICATION FOR ACCREDITATION OF STUDY PROGRAMME

Name of the higher educational establishmentThe University of LatviaLegal address and telephone of the higher educational establishmentRaiFa bulv. 19, Riga, LV-1586, Latvia
Phone: +371 67034301No. of registration certificate of the higher educational institutionNo. 3341000218Name of the study programme The Interuniversity Master s Programme  Educational Treatment of Diversity Code of the Study programme 45142Duration and volume of the study programme
2 years or 4 semesters at full-time studies
2,5 years or 5 semesters at part-time studies
80 Latvian credits or 120 ECTS creditsRequirements prior to starting the study programmeAcademic Bachelor’s degree or the second level of the professional higher education (or equate higher education) Academic Degree, Qualification
Master’s degree of education sciences in pedagogy Location where the study programme is being implemented The Faculty of Education and Psychology of the University of Latvia, Jurmalas gatve 74/76, Riga, LV – 1083Name, Surname and position of the person authorised by the higher educational establishment to proceed with the issues on licensing and accreditation Dr.habil.paed., professor Irina Maslo, Director of the Inter-university Master Study Programme, Head of the Institute of Pedagogical Sciences, Professor of the Faculty of Education and Psychology of the University of LatviaDean of the Faculty of Education and Psychology of the University of Latvia
Dr. phys., professor Andris KangroDirector of the Inter-university Master Study Programme “Educational Treatment of Diversity” Dr.habil.paed., professor Irina Maslo 


Index

Annotation.............................................................................................................................................31.Aim, Objectives, and Achievable Learning Outcomes of the Inter-university Master Study programme....................................................................................................................................
41.1.Aim……………………………………………………………………............................41.2.Objectives………………………………………………………………….......................41.3.Achievable learning outcomes ………………………………………..............................42.Perspective Evaluation of the Study Programme from the Viewpoint of Latvian State Interest…………………………………………………………………………………………
62.1.Employers’ questionnaire about employment of graduates in the next six years ………62.2.Study programme’s adequacy to the standards of academic education.............................72.3.Programme’s comparison to the recognized master level programmes in Latvia and European Union...................................................................................................................
83.Organization of the Study Programme ………………………………………..........................104.Funding Sources and Facilities of the infrastructure................................................................155.Matriculation Academic Requirements......................................................................................156.Practical implementation of the study programme...................................................................177.Evaluation System and Study Quality Management System ……...........................................187.1.Evaluation system..............................................................................................................187.2.Programme quality management system.............................................................................198.Students…………..........................................................................................................................218.1.The number of students in the programme.........................................................................218.2.The number of matriculated in the first year of studies......................................................228.3.Students’ questionnaire and analysis..................................................................................228.4.Alumni (UNED 2nd year students) questionnaire and the analysis...................................248.5.Students’ participation in the study process improvement…………………………….....249.Programme Academic Staff Assessment...................................................................................249.1.Academic staff numbers …………………………………................................................249.2.Academic staff qualifications adequacy with department goals and targets......................269.3.Academic staff recruitment, renewal, continuing education and development policy for the next six years.............…………………………………………....................................
289.4.Characteristics of required support staff ……………………………………………........289.5.Structural units involved in the implementation of the programme ……………………..2910.External Relations.........................................................................................................................3010.1.Collaboration with employers…………………………………………………………..... 3010.2.Cooperation with Latvian and foreign universities, which implement a similar
programme in higher education…………………………………………………………..3011.Programme SWOT Analysis .............................…………….....................................................3111.1.Strengths of the programme……………………...............................................................3111.2.Weaknesses of the programme……………………………...............................................3211.3.Opportunities of the programme..........................................................................................3211.4.Threats of the programme....................................................................................................3211.5.Conclusions of SWOT Analysis..………………...............................................................3212.Development Plan.........................................................................................................................3413. Annexes………………………………………………………………………………………….3613.1.The course descriptions included in the study programme modules……….…………….3613.2.The list of the academic staff and their scientific biographies............................................5813.3.The sample of the diploma supplement .............................................................................115 Annotation
The purpose of the participant Universities is to follow the recommendation of the European Ministers Responsible for Higher Education, who issued the Communiqué on “The European Higher Education Area: Achieving the Goals”, after their meeting in Bergen, in May 19th–20th 2005. Such Communiqué states: “We (…) call upon all national authorities and other stakeholders to recognize joint degrees awarded in two or more countries in the EHEA (European Higher Education Area)” (not italicized characters in the original text) (Communiqué of the Conference of European Ministers Responsible for Higher Education on “The European Higher Education Area Achieving the Goal”. Bergen, May 19th-20th 2005, II, paragraph 8). The Universities offering the same Course and working together to implement it and to offer the same Joint Master Degree are the following ones:
Universidad Nacional de Educación a Distancia (National University of Distance Education) – UNED, in Madrid, Spain;
Karla University, in Prague, Check;
University of Latvia, in Riga, Latvia;
Ludwigsburg University on Education, in Reutlingen, Germany.
The European University Association (EUA), on a report on “Developing Joint Masters programmes for Europe (Results of the EUA Joint Masters Project, March 2002-Jan 2004) states (on its page 10): “There is a wide agreement among actors that the current situation with the diversity of degrees and solutions is not appropriate. A European joint programme should surely lead to the award of a legally recognized joint degree. Due to the fact that a common legal degree recognition has not been implemented yet at the European country level, students from various countries will study a single programme, and those who will fulfill all the uniform administrative and academic requirements of participant universities, will receive from their university the academic Master's degree in pedagogy and a Certificate of Studies of joint Inter-university Master's Programme „Educational treatment of diversity” from the four universities. (See Annexes 15.5* and 15.6).
This Course is offered by a group of Universities which have agreed in working together. After agreement about the guidelines, all participant universities offer to the students the same content, built on the same common criteria, organized following a common structure and using equivalent materials
Inter-University Master’s Programme content consists of two parts: compulsory (Part A, including the research memory/master’s thesis) and optional (Part B), as defined by the University of Latvia Studies Programme Regulations, Senate Decision of the University of Latvia no. 236 of 29.03.2004., 4. Section "Masters Programme".
The length of pedagogy master's programme is 4 semesters (full-time) or 5 semesters (part-time), with an amount of 80 credits, which corresponds to 120 European credits (ECTS). The two parts of studies are organized in modules. The module contents and learning activities are integrated and sequentially presented, in order to promote students’ competence and to offer a balanced allocation of time. In order to successfully achieve the Master's programme objectives, meet challenges and facilitate the students' competence, during the learning process a variety of learning and teaching strategies are used.
The language of instruction in the University of Latvia is Latvian and English or Spanish will be used 20% of the study period. The English or Spanish language is used to the acquisition of scientific information (reading with understanding) and informal communication with guest speakers. The lectures of the guest lectures are translated into Latvian.
1. Aim, Objectives, and Achievable Learning Outcomes of the Inter-university Master Study Programme
1.1. Aim
The fundamental aim of the Master programme is to offer postgraduate students a Joint University Master Degree on “Educational Treatment of Diversity”, offered by Universities from different countries. This Degree will reveal that they have been trained as specialized professionals to work on education for people with diverse special needs, and that they have been prepared to research on different fields related to education with people with diverse needs, according to indicators defined by the Joint Quality Initiative (IQI) for Master Degrees, put forward by this Joint Quality Initiative meeting in Dublin (in March 23rd 2004 and October 18th 2004) and formulated in the Recommendations of European Parliament and Council about European Quality Framework for lifelong learning.
The programme’s aim is to develop students´ competences in the field of educational treatment of diversity which is characterized:
profound knowledge and critical understanding of specialized facts/theory;
highly developed abilities that show the understanding of study course and innovation ability that would help to work out creative solutions to complex and unpredictable problems at work or in studies;
the responsibility for selected professional fields of complex activity or project management in unpredictable work or learning contexts;
the responsibility for individual and group activities.
The competences of the Maser’s graduate correspond to the requirements of EQF lifelong learning level 7.
1.2. Objectives
To achieve the programme’s aim, the universities involved cooperating with students, professors, tutors and other stuff, take specific academic, pedagogical and research tasks:

In the academic field: to provide the possibility to obtain the master degree at the university, where the student has registered, and in other participating universities according to the signed inter-university agreement.
In the pedagogic field: to prepare educators and other professionals who will work actively in the sphere of educational treatment of diversity, promoting the knowledge obtained during the study process.
In the research field: to promote appropriate research works in the educational treatment of diversity, improvement of theory and practice in order to find out different solutions to real situations in the treatment of diversity, in order to compare the most effective ways how to work in this area and to put forward the alternatives.
1.3. Achievable learning outcomes
Master degree insures independent and responsible (taking in account scientific ethics) professional work as well as studies in the doctoral programme:
a)- Generic competencies
Students of the master programme will obtain general competences:
To structure critically basic approaches of scientific contents
To differentiate critically epistemological structures of concepts and their developing tendencies
To use knowledge in social and cultural context
To fulfil knowledge into the practice;
To use available sources of particular knowledge areas
To use academic contents in different languages (Spanish, English and others)
To widen knowledge by different kinds of researches
To provide effective and economical learning management
To organize knowledge in a structured and systematic way
To extend knowledge in scientific, cultural and practical contexts;
To integrate knowledge into development trends of pedagogical theories and approaches
b) Basic pedagogical competencies
During the master programme students will develop their pedagogical competence and at the end of the course students will be able:
To carry out and promote pedagogic leadership;
To take advantage of contextual and personal implications affecting action projects
To promote self-reliance on one’s own abilities
To assume the risk of implementing new challenges
To empower initiatives to face and solve problems
To transfer theoretical knowledge into practical use
To design projects and plans valid to be implemented
To organize and follow through methodological systems to implement effectively plans and projects
To use the necessary procedures, techniques and instruments to evaluate projects and plans
To manage and solve conflicts among people and groups
To give advice appropriated to needs
To empower the feeling of membership of groups, communities and society
To promote solidarity among people living or working together
To reinforce dialogue among persons and communities
To use communication techniques and resources effectively
To take part and intervene actively in team working with diverse professionals
To design and implement research activities focused on practical improvement of processes and activities
To use communication methods in order to give an opinion and make a decision
To evaluate processes and results
To assess impact repercussions of knowledge development and of knowledge learning
To write academic publications
c) Specific integrated social-pedagogical, psychological and special pedagogical competence
During the Master programme students will develop their competences in different inclusion contexts, students will be able:
To assume role, functions and tasks of professionals dedicated to educational treatment of diversity
To improve continually professional activity
To use the most appropriate approaches to educate people with diverse special needs
To handle international and national regulations applicable to the education of people with diverse special needs
To adapt international and national experience on educational treatment of diversity
To use the necessary techniques and instruments to detect and evaluate people’s diverse special needs
To design curriculum adaptations appropriated to people with diverse special needs
To design programmes of educational intervention suitable to practical implementation with people having diverse special needs
To implement programmes of intervention with people having special needs
To motivate people with diverse special needs for them to promote their own personal abilities
To give advices and consultations;
To implement methodological innovation on educational treatment of diversity
To use adequately didactic materials suitable to people with special needs
To handle technological resources accommodated to special needs educational treatment
To deal with procedures, techniques and instruments required to assess processes, results and impact of people’s all dimensions development
To validate design, implementation and results of educational intervention with people having diverse special needs
To choose and implement the required methodological strategies to promote personal development of abilities of people with special needs
To counsel appropriately people with diverse special needs
To promote self knowledge and self esteem in people with diverse special needs
To promote the highest possible autonomy and personal development in people with special needs
To promote cooperative learning for people with special needs
To promote interpersonal communication of people with diverse special needs in the most extended foreign languages (particularly of the EU)
To set up and use the appropriate relationship with families of pupils or students with diverse special needs
To promote attitudes and behaviours in favour of integration and inclusion of people with diverse special needs in every educational, familiar and social context
To suggest and intervene in research activities related to the educational treatment of diversity
To guarantee the necessary requirements to facilitate integration and inclusion of people with diverse special needs
2. Perspective Evaluation of the Study Programme from the Viewpoint of Latvian State Interest
2.1. Employers’ questionnaire about employment of graduates in the next six years
To establish a new field of study from the perspective of Latvian state interest viewpoint, a questionnaire of employer has been done. The representatives of Ministry of Education, of Latvian universities, of minority schools and other institutions have been interrogated. The interrogated emphasize the actuality of the programme in the connection with the discussions in Latvia and European Union about the rights of children and young people in relation to critical evaluation of social and educational policy in the inclusion aspect. It means that all aspects of life areas should offer possibilities to the people with diverse special needs. The way of thinking and a view to the restrictions should be changed, the social-pedagogical thinking and cultural dialog should be developed in order to accept the special needs as an alternative. Employers note that schools have inadequate human resource capacity for implementation of new methodology, information and communication technologies, and multilingualism, so they believe that the Inter-University Master Programme gives new possibilities for Latvian teachers and other professionals in their professional development (rising of the professional competence’s level).
Employers note as well that since Latvia is the European Union the need to integrate into the common European education system has increased, the cooperation with different European universities becomes important. The necessity of united bachelor, master and doctoral programmes and their recognition at the European level has increased. The development of the programme „Educational Treatment of Diversity” takes on special importance in this context.
Questionnaire results show that the programme will promote the understanding about rights of every person to their learning, cooperation and coexistence, about cultivation of cultural education from childhood to chair days, about insurance of those rights. Actual question – how to promote that? Thus, the offered international master programme is topical from the Latvian national interest viewpoint.
An international questionnaire of employers has been carried out in 2007-2008 with participation of Latvian entrepreneurs (DIHK, Deutscher Industrie- und Handelskammertag 2008). The questionnaire was about the main competences that employers expect from graduates of master programmes and which are necessary for them to work in enterprises (8 competences ought be selected from 26). According to the results of the international questionnaire the following competences have been chosen for next 6 years:
Teamwork – 71 %;
Self-organization of work – 63 %;
Readiness to participate – 60 %;
Communication skills – 59 %;
Extensive knowledge of study subjects – 52 %;
Sense of responsibility – 50 %;
Ability to analyze and decide – 49 %;
Ability to assume the workload – 33 %;
Foreign languages – 33%;
Susceptibility, a desire to achieve succeeds – 33 %.

