The evolution of the approach to the implementation of the policy of inclusion in the Communiqué of the conferences of ministers of the countries participating in the Bologna Process

- Козуля, В.М. (orcid.org/0000-0002-1083-3829) and Скиба, Ю.А. (orcid.org/0000-0003-2238-8272) (2023) The evolution of the approach to the implementation of the policy of inclusion in the Communiqué of the conferences of ministers of the countries participating in the Bologna Process Науковий часопис Національного педагогічного університету імені М. П. Драгоманова. Серія 5. Педагогічні науки: реалії та перспективи (91). pp. 123-126. ISSN 2311-5491

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Abstract

Higher education is considered an important element for the empowerment of individuals and society. An integral condition for the realization of the concept of justice and well-being in the context of higher education is inclusion. The policy of inclusion in higher education is a clear structure of goals and principles of management of the educational process, aimed at reaching all persons with special educational needs who seek to receive higher education, and making efforts to minimize the factors that lead to their exclusion. The development of the inclusion policy involves the adoption of normative and regulatory documents to be implemented at the international, national and institutional levels, and the implementation of the inclusion policy is the practical implementation of planned plans, strategies, and programs. The implementation of inclusion in the EHEA, as a practice of representing the diversity of the European population in the environment of higher education, is an integral component of the social dimension of the Bologna process. The study of the evolution of the approach to the implementation of the inclusion policy in the EEAS revealed that at the level of program documents (communiques of the ministerial conferences adopted since 2001), the development and implementation of relevant policies and procedures for the implementation of inclusion in higher education at the state and institutional levels was initially envisaged within the framework of the social dimension. At the same time, the essence of the "social dimension" category was presented only in the London Communiqué of 2007. The Leuven Communiqué of 2009 notes the need to ensure equal opportunities to represent the diversity of Europe's population, and the Bucharest Communiqué of 2012 talks about the need to ensure inclusion in higher education. A clear definition defines the need for inclusion, along with the selection of ways and procedures for implementing inclusion in the EHEA, presented in the 2015 Yerevan Communiqué. In the Rome Communiqué of 2020, the policy of inclusion has already been defined as a central element of the ECEC and named as one of the three basic characteristics of higher education in Europe for the next 10 years. The conducted chronological study of the content of the communique shows the transformation of the approach to the implementation of inclusion in higher education – from a situational and undocumented requirement in the framework of ensuring the accessibility of higher education to a systemic need and one of the key characteristics of the European Higher Education Institution.

Item Type:	Article
Keywords:	Inclusion, inclusion policy, implementation of inclusion, evolution of implementation of inclusion, European area of higher education, communique, Bologna process, conference of ministers of higher education, social dimension.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Higher Education > Department of Interaction between Higher Education and Labour MarketIntegration of higher education and science
Depositing User:	Д. п. н. Юрій Андрійович Скиба
Date Deposited:	23 Jul 2024 18:38
Last Modified:	23 Jul 2024 18:38
URI:	https://lib.iitta.gov.ua/id/eprint/741811

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