{"id":2432,"date":"2025-08-07T07:09:46","date_gmt":"2025-08-07T07:09:46","guid":{"rendered":"https:\/\/project-start.org\/?page_id=2432"},"modified":"2026-03-20T09:44:31","modified_gmt":"2026-03-20T09:44:31","slug":"research","status":"publish","type":"page","link":"https:\/\/project-start.org\/?page_id=2432&lang=en","title":{"rendered":"Research"},"content":{"rendered":"\t\t
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Research<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Social inclusion, tolerance, acceptance and realisation for all students<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u2022 Project Activities<\/a><\/p>

\u2022 Expected results<\/a><\/p>

\u2022 Project Impact<\/a><\/p>

\u2022 Sustainability and continuation<\/a><\/p>

\u2022 Partnership and collaboration<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tEnsuring the Social Dimension of Romanian higher education for students with disabilities and foreign\/immigrant students: an exploratory study\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.<\/p>

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 Communiqu\u00e9) 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.<\/p>

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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFocus group discussions on the quality assurance of the training of students from vulnerable groups and on microcredentials\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The report \u201cFocus group discussions on the quality assurance of the training of students from vulnerable groups and on microcredentials\u201d 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 \u2013 students with disabilities and migrant students \u2013 as well as the opportunities for introducing microcredentials in the Bulgarian higher education system.<\/p>

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.<\/p>

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 Communiqu\u00e9) 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.<\/p>

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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPolicy recommendations related to the validation of prior learning\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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 \u2013 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.<\/p>

The report formulates concrete policy guidelines for improving validation processes \u2013 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.<\/p>

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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPublic Policy Recommendations on Microcertification in Higher Education\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.<\/p>

The report analyses good practices and national legislative initiatives in different Member States \u2013 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.<\/p>

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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPolicy recommendations for recognizing prior learning\u200b\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The document provides policy recommendations for the recognition and validation of prior learning (RPL\/VPL) in higher education. It emphasizes the importance of recognizing knowledge and skills acquired outside formal education\u2014through professional experience, volunteering, or self-directed learning\u2014as a key tool for promoting lifelong learning and improving access to education and employment.<\/p>

The report outlines key European frameworks and presents recommendations at three levels: European, national, and institutional. Core proposals include establishing clear assessment standards, integrating RPL into credit systems (ECTS), developing supportive legislation, using diverse assessment methods, and strengthening collaboration between educational institutions and employers.<\/p>