The international Master’s Programme „Educational Treatment of Diversity” focuses on these competences. According to the viewpoint of entrepreneurs, only 30% of graduates of the academic programmes meet these requirements, including graduates of Bachelor and Master Programmes.
2.2. Study programme’s adequacy to the standards of academic education
The Inter-University Master Programme has been worked out according to Regulations of state academically education standards of Ministry of Education (ME, No 2, 03/01/2002). The Master programme consists of 120 ECTS or 80 Latvian Credit Points. Each credit point corresponds to 25-30 ECTS hours or 40 hours according to Latvian system and includes: participation in interactive e-learning modality (UNED methodology) in full-time and part-time studies. The total credit points are divided into main parts (compulsory and compulsory optional). All parts are arranged in the modular system. Each module corresponds to specific issues of educational treatment of diversity. Modules are divided into study courses (designed as sub modules). Each study course corresponds to 5 ECTS, or 3 Latvian credit points. The adequacy to the standards is reflected in the following table (see Table 1).


Table 1
Inter-university Master programme’s comparison to the standard
Volume in the standardProgramme’s volumeMasters programme consists of 80 credits, of which thesis in not less than 20 credits.Inter-university Master programme consists of 80 credit point from which 20 credit points correspond to the thesis.The Masters Programme in the compulsory part should include the investigation of theoretical knowledge of corresponding sciences sector (not less than 30 credits).The compulsory part (part A) consists of 38 credit points, master thesis is included. The programme offers approbation of theoretical knowledge in the science sector or sub-sector according to the topical aspects of the problem (not less than 15 credits).The programme’s modular system integrates the research of practical reality in academic studies, their use and approbation: compulsory optional part – 42 credits from 54 offered – the treatment of actual inclusion problems. The programme, as a standard provides, integrates research and academic studies. Description of study courses, organization and realization of the studies reflects the proportion of independent work in the interactive e-learning modality using information and communication technologies and at least two European Union languages. The programme is designed to improve general, basic and special student skills. Programme’s modular system ensures the advancement to this goal.
Successful acquisition of the programme allows to award graduate students with an academic Master degree in Pedagogy of the all four participating universities.
The basic study language in the University of Latvia is Latvian. However, the studies in the international master programme will provide Latvian as well as foreign students with the possibility to use at least two European languages – German, English or Spanish (language chosen by student). Study materials are in Spanish and English in order to promote integrated language and study content acquisition.
The intellectual copyright of developed content and study materials belongs to each author, accordingly to the national and international rules that protect intellectual property. In the case of violation of these rules, the affected author may proceed according to the legislation in order to protect his rights.
2.3. Programme’s comparison to the recognized master level programmes in Latvia and European Union
According to HEQEC (Higher Education Quality Evaluation Centre) data currently there are three inter-university programmes in Latvia (two of them are inter-university Masters Programmes in studies the of Baltic Sea region and European studies), one of these programmes is realized outside the Latvian University – consortium of Latvian universities managed by BA School of business and finance ( HYPERLINK "http://www.aiknc.lv/en/prog_view.php?id=5446" http://www.aiknc.lv/en/prog_view.php?id=5446). Structure and volume of the programme is similar. The realisation form is interesting, as jointly develop programme is carried out by different universities using unitary technical support and infrastructure. The programme is designed in the science of nutrition. Therefore, for comparison the programmes of European universities have been selected, which are implemented in the masters programme of education sciences. The realization of such kind of programmes has been started in recent years, from 2004, in order to unify European educational space, or for the purpose to make the education available for students in other continents (Erasmus Mundus Programme http://ec.europa.eu/education/programmes/mundus/projects/index_en.html). Till the year 2004, the master's programme has been treated as post-graduate studies for applicants with completed studies of higher education. Duration of full-time study programme normally is 12 months (3 semesters), but part-time studies last up to 5 years. There is quite a lot of such kind of programmes in Europe (http://www.graduatecenter.org/en/master-courses/master-courses.html). In this aspect, the common European education programmes differ from previously implemented ones (see Table 2).
Table 2
Programme’s inclusion in the unitary European education space
Requirements of unitary European education spaceLU inter-university master programme „Educational treatment of diversity”European Masters in Lifelong learning – Policy and ManagementMaster in special education needsVolume of programmeThe inter-university master programme consists of 120 ECTS, where 30 ECTS correspond to the thesis.The inter-university master programme consists of 120 ECTS, where 20 ECTS correspond to the thesis. The inter-university master programme consists of 90 ECTS, where 30 ECTS correspond to the thesis.Relation of parts A and BThe compulsory part of the programme (part A) consists of 80 credit points with thesis included; compulsory optional part consists of - 40 credit pointsThe compulsory part of the programme (part A) consists of 70 credit points with thesis included; compulsory optional part consists of - 50 credit points The compulsory part of the programme (part A) consists of 60 credit points with thesis included; compulsory optional part consists of - 30 credit pointsLength and realization form of the programme2 years full-time;
2,5 years part-time2 years full-time1 year full-timeProgramme’s realization typeInteractive e-learning modalityNot mentionedNot mentionedPlanned results of the programmeStudents´ competencesStudents´ competencesStudents´ knowledge and skillsStudy fee2500 LVL15 000 EUR13 000 EUR European unitary Education space Masters Programmes are oriented to the development of student competences, structured in thematic modules, where 70 ECTS is compulsory module for all European universities, and the optional module of 50 ECTS students study in another European university, different from the one where he has been registered. Its thematic focus and content is decided by the university itself. The programme covers academic courses and research in the selected thematic area. The programme provides defence of master thesis.
Thus, in comparison with the Lifelong Learning Master's Programme (www.lifelonglearningmasters.org; http://www.lifelonglearningmasters.org/site.aspx?p=43) - one of the five programmes officially registered and accredited in all participating countries programmes http://ec.europa.eu/education/programmes/mundus/projects/edu_en.html, is similar to the LU inter-university Master programme (80 CP, or 120 ECTS) and the structure (structure of both compulsory and optional parts). Programme is designed in order to develop students´ competences and corresponds to the recommendations of European Union. Consequently, the Master programme has an innovative nature in Latvia and entirely incorporates within the unitary European educational space (Table 2), as well, according to the programme coordinator's viewpoint; the programme produces innovative nature in three aspects. LU Master Programme offers equivalent compulsory choice possibilities to the students in all four participating universities. It is research oriented and it offers interactive e-learning modality, which is an advantage compared with the study in the distance or blended learning modalities. Programme realises a bilingual education (work with texts in foreign languages), which is considered to be more progressive approach, compared with the English language use only (see expert review Annex 15.7).
In Europe, there is an officially recognized international programme of special education (http://ec.europa.eu/education/programmes/mundus/projects/action1/masen_en.pdf), in the realization of which also participates a partner university of the master programme „Educational treatment of Diversity” - Charles University in Prague. As well the programme’s coordinating University - Roehamptonas University in London and its coordinator professor D. Ross is cooperating partner of LU PPF Pedagogy department and in the year 2008 he was the adviser to D. N+mantes thesis. Compared to the new LU programme, it is a one-year programme, that consists of 90 ECTS, where 60 of them corresponds to the compulsory module and 30 credit points to the compulsory optional module (http://www.roehampton.ac.uk/admissions/erasmusmundus/sen/sen/index.html). The programme is on the knowledge and skills oriented rather than student competencies oriented.
3. Organization of the Study Programme
The content of the study programme is developed in cooperation with all participating universities. Following the agreement on guidelines of the programme all participating universities offer students united content formed according to the same criteria, organized by united structure and using equivalent materials. Inter-University Master’s Programme content consists of two parts: compulsory (Part A, including the research memory/master’s thesis) and optional (Part B), as defined by the University of Latvia Studies Programme Regulations, Senate Decision of the University of Latvia No. 236 of 29.03.2004., 4. Section "Masters Programme" (see Annex 13.1, is available in English).
Master’s programme lasts for 2 academic years in full-time and 2.5 academic years in part-time studies, i.e. the length of the Education Master’s programme in full-time is 4 terms and in part time – 5 terms. This amount corresponds to 120 European credit points (ECTS). The content of the programme consists of four modules. Each module includes 6 study courses (each course 3 credits):
Module 1 “Psycho-Pedagogical Bases of Special Needs” – 18 credits of the compulsory part A
1ANeurological and Psycho-Pedagogical Bases of People´s Educational Treatment of Diversity2AInternational and Comparative Frame of People´s Educational Treatment of Diversity3AEducational Integration and Inclusion of Quality for People with Diverse Special Needs4ASociety in Relation to People with Diverse Special Needs: Family and Social Openness5AConventional and Technological materials for people´s Special Treatment of Diversity6AEducational Treatment of Special Needs Proceeding from People´s Cultural DiversityModule 2 “Educational Treatment of Special Needs Inclusion” – 18 credits of the compulsory optional part B
7BDesign and Implementation of Plans, Projects and Curriculum Adaptation for People´s Diversity Educational Treatment8BGuide for Practicum Implementation in People´s Educational Treatment of Diversity9BAssessment and Evaluation on People with Diverse Special Needs10BEducational Treatment of Diversity of Gifted People´s Special Needs11BEducational Treatment of People´s Diversity Due to Special Needs of Personality, Discipline and Social Desadaptation12BEducational Treatment of Diversity of People´s Special Needs of Retardation and Learning Problems


