In the period 10-13 June 2024, a forum of the International Network of Quality Assessment Agencies in Higher Education (INQAAHE) was held in Bucharest, Romania. In connection with the implementation of the tasks of the START project (Social Inclusion, Tolerance, Acceptance and Realization for all sTudents), in which the NEAA is a partner, Prof. Dr. Siika Chavdarova-Kostova – Chair of the Standing Committee on Pedagogical Sciences and Social Activities at the NEAA and Mr. Diana Kurulenko – Junior Expert in the Specialized Administration of the NEAA, held a round table in accordance with the format set by INQAAHE on the topic “Incorporating social inclusion criteria in the European Standards and Guidelines for Quality Assessment in Higher Education (ESG)”.
Representatives of accreditation agencies and universities from Spain, Costa Rica, Chile, Germany, the United Kingdom of Great Britain and Northern Ireland, Sweden, Japan, and Romania participated in the discussion.
At the beginning of the session, the START project and an introduction to the issue of social inclusion of vulnerable groups in higher education were briefly presented. The specificity of social inclusion as a component of the social dimension of education, one of the leading focuses in the issue of contemporary higher education, was emphasized.
As a first step in this direction, it was indicated that providing access for representatives of vulnerable groups to higher education, which opens up opportunities for professional and personal development for them.
The participants were randomly divided into three groups. The round table was held in three parts, with questions related to the goals of the START project being asked at the beginning of each part, followed by time for discussion in the groups. After the group discussion, each group presented its answers and reflections on the questions. After the third question, a general discussion was held among all participants on the need to include social inclusion criteria within the framework of international standards and recommendations for accreditation of higher education.
One of the main issues was related to the definition of the term “vulnerable groups”. Despite the cultural and national diversity of the participants, almost identical vulnerable groups were identified: people with disabilities, people with low socio-economic status, migrants/refugees, people from less developed geographical regions and societies (e.g. rural areas, urban outskirts), people from families without higher education.
For each of these groups, key challenges were identified regarding their inclusion in the higher education system, e.g.:
– for migrants – language needs regarding mastering the local language, more information on access to higher education, cultural adaptation, financial support;
– for refugees – the importance of having an established status according to international and national legislation plus that indicated for migrants;
– for those living in rural and remote areas – access to the necessary information on higher education is of great importance;
– for those coming from families with low socio-economic status and low incomes – financial assistance;
– for people with disabilities – they need specific support depending on the disability;
– for families – later entry into the higher education system due to family commitments;
– for people from the suburbs – ensuring access and various facilities related to higher education;
– for minorities – the need to improve their qualifications;
– for underrepresented groups in higher education – providing opportunities for prior education so that they can then continue in higher education, for example scholarships.
Regarding existing policies and practices for social inclusion in higher education systems, the following were highlighted:
– Language courses;
– Infrastructure for physical accessibility for people with disabilities;
– Administrative assistance in application/admission;
– Material assistance/grants/scholarships;
– Psychological assistance;
– Provision of transport;
– Free education for all students, etc.
In some of the participating countries (Germany, Costa Rica, Chile, etc.), universities are obliged to ensure access and social inclusion, either through state policy or through university accreditation criteria.
During the discussion on the last issue, some participants shared the opinion that at the moment there is no need to include additional criteria in the European Standards and Recommendations (ESG) due to their current functioning. There was no consensus among all participants on the need to institute universal criteria for social inclusion. However, all confirmed the need to implement specific policies regarding educational inclusion in the higher education system, which also has its effects on the social inclusion of a variety of vulnerable groups.
