Research

Social inclusion, tolerance, acceptance and realisation for all students

Ensuring the Social Dimension of Romanian higher education for students with disabilities and foreign/immigrant students: an exploratory study

The report presents the results of a qualitative study aimed at identifying indicators and good practices for the social inclusion of students with disabilities and foreign/immigrant students in higher education in Romania. The study was carried out through focus groups with experts and representatives of both target groups, and analyzed perceptions of success, barriers and mechanisms for overcoming them within four key stages: access, admission, retention and graduation.

The main conclusions highlight the need for institutional strategies and structured indicators for assessing the social dimension, consistent with both European principles (e.g. the Rome Communiqué) and the specific context of the Romanian education system. The report presents recommendations for indicators aimed at both students and academic staff, including on infrastructure, support services, pedagogical approaches, monitoring and interaction with external institutions.

The study contributes to the creation of a toolkit for systematic and sustainable assessment of progress in ensuring an inclusive academic environment, in line with the goals of the START project and the principles of equality, diversity and non-discrimination.

Focus group discussions on the quality assurance of the training of students from vulnerable groups and on microcredentials

The report “Focus group discussions on the quality assurance of the training of students from vulnerable groups and on microcredentials” presents the results of a series of focus group discussions and research conducted by Bulgarian and Romanian teams within the START project. The study explores the social inclusion of two vulnerable groups in higher education – students with disabilities and migrant students – as well as the opportunities for introducing microcredentials in the Bulgarian higher education system.

The main findings highlight the need to improve access to higher education, adapt learning environments and teaching methods, and develop policies supporting equal opportunities. The report proposes specific indicators for assessing the social dimension of higher education and identifies key challenges related to integration, funding, and institutional coordination.

Policy recommendations related to the validation of prior learning

The paper presents policy recommendations related to the validation of prior learning in higher education systems. It analyses the role of validation as a key tool for widening access, promoting lifelong learning and supporting learners who acquire knowledge and skills outside the formal education system – through work, volunteering, independent learning or professional experience. The text outlines the main elements of European validation policy, including the EQF, the EU Council recommendations and transparency and mobility initiatives.

The report formulates concrete policy guidelines for improving validation processes – from the development of clear standards and the application of diverse assessment methods, to the wider involvement of stakeholders such as employers, training institutions and industry. Special attention is paid to the accessibility of the processes for non-traditional and vulnerable groups of learners, as well as the need for training of teachers and assessors. Recommendations for data collection, monitoring and inter-institutional cooperation are also presented.

Finally, the document also offers national-level recommendations and guidelines for higher education institutions, which emphasize the need for robust recognition frameworks, integration of validation into credit systems, development of standardized tools and partnerships with industry. This material serves as a strategic reference for public institutions and universities that wish to modernize education policies, support diverse learning pathways and increase the relevance of education to the needs of the labor market.

Public Policy Recommendations on Microcertification in Higher Education

The document presents key public policies and recommendations related to the development and implementation of microcredit in higher education. It examines the European policy framework outlined by the 2022 EU Council Recommendation on a European approach to microcredit, as well as the results of preliminary consultations and pilot initiatives by the European Commission. The focus is on the role of microcredit as a tool for lifelong learning, increasing employability and creating more flexible, personalised and accessible learning pathways.

The report analyses good practices and national legislative initiatives in different Member States – including Estonia, Slovakia, the Czech Republic, Spain and Greece. In these systems, microcredit is gradually being integrated into national qualification frameworks, given clear definitions, quality requirements, volume of training and transparent recognition mechanisms. The document proposes structured policy measures, such as the establishment of common standards and definitions, integration into existing credit systems, active involvement of employers and industry organisations, and the development of a digital infrastructure (e.g. through Europass) for the secure issuance and sharing of microcredits.

Finally, the document formulates detailed recommendations for national authorities and higher education institutions on the inclusion of microcredits in NQFs, the introduction of transparent and standardised descriptions of learning outcomes, support for the recognition of prior learning and the promotion of the accumulation of microcredits towards higher qualifications. It notes the need for a high level of trust, quality and cooperation between institutions and employers in order to make microcredits a sustainable and effective tool for the modernisation of higher education and active participation in lifelong learning.