Module 3 „Educational Treatment of Inclusion of Diverse Special Needs” – 18 credits of compulsory part B
13BEducational Treatment of People´s Intellectual Diverse Needs14BEducational Treatment of Diversity of People´s Hearing and Language Needs15BEducational Treatment of People with Diverse Visual Needs16BEducational Treatment of Diversity Due to People´s Motion Special Needs17BWork Integration and Rehabilitation of People with Diverse Special Needs18BResearch Methodology for People´s Educational Treatment of Diverse Special NeedsModule 4 „Lifelong Learning Programmes of Educational Treatment of Diversity” – gets 6 credits of 18 credits of compulsory part B offers
19BPrevention and Early Attention to People with Diverse Special Needs20BEducational Treatment of Adult People´s Diverse Special Needs21BEducational Treatment of Senior Citizen´s Diverse Special Needs22BPhysical Education for People with Diverse Special Needs 23BMusical Therapy for People with Diverse Special Needs24BManagement, Direction and Supervision of Institutions and Programmes of Educational Treatment of DiversityDuring the first, second and third term, the participants in the Master Course study the modules in a definite order. The practical research activities, realized during personal work time, should relate to a concrete aspect of educational treatment of diversity and their implementation time is at least 100 hours, within all study courses period, according to the Master’s memory/thesis elaboration rules (see Master’s Paper (Research memory) elaboration descriptions in Annex 15.13). The research on practical experience is carried out according to the research guidelines developed in the Inter-University consortium, (8th study course) and the programme requirements. Coordination committee (see methodological guide on students' independent work in Annex 15.6.5*). During the fourth term students choose two study courses from the optional offer, according to the specifics of their professional activity and scientific research areas of interest.
During this last term the participants will prepare the Research Memory/thesis (corresponding to 20 ECTS) according to the methodological guidelines of LU Education Master’s Paper elaboration and the international Master's programme Coordination committee's recommendations (see Annexes 15.6.1* and 15.6.2*).
The organization of the study programme content is focused on the academic study and research integration, information and communication technologies and using at least two languages to expand innovative practices, research and to increase competitiveness in the labour market (LU Senate Decision No. 236, p.4.3.), ensuring that the students, who have completely acquired the programme, will have developed their competence and will get the following study results (see Table 3):
Table 3
Study content orientation to study results according to LU quality introductory structure
Comparison aspectLU quality frameThe inter-university programme conformity to LU quality frameStudy resultsStudent has demonstrated his/ her ability to do independent and responsible professional work (taking into account scientific ethics) and to follow studies in doctor’s study programmeStudent has demonstrated his/ her ability to do independent and responsible professional work (taking into account scientific ethics) and continue studies in doctor’s study programmeScientific thinking
(generalization competencies)

A, B parts
analyzes, synthesizes and structures scientific conclusions in theoretical approaches;
critically evaluates tendencies of the theory development;
uses knowledge in context of diverse situations;
uses available scientific discipline sources and literature, int. al. widely used foreign languages;
critically formulates and systematically analyzes difficult scientific and research problems;
expands scientific discipline conclusions, using diverse researches;
effectively manages his/ her study realization;
organizes knowledge in structured and systematical way and integrates these scientific disciplines in directions of development in macro contexts.To critically structure basic approaches of scientific contents;
To critically differentiate tendencies of epistemological structures;
To place knowledge into social and cultural context;
To carry out practical transfer of knowledge;
To use available sources of particular knowledge areas;
To communicate academic contents in some widely spread spread foreign languages;
To increase knowledge by diverse kinds of research;
To appropriately and profitably manage knowledge;
To organize knowledge in a structured and systematic way;
To extend knowledge throughout scientific, cultural and practical contexts;
To integrate knowledge into trends and approaches of macro-contexts
Scientific process management and guidance
(basic competencies)

A, B parts
realizes and manages independent studies and research in difficult and non-standard situations, that demand new strategic approaches;
uses contextual and personal preferencies participating in projects;
undertakes projects and plans that are really realizable;
organizes research process according to methodological systems to successfully realize plans and projects;
uses necessary procedures, methods and instruments to evaluate projects and plans;
successfully uses information technologies and resources;
actively participates and cooperates in team to work with different professionals and non-To carry out and promote authentic leadership;
To take advantage of contextual and personal implications affecting action projects;
To promote self-reliance on one´s own abilities;
To assume the risk of implementing new challenges;
To empower initiatives to face and solve problems;
To transfer theoretical knowledge into practical use;
To design projects and plans valid to be implemented;
To organize and follow through methodological systems to effectively implement plans and projects;
To use the necessary procedures, techniques and instruments to evaluate projects and plans;
To manage and solve conflicts among professionals;
works out and realizes research activities that are based on process and actions practical development for person’s life and work situations improvement;
evaluates developments, processes and results.people and groups;
To give advice accommodated to needs;
To empower the feeling of membership of groups, communities and society;
To promote solidarity among people living or working together;
To reinforce dialogue among persons and communities;
To effectively use communication techniques and resources;
To actively involve and intervene in team working with diverse professionals;
To design and implement research activities focused on practical improvement of processes and activities;
To use negotiation techniques in order to articulate commitment assumptions and to make decisions;
To evaluate designs, processes and results;
To assess impact repercussions of knowledge development and of knowledge learning;
To produce scientific and academic writing documentation.
Professional action quality promotion (professional action specific competencies)

B part
solves specific problems that are necessary for researches and/ or innovation to develop new, int. al. in different spheres, integrated knowledge, methods and procedures;
looks in perspective and develops practical approaches in corresponding research field or economic sector, being based on scientific, theoretical and/ or experimental methods, and the newest tendencies;
takes on the responsibility about the group’s professional competent action development, to direct the action process to the strategic results achievement.
takes reasoned decisions and if necessary makes analysis, and as a result creates a basis for taking decisions.To assume role, functions and tasks of professionals dedicated to educational treatment of diversity;
To continually improve professional activity;
To use the most appropriate approaches to educate people with special diverse needs;
To handle international and national regulations applicable to the education of people with diverse special needs;
To adapt international and national experiences on educational treatment of diversity;
To use the necessary techniques and instruments to detect and evaluate people´s diverse special needs;
To design curriculum adaptations accommodated to people with diverse special needs;
To design programmes of educational intervention suitable to practical implementation with people having special diverse needs;
To implement programmes of intervention with people having special needs;
To motivate people with diverse special needs for them to promote their own personal abilities;
To carry out student ´s tutorial care;
To implement methodological innovation on educational treatment of diversity;
To adequately use didactic material suitable to people ´s special needs;
To handle technological resources accommodated to special needs educational treatment;
To deal with procedures, techniques and instruments required to assess processes, results and impact of people ´s all dimensions development;
To validate design, implementation and results of educational intervention with people having diverse special needs;
To choose and implement the required methodological strategies to promote personal development of people with special needs;
To appropriately advize people with diverse special needs;
To promote self-knowledge and self-esteem in people with diverse special needs
To promote the highest possible autonomy and personal development in people with special needs;
To promote cooperative learning for people with special needs;
To promote interpersonal communication of people with diverse special needs in the most widely used foreign languages (particularly of the EU);
To set up and use the appropriate relationship with families of pupils or students with diverse special needs;
To promote attitudes and behaviours in favour of integration and inclusion of people with diverse special needs in every educational, familiar and social context;
To suggest and intervene in research activities related to the educational treatment of diversity;
To guarantee the necessary requirements to facilitate integration and inclusion of people with diverse special needs.
Information about study opportunities and study course in the inter-university Master’s programme study course "Educational Treatment of Diversity" is available in the LU published informative brochures that are intended for applicants, in the issue "Study Guide" as well as in PPF prospectuses, LU and PPF website www.lu.lv, www.ppf.lu.lv and PZI website www.pzi.lu.lv, UNED specially set up website in English and Spanish http://www.uned.es/masteretd/ Applicants may also obtain information during "open door" days and during the exposition "School".

4. Funding Sources and Facilities of the Infrastructure
The funding sources of the inter-university Master's programme consists of LU budgetary resources assigned to LU PPF Education Department and to PZI action, which covers government grants for studies, and students’ tuition fees. 50-70% of employed professors in the programme have their permanent work place in university and the minimum amount of work in the programme is 3 credits (programme director’s minimum load is 5 credits). Consultants (tutors) work in the programme 0, 25-1 load according to the matriculated students’ number. Other participating universities programme professors are university lecturers’ team members as "participative professors” or co-professors and they are rewarded in their universities. Within existing financial resources (income from the programme), professionals with relevant academic training and practical experience are invited; they are working in public or private institutions as professors, university lecturers or other professionals in connection with a diversity of pedagogical aspects.
Master's programme will be realized in the Faculty of Education and Psychology building in Riga, Jkrmala alley, 74/76. In the year 2007 the Institute of Pedagogical Sciences (PZI) was founded, which has 3 rooms and 10 research places. There are available all ICT, int. al. web-cameras, video-cameras, Internet phone Skype, studies e-learning platform with video-conferencing possibilities. Technological Applications of the programme are supported by UNED.
Study infrastructure is categorized as well (see Annex 15.5):
Copiers, computers, printers, two stationary and one portable presentation programme devices, computer room with the Internet connection, overhead projector, qualitative boards (white and magnetic), paper perpetual boards are available. There are permanently equipped lecture-rooms.
In the Library of the faculty there is compulsory and recommended literature, conference papers and other issues. Funds are systematically updated. In the LU library are available databases and periodicals in foreign languages.
Study basic literature is available in e-learning environment Moodle (see Annex 15.5*).
To ensure MA students’ researches the scientific supervisors offer also their personal study literature (this source has to be used because of the high cost of the books, as well as to expand opportunities for MA students to use for research significant, but in libraries not existing, sources, and to study foreign literature).
5. Matriculation Academic Requirements
The Master Course on “Educational Treatment of Diversity” is a post-grade course whose target audience is Latvian, EU and other countries students with Bachelor's degree, teachers and other professionals who work or who will work in education or other areas with people with diverse special needs, following individual needs, own individual situation in concrete circumstances or specific context. Master Programme "Educational Treatment of Diversity" is offered to those who have got a previous academic degree necessary to be registered into a post-grade course; this implying the necessary competencies to be trained to intervene in the diverse options presented within this professional arena.
In the inter-university programme are enrolled applicants with the second level professional higher education or a Bachelor's degree (180 ECTS or 120 credits in Latvian credits system), to register to Master studies. As a result, candidates to the Course will need to clearly demonstrate that they have previously obtained a University Degree of this Second Cycle, which will consist of one of these.
License Degree (120 credits)
High Engineer, Architect, law, teacher, etc. Degree)
Other equivalent Degree.
Once the European framework for Higher Education is in force, candidates will need to clearly demonstrate that they have obtained the required accreditation of a Grade Degree and that they have successfully passed a minimum of 180 Credits or 120 Credits.
Requirements for previous education in all four participating universities are the same.
The additional condition in LU: required English or Spanish language proficiency, which represents TOEFL (Test of English as a Foreign Language Test) the Internet-based for at least 80 points or Paper-based at least 550, or IELTS (International English Language Testing System) at least 6 points or Cambridge Certificate of Proficiency in English - C; Cambridge Certificate in Advanced English - B, a successful assessment in English language in the previous education document, or an entrance assessment, except cases when previous education is obtained in English or Spanish.
All four participating universities study applicants of the inter-university Master's Degree programme "Educational Treatment of Diversity" have to pass the entrance examination (interview), which includes issues related to the inter-university study programme choice motivation; it is related with the studies academic and professional ambitions in the future, team work possibilities and social inclusion meaning in modern society assessment, as well as evaluation of the current situation in the special needs educational work area.
Criteria for admission to register for a Master's programme are:
Previous studies (4 points) accredited by
Certificate of studies in detail (1.5);
Certificate of post grade studies in detail (1.5);
Other higher degrees (0.25/each, maximum 1).
Experience related to interchange (maximum 2):
Special needs educational action area (maximum 2 points);
In the area of educational action (maximum 1.5);
Other experience unrelated to the field (maximum 1);
No experience at all (0).
European languages mastery (maximum 1 point ):
Participating universities language knowledge (0.7);
Mastery of main European languages (English, Spanish, German, taking into account the specificity of the programme and university lecturers – 0.3).
Interview (3 points) will estimate relevant aspects such as: motivation; team working ability, thinking openness, social adaptation, intellectual maturity, knowledge avidity, interest in the field, commitment to involved people and other considered relevant.
Taking into account the above mentioned criteria, the admission commission evaluates the handed in documents and arranges for an interview with each applicant. Applicants’ handed in documents and interview results are ranked by total points gained. Ranging results are used enrolling applicants in Master studies and enrolling in budget places.
6. Practical Implementation of the Study Programme
As the programme is realized in the interactive e-learning modality (from Lat. mode, Latv. modalitte - the way, method, custom - the English-Latvian dictionary, Riga, 1955) in full-time and part-time, students’ regular, compulsory lectures attendance is not intended. To replace such existence of regular lectures, studies didactic material is prepared for students in Latvian, English or Spanish, whose structure supports independent studies. In lecturers, counselors and students’ team, according to the number of hours of practical activities provided in the study courses (40 hours or 4 hours a day). According to LU policy, university lecturers’ work is recorded in LUIS (1 -1. 5 credits on a study course depending on the number of university lecturers involved in the study course: 1 credit, if in the implementation of the study courses participate two lecturers and 1. 5 credits - when it is implemented by 1 lecturer. Consultants’ work is included in researchers and assistants’ loads of LU PPF Scientific Institute of Education - 10 hours a week according to job descriptions. Each study course is realized in two weeks.
To facilitate students’ academic success, in addition to the programme are implemented various forms of individual counseling (see Annex 15.6.3). Professors and other programme lecturers, who act as consultants, have a periodical regular timetable to assist students once a week during the University academic period. Distance communication with students will be done by telephone, e-mail, postal mail or any other possible means. Students in case of problems, difficulties or uncertainties have an opportunity to consult with the study methodologist and turn to the students’ service. In study process the main focus is being paid to help the students participating in the course to understand and assimilate contents of the course modules, to orient them to make up the works suggested during the course, to clarify doubts or misunderstandings, to help them in any academic problem and to motivate them to successfully finish the course. Therefore the consultations are not organized as lectures, but as inter-communicative activities in which students can make direct contact with professors, lecturers and receive concrete answers to the raised questions. During consultations with the professors’ and lecturers’ support are solved problem-situations, is realized systematic planning of unknown situations and solution finding in team work. During the inter-communicative activities are organized discussions on specific modules content issues with the participation of Latvian professors, university lecturers, and foreign visiting professors. In some cases, the acquisition process of the module’s topical issues is offered in mini-lectures delivered both by Latvian professors and university lecturers, and foreign visiting professors.
Although the Master programme is being realized in interactive e-learning basis using Skype and web-cameras, nevertheless to facilitate the students’ mobility into different countries, it will be suggested to students to visit other participant Universities, preferably those whose Professors assume academic responsibility for concrete term module acquisition.
A bilateral collaboration agreement between LU and UNED, LU and University of Tübingen about students’ exchange is signed. Erasmus Mundus funding acquisition to the third-countries’ students in full-time is planned.
The Master Coordinating Committee will coordinate programmes of mobility and will try to obtain resources and scholarships that will facilitate students to carry out studies in the hosting University.
The participating universities admit the third-country students (from countries outside the EU) and provide them with high quality study process.
For the time foreign students will be attending a participant University, its teaching team will organize profitable activities to accomplish the Master objectives and to promote European languages knowledge and use.
To use the time that students spend in another university the most valuably, the host university has to establish an appropriate activities plan to be realized by the guest students, lecturer is assigned to them to help them implement these activities and receive proper assessment.
7. Evaluation System and Study Quality Management System
7.1. Evaluation system
Student’s evaluation will be particularly oriented to check that the defined aim and objectives have been reached and that the required competencies previously set up have been acquired. In order to guarantee a balanced valid and reliable assessment, the Master uses diverse proceedings, techniques and instruments of evaluation.
Evaluation:
Contextualized: involving knowledge, aptitudes and abilities
Criterial: referred to competencies
Continuous
Formative
Self-evaluation: Self-directed to study quality and effectiveness interactions.
As the Course has been designed to be imparted at distance, student´s evaluation tries to accommodate to such modality. In order to obtain the necessary information about the student and evaluate his performance during the acquisition of the entire programme and at the end of the programme, Moodle learning environment possibilities are used. At the beginning of every activity, students are given written study possibilities description and course basic requirements, describing the correspondent assessment percentage. Programme's activities are assessed throughout the study period, fixed in the section “Moodle tasks” and taken into account in the final assessment
Once the Course starts, a diagnostic preliminary evaluation will be done, in order to check the student´s departure situation and their expectancies for the Course implementation. For such purpose, a written instrument -like a questionnaire- is sent, with the first Circular Letter, to all the participants. Such instrument give the participants the opportunity to answer questions referred to her/his professional situation (in particular related to Educational Treatment of Diversity), to reasons for them to have registered in the Course, to what they expect of it, and to other aspects or observations they want to provide. The students complete this self-assessment sheet for each semester and place it in the Moodle platform.
Apart from this preliminary evaluation, the participants show their academic performance through their implementation of some activities and through their marks obtained on some exams. All data and information obtained from each particular participant form part of the global and final evaluation that will be included in the final evaluation LUIS register: this will be signed by the course Director and will be sent to the responsible service in each participant University. Information to complete each participant student´s final estimation, results from several aspects, including Master's research assessment. Master research memory/thesis, as required by the standard, is a written work related to any aspect of educational treatment of diversity, and in which students expose their research contents, processes, results and proposals.
At the end of the course, the participants will be asked to participate in a course assessment. Although this activity will not have an academic repercussion, the participant´s opinion will be very useful to the course Didactic Team and to the managers and organizers. Student's final assessment requirements can be found in 15.6.6. Annex.

