Indicators based on the principles of the 2020 Rome Communiqué.

Principle 1:
Equity Strategies

Most European countries have at least one strategy for equal access to higher education. However, not all strategies contain specific and measurable objectives. Where a strategy exists, it is usually based on social dialogue with stakeholders. In 23 countries, quality agencies are required to monitor how universities promote equality - in 15 countries, there is no such requirement.​

Principle 2
Flexibility in higher education

Flexible forms of learning such as distance, blended and part-time education are not fully guaranteed in all countries. The recognition of non-formal and informal learning is not yet widely accepted and regulated. National legislation does not yet provide for full flexibility, nor does it mandate quality assurance agencies to monitor it.

Principle 3:
Lifelong learning

There are beginnings of coordination between different educational levels with a focus on equality. The involvement of stakeholders from other policies (e.g. employment, social activities) remains limited. Despite some good practices, progress remains unsatisfactory in most countries.

Principle 4:
Data

21 European countries collect data on at least 3 out of 4 key criteria, which is above the average for the other principles. The data includes student characteristics beyond gender and age, as well as information on vulnerable and underrepresented groups. Some of the systems participate in the Eurostudent benchmarking.

Principle 5:
Guidance and psychological support

Само част от страните имат законови изисквания за предоставяне на психологическа подкрепа. Има нужда от гарантиране на качеството на тези услуги. Съществуват институции с медиаторски функции, но ангажиментът е частичен – Европа е на „половината път“ по този принцип.

Principle 6:
Financing

No country fully meets the criteria for funding related to access and participation. Support through scholarships and social benefits is diverse and uneven. There is a significant need for progress in this regard.

Principle 7:
Staff training and institutional mission

A small number of countries require or recommend equality training. Financial and non-financial support from public authorities is limited. The topic of equality is rarely part of quality assurance procedures.

Principle 8:
Mobility

Only a few countries have mobility policies with a focus on vulnerable groups. Support for students during mobility (accommodation, food, mentoring) is not widespread enough. Most countries do not meet more than 2 criteria.

Principle 9:
Community Engagement

Most countries do not support higher education institutions in community-based inclusion activities. There are no requirements for assessment agencies to monitor this type of activity. The potential for development in this area remains untapped.

Principle 10: Policy dialogue

In a small number of countries, there are specialized forums for dialogue on the implementation of the principles of the social dimension. In other countries, the topic is discussed in more general forums without a focus on the social dimension.