The overall aim is to create a more flexible, inclusive, and effective education system that values learners\u2019 real competences and supports their personal and professional development.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRecognition of prior learning best practices in the European area and a validation methodology\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This document, prepared within the START project for the social inclusion and realization of all students, represents a research of existing good practices and the elaboration of a methodology for the recognition of prior learning (PL) in the European area, examining in detail the process by which higher education institutions validate knowledge and skills acquired through work, volunteering, or informal learning while highlighting the benefits for students in the form of academic credits, accelerated progression, or access to programs without standard qualifications. The analysis covers established systems in countries such as France, the Netherlands, and the Scandinavian states, while noting that in countries like Romania, the application of these mechanisms in higher education is still limited and rather theoretical, with special attention paid to developing an inclusive methodology for vulnerable groups, including migrants and students with disabilities, through the use of competence portfolios, adapted exams, mentoring, and micro-certification, aiming to ensure equal access and better integration into the academic and professional environment.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCONDUCTING A SURVEY Amongst the Higher Education Institutions for Identifying Working Possibilities for Validation of Prior Learning\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This document presents the results of a survey conducted between September and October 2025 as part of the START project, aimed at assessing the readiness and mechanisms of higher education institutions in Bulgaria for the validation of prior learning and the introduction of micro-credentials. The report synthesizes the views of 81 respondents from the academic sector, highlighting the need for a clear regulatory framework at the systemic level and the integration of validation processes into quality assurance systems to guarantee transparency and fairness. The findings emphasize the dual role of validation as both a certification tool for awarding ECTS credits and a developmental tool for creating tailor-made learning pathways, thereby facilitating social inclusion and the adaptability of the educational system to labor market demands.<\/p><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\u0420\u0410\u0417\u0420\u0410\u0411\u041e\u0422\u0412\u0410\u041d\u0415 \u0418 \u0422\u0415\u0421\u0422\u0412\u0410\u041d\u0415 \u041d\u0410 \u041f\u0418\u041b\u041e\u0422\u041d\u0418 \u041c\u0415\u0425\u0410\u041d\u0418\u0417\u041c\u0418 \u0417\u0410: \u0418\u043d\u0442\u0435\u0433\u0440\u0438\u0440\u0430\u043d\u0435 \u043d\u0430 \u043c\u0438\u043a\u0440\u043e\u043a\u0440\u0435\u0434\u0438\u0442\u0438 \u0432\u044a\u0432 \u0432\u0438\u0441\u0448\u0435\u0442\u043e \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435, \u0412\u0430\u043b\u0438\u0434\u0438\u0440\u0430\u043d\u0435 \u043d\u0430 \u043f\u0440\u0435\u0434\u0438\u0448\u043d\u043e \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435 \u0438 \u0441\u043e\u0446\u0438\u0430\u043b\u043d\u043e \u0432\u043a\u043b\u044e\u0447\u0432\u0430\u043d\u0435\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This document outlines the development and testing of pilot mechanisms for integrating micro-credentials and validating prior learning in higher education, focusing on the social inclusion of migrants and people with disabilities in Bulgaria. It analyzes the practical steps for implementing these tools, presents results from pilot testing, and proposes strategies for transnational cooperation within European university alliances. The report emphasizes the need for flexible learning pathways that respond to labor market dynamics while providing concrete recommendations to ensure the sustainability and international compatibility of the developed mechanisms.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tModel of a Register of Validation of Prior Learning Model of a Register of Trusted Providers of Microqualifications Prototype of a Catalogue of Micro-Qualifications (Short Courses)\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This document presents the conceptual models and functional structure of two electronic registers and a catalogue prototype developed under the START project to support transparency and trust in the higher education system. These include a Register for Validation of Prior Learning, a Register of Trusted Micro-credential Providers, and a Catalogue of Short Courses, detailing the automated and manual data verification processes, record statuses, and access levels for learners, administrators, and organizations. The primary objective of these digital tools is to provide a reliable database for tracking acquired competencies and to facilitate the recognition of micro-credentials in alignment with European standards.<\/p>

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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPreparation of an educational policy document for social inclusion\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This document outlines guidelines for preparing an educational policy for social inclusion within the context of increasing student mobility and diversity in academic communities, focusing on overcoming barriers faced by international students and students with disabilities. It analyzes challenges such as linguistic, cultural, and economic obstacles, as well as physical and technological difficulties that limit equal access to quality education. The report proposes strategic measures for institutional support, adaptation of the learning environment, and the promotion of tolerance, aiming to transform universities into more inclusive spaces that guarantee academic success and full social integration for all student groups.<\/p>

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Research Social inclusion, tolerance, acceptance and realisation for all students \u2022 Project Activities \u2022 Expected results \u2022 Project Impact \u2022 Sustainability and continuation \u2022 Partnership and collaboration Feedback Download in PDF 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 […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-2432","page","type-page","status-publish","hentry"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/project-start.org\/index.php?rest_route=\/wp\/v2\/pages\/2432","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/project-start.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/project-start.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/project-start.org\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/project-start.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2432"}],"version-history":[{"count":49,"href":"https:\/\/project-start.org\/index.php?rest_route=\/wp\/v2\/pages\/2432\/revisions"}],"predecessor-version":[{"id":2960,"href":"https:\/\/project-start.org\/index.php?rest_route=\/wp\/v2\/pages\/2432\/revisions\/2960"}],"wp:attachment":[{"href":"https:\/\/project-start.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2432"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}