7. 2. Programme quality management system
The programme has been developed in cooperation with experts from the Council of Europe, according to the European Union Recommendations of 2008.04.23: European Qualifications Framework for lifelong learning, 7th. level. Although in Latvia this programme is being implemented for the first year, taking into account the programme implementation results of the Spanish University, in the Latvian study programme are integrated the first year Spanish student recommendations, so that in Latvia are used already approved and expanded learning materials. Therefore, significant changes in programme implementation in the first year had not been done.
In 2009 in University seminars, inter-university programme was rated as one of the Latvian good practice examples. However, in accordance with the Higher Education Act second section, 1st part, article 55, it was clearer described the language utilization in studies: study language is Latvian, study materials in English or Spanish for the acquisition of scientific information are used 20% of the study period. Also were created study training materials and additional literature in Latvian selection. In addition, a work was realized to define the Master programme implementation objectives and results in compliance with recommendations of the qualifications framework for lifelong learning (RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL, of 23 April 2008 on the establishment of the European Qualifications Framework for Lifelong Learning), with the working group document “Qualifications Framework Latvian higher education" (A. Rauhvargers version, Riga, May 2005), as well as with the strategies of Latvian University Senate for the connection of Masters degree basic requirements and result formulation with higher education students’ competence-oriented programmes.
Academic content of programmes are organized in modules. The module contents and learning activities are integrated and sequentially presented, in order to promote students’ competence and to offer a balanced allocation of time. In order to successfully achieve a Master's programme objectives, meet challenges and facilitate the students' competence, during the learning process a variety of learning and teaching strategies are used. According to new tendencies in University education and by following European Community regulations, the Master particularly focuses on “student’s learning” more than in Professor’s teaching. The programme is based on student’s performance, particularly estimated in terms of competencies. By using such competencies, the students use and create knowledge to generate solutions in diverse projects or situations. Essentially, contents used to promote competencies help students to be appropriately prepared to:
Know: what is learned, what is remembered and why it was learned;
Know what and how to do: ability to chose what must be done and be successful on which is done;
Know how to be: by assuming his/her own duties and responsibilities.
More specifically, to attain the above mentioned objectives, the course will provide the conditions and give the instruments for the participants to develop the necessary competencies that will be:
Generic: useful to any academic field, they refer to knowledge management, in general;
Pedagogically Basic: necessary to any qualified activity;
Specific: appropriate to particular professional interventions.
The programme aims and objectives were harmonized according to set quality frameworks set by the Senate (see Table 4):





Table 4
Programme goal and objectives’ compliance with the Latvian University Quality Framework
Comparison aspectLatvian University (LU) Quality FrameworkInteruniversity programme quality compliance with LU Quality FrameworkProfile Master's Degree holder has profound knowledge and critical understanding of facts / theory of chosen study specialization areas, as well as highly developed abilities that show study object management and innovation capability to develop creative solutions to complex and unpredictable problems in working or learning fields; the responsibility for management of chosen career complex activities or projects in unforeseen work or learning contexts; the responsibility of the individual and group activities.
Master's degree holder is qualified for:
EQF 7. level competent professional academic activity in the selected discipline.
Further doctoral study programmes Master's Degree holder has profound knowledge and critical understanding of facts / theory of educational treatment of diversity areas, as well as highly developed abilities that show study object management and innovation capability to develop creative solutions to complex and unpredictable problems in working or learning fields; the responsibility for management of chosen career complex activities or projects in unforeseen work or learning contexts; the responsibility of the individual and group activities.
Master's degree holder is qualified for:
EQF 7. level competent professional academic activity in pedagogic discipline.
Further doctoral study programmes Conditions and opportunities 1.Admission conditions: Undergraduate Education;
2.Study volume: 80 credits (120 ECTS)
3. Further Study possibilities: Doctoral;
4. Work possibilities - professions and positions that correspond to study areas, which require autonomy and responsibility to adopt analytical, theoretically sound, science-based decisions. 1.Admission conditions: Undergraduate Education;
2.Study volume: 80 credits (120 ECTS)
3. Further Study possibilities: Doctoral;
4. Work possibilities - professions and positions that correspond to educational treatment of diversity areas, which require autonomy and responsibility to adopt analytical, theoretically sound, science-based decisions.Study quality is provided by:
Design
Internal organization: structure, responsibilities distribution, strategic documentation
Resources: materials and technology
Processes and procedures involved in its implementation: tutorial system, assistance to students
Obtained results: competencies achievement, reached objectives, student’s satisfaction, staff’s satisfaction
Impact produced in strategic areas (particularly those related to diversity treatment): including employers, family, community, and academics´ satisfaction.
Internal (LU), national and international quality assurance agency.
By following the European Council of Ministers of Higher Education, on its Recommendation 98/561/EC, of September 24th 1998 (on European Cooperation in Quality Assurance in Higher Education), the guarantee of the Master quality assurance will be adapted to the following features:
Autonomy
Accommodation to methods and procedures
Internal and external intervention
Involved parts intervention
Publicity of results.
As it was proposed by the European Ministers of Higher Education met in Bergen (May 19th-20th 2005), the Master adopts the standards and guidelines for quality assurance as proposed by the European Association for Quality Assurance in Higher Education. According to such Association, the basic standards for internal quality assurance are the following ones:
a)- Policy and procedures for quality assurance
b)- Approval, monitoring and periodic review of programmes and awards
c)- Assessment of students
d)- Quality Assurance of teaching staff
e)- Learning resources and student ´s support
f)- Information system
g)- Public information
International Master’s Programme quality is ensured by the Coordination Commission governance: Commission Director Samuel Gento (Spain), four members of the Commission: Rainer Trost (Germany), Irina Maslo (Latvia), Iva Strnadova (Czech Republic) and Domingo Gallego (Spain), as well as three commissions secretary: Cristina Sánchez (Spain), Jorge Pina Mula (Spain) and Ana Martín Cuadrado (Spain). Programme Coordination Commission will seek to obtain the Master's programme quality recognition in other external agencies, especially in European Union and United States organizations. For this purpose, contacts have been established with agencies such as the European Network of Quality Assurance.
As the involved Universities are official institutions of countries that have signed “The Hague Apostille” approved by The Hague Convention of October 5th 1961, there is not needed legalization for public documents issued by State Parties in the Convention.
At the end of the Master course, its Director will extend a Certificate to accredit to each participant that, as s/he has passed all the administrative and academic requirements to obtain the Master’s Degree in “Educational Treatment of Diversity”, s/he is proposed to receive the corresponding Master’s Degree, extended by the University where s/he has registered her/himself and signed by each responsible authority in all the involved Universities (see Annex 15.10).
The official Register, including all the participants who have overcome all the necessary requirements in the corresponding University will be signed by the course Director and will be sent to the responsible authority of all the participant Universities. Each course Director will also fill in a Data Base with all the students´ necessary data and marks. This Data Base will also be sent by the course Director to all the Universities involved in offering the joint Master’s Degree. Apart from this, each course Director will send her/his University´s responsible authority both the official Register and the Data Base. Each participant University will also register such joint Master’s Degree (signed by every involved University) in its own Degrees Archives, according to its own particular regulations.
Although each involved University will follow its own regulations to issue the Master’s Degree, the Course Coordinating Commission -formed by each one of the Course Directors in each one of them- define a unique format for this Accreditation, which will be used by all the involved Universities. On the reverse side of the Master’s Degree it will be included the course programme written down in English and in the correspondent the national language. The programme offers students the opportunity to acquire an international Master, and to prepare for academic studies in the international doctoral programme, "Educational treatment of Diversity".
8. Students
8.1. The number of students in the programme
To ensure the quality of learning and students' competencies development, according to Programme Coordination Committee, the number of students in the programme in all member universities does not exceed 100.
In the academic year 2007-2008 in programme „Educational treatment of diversity” in Distance Education National University of Spain (UNED) were registered 82 students. In the academic year 2008-2009 in programme 42 students registered in UNED and 19 in the University of Latvia.
In the academic year 2007-2008 in UNED studied 65 students. In the academic 2008-2009 year - 42 students in UNED and 19 in University if Latvia. To ensure students’ learning quality in Spain there was no student admission in the academic year 2008-2009 (see Table 5).
Table 5
The number of students in common programme
Academic YearUNEDUniversity of LatviaUniversity of KarlovaEducation University of Ludwigsburgtogether2007.-2008.65 (1st year)Licensingpreparation for accreditationpreparation for accreditation652008.-2009.42 (2nd year)22 (1st year)AccreditationAccreditation642009.-2010. (planned)30 (1st year)15 (2nd year), incl., 2 students in 1st semester UNED Erasmus mobility
22 (1st year)1515978.2. The number of matriculated in the first year of studies
In 2008, the start of the interuniversity master studies, UNED first course enrolled 65 students, 10% of admitted students had special needs. Despite the demographic crisis is an opportunity to attract people to study the international Master's Programme. In 2009, launching the international programmes in University of Latvia, in programme „Educational treatment of diversity” in the first course enrolled 22 students.
8.3. Students’ questionnaire and analysis
The survey involved 13 students (87 %), 2 students (13 %) did not take part in the survey, because they was in Spain in Erasmus mobility. For analysis 73% questionnaires were valid (see Annex 15.11.2). The programme was evaluated by separate modules, the answers and comments were used for study process and teaching quality improving. Student survey results are summarized (questionnaire and summary of the results see in Annexes 15.11.1* and 15.11.2*). Summarizing the students' responses, it was concluded that:
1) During the first 6 modules (1st semester), to facilitate the work with texts and taking into account the students' work with a load of didactic materials, and to promote students' adaptation, in studies were not recommended additional materials;
2) In module 7 one student noted lecturer’s negative attitudes;
3) In module 5 one student noted the study consultant’s (tutor’s) negative attitudes;
4) In module 9 one student noted that the study consultant (tutor) did not promote interest in the study content;
5) In the first semester students rated study content as complex, in the second, as suitable, though in the 2nd term the materials are more complex.
6) Except for one student, all survey participants attended 100% of the courses;
7) Questionnaires are focused on the lecturer’s teaching, not to the students’ learning therefore the students' learning outcomes are not assessed. For example, question 14 about ICT and question 26 about lecture attendance does not meet to programme core.
While interviewing students for newspaper "Education and Culture” three questions were asked
1. How does this programme differ from others?
2. What are the opportunities after studying?
3. Why such a programme is needed?
Students' responses were as follows:
Student A:
opportunity to plan your time, learn another interactive way to experience other countries currently facing issues in pedagogy and education;
as the other programmes - in a doctoral study, plus the opportunity to do so abroad, continuing the programme and, of course, to work in his chosen profession;
to explore the possibility of the necessary materials and information, not only because of our country, but also Europe as a whole, which is important nowadays.
Student B:
The A student has already said the most important, what I can say is that this programme is an important opportunity to obtain a master's degree in pedagogy for people who have not bachelor's degree in pedagogy - to obtain such a special teacher education pedagogy in the field of educational treatment of diversity, to work on pedagogical solutions that are also associated with people with disabilities, as well as a new perspective on the role of pedagogy in general. It is an opportunity to learn the pedagogy, which is essential in all areas of life, and extremely important topic at all times, including today's difficult situation in Latvian. The fact that a programme this year starts in Latvia, gives hope that human issues are not yet lost in our mercantile society, and that Latvia will have a brighter tomorrow.
Student C:
I subscribe to the above said about studies, and I add that, what is important to me in my studies:
Opportunity to study full-time and combine their studies with work, i.e., not attending lectures every day, but the possibility to study at the appropriate time for us.
Opportunity to use IT in learning process. It is thus possible to study at work, home, etc. Study materials are available in platform, etc.
International programme, the opportunity to consult with other national information, experience, pedagogy, to expand the knowledge of languages (Spanish, English), to participate in exchange programmes, lectures provide guest lecturers from other countries.
The study process is related to the practice, activities that we study are related to the daily work is to improve and expand their knowledge and skills

