Environmental and Regional Policy of the EU - BMEGT42M105

To present the role and history, main elements and changing set of tools as well as present practices and principles of the environmental and regional policy of the European Union.

1. The student knows the concept of environmental and regional policy, its theoretical background and its complex relationship with other policies;
2. knows the overall history and current situation of environmental and regional policy in the European Union;
3. knows the basic principles of environmental and regional policy (concentration, partnership, programming, additionality, subsidiarity), the characteristics of their development;
4. knows the instruments and institutional system of regional policy in the European Union;
5. knows the attitude of the population and its changes in relation to regional politics;
6. knows the types of regions and their characteristics;
7. knows the main features and changes of the NUTS system.

1. The student is able to see the environmental and regional political connections of EU co-financed projects;
2. is able to effectively participate in the management of such projects, in an interdisciplinary team, in cooperation with other professionals;
3. is able to analyze the compatibility of certain programs and projects with the basic principles of environmental and regional policy;
4. is able to independently draw new conclusions, apply original ideas and solution methods, using demanding analysis methods.

1. The student cooperates with the instructor and fellow students during the expansion of knowledge;
2. expands their knowledge through continuous knowledge acquisition, monitors the development of environmental and regional policy;
3. through their environmental and regional political knowledge, pays attention to wider social, sectoral, regional, national and European values in their work (including social, social and ecological, sustainability aspects);
4. strives to understand complex systems;

1. The student is able to evaluate the projects independently;
2. accepts well-founded critical comments with an open mind;
3. uses the systematic thinking in their approach to arising problems;
4. through their knowledge of the EU's regional and environmental policy, demonstrates a proactive and responsible attitude in social and public affairs related to them.

Achieving the objectives in the framework of lectures. In addition, students independently complete their practical assignment, in which they present, analyze and evaluate the environmental and regional policy of a country of their choice.

• Kengyel Ákos (szerk.): Az Európai Unió közös politikái. Akadémiai Kiadó, Budapest. 2010. (IX. fejezet. Környezetpolitika).
• Az EU VII. Környezetvédelmi Cselekvési Programja (2013-2020). /”Jólét bolygónk felélése nél-kül”/. ec.europa.eu/environment/newprg/index.htm
• Illés Iván: Regionális gazdaságtan. Területfejlesztés. Typotex Kiadó, Budapest. 2008 (3., 4. feje-zet)
• Rechnitzer János, Smahó Melinda: Területi politika. Akadémiai Kiadó, Budapest. 2011 (III. rész)
• Hey, C. (2007) III. EU Environmental Policies: A short history of the policy strategies. EU Environmental Policy Handbook. [EU Commission - Working Document] online: http://aei.pitt.edu/98675/
• Ijjas, I. (2016) Good Practices for Integrated Water Resources Management in EU and Hungary, Hungarian Journal of Hydrology Vol. 96. No. 3. 2016
• Wallerstein, I. M. (2004). World-systems analysis: An introduction. Durham: Duke University Press.

The two pillars of the evaluation of learning outcomes set out in point 2.2 are: 1. summative assessment for evaluating the competencies acquired during the semester (two mid-term exams); 2. a practical task to be completed within the framework defined by the instructor.

Detailed description of performance evaluations during the study period: 1. Summative assessment: a complex, written evaluation of the knowledge and ability-type competence elements of the subject in the form of a mid-term exam. The mid-term exam focuses on the assessment of the acquired knowledge and its application, so in addition to the precise knowledge of the concepts, it focuses on problem recognition and solutions. The course material on which the evaluation is based is determined by the lecturer of the subject. 2. Formative assessment (practical task): a complex evaluation method for the subject's knowledge, ability, attitude, and independence and responsibility competence elements, which takes the form of a practical task created in groups, the content, requirements, submission deadline and evaluation method of which are determined by the instructor.

• 1st summative assessment: 25
• 2nd summative assessment: 25
• formative assessments (practical task): 50
• total: 100

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1) Pursuant to the current CoS, each summative assessment can be retaken, repeated or completed late. 2) The summative assessments can be retaken, repeated or completed late for the first time during the late completion period free of charge. In the event of a retake, the new result always overwrites the old one. 3) If the student is unable to obtain a grade other than 'Fail' even with the retake, repeat and late completion possibilities according to point 1), they may make a second attempt to successfully complete the course after paying the fee specified in the regulations. 4) Due to the nature of the formative assessment, it cannot be retaken, repeated or completed late.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 06.05.2024.

In order to achieve the learning outcomes set out in part 2.2. of this document, the subject consists of the following thematic blocks. In the bridge buses of the courses announced in each semester, these topics are scheduled according to the calendar and other features.