The Multiinclude online database provides 70 case studies on inclusive education providing readers an understanding of the: The narrative, origins and objectives of the initiative; The group(s) intended as beneficiaries; The political and socio-economic factors thatt enabled the initiative; The overall initiative design and the methods and tools used to reach the goals; How the project ensured its sustainability; Resources used in the initiative; The extent to which the initiative achieved its objectives.
Adopted by Ministers for Higher Education in 2020, the Principles and Guidelines (PAGs) set the course for the next decade of the EHEA for public authorities and higher education institutions to integrate these principles into the core higher education missions: learning and teaching, research, innovation, knowledge exchange and outreach, institutional governance and management, as well as in
the policies for empowering present and future students and higher education staff.
Many countries and higher education institutions have developed national and institutional strategies to promote the social dimension. Most universities showed that they had strategic measures in place in a report at the end of 2020. This report gathers a wide range of good practices in order that the next performance agreement period, 2022–2024, an even broader commitment is achieved, mirrored in the implementation of existing strategies, as well as an increase in the total number of institutional strategies, including in non-university institutions.
The Global Students’ Demands serve as the first steps to address the challenges of access to quality education, legislation, living conditions and building solidarity and cohesion faced by refugees and migrants. They were developed by a Cross continental group of students coming from Africa, North and South America, Asia-Pacific, Middle-East and Europe who represent student unions at different levels,
refugee-led projects and NGOs working in the sector of educational inclusion.
This project’s portfolio presents an in-depth reflection on the aims, strengths, weaknesses and outcomes of some TMF supported initiatives, particularly focusing on advocacy works and grassroots initiatives promoting social inclusion and solidarity. We hope that these experiences inspire more student movements around Europe to take action.
The charter easily visualises all recognised student rights related to the dimensions of: – governance and management; – academics and quality; -social, cultural and sports; -and equality and inclusion. It also shows the potential for student participation in all these spheres and lists the existing channels for exercising these rights. The aim of this digital deliverable is to increase students’ knowledge of their right to participate in the University, and to bring them closer to the structures and processes available for this purpose.
The data for this edition was collected by surveying the European Students’ Union’s national unions of students in the following areas: student participation in governance, the social dimension, quality assurance, recognition, mobility and internationalisation, structural reforms, student-centred learning and financing of higher education. The questionnaire also included general questions about the Bologna Process and its future. In total, between 37 to 40 NUSes from 40 EHEA countries responded to the questionnaire, from Norway to Malta and Iceland to Armenia.
This European Index of Student Participation, created by the STUPS project, aims to objectively, transparently and reliably measure and compare the potential for student participation offered by each higher education system in the European Union. The index makes use of indicators to categorise the situation of the item at the national level. To measure the potential of the item in each higher education system, a scale of ratios (%) is used to assess the weight of the student sector within the composition of the bodies. Other indicators are measured on a ordinal scale represented as a traffic light according to the following conditions: – The indicator is fulfilled to its full potential (green); – The indicator is only partially fulfilled (orange); – The indicator is not met (red)
In consideration of the 557 communication strategies identified in this study that were collectively used to negotiate meaning by the participants, it can be inferred that when teachers allow students who are learning a second language to work in small groups, students have more access to opportunities to practice speaking in the second
language they are trying to acquire which, again, could lead to potential language learning opportunities through comprehensible input and output to
clarify messages through communication strategies such as self-rephrasing and response:confirm.
For the elaboration of this tool, the best practices and innovative methodologies have been selected from all the contributions collected by the STUPS consortium through an international participatory process. These practices have been distributed over 10 sections to cover the main topics requested by the university community, around the dimensions of governance and management; academic and quality; social, cultural and sports; and equality and inclusion.This digital publication offers valuable resources for university managers and student organisations, with multiple visions and solutions to the problems and challenges facing student participation in the EHEA.