Student D:
New issues:
New, modern international learning environment - the e-environment, which will make it possible to study both independently and communicate with others in common forums, chat rooms (cooperative learning), as well as learn from others' experience of diversity pedagogies.
Opportunities to study via the Internet, thus enabling the studio to combine with family, work, etc. For me as a new mother it is very important.
Opportunity to learn the Spanish language, and go on to study in Spain, as it has already successfully made two of our students
Opportunities after studying:
Adapt our jobs to people with special needs, to promote various projects - thus, actively apply our knowledge, skills, competence in carrying out our ideas, programmes, plans to practice. It is also possible to undertake doctoral studies, as mentioned above, to do the same in other countries, to gain further experience and new knowledge, and deepen the existing ones.


8.4. Alumni (UNED 2nd year students) questionnaire and the analysis

In September 2009 in Spain 42 graduates are supposed to graduate. UNED has done a survey with 2nd year potential graduates of 2008-2009. Students assessed the whole programme on the 7-point scale. Summarizing the survey data and analyzing and comparing with other UNED implemented master's programmes, it was found, that evaluation indicators of master programme „Educational treatment of diversity” are higher than the corresponding figures for other programmes (see Annex 15.11.3). Master study programme „Educational treatment of diversity” rating average is 5.41, which is higher by 1.01 compared to other programmes rating score – 4.40. Students’ survey results show, that in general they are satisfied with the content, organization and practical implementation. Programme objectives are clear, technological resources are available and appropriate; there are various forms of advice for students and their needs.
8.5. Students’ participation in the study process improvement
Students are involved in the study process for the organization and its continuous development. Students were proposing debates in real life and virtual platform, offering to discuss various topics of study in forums and chat rooms. For example, in autumn 2008, launching the Master's studies, Students were urged to study two related discussions on the following topics: Copying and translation PDF text (received 33 students and lecturers' responses);  HYPERLINK "http://www.eduinf.lu.lv/moodle/mod/forum/discuss.php?d=183"  Useful references (received 47 students and lecturers' responses). Studying A-3 module, Students themselves have proposed eight discussions on the practical activities, their evaluation criteria, the difficulty of learning material, learning, etc. Many students are actively seeking further reading in libraries and on the Internet and recommend it to their course members in study forums. Every year students (in Spain and in Latvia) forward their proposals for Programme Coordination Committee. For example, in academic year 2007-2008 in Spain, taking into consideration the student's proposals, the contents of one study course were revised. In academic year 2008-2009, following Latvian students’ proposal, it has been decided to realize studies in joint UNED and University of Latvia e-environment in academic year 2009-2010. The Latvian students actively participate in the programme’s enhancement, expressing their suggestions and additions, for example, while they were in Spain under the Erasmus programme.
9. Programme Academic Staff Assessment
9.1. Academic staff numbers
In order to organize and successfully implement the Master’s Degree on “Educational Treatment of Diversity”, each participant University designates as members of its own didactic team: a Course Director, Course Professors and Tutors.
Professors
Proposed by its Course Director, each University will designate as Course Professors those who will have the appropriate accreditation, preparation and expertise to help students participating in the Course successfully implement the necessary activities and, mainly, to acquire the most convenient knowledge and training by studying the contents included in the Course Curriculum Design. All Course Professors will act according to his/her University regulations, and by following the instructions and orientations given by the Course Director. They will mostly be placed at his/her University central facilities, will participate in the elaboration of Course materials, will assist participants to study the Course contents, will intervene in distance and in presence teaching or tutorial activities, and will participate in evaluating activities, exercises and works implemented for such purpose.
Study consultants -Tutors
Tutors are a key element of the course implementation. To successfully implement their essential “role”, they will put in action communicative, didactic, pedagogical, technological, organizational, directive and researching competencies. This way, they will accomplish their fundamental functions of: student’s accompaniment, following up, orientation, motivation and assessment. They are periodically and regularly at student’s disposal to assist them at distance, and even in presence, if students came to visit them in their own official desk. Such Tutors have a periodical regular timetable to assist students once a week during the University academic period. Distance communication with students will be done by telephone, email, postal mail or any other possible means. They will also be responsible of periodically intercommunicate with the participants by using the technological support of Information and Communication means. Some Course Tutors can be placed in the University central facilities; some other ones can be placed at different localities, according to student’s residence, available facilities and communication possibilities. One per week day and during the announced time, Tutors will be available to the Course participants, who can communicate with him/her by telephone or who can go to visit him/her in his/her desk, according to an appointed time. By following Course Director’s instructions, Tutors are responsible of helping participants study the didactic materials, elaborate the required tasks or solve any other difficulty they will have to follow the Course academic requirements. Tutors will also help participants in any other aspect, according to the Course Director’s decisions, Tutors will participate in presence sessions of following-up the Course and in distance sessions presented with the use of technological means (such as video-conferences, etc.).
Programme is implemented by an international team, which was formed on 2000. There is ongoing involvement with all the foreign teachers in doctoral pedagogy programme realization, according to co-operation agreement between UNED and Latvian University. International Master Programme "Educational treatment of diversity" includes foreign university lecturers' participation , within the University rules (see Table 6).
Table 6
Foreign university academic staff
N.
NameSurnameGradePositionWork place1.SidiLakhdarEd.D.professorNova Southeastern University (USA)2.MechthildKiegelmannEd.D. habil.professorUniversity of Trier (Germany)3.GünterHuberDr.phil.professorUniversity of Tuebingen (Germany)4.SamuelGento PalaciosPhDprofessorUNED (Spain)5.AntonioMedina RivillaEd.DprofessorUNED (Spain)6.RainerTrostPhDprofessorRetlingen University (Germany)7.LeaKvetonovaPhDasoc. professorCharles University (Czech republic)8.IvaStrnadovaPhDlecturerCharles University (Czech republic)
For the inter-university Master implementation in Latvian University during 2008-2009 academic year were involved 17 lecturers. In 2009- 2010 it is planned to involve further 6 complementary lecturers. The overall result is that, in two years, it was planned to involve 23 lecturers (see Annex 13.2, is available in English). Academic staff assessment is characterized by Table 7:



Table 7
Assessment of the academic staff
Academic degree; Academic titleNumberWeighting %Dr. with habilitation and Dr., Professors 8 35 % Dr., Associate Professors 5 21 % Dr., Assistant professors 3 13 %Lecturers - - Assistants, including: 2, including: 9%, including: Doctors  0  0 % Masters, doctoral students  2  9 % Dr., Senior researchers 2 9 % Dr., Researchers 3 13 % Total: 23 100% Apart from the University staff permanent members, the other members of the Teaching Team are designated by each University just for the purpose of acting in its own Course and for the time the Course is being implemented: designation of the non-permanent staff does not imply a work contract or a permanent work relationship with the University. Lecturers from other universities participate in the programme as consultants (tutor), and as practical research activities following up leaders according to cooperative agreements
According to the respective Course Director and by his/her invitation, other Professors -not having been designated by the University as forming part of the Regular Team- may impart lectures or participate in tutoring sessions at distance or in presence in different places. They are professionals being relevant experts in the different contents forming part of the Course. Professors forming part of the Course Teaching Team of the other Universities imparting the same Course can be invited to impart such lectures or sessions in Universities different from their own.
All members of the Master teaching team will work as a united team to implement the necessary academic activities the course will require. Their teaching activities will use diverse strategies (such as theoretical and practical lectures, seminars, workshops, practical activities following up, tutoring, etc.)
Academic staff qualification to lead concrete courses is reflected in their Curriculum Vitae (see Annex 13.2, is available in English).

