Indicators based on the principles of the 2020 Rome Communiqué.

Principle 1
Equality strategies

Most European countries have at least one strategy for equal access to higher education. However, not all strategies contain specific and measurable goals. Where there is a strategy, it is usually based on social dialogue with stakeholders. In 23 countries, quality agencies are required to monitor how universities promote equality – 15 countries do not have such a requirement.

Principle 2
Flexibility in higher education

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

Principle 3
Lifelong learning

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

Principle 4
Data

In 21 European countries, data is collected 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

Only some countries have legal requirements for providing psychological support. There is a need to guarantee the quality of these services. There are institutions with mediating functions, but the commitment is partial – Europe is “halfway” on this principle.

Principle 6
Funding

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

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
Interaction with the community

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

Principle 10
Policy dialogue

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