Admission Criteria

The minimum general requirement for admission to the post-graduate degree programme is a Bachelor Degree from a recognised university.

English Language Proficiency

Students satisfy the English requirements if their first degree was taught in English. Otherwise, they would need to present a minimum TOEFL score 550 and above, or Computer-based TOEFL score of 213 and above, or Internet-based TOEFL (iBT) score 79-80 and above, or GCSE (or GCE) English Language “O” Level of “C” or above or IELTS of 6.5 and above or Cambridge Exams (First Certificate with Grade B and above, as well as Proficiency with Grade C and above or a score placement at the ENGL-100 level of the University English Placement Test. The University offers English courses at various levels to help students reach the required standard for admission to a graduate program.

Course assessment usually comprises of a comprehensive final exam and continuous assessment. Continuous assessment can include amongst others, weekly interactive activities, projects, positive online forum participation etc.

Letter grades are calculated based on the weight of the final exam and the continuous assessment and the actual numerical marks obtained in these two assessment components. Based on the course grades the student’s semester grade point average (GPA) and cumulative point average (CPA) are calculated.

The student must complete 90 ECTS and all programme requirements.

A minimum cumulative grade point average (CPA) of 2.0 is required. Thus, although a ‘D-‘ is a PASS grade, in order to achieve a CPA of 2.0 an average grade of ‘C’ is required.

Upon successful completion of this program, the students should be able to:

1. Critically evaluate the basic theoretical concepts of the interrelated fields of Adult Education and Vocational Education and Training respectively.
2. Recognise of the variety of programmes and structures that nowadays provide chances of lifelong learning as well as vocational education and training.
3. Take advantage of ICTs as basic tools for providing contemporary forms of education and training falling within the realm of this program’s interests.
4. Identify the education principles that can improve teaching effectiveness, as well as to compare the suitability of various teaching models for certain learning conditions (individual, group work, formal, non-formal).
5. Use both quantitative and qualitative research approaches for exploring various relevant research questions.
6. Realize the trends in the fields of Adult Education and the initial and continuing vocational education and training as results of broader trends in the field of European policy making and its national recontextualizations.

Semester 1

Semester 2

Semester 3