9.2. Academic staff qualifications adequacy with department goals and targets
Inter-University Master’s Programme compulsory part of studies, i.e., the most important part of academic studies is delivered by pedagogy and psychology habilitated doctors, doctors, professors, professors team chairman, associate professors, whose scientific skills and research work correspond to the themes of the course. They are assigned by the Coordination Committee as academic course (sub-module) coordinators
The research activity of the staff is reported in Annexes 13.2 (is available in English), 15.3* and 15.4. Research project themes correspond to the respective teachers’ profile
In the inter-university master's programme are involved professors from the Faculty of Pedagogy and Psychology that have done appropriate extensive studies for the development of pedagogy in collaboration with foreign universities and scientific associations. There is a wide range of cooperation partners – It embraces the diversity of pedagogical approaches:
Prof. I. Maslo – European Association for Research on Learning and Instruction (EARLI) member. Cooperation with the Spanish National Distance Learning University (in the project are included 6 lecturers and PhD students - inter-cultural approach highest level curriculum development, excellence in the student-teacher relationship); cooperation with the University of Tübingen in Germany for doctoral and Master students’ research preparation
Prof. A. Krkze  Baltic Pedagogy Historians Association board member (in cooperation with Klaipeda, Vilnius and Tallinn Universities), member of the Baltic Association of History of Science; Leipzig University, Faculty of Educational Sciences (organizer of annual international seminar and conference, mobility within the SOCRATES), T. Adenauer Foundation Training Center, Lita Society of Germany. The 12th field experts’ commission expert of Latvian Council of Science (to 2006 year), the member of Latvian Council of Science.
Prof. T. Ko7e  Pedagogical University of Copenhagen, cooperation research project; Vytautas Magnus University in Kaunas, mobility within SOCRATES programme (lecture courses in adult pedagogy). The corresponding member of Latvian Council of Science.
Prof. Z. ehlova  International Project CCN (Consumer Citizenship Network) member (Norway Lilienhammer), International Project ECHA (European Council for High Ability) member (Belgium), International Project FICE ( Der Federation Intetrnationale ales Communautes Educatives ) member (Berlin) research projects, and several publications.
Prof. I. }ogla  European Association for Teacher Education (ATEE) board member, the 12th study group (teacher professional development) permanent member. The research has been carried out since 1997, an article published in the European Journal of Teacher Education, 3 collections of scientific papers. The member of American Educational Research Association (AERA). Research group, "Curriculum Development", article published in international conference in Florida, paper submitted for the journal Theory into Practice (along with other group pattern). The expert of the 12th field experts’ commission of Latvian Council of Science (to 2006 year).
Prof. R. I. KaFepja - OMEP preschool education development research projects, cooperation with the Swedish OMEP Baltic Sea region educational institutions in the teaching research process.
Leading researcher I. 6estere  the member of the Baltic Pedagogy Historians’ Association.
Assoc. prof. Z. Rubene – Within doctoral programme trained at Leipzig University in 2002 with SOCRATES grant. Annual Latvian University Master's and doctoral students’ international seminar organizer together with German universities and K. Adenauer Foundation; Friedrich Ebert Foundation grant holder in 2004. International Association of Philosophy Teachers (AIPPH) member since 2001 (in Brussels)
Assoc. prof. L. Rutka - International project COMENIUS 2.1. - Social Inclusion Programme (with Denmark, Portugal, Spain, Poland)
Assoc. prof. R. Andersone – co-operation with the Department of General Education of Lithuanian Ministry of Education, Tartu University, Faculty of Mathematics and Natural Sciences, Kristianstad University, Sweden Natural Sciences Faculty, the Faculty of Pedagogy University of Murcia, Spain.
Lecturers' qualifications meet the requirements of the programme implementation (see Annexes 13.2 (is available in English), 15.3* and 15.4 ). The work on doctoral programme on Pedagogy contributes to improve staff scientific and academic qualifications. Doctoral studies will also be a base for the renewal of academic staff.
Lecturers’ research investments must be read in two ways: as a curriculum and course development base, and as an experience of organizing students' research work and research-oriented learning process.
Research topics include methodology, theory, and innovative experiences that are crucial for international Master's programme (see Annexes 13.2 (is available in English), 15.3* and 15.4* ).
9.3. Academic staff recruitment, renewal, continuing education and development policy for the next six years
In the programme work professors who have expert status of the Council of Latvian Science and young scientists - associate professors, assistant professors, as well as Pedagogic Science Institute’s principal investigators, researchers and assistants with doctoral degrees or doctoral candidates. In such a way the renewal of the academic staff is assured. In doctoral studies implementation are involved new scientists - Andra Fernte, Ineta Lkka, Daiga KalniFa, Linda Daniela, Svetlana Surikova, Dita N+mante, Ieva Margevi
a.
Programme is characterized by another important aspect  dialogic learning. The programme provides further education not only to students but also to lecturers themselves, fostering a critical review of their own, Latvian and international experience in addressing diversity, learning from colleagues and students' experiences, especially in the use of ICT and foreign language fields.
To continue the renewal of academic staff, this policy will be continued following this academic staff development and training plan (see Table 8):
Table 8
Academic staff development and training plan
Academic yearContinuing education UNEDContinuing Education Latvian UniversityOther universities and international activitiesPresentation of the thesisInternational Doctoral School in Latvian UniversityDoctoral Studies programme Latvian UniversityTogether2007-200810 university teachers and study consultants3 university teachers and study consultants 7 university teachers and study consultants 3 study consultants- 3 26 2008-2009 3 study consultants3 university teachers and study consultants 7 university teachers and study consultants 2 study consultants3 study consultants3 21 2009 -2010 (Planned) 2 university teachers (due to funding limitations) 3 university teachers and study consultants 4 university teachers and study consultants 1 study consultant3 study consultants1 14 2010-2011 (Planned) 1 university teacher (due to possible funding constraints) 3 university teachers and study consultants 3 university teachers and study consultants 3 study consultants3 study consultants- 13 2011-2012 (Planned) 1 university teacher (due to funding limitations) 3 university teachers and study consultants 3 university teachers and study consultants 3 study consultants3 study consultants- 13 2012-2013 (Planned) 1 university teacher (due to funding limitations) 3 university teachers and study consultants 3 university teachers and study consultants 3 study consultants3 study consultants- 13 9.4. Characteristics of required support staff
Programme support staff consists of study methodologist, engineering and scientific technicians (see Table 9)

Table 9
Support staff
Job TitleNumberTaskstudy methodologist / Secretary / Clerk1This Secretary acts, under the course Director ´s authority:
Accomplish the programme director’s decisions and is the course Director representative when s/he is absent;
The Secretary also is in charge of coordinating the relationship among Professors and Tutors each other and among these and the course Director;
S/he also coordinates the relationship with the course participants with the course Director and with Professors and Tutors;
The Secretary is also responsible for taking care of the course documentation and materials and transmits or sends strategic information to Professors, Tutors, participants, University academic or administrative authorities and the participating Universities or any other agency or responsible person.Engineering technical staff1*In order to guarantee the quality of the technological support, a Coordinator of Technologies is necessary : s/he is responsible for:
telecommunication by our virtual campus,
audiovisual technology,
multimedia materials; and any other initiatives on technology.Scientific technical personnel1*To facilitate her/his work and to make it more effectively, s/he could be helped by the necessary collaborators. This role may be assumed by a Tutor specifically designated to such purpose (as in the UNED Tutor of Web Support).*The Faculty provides it to serve in several programmes, depending on the number of students
9.5. Structural units involved in the implementation of the programme
In the implementation of the programme in the University of Latvia are involved the Department of Pedagogy and the Institute of Pedagogical Sciences of the Faculty of Pedagogy and Psychology, in collaboration with other participant universities’ departments (see Table 10).
Table 10
Structural units (department, section, laboratories, institutes, etc.) listing
Structural unitsTasksDepartment of Pedagogy of the Faculty of Pedagogy and Psychology Develop, coordinate and implement the Masters’ Programme as well as interest and continuing education programmes in the sense of the Faculty.
Participates in other Latvian University faculties’ masters’ programme design and implementation within the Department competence limits.
Conduct scientific, educational and methodological activities in the sub-fields of pedagogical sciences.
Department coordinates its structural unit’s scientific, educational and methodological activities in the achievement of Faculty’s common goals, provides the necessary conditions and resources, constitutes an appropriate academic environment.
Organizes cooperation with educational and research institutions and organizations in Latvia and the world.
Creates opportunities to increase academic staff’s Latvian and foreign qualifications.
Addressing other issues that, according to Constitution of the University of Latvia, are under Faculty’s competence. Institute of Pedagogical Sciences of the Faculty of Pedagogy and Psychology Ensures coordination and continuity in the pedagogical science development directions.
Improving the scientific methodology of pedagogy as a prerequisite for effective research.
Students’ involvement in international activities by promoting research activities and studies’ internationalization;
Participation in the study programme design, enabling students to participate in research projects;
Development in current research directions, in which Latvian pedagogy scientists become renowned in Europe and world scientific environment, in order to facilitate that the University of Latvia become one of Europe's centers of excellence;
Organization of Scientific conferences, seminars, symposia, colloquia, etc..; organization;
Pedagogical science publicity promotion: scholarly essays, periodicals, publishing research results, also via the Internet;
Cooperation with organizations of education, research and other institutions in Latvia and the world, and engagement in international organizations, associations and societies; in public education instructional and educational questions, information about processes, events, issues and personalities in the field of pedagogy;
Attracting financial resources (project financing, various funds, donations, etc.).. * organization of facilities and supply of necessary equipment for learning process
10. External Relations
10.1. Collaboration with employers
Programme development and implementation is an employers' request. There was a long discussion with Latvian Republic Education and Minority Advisory Council, the National Special Education Center (VSIC), the General Education Department of Education and Science Ministry and local authorities in Latvian regions concerning the necessity of the programme. Within the programme competence was made survey on the employers’ requirements of Masters’ graduates. The results are taken into account in defining the students' competence, whose improvement is ensured by the learning programme.
The programme’s students and lecturers are actively engaged in activities organized by employers, such as the week 'Education for All’ an annual event, organized by LR UNESCO National Committee, VSIC, and Ministry of Education. The Programme has also generated interest from people with disabilities and their friends’ association “Apeirons", which prepared and placed information about the programme and the programme’s students on its website," special news "”.
In cooperation with the Ministry of General Education Department and the Minority Advisory Council, population surveys and focus group discussions were organized, as well as questionnaires, observation and interviewing for data processing. A small group of 8 researchers network was created (doctoral and master's degree students under the responsibility of research project managers – up to 7 undergraduate researchers for one project – tutor). Each group of researchers makes a survey of 7 x 10 respondents, runs one focus group discussion and processes the data. Small groups’ mini-data bases were integrated as a part of a single project database, which is used for the needs of employers. The data in-depth analysis is planned to be undertaken in cooperation with the PPF Education Research Institute's international cooperation partners.
10.2. Cooperation with Latvian and foreign universities, which implement a similar programme in higher education
The programme was developed and implemented on the basis of the University of Pedagogy Masters’ programme in Social and Special Pedagogy, in consultation with the School of Rezekne and Riga Teacher Training and Educational Management Academy experts in professional and social pedagogy, taking into consideration also the Charles University in Prague, Rtlingenes University and the UNED experience in similar programmes. "Educational treatment of Diversity” programme content was developed in cooperation with all participating universities and though mutual agreement on the programme guidelines, as well as with experts from leading European and American universities (see Annex 13.2, is available in English). All participant universities offer students the same content, built on the same common criteria, organized following a common structure and using equivalent materials.
11. Programme SWOT Analysis
11.1. Strengths of the programme
According to underdeveloped inclusion pedagogy in Latvia, as well as the relatively high costs of specialization due to the great diversity of human needs, programme realization, using contribution of the international team of university lecturers, could be not only socially but also economically beneficial.
The Master on “Educational Treatment of Diversity” is a post grade programme of higher academic education directed to students who have a bachelor’s degree from Latvia, European countries or other countries, to educators and professionals working or who will work on education or another field connected with people having some kind of diverse special needs, considering their own personal needs, particular circumstances and specific context.
The programme is internally integrated, separated into thematic modules, which cover a number of closely related study programmes.
The programme provides an opportunity to study the same content and get the master's degree of the university in academic pedagogy to students from different countries, and it provides an opportunity to get the Certificate of the four universities joint international master's programme.
The Programme is designed as an inter-disciplinary programme, integrating sub-branches of the general, social, psychological, pedagogical and special pedagogy in one unity. It focuses on students’ preparing for lifelong learning as an inclusive promotional pedagogical activity: from preschool to old age.
Interactive e-learning modality provides the possibility of attracting students to the flexible study form, activating studies of ICT and providing an opportunity to study for students who are having young children, for working students, etc.., including people with diverse special needs.
Strengths:
International Master's Degree, acknowledged by European higher education institutions.
Development of European language skills, use of foreign language in the study process.
The possibility to choose the Latvian language which makes it is possible to promote Latvian language and culture in other European countries.
Possibility of continuing valuable doctoral studies in universities of Europe (achievement of sufficient level to study in the four European universities).
Continuous learning in interactive environment, using existing resources of the four universities.
Communication and mobility opportunities between students and university lecturers' in the four universities.
Credit system, which enables to simplify international comparisons of the programme.
Particular importance is that students of different countries are be able to study the same programme and accomplishing all administrative and academic requirements are able to obtain the master's degree in academic pedagogy, and the Certificate of the four universities joint international master's programme “Educational Treatment of Diversity’’.
The programme provides opportunities to develop research skills and to apply acquired knowledge in practice.
Concerning universities, the programme allows to get the best experience for it.

