SOCIAL INCLUSION IN HIGHER EDUCATION: ASSESSMENT METHODOLOGY
DOI:
https://doi.org/10.37472/2617-3107-2024-7-08Keywords:
higher education, higher education institutions, social inclusion indicators, social inclusionAbstract
Implementation of the priority of social inclusion has become relevant for Ukrainian higher education institutions due to some external and internal factors, especially in the context of integration into the EU. The purpose of the article is to conduct a comparative analysis of the approaches of different international organizations and researchers to the elaborating indicators of social inclusion and to develop, based on the analysis, methodological principles and indicators for assessing social inclusion in higher education institutions. 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 different international organizations and researchers to elaborating social inclusion indicators has been performed. Social inclusion indicators for higher education institutions have been developed based on the generalisation of different researchers’ approaches and formulated methodological principles. The basic principles of the developing indicators are based on the “input — processes — outcomes” approach. Higher education institutions can use the proposed indicators to assess the implementation of the social inclusion priority at the institutional level.
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