Social dimension of higher education

Social inclusion, tolerance, acceptance and realisation for all students

European policies for social inclusion in higher education

Paris Declaration – 2015

Promotes citizenship, freedom, tolerance and non-discrimination through education

Bologna Process Commitments

Emphasizing the importance of the social dimension of higher education

Rome Communiqué – 2020 (Annex II)

Най-изчерпателният документ за политики по приобщаване

Ten basic principles for an inclusive higher education system

Social Dimension Strategies
Flexibility in Learning Pathways
Lifelong Learning
Data Collection and Analysis
Guidance and Counseling
Equitable Funding Mechanisms
Staff Training and
Institutional Mission
Inclusive Student Mobility
Community Engagement
Policy Dialogue and Cooperation

What are these principles?

These 10 principles are part of the Rome Communiqué (2020) and offer a basis for creating policies that promote equal access, participation and success for all students in higher education. They are not mandatory, but rather recommended guidelines for countries to adapt to their own context.

Какво е „социално измерение“?

The social dimension of higher education refers to efforts to ensure that students from all social backgrounds, including vulnerable groups (e.g. migrants and people with disabilities), have equal opportunities to participate, complete and succeed in the higher education system.

Insights from key initiatives

Towards Equity and Inclusion (Eurydice, 2022)

Implementation of the 10 principles of the Rome Communiqué (2020)

Almost all countries have an inclusion strategy, but few contain measurable targets
Flexibility (e.g. distance learning, recognition of non-formal learning) is partially implemented
Data on vulnerable groups is collected in 21 countries
Funding is limited – no country covers all criteria
Staff training and inclusive mobility remain challenges
Very few countries assess community engagement or have a policy forum

U-Multirank (2022): Guidelines for social indicators

7 Principles for building indicators

Covering all stages: access → admission → progress → success
Indicators for access to vulnerable/underrepresented groups
Staff training on DEI (diversity, equity, inclusion)
Comparison with reference groups (region, universities with similar profile)
Regular evaluation and improvement policies
Indicators for access to funding (fees, dormitory, food, etc.)
Various services: mobility, psychological support, adapted infrastructure

INVITED Project (EUA, 2019)

Supporting universities in implementing equality, inclusion and diversity strategies

Analysis of 159 universities in 36 countries
Distinction between equality, equity, diversity and inclusion
Measures are aimed at students: promoting access, retention, support, and staff: training, sensitivity, anti-discrimination policies
Most important success factors: leadership support, inclusion of target groups, financial resources, collection and use of data on criteria such as gender, disability, migration background, etc.

The social dimension in higher education in Europe

Beneficiary categories (main criterion)

Indicators should differentiate between specific groups, e.g. students with disabilities and migrant backgrounds, as needs and measures often differ.

Reflected value (equality, fairness, inclusion, diversity)

Many indicators reflect more than one value at the same time. This criterion has low potential for differentiation and is secondary.

Source of indicators

Top-down: derived from European documents (e.g. Paris Declaration, Rome Communiqué)
Bottom-up: based on institutional practices (e.g. good practices from universities) Also a secondary criterion, as they often overlap.

Direct and indirect measures (main criterion)

Direct measures – aimed at students (e.g. access to buildings, financial support)
Indirect measures – aimed at staff or institutional policies (e.g. training in inclusive teaching)

Stage of the educational process

Outreach, admission, participation, graduation/post-graduation
Each stage has its own specific measures and indicators

Implementation level (meta-measures)

A distinction is made between:
Main measures – direct actions for inclusion
Meta-measures – policies to assess and improve the social dimension