Theoretical and applied framework for the study of social inclusion in higher education

- Цимбалюк, Світлана (orcid.org/0000-0002-6194-4035) (2024) Theoretical and applied framework for the study of social inclusion in higher education Освітня аналітика України, 4. pp. 113-126. ISSN 2617-8540

Text (ТЕОРЕТИКО-ПРИКЛАДНІ ЗАСАДИ ДОСЛІДЖЕННЯ СОЦІАЛЬНОЇ ІНКЛЮЗІЇ У ВИЩІЙ ОСВІТІ) ТЕОРЕТИКО-ПРИКЛАДНІ ЗАСАДИ ДОСЛІДЖЕННЯ СОЦІАЛЬНОЇ ІНКЛЮЗІЇ У ВИШІЙ ОСВІТІ.pdf Download (479kB)

Abstract

Today, the implementation of the priority of social inclusion should become an integral part of the policy of higher education institutions (HEIs), due to the increasing number of people with health problems, which creates barriers to obtaining education and continuing to work in the previously acquired profession. The purpose of the study is to analyse approaches to developing social inclusion indicators and to develop methodological foundations for assessing social inclusion in educational institutions. Based on critical generalisation, the methodological foundations for developing tools for studying social inclusion in HEIs have been formulated. The methodology for developing the tools is based on the modern vision of social inclusion in education as the involvement of all students regardless of their characteristics. A comparative analysis of the approaches of various international organisations and scholars to the development of social inclusion indicators has been carried out. Social inclusion indicators for HEIs have been proposed based on the generalisation of different approaches to selecting social inclusion indicators and the established methodological principles. To formulate the indicators, the "input resources processes results" approach has been used. Indicators for measuring input resources have been formed in the following dimensions: policy; educational environment and financial resources; communication; curriculum and teaching materials; teacher training and leadership and educational management. Indicators for measuring the educational process include indicators in the context of the following dimensions: climate in HEIs; teaching and didactic practices; organisation of education and individual support. Outcome indicators include indicators that characterise the engagement and success of students. The expert survey method has been used to determine the reliability and significance of the developed social inclusion indicators. HEIs can use the proposed tools to assess the implementation of social inclusion priorities at the institutional level.

Item Type:	Article
Keywords:	higher education, higher education institutions, social inclusion, social inclusion indicators.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями. 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 Interaction between Universities and Society
Depositing User:	м.н.с Пільщіков Ілля
Date Deposited:	23 Dec 2024 16:33
Last Modified:	23 Dec 2024 16:33
URI:	https://lib.iitta.gov.ua/id/eprint/743804

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