Project START
Social inclusion, tolerance, acceptance and realization for all students
Social inclusion in higher education is one of the main pillars of the Bologna Process and as such it was given special attention in the 2020 Rome Communiqué. In fact, it is the mission of universities, which permeates all other activities and proves to be a key starting point for the development of various institutional strategies and policies.
The social dimension is also an important, albeit still underestimated, factor in the formation of national policy. Guided by the definition of the social dimension given in the London Communiqué (2007), which was supplemented and further developed in Annex II to the Rome Communiqué (2020), the legislative framework should ensure an inclusive environment for all segments of society, as well as equal access and conditions for personal development for everyone wishing to study in the higher education system. Of course, this is not enough for the successful implementation of policies and therefore it is extremely important to implement adequate mechanisms and tools to turn theory into successful practice. In particular, for the social dimension, there is an urgent need to raise awareness and promote accountability not only among academic circles, but also in society as a whole, given the regional importance and contribution of higher education institutions to economic development and progress.
The current project is focused not only on preparing concrete proposals for policies, instruments and legislative changes, but also on ensuring the necessary level of understanding that will facilitate the transition to more open and inclusive academic communities. The necessary training and information campaigns will be organized for the correct understanding and implementation of the regulatory documents, as well as for increasing the level of personal competence of the academic and administrative staff.
For the purposes of this project, support for the social dimension is considered in three directions:
Quality assurance
It should be noted that reliable indicators for assessing the environment regarding non-traditional learners have not been developed and implemented, therefore there is no reliable database and policies based on them cannot be developed. Given the current political situation, the emphasis will be on migrants, as well as on students with disabilities.
Legislative framework
The main goal is to focus on learning outcomes. This requires changes in the regulatory documents regarding the use of the credit transfer and accumulation system and the introduction of validation and microcredits in the practice of higher education. These activities will naturally lead to a review of the National Qualifications Framework in its higher education section and an opinion will be expressed on the need for its updating.
Inclusive academic environment
This is the most important part, which is directly related to the correct understanding and implementation of the indicators and documents developed within the project. Therefore, there will be special trainings that will not only present the updates, but also ensure the acquisition of the necessary skills and competencies.
In this way, the project will contribute to specific priority areas and challenges identified in the Rome Communiqué, namely: the social dimension and the implementation of key Bologna commitments. All these issues will also be discussed from the perspective of European universities and specific activities are foreseen to ensure fuller transnational cooperation.
PROJECT ACTIVITIES
The project will contribute to specific priority areas and challenges identified in the Rome Communiqué, namely: the social dimension and the implementation of key Bologna commitments. All these issues will also be discussed from the perspective of European universities and specific activities are foreseen to ensure fuller transnational cooperation.
Development of indicators for assessing the quality of higher education
•access for students from vulnerable groups, with a focus on migrants (and students with disabilities) in the context of social inclusion •quality of the learning process for students from vulnerable groups, with a focus on migrants (and students with disabilities), including e-learning •microcredits
Legislative changes regarding the use of the credit accumulation and transfer system and the introduction of validation and microcredits in higher education practice
Analysis of the National Qualifications Framework in the higher education section and preparation of relevant recommendations
Developing and testing pilot mechanisms for validating prior learning and integrating microcredits into the higher education system.
Training of quality assurance experts and university staff
Development of registers and catalogues
• Register of Trusted Microcredit Providers • Catalogue of Microcredits (Short Courses) • Register for Validation of Prior Learning
Preparation of Guidelines and Policy (recommendations) for social inclusion of all students, especially those from vulnerable groups
EXPECTED RESULTS
Indicators for measuring the quality of the academic environment
Developed and implemented indicators to measure the quality of the academic environment in relation to students from vulnerable groups (with a focus on migrants and students with disabilities).
Guidelines and recommendations
Prepared guidelines and (policy) recommendations on the use of the credit transfer and accumulation system, the qualifications framework and the introduction of validation and microcredits in higher education practice.