11.2. Weaknesses of the programme
At present, not all students have a good European language and ICT skills. It is going to require additional investment in advisory support.
The study process is focused more on teaching than on learning organizations in the University of Latvia, which could create burdens in implementation of the programme.
There is no definition of ‘joint master's degree’ in European and Latvian legislation of Latvia.
The collective student registry service creates difficulties due to the lack of experience.
11.3. Opportunities of the programme
Competence-oriented learning approach allows using precise indicators in the programme acquisition process. The adoption of common goals, and complete attainment devotion are going to enhance students, lecturers and consultants’ (tutors) international inter-disciplinary team formation and also provide opportunities of getting international degree. The programme creates opportunities for greater promotion of research results and implementation of it in Latvian and European practice, as well as the wider formation of partnership and attracting foreign students in the future. The programme is focused on innovative solutions of research problems concerning national educational needs and its development.
Development of the programme provides support for all students and teachers in the process of using language and ICT and additional assistance of consultative support when working with e-learning materials on the platform.
Introducing and approbating the international programme of interactive e-learning modality (full and part-time studies), it is going to be possible to develop the entire master programmes on Education Science in its accreditation during the remaining four years, also to produce new programmes for development of an indicative name School Pedagogy, reinforcing the methodological training of master students, preparing competent teachers for changing multicultural society with the academic, research and professional integration of dominant components, as well as other University research areas in the transition to competence-oriented studies.
11.4. Threats of the programme
Because of different objective (conditions of global crisis) and subjective (conflict of interest) reasons, the programme might be closed. To eliminate this threat, the Inter-University Contract (see documents), signed by the participating universities, defines the general conditions of the inter-institutional agreement for implementing the programme. The signed annex refers to the specific role of participating universities to work together and implement the master's programme, following the common rules, regulations and university representatives in each Master Coordinating Commission. The programme is prepared for the implementation in the inter-university consortium, whose participating countries assume responsibility for all undergraduate participating institutions. The consortium is open and is expecting cooperation from other universities.
Council decision of the Faculty of Pedagogy and Psychology (PPF) of LU provides that if closing the programme, the PPF Master's Degree Programme "Master of Education Science" determines the opportunity for students to pursue and complete master's studies (see documents).
Programme existence is also threatened by natural students’ drop-outs. There are several reasons. First, the effort of individual work study, which requires active interaction of studying 40 hr. up to the professional work tasks - that is the reason why UNED dropouts were 23 out of 65 students. However, in LU – because of that reason, due to individualization process, the dropouts were not found. Secondly, the changes of family situation – in the University 1 student dropped studies because of family and household situation. Third, the worsening financial situation, specifically, the grant rejections (in connection with the University rejected grant crisis) resulted in 5 student drop-outs.

11. 5. Conclusions of SWOT Analysis

Table 11
Strengths, weaknesses, opportunities and threats of the Programme

Strengths
WeaknessesInternational Master's Degree, acknowledged by European higher education institutions.
Development of European language skills, use of foreign language in study process.
The possibility to choose the Latvian language which makes it possible to promote the Latvian language and culture in other European countries.
Possibility of continuing valuable doctoral studies in universities in Europe (achievement of sufficient level to study in the four European universities).
Continuous learning in interactive environment, using existing resources of the four universities.
Communication and mobility opportunities between students and university lecturers' in the four universities.
Credit system, which enables to simplify international comparisons of the programme.
Particular importance is that students of different countries are able to study the same programme and accomplishing all administrative and academic requirements are able to obtain the master's degree in academic pedagogy, and the Certificate of the four universities joint international master's programme “Educational Treatment of Diversity’’.
The programme provides opportunities to develop research skills and to apply acquired knowledge in practice.
Concerning universities, the programme allows getting the best experience for it.At present, not all students have a good European language and ICT skills.
The study process is focused more on teaching than on learning organizations in the University of Latvia, which could create burdens in implementation of the programme.
There is no definition of ‘joint master's degree’ in European and Latvian legislation of Latvia.
The collective student registry service creates difficulties due to lack of experience.
Dropouts of students
Conflict of interest in the programme distribution.
Opportunities
ThreatsMore productive indicators in the process of learning;
Adoption of united targets and complete devotion to its achievement;
International degree;
Wider popularization and implementation of research results
Further development of partnerships;
Attracting Foreign students;
The development of research problems of national educational needs;
Introducing and approbating the international programme of interactive e-learning modality (full and part-time studies), it is going to be possible to develop the entire master programmes on Education Science in its accreditation during the remaining four years, also to produce new programmes for development of an indicative name School Pedagogy, reinforcing the methodological training of master students, preparing competent teachers for the changing multicultural society with the academic, research and professional integration of dominannt components, as well as other University research areas in the transition to competence-oriented studies.Financial limitations of employers and practitioners in school raising programme;
limitations of scientific interest of academic staff;
Law and regulation limits in the process of attracting experts for work evaluation;
Closure of the programme because of objective and subjective reasons.


12. Development Plan
Table 12
Development Planof the Programme

Development direction2010.2011.2012.2013.2014.20015.1. Institutional developmentImprovement of LU International interdisciplinary scientific and applied research quality Integration of research results in academic education and national economyIntroduction of Joint Master’s degree in LULU collaboration with leading universities in the EURecognition of LU research-oriented academic studies and entry in the leading university network in the EULU collaboration with leading Universities in the EU2. Development of academic activitiesImprovement of academic, scientific and research activities
Development of international cooperationPreparation of competent young scientistsPromoting knowledge of pedagogy in Latvian societyPromoting knowledge of pedagogy in the EUDevelopment of human potential of diversity inclusion contexts3. Academic staff developmentDevelopment of cooperation and research competencies of young scientists, researchers and academic staff accordingly to the section 8.3. describing the detailed plan of self-assessment
Development of cooperation and research competencies of young scientists, researchers and academic staff accordingly to the section 8.3. describing the detailed plan of self-assessmentDevelopment of cooperation and research competencies of young scientists, researchers and academic staff accordingly to the section 8.3. describing the detailed plan of self-assessmentDevelopment of cooperation and research competencies of young scientists, researchers and academic staff accordingly to the section 8.3. describing the detailed plan of self-assessmentDevelopment of cooperation and research competencies of young scientists, researchers and academic staff accordingly to the section 8.3. describing the detailed plan of self-assessmentDevelopment of cooperation and research competencies of young scientists, researchers and academic staff accordingly to the section 8.3. describing the detailed plan of self-assessment3. Financial attraction1 budget is available; 1 investigator’s (tutor) State-based financing attraction; attraction of scholarship and Grant projects. Attraction of ESF and other EU projects and Latvian project funds; attraction of private and corporate funds.1 budget is available; 1 investigator’s (tutor) State-based financing attraction; attraction of scholarship and Grant projects. Attraction of ESF and other EU projects and Latvian project funds; attraction of private and corporate funds.1 budget is available; 1 investigator’s (tutor) State-based financing attraction; attraction of scholarship and Grant projects. Attraction of ESF and other EU projects and Latvian project funds; attraction of private and corporate funds.1 budget is available; 1 investigator’s (tutor) State-based financing attraction; attraction of scholarship and Grant projects. Attraction of ESF and other EU projects and Latvian project funds; attraction of private and corporate funds.1 budget is available; 1 investigator’s (tutor) State-based financing attraction; attraction of scholarship and Grant projects. Attraction of ESF and other EU projects and Latvian project funds; attraction of private and corporate funds.1 budget is available; 1 investigator’s (tutor) State-based financing attraction; attraction of scholarship and Grant projects. Attraction of ESF and other EU projects and Latvian project funds; attraction of private and corporate funds.4. Infrastructure developmentFitting of PZI; Creation of E-research database and E-Reader sub-branches; International e-platform; Introduction of information and communication system; Home page; International e-reviewer Network; Availability of research results in international Network
Fitting of PZI; Creation of E-research database and E-Reader sub-branches; International e-platform; Introduction of information and communication system; Home page; International e-reviewer Network; Availability of research results in international NetworkFitting of PZI; Creation of E-research database and E-Reader sub-branches; International e-platform; Introduction of information and communication system; Home page; International e-reviewer Network; Availability of research results in international NetworkFitting of PZI; Creation of E-research database and E-Reader sub-branches; International e-platform; Introduction of information and communication system; Home page; International e-reviewer Network; Availability of research results in international NetworkFitting of PZI; Creation of E-research database and E-Reader sub-branches; International e-platform; Introduction of information and communication system; Home page; International e-reviewer Network; Availability of research results in international NetworkFitting of PZI; Creation of E-research database and E-Reader sub-branches; International e-platform; Introduction of information and communication system; Home page; International e-reviewer Network; Availability of research results in international Network
13. Annexes

