Abstract
Higher education (HE) systems in Europe have been identified as an essential element for promoting economic competitiveness since the Bologna Declaration in 1999. The aim of the Bologna Process was to expand access to educational opportunities, fostering participation in post-compulsory education by creat- ing the European Higher Education Area (EHEA). Inequalities in training because of geographic, ethnic or social origin, and inequalities in job oppor- tunities, salaries, and incomes are critical dimensions of social development in HE. The development of policies, including those concerning education, that extend access to opportunities is essential to prevent such exclusion becoming permanent. The Access4All project aims to promote the educational and social inclusion of underrepresented groups as well as of non-traditional learners.
In this chapter, the project’s main results are reviewed, with: (1) a brief over- view of inclusion policies and practices in European HE; (2) an operational definition of “good practice” and criteria for selecting examples of good practice for inclusion in HE; (3) a self-assessment tool enabling the char- acterization of institutional capacity for innovation and of inclusion policies and practices; and (4) a model for promoting strategic planning, focusing on inclusion in HE.
In this chapter, the project’s main results are reviewed, with: (1) a brief over- view of inclusion policies and practices in European HE; (2) an operational definition of “good practice” and criteria for selecting examples of good practice for inclusion in HE; (3) a self-assessment tool enabling the char- acterization of institutional capacity for innovation and of inclusion policies and practices; and (4) a model for promoting strategic planning, focusing on inclusion in HE.
| Original language | English |
|---|---|
| Title of host publication | Strategies for Facilitating Inclusive Campuses in Higher Education |
| Publication status | Published - 2019 |
| Externally published | Yes |