Pilot mechanisms developed and tested
Developed and tested pilot mechanisms for validation of prior learning and integration of microcredits into the higher education system, including a catalog and registry for microcredits and validation of prior learning.
A more active and inclusive academic environment
A more active and inclusive academic environment, with a clear commitment to the personal and professional development of students and oriented towards regional contribution and economic growth.
PROJECT IMPACT
The START project will provide opportunities to enhance the quality and attractiveness of the European Higher Education Area (EHEA) and improve its international dimension and level of inclusion, as required by the Rome Communiqué. The project will also propose a mechanism to ensure appropriate conditions for inclusion, adaptation, successful learning and completion of higher education for students from the Bulgarian historical diaspora, as well as foreign students, but also for other students facing psychological, cultural or other similar challenges during their studies. Another priority is focused on the validation process as a means of ensuring full personal and professional fulfillment, as well as providing better opportunities for full inclusion of every member of society.
Since the project will institutionalize specific indicators related to students from vulnerable groups (including students with disabilities), it will not only improve the conditions for access to higher education for these students, but will also improve learning outcomes, leading to a permanent change in perceptions of students from vulnerable groups. Regarding students with disabilities, the goal is to improve their personal and professional realization as people with equal life chances as other students.
Public awareness will be raised about the need to address the specific needs of students from vulnerable groups as a long-term social goal.
All these activities are directly linked to the following priorities of the Rome Communiqué:
The dissemination of the project results will be ensured through the organization of events (conference, information events, publication of materials, reports and photos, press releases, other formal and informal means of information exchange), preparation and publication of the survey, which will be published in English and in the official languages of the partner countries. The results and findings, as well as the guidelines and policy document (recommendations) will be disseminated to the target groups and published on the project website and on the websites of the project partners. With the support of the Bologna expert, the project results will be well disseminated within ENQA, EQAR, EURASHE, European University Alliances, etc.
The project results will be integrated by incorporating best practices into national higher education policies.
DURABILITY AND SUSTAINABILITY
The project results will positively influence national legislation and incentives regarding validation and social inclusion. The list of accreditation criteria will be improved, which is an important tool for developing higher education policies. This will ensure the sustainability of the achieved results, as well as a continuous effort to improve the quality of higher education.
On the other hand, the indicators edition, which is to be published and disseminated together with the provision of training for quality assurance experts and academic staff, will encourage teachers to use their new knowledge and skills in their daily work, reflecting in more engaging teaching and learning, modernisation of curricula, entrepreneurship and innovation and better employability of students with disabilities. The aim is to increase the level of understanding, together with the correct implementation of legislation and policies.
The results of the project will positively influence the development of higher education policies. This will ensure the sustainability of the achieved results, as well as a continuous effort to improve the quality of higher education. The results will enable everyone to receive an education that promotes and develops to the highest degree their abilities and personal qualities.
PARTNERSHIP AND COLLABORATION
The consortium implementing the project includes 4 institutions and 5 Bologna experts:
The Ministry of Education and Science of Bulgaria, the National Agency for Evaluation and Accreditation of Bulgaria (NAEA), the Romanian Agency for Quality Assurance in Higher Education (ARACIS), the Bulgarian Council on Refugees and Migrants (BCRM), as well as five Bologna experts.
Ministry of Education and Science (Bulgaria)
The Ministry of Education and Science (MES) is a Bulgarian state institution that manages and supervises educational, cultural and educational institutions in the country.
National Agency for Evaluation and Accreditation (Bulgaria)
The National Agency for Evaluation and Accreditation (NAEA) is a body under the Council of Ministers of the Republic of Bulgaria that controls the activities of higher education institutions and scientific organizations.
Agency for Quality Assurance in Higher Education (Romania)
Bulgarian Council for Refugees and Migrants
The Bulgarian Council onRefugees and Migrants (BCRM) was established in 2005 by the Bulgarian Red Cross, the Bulgarian Helsinki Committee and Caritas Bulgaria as a platform for their activities on issues of refugee and migration policy, protection and integration of refugees and migrants.