13.1. The course descriptions included in the study programme modules

Compulsory Part A
Module 1 (1st sem.) “Psycho-Pedagogical Bases of Special Needs”
Course titleNeurological and Psycho-Pedagogical Bases of People´s Educational Treatment of DiversityCourse codePeda5107Number of credit points3ECTS credit points4.50Number of contact hours48Science fieldEducation SciencesScience sub-fieldPedagogyNumber of lectures8Number of seminars, practical and laboratory works40 Course creatorsDr. paed., Assoc.prof. Sarm+te Tkbele Dr. psych. Assoc.prof. Lkcija Rutka
Tutor: Mg. Daiga KalniFaCourse abstractCourse purpose and objectives: To know the neurological, neuropsychological and psycho-pedagogical bases for the evaluation and intervention of the people of special needs.
This course will provide students with the most significant aspects of the structure, the operation and the development of the abilities of the human brain, with the original concept and the applications of them in neuro- psychological schools of the country, and the methods of evaluation of this discipline, with the psycho-pedagogical concept and the methods of evaluation in the environment of the school, of the family and of the company, with the most common alterations that are given in the sensor- motor and psychomotor development, in the development of the intelligence and the aptitudes, and in the development of the language. Leaning outcomesStudents’ competencies
to analyze the most significant aspects of the structure, the operation and the development of the abilities of the human brain;
to help to understand the importance of the development meditative appropriateness and a learning adapted for the formation of the intelligence, the aptitudes and the language;
to expose the original concept and the applications of them in neuro- psychological schools of the country, and the methods of evaluation of this discipline;
to define the psycho-pedagogical concept and the methods of evaluation in the environment of the school, the family and the company;
to know the most common alterations that are given in the sensor- motor and psychomotor development, in the development of the intelligence and the aptitudes, and in the development of the language. Course planNeurological and Psycho-Pedagogical Bases of People ´s Educational Treatment of Diversity Unit 1.- The human brain
Unit 2.- Development and knowledge
Unit 3.- Neuro-psychology
Unit 4.- Psycho pedagogy
Unit 5.- Brain development impairmentsRequirements for awarding credit pointsDuring the study course the students have to do self-dependent study work, participate in the course activities and pass the final examination for which the student gets a grade. The attendance of lectures and seminars is not compulsory: 1) evaluation of the study process 30%; 2) participation in praktical course activieties 35 %; 3) independet practical research 35 %.Literature (01 - basic textbooks)1. Summary of didactical materials, self-assessment tasks, self-evaluation key, description of practical activities in Latvian language in e-platform
2. Sánchez Manzano, E. (2007) “Bases neurológicas y psicopedagógicas del tratamiento educativo de la diversidad de personas”. En Gento Palacios, S. (Coord) (2007) Tratamiento educativo de la diversidad. Madrid. UNED 3. Sánchez Manzano, E. (2008) “Neurological and psycho-pedagogical bases of educational treatment of diversity”. In Gento Palacios, S. (Coord) (2007) Educational Treatment to diversity. Madrid. UNED (translated with WordMagic ) Literature (02-further readings)1. C@8O . . (2008) A=>2K =59@>?A8E>;>388: #G51=>5 ?>A>185 4;O ABC45=B>2 2C7o2. .: :045BA:89, . (2003) A=>2K 45D5:B>;>388. !.: !0=:B?5B5@1C@3A:>5 ?A8E>;>38G5A:>5 >1I5AB2>. 5. 87N: . . (2005) A=>2K =59@>?A8E>;>388: #G51=>5 ?>A>185 4;O 2C7>2. !0=:B-5B5@1C@3: 5GL. Literature (03 - periodicals, internet resources and other sources)1. Audio-visual aids
2. Internet sites
3. Radio programs, TV programs, video conferences
Course titleInternational and Comparative Frame of People ´s Educational Treatment of DiversityCourse codePeda5113Number of credit points3ECTS credit points4.50Number of contact hours48Science fieldEducation SciencesScience sub-fieldPedagogyNumber of lectures8Number of seminars, practical and laboratory works40 Course creatorsDr. paed. habil, Prof. Irna }ogla
Dr. paed., Assist.prof. Dita N+mante
Tutor: Dr. paed., Researcher Tatjana KurilovaCourse abstractCourse purpose and objectives: Offering a framework of reflection and debate for the critical study of the situation of the Educational Processing of Diversity according to the norms or international recommendations and in different geographical areas, taking into account private consideration towards our historic phase.
This course wills povide students with orientation, recommendations and actions carried out by the Organization of the United Nations and by the UNESCO (Organization of the United Nations for Education, Science and Culture) in relation to the Educational Processing of Diversity. It gives the universal understanding of such organizations, and the cited analysis will constitute a referring one of great repercussion for everyone. The studies carried out by such agencies, their actions and proposals will be, likewise, important elements of reflection for active intervention, not only in the international context, but also in geographical environments of private implication of who they consider them cited contributions. Learning outcomesStudents’ competencies
to analyze the critical way of orientation, recommendations and actions carried out by the Organization of the United Nations and by the UNESCO (Organization of the United Nations for Education, Science and Culture) in relation to the Educational Processing of Diversity;
to value the contributions that other diverse international agencies with great impact above the all would have performed and that are carried out in relation to the Educational Processing of Diversity;
to recognize the way praised the conceptual approaches, recommendations or mandates, the actions carried out, and the current situation in relation to the Educational Processing of Diversity in the environment of Europe: the estimation in the environment of the European Union will be considered of particularly noticeable way.Course planInternational and Comparative Frame of People ´s Educational Treatment of Diversity
Unit 1.- The frame of UN and UNESCO
Unit 2.- Contribution of other International Institutions
Unit 3.- Educational Treatment of Diversity in the Europe
Unit 4.- Educational Treatment of Diversity in America
Unit 5.- Educational Treatment of Diversity in other continentsRequirements for awarding credit pointsDuring the study course the students have to do self-dependent study work, participate in the course activities and pass the final examination for which the student gets a grade. The attendance of lectures and seminars is not compulsory: 1) evaluation of the study process 30%; 2) participation in praktical course activieties 35 %; 3) independet practical research 35 %.Literature (01-basic textbooks)1. Summary od didactical materials, self-assessment tasks, self-evaluation key, description of practical activities in Latvian language in e-platform
2. Gento Palacios, S (2007) “Marco internacional y comparado del tratamiento educativo de la diversidad”. En Gento Palacios, S (Coord) (2007) Tratamiento educativo de la diversidad. Madrid. UNED. 3. Gento Palacios, S (2008) “International and comparative frame of educational treatment of diversity”. En Gento Palacios, S (Coord) (2007) Educational treatmentto diversity. Madrid. UNED (translated with WordMagic).Literature (02-further readings)1. Alade, E.B. (2004). “Community based vocational rehabilitation (CBVR) for people with disabilities: experiences from a pilot project in Nigeria”. British Journal of Special Educación, 31 (3): 143-149. 2. Braslavsky, C. & Gvirtz, S. (2000). “Nuevos desafíos y dispositivos en la política educacional latinoamericana de fin de siglo”. 3. Skola visiem (2002).- R.: SAC. 4. Carroll, A.M. (2002). “Inclusive practices in Australia . International Journal of Disability, Development and Education, 49 (4): 21-24. 5, Starptautisks konvencijas un likumi ww.likumi.lvLiterature (03 - periodicals, internet resources and other sources)1. Audio-visual aids
2. Internet sites
3. Radio programs, TV programs, video conferences 
Course titleEducational Integration and Inclusion of Quality for People with Diverse Special NeedsCourse codePeda5114Number of credit points3ECTS credit points4.50Number of contact hours48Science fieldEducation SciencesScience sub-fieldPedagogyNumber of lectures8Number of seminars, practical and laboratory works40 Course creatorsDr.habil.paed, Prof. Irina Maslo
Tutor: Dr. paed., Assist.prof. Dita N+manteCourse abstractCourse purpose and objectives: Identify models of support for providing assistance in general education curricula and develop a plan to support successful inclusion of students with disabilities, implement effective inclusive practices for students with emotional and behaviour disabilities. Adapt the curriculum for students with mental retardation to enhance learning and increase relevance.
This course will enable the students to distinguish between the inclusive model and the more traditional special education delivery models, to use different strategies for curriculum and instruction for students with learning disabilities at preschool, elementary, and secondary levels and to implement a variety of accommodations for students with hearing and visual impairment in the general education classroom, to adapt instruction for students with autism and traumatic brain injury. Learning outcomesStudents’ competencies
to make classroom adaptations for students with communication, speech, and language disorders;
to use augmentative and alternative communication strategies to facilitate the communication abilities of students with communications disorders;
to address the needs of students who are gifted through the use of acceleration, enrichment, and special grouping;
to determine the curricular requirements of the students with special needs at the elementary level;
to determine the curricular requirements of the students with special needs in the secondary schools;
to make accommodations to facilitate the success of the students with special needs in general education classroom.Course planEducational Integration and Inclusion of Quality for People with Diverse Special Needs
Unit 1.- Emergence of a new paradigm in Educational Treatment of Diversity
Unit 2.- Integration and inclusion for an education of quality
Unit 3.- Advantages of integration and inclusion
Unit 4.- Overcoming disadvantages of integration and inclusion
Unit 5.- Modalities of integration and inclusionRequirements for awarding credit pointsDuring the study course the students have to do self-dependent study work, participate in the course activities and pass the final examination for which the student gets a grade. The attendance of lectures and seminars is not compulsory: 1) evaluation of the study process 30%; 2) participation in praktical course activieties 35 %; 3) independet practical research 35 %.Literature (01-basic textbooks)1. Summary of didactical materials, self-assessment tasks, self-evaluation key, description of practical activities in Latvian language in e-platform
2. Lakhdar, Sidi (2007) “Educational integration and inclusion of quality with people with special needs””. En GENTO PALACIOS, S (Coord) (2007) Tratamiento educativo de la diversidad. Madrid. UNEDLiterature (02-further readings)1. Tkbele S., `teinberga A. (2004). Ievads specilaj pedago#ij, R+ga, RaKa. 2. Amerman & Fleres (2003). A winning combination: Collaboration in inclusion. Academic Exchange Quarterly. 7, 66-69. 3. Anton, D. (2004). If we can dream it, we can achieve it. Modified consent decree presentation. Los Angeles Unified School District. 5. Bailey, R. L., Parette, H.P. & Stoner, J.B. (2006). Family members' perceptions of augmentative and alternative communication device use. Language, Speech, and Hearing Services in School, 37(1), 50-60. Literature (03 - periodicals, internet resources and other sources)1. Audio-visual aids
2. Internet sites
3. Radio programs, TV programs, video conferences 





Course titleSociety in Relation to People with Diverse Special Needs: Family and Social OpennessCourse codePeda5115Number of credit points3ECTS credit points4.50Number of contact hours48Science fieldEducation SciencesScience sub-fieldPedagogyNumber of lectures8Number of seminars, practical and laboratory works40Course creatorsDr. paed., Prof. A+da Krkze
Tutor: Dr. paed., Assist.prof. Dita N+mante Course abstractCourse purpose and objectives: Knowing the family politics of open companies and how they are conceived in the context of the company and the family, when intends to attend to whom they are diverse, because, naturally, they form part of the general company and a specific family.
This course will enable the students to understand people with diverse special needs as a formula, which embodies the verbalization to the use, chiefly since the LOGSE (Law of General Ordering of the Educational System). To whom they were diverse were called as previously disabled and disabled and to create institutions, higher educational institutions and institutions for continuous education of adults, whose mission would be to help and to integrate the people with diverse special needs. Many of these centers would be formed on the basis of the university, which has received them subsequently. The associations, at the same time, they watch because this comply and by completing the work of the professionals; all in the framework of legislation in force. To leave from the conviction that the diverse people, to be possible, they live together with the other members that compose the family, which they will be seen affected by the typical imbalances of the primary groups, in which some breaks the cohesion, the tranquility and the peace. They should be used positively the family relations to help who need support and comprehension. Learning outcomesStudents’ competencies
to form the technicians - medical, social educators, psychotherapists to create institutions, higher educational institutions and institutions for continuous education of adults, whose mission would be to help and to integrate the people with diverse special needs;
to remedy a badly, should be known its origin, that familiarizes with the factors and conditions amenities provocative of the special diversities;
to leave from the conviction that the diverse people, to be possible, they live together with the other members that compose the family, which they will be seen affected by the typical imbalances of the primary groups, in which some breaks the cohesion, the tranquility and the peace. They should be used positively the family relations to help who need support and comprehension;
to proceed since the point of view of a biology that becomes to be bio-cultural and member of a group is the socialization, and the base of all the subsequent process starts, in the first years of life, of the family breast, that prepares to its members to live together later with unknown people to the first nucleus. Course planSociety in Relation to People with Diverse Special Needs: Family and Social Openness Unit 1.- Sociology of Families Having People With Diverse Special Needs
Unit 2.- Institutions and Associations of Families Having People With Diverse Special Needs
Unit 3.- Excluding Factors in Families Having People With Diverse Special Needs
Unit 4.- Human Relationship in Societies and Families Having People With Diverse Special Needs
Unit 5.- Socialization in Families Having People With Diverse Special NeedsRequirements for awarding credit pointsDuring the study course the students have to do self-dependent study work, participate in the course activities and pass the final examination for which the student gets a grade. The attendance of lectures and seminars is not compulsory: 1) evaluation of the study process 30%; 2) participation in praktical course activieties 35 %; 3) independet practical research 35 %.Literature (01-basic textbooks)1. Summary od didactical materials, self-assessment tasks, self-evaluation key, description of practical activities in Latvian language in e-platform
2. Fermoso Estébanez, P (2007) “La sociedad en relación con las personas con necesidades especiales diversas: apertura de la familia y de la sociedad”. En Gento Palacios,, S (Coord) (2007) Tratamiento educativo de la diversidad. Madrid. UNED 3. Fermoso Estébanez, P (2008) “Society in relation to people with diverse special needs: family and social openness”. In Gento Palacios,, S (Coord) (2007) Tratamiento educativo de la diversidad. Madrid. UNED (tulkojums studiju e-vid)Literature (02-further readings)1. (8?8F8=0, . (2002). "5>1CG051CG051CG05!ågM6„$If]„gd‡alÆ`ÿ$„$If]„a$gd‡alÆ`ÿ}kd¤$$IfT–lÖ\”ÿ·t“&Ö()½'"
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