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In the present, evermore globalized era, there is, without any doubt, a need for homogenized curricula at a European level and a need for institutions that can offer students qualifications, knowledge, and skills that are recognized across national borders. Aiming to be continuously at the forefront of research and Education, the European Public Law Organization (EPLO) has created a higher education institution under the name of "European Law and Governance School" (ELGS), which constitutes the materialization of this need. The European Law and Governance School are founded upon the belief that the European Union plays a crucial role in ensuring global stability, promoting democracy, the overall progress of humanity, and that the European Union's core values must be upheld while it strives for better integration. The ELGS also believes that the critical source of hope and the only path to successful integration is through the proper Education and training of Europe's youth. Thus, the Vision of the ELGS is to create a generation of youth that will identify themselves as Europeans, serve Europe, and disseminate the idea, culture, and values of Europe throughout the world. Inspired by the values that lie at the heart of the European Union, such as fundamental rights, the free movement of professionals, goods, and services, and the creation of a single market system, as well as by the challenges and opportunities created by these policies, the ELGS has identified the need to create a new form of Education that is Pan-European. This Education must start at the undergraduate level to create and prepare the next generation of legal and governance scholars to work within the fast-evolving European and International institutional structures. The idea was initially conceived by Professor Giuliano Amato, Former Prime Minister of Italy, member of the Board of Directors of the EPLO. To that effect, in 2008, the "Group of Rome" was constituted around him and comprised of the most esteemed professors and practitioners. The Group met regularly to discuss the various strategic and operational aspects of the project. As the time passed, the project matured enough for the Board of Directors of the EPLO to decide in 2009 to create an EPLO agency called the "European Law and Governance School," thus providing it with all the necessary tools and empowerment needed to achieve its objective. The inaugural launching of the School took place with the first symbolic meeting of the Board of Trustees at the premises of the European Parliament in the spring of 2013. The further development of the School followed while 2015 marked the initiation of the Schools' programs. The European Law and Governance School (ELGS) is a modern international school with the aim and mission to offer Excellence in tertiary levels of Education in European Law and Governance. The School aims to shape socially responsible leaders of the future with inquisitive minds and free spirits. It aims to shape the European Citizens of tomorrow who belong to Europe and promote European values. The ELGS is committed to educating the next generation of Europe and the World's legal practitioners, public administrators, and world leaders by imparting them with the knowledge necessary to effectively work within the fast-evolving European and global institutional structures that transcend national frameworks and the skills to confront and address the new global opportunities and challenges. The ELGS provides interdisciplinary undergraduate, postgraduate, and Executive Education courses, with fresh material and a unique design. View full university

The Hertie School of Governance is a private university based in Berlin, Germany, accredited by the state and the German Science Council. It prepares exceptional students for leadership positions in government, business, and civil society. Interdisciplinary and practice-oriented teaching, first-class research, and an extensive international network set the Hertie School apart and position it as an ambassador of good governance, characterized by public debate and engagement. Our motto is "Understand today. Shape tomorrow". The Hertie School of Governance was formally founded as a private, non-profit institution in December 2003 by the Hertie Foundation, becoming the first professional school for public policy in Germany. Offering programs that emphasized academic excellence and practical orientation in Berlin's reunified capital, the Hertie School was, from its start, a unique educational institution in Germany. The school began by organizing panels, symposia, and discussions, providing a platform for policymakers, professionals, and practitioners from the media, NGOs, and businesses to engage with academia. In February 2005, the Hertie School was granted official state recognition and given the Berlin Senate's authority to award the academic title Master of Public Policy as an institution of higher learning. The first cohort of students in the two-year Master of Public Policy program began their studies in September 2005, and the program has grown each year considerably. In September 2008, the school launched its second master's program: the Executive Master of Public Administration. Together with the Freie Universität Berlin and the Social Science Centre Berlin (WZB), the Hertie School established the Berlin School of Transnational Studies in 2008. In 2011, the Hertie School was one of the few private universities in Germany to receive award doctorates. The Doctoral Programme in Governance started in 2012. The first cohort of the new study program, Master of International Affairs, began their studies in 2015. The Hertie School of Governance is a private university based in Berlin, accredited by the state and the German Science Council. It prepares exceptional students for leadership positions in government, business, and civil society. Interdisciplinary and practice-oriented teaching, first-class research, and an extensive international network set the Hertie School apart and position it as an ambassador of good governance, characterized by public debate and engagement. This course introduces students to the policy process from a governance perspective. It analyses the capacity of political actors to design instruments to influence particular outcomes in different fields. Focusing on governance, rather than governments, students gain a broad perspective in the range of relevant actors involved in the policy process. The course provides students with a thorough understanding of the policy process and the perspective to achieve their targets as future policy actors. The course is taught as a seminar with about 25 participants. It is offered with different foci such as social policy, energy policy, or the EU's policy process. This course deals with the design and operation of organizations that matter for public policy. It provides an understanding of how these organizations' tick' internally, how they shape the design and implementation of public policies, and how they can be 'governed'. Critical thinking about solutions offered in debates related to public management issues will be encouraged. The course is taught as a seminar with about 25 participants. This course provides students with an introduction to micro-and macroeconomics. It is suitable for students without an economics background, though students who have received prior training will also benefit from the course. It focuses on the core topics such as supply and demand analysis, market and price analysis, competition, market failure, asymmetric information, externalities and government intervention, game theory and uncertainty, macroeconomic equilibrium, money market and the role of central banks, labor market, aggregate demand and supply, government and fiscal policies. The course is taught as a lecture with about 80 participants. The lecture is complemented by a lab session with approximately 16 participants in which students have the chance to discuss and further elaborate on the topics covered in the lecture. For students with a strong economics background, waivers are available. This course offers an introduction to quantitative research methods for policymakers. Students will become acquainted with quantitative methods conducive to empirical policy research. No prior knowledge of statistics is assumed, and concepts will be addressed both empirically and theoretically. The course is taught as a lecture with about 80 participants. The lecture is complemented by a weekly lab session with approximately 16 participants in which concepts will be reinforced through the hands-on application using STATA. For students with a strong quantitative methods background, waivers are available. This course elucidates the relationship in modern societies between law and governance, i.e., between legal structures and rules and decision-making. It is divided into three main parts: foundational legal techniques and sources, such as legal interpretation and argumentation, the relationship between law and policymaking and the trans-nationalization of modern law, and the impact of such trans-nationalization the law's form, structures, and substance. By examining primary legal materials and their interaction with contemporary public policy issues and dilemmas, students gain competencies in reading and applying legal sources and understanding the impact of the law on decision-making at different governance levels. The course is taught as a seminar with approximately 25 participants. The course builds on the foundations laid in Economics I during the first semester. Students deepen their knowledge and acquire analytical competencies in this course, depending on their field of interest. They can choose between three variations of the course: Open Economy and Exchange Rates, Public Sector Economics, or Growth and Trade. Each course is taught as a lecture with about 80 participants. The lecture is complemented by a lab session (with about 16 participants) in which students have the chance to discuss and further elaborate on the topics covered in the lecture. Students decide on their concentration during the first semester and either attend the Statistics II course (for students with the Policy Analysis concentration) or the Management and Leadership course (for students with the Management and Organisation concentration). To refine and deepen their quantitative analysis or management skills, they attend at least two concentration-based electives in their third or fourth semester. View full university