Presentation of the START project during the 2024 INQAAHE Forum

During the 2024 International Network for Quality Assurance Agencies in Higher Education (INQAAHE) forum, held between the 10th and 13th of April 2024 in the city of Bucharest, Romania, in relation to the implementation of tasks under the START project, in which NEAA is a partner, Prof. Siika Chavdarova-Kostova and Junior Expert Dyani Kurulenko conducted a roundtable mdiscussion in accordance with the format set by INQAAHE on the topic "Incorporating Social Inclusion Criteria into the European Standards and Guidelines for Quality Assurance in Higher Education (ESG).

The discussion was attended by representatives of accreditation agencies and universities from Spain, Costa Rica, Chile, Germany, the United Kingdom of Great Britain and Northern Ireland, Sweden, Japan, and Romania.
At the beginning of the session, a brief overview of the START project was presented, along with an introduction to the issue of social inclusion of vulnerable groups in higher education. The specificity of social inclusion as a component of the social dimension of education—one of the leading focal points in the discourse on contemporary higher education—was highlighted.
As a first step in this direction, ensuring access to higher education for representatives of vulnerable groups was identified, as it opens up opportunities for their professional and personal development.

This was followed by a description of the roundtable format.
The participants were randomly divided into three groups. The roundtable took place in three parts, with each part beginning with questions related to the issues addressed by the START project, followed by time allotted for group discussion. After the group discussions, each group presented their answers and reflections on the questions. After the third question, a general discussion was held among all participants regarding the need to incorporate social inclusion criteria within the framework of international standards and guidelines for higher education accreditation.
One of the key questions concerned the definition of the term "vulnerable groups." Despite the cultural and national diversity of the participants, nearly identical vulnerable groups were identified: persons with disabilities, individuals of low socio-economic status, migrants/refugees, people from less developed geographic regions and communities (e.g., rural areas, urban outskirts), and individuals from families with no higher education background.
For each of these groups, the main challenges regarding their inclusion in the higher education system were outlined, such as:

- For migrants – language needs related to acquiring proficiency in the local language, more information on access to higher education, cultural adaptation, and financial support;

- For refugees – the importance of having a recognized status under international and national legislation, in addition to the needs outlined for migrants;

- For those living in rural and remote areas – access to relevant information about higher education is of significant importance;

- For individuals from families with low socio-economic status and low income – financial assistance is crucial;

- For persons with disabilities – specific support is required, depending on the nature of the disability;

- For individuals with family responsibilities – delayed entry into the higher education system due to their familial obligations;

- For people from suburban areas – ensuring access and providing various facilitations related to higher education;

- For minorities – there is a need to enhance their qualifications;

- For underrepresented groups in higher education – provision of opportunities for preparatory education so they can later progress into higher education, for example, through scholarships.

With regard to existing policies and practices for social inclusion within higher education systems, the following were highlighted:

- Language courses;
- Infrastructure ensuring physical accessibility for persons with disabilities;
- Administrative support during application/admission processes;
- Financial aid/grants/scholarships;
- Psychological support;
- Provision of transportation;
- Free education for all students, among others.

In some of the participants' countries (Germany, Costa Rica, Chile, and others), universities are required to ensure access and social inclusion either through state policy or through the accreditation criteria for universities.
During the discussion on the final question, some participants expressed the view that, at present, there is no need to introduce additional criteria into the European Standards and Guidelines (ESG), due to their current effective functioning. There was no consensus among all participants regarding the necessity of instituting universal criteria for social inclusion. However, all participants affirmed the need to implement targeted policies aimed at educational inclusion within the higher education system, which in turn has a direct impact on the social inclusion of a diverse range of vulnerable groups.

Images: NEAA