n debates on educational policy, often rather than actually understanding what is the meaning behind the policy itself the attention is on how well the set regulations are implemented. Instead of understanding how schools are coping with all the, often contradictory, policy demands, immediate results and following orders is expected. (Ball, et al, 2012) To educate proactive and responsible critical-democratic citizens first educational leaders and teachers themselves should understand how policy is developed. The understanding that, next to home, school is a very important development environment for active citizens, and that this gives educators the responsibility to lead the students towards their opportunities and obligations as citizens. It is known that unfortunately not always does pure knowledge lead to higher participation, sometimes the association is even negative (Toots, 2013). Tallinn Univeristy´s EDIC+ modul aims to create opportunities for understanding, analysing and assessing the impact of the context and trends of the educational policy of the European Union on local educational system as well as assessing the impact of educational policy on a specific educational institution. It is important for the students to understand their own role and opportunities as leaders for shaping and implementing educational policy at different levels of the educational system. Based on the initial feedback from the students after the first try-ou this fall we will improve the module. Intensive Programme, II session in Tallinn/Helsinki (May 2018) From every university three MA or PhD level students participate in IP programme. There are three principles on which the IP programme is build on. First, based on the theory on adult learning key principles like active involvement of participants awakening prior knowledge and experience, dynamics between theory and practice, continuous reflection and feedback are taken into consideration. Second, students are actively involved in course design, they are asked to analyze the content and the format of the lectures, give feedback on how the module meets their needs and expectations. Third, as a one of the key focuses of the whole project is intercultural understanding, then next to testing the modules the IP programme also features many cultural activities from panel discussion on the question of Russian youth in Estonia, to Estonian folk dance lessons, from visiting Helsinki teacher training school to visiting museum of Finnish educational history. A global citizenship means you respect your own and others´ roots and background. In the paper we will evaluate the IP.

Ball, S., Maguire, M., Braun, A. (2012). Doing enactment research. In How schools do policy: Policy enactments in secondary schools. New York: Routledge. Toots, A. (2013). 5 Motivated by Education or Encouraged by Opportunities?. Education for civic and political participation: A critical approach, 92, 99. Goodson, Ivor (2013). Bridging the gap between young people’s civic selves and theoretical positions on democratic citizenship education. Curriculum and Teaching Goodson, I. (2012). Times of educational change: towards an understanding of patterns of historical and cultural refraction. Stephen Ball, Meg Maguire, Ivor Goodson. Education, Capitalism and the Global Crisis (x−x). New York, USA: Routledge.