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LUA – UNIVERSITY OF AVEIRO |
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Location/geographical coverage |
University of Aveiro, Portugal |
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Background and description |
The Aveiro University Line [LUA] (apresentação e objectivos – sas\lua – Universidade de Aveiro) is an inclusive integrated service of emotional, psychological and emotional support and counselling for students during the night. The support is given by volunteer students (peer counselling) who receive specific training, by psychologists and doctors, who are available for emergent situations and appointments. The scientific coordination is granted by a professor of the Education and Psychology Department in the field of Health Psychology, supported by a multidisciplinary team, namely SASUA members, Academic Association of the University of Aveiro members and StressLab members, a research lab of the Department of Education Sciences and Psychology. LUA has been running since November 2009, daily, from 21:00 p.m. to 1:00 a.m. There are records of 19 training courses addressed at volunteers, having participated over six hundred people for more than six thousand hours of volunteering (cf. Portfolio of training support materials portfolio materiais – sas\lua – Universidade de Aveiro; https://www.ua.pt/pt/sas/lua/page/27869) It currently integrates 3 formats:
It is intended to (1) identify problems and respond to the students’ needs at the level of psychological, clinical and social support; (2) support students in a context of fragility and family breakdown; (3) propose strategies of intervention and innovation; (4) support the processes of transition, adaptation and integration in the University; (5) develop new tools of diagnosis and intervention in students’ problems as a strategy to fight against academic failure; (6) promote students’ health and well-being at the University of Aveiro; (7) promote in an inclusive way the voluntary work done by students with Special Educational Needs. |
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Stakeholders and Partners |
International Nightlines (Nightline Association; University of Essex Nightline [1st one founded in 1970]; University of Oxford Nightline; University of Cambridge Nightline; University of Durham Nightline; University of Bristol Nightline; University of Barnard-Columbia Nightline) |
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Contact details |
Coordination: Professor Anabela Pereira (Main Coordinator; Scientific Supervisor; Volunteer’s Coordinator) |
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Related Web site(s) |
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Category Archives: Support During Studies
ON@Pris
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THE EDUCONLINE@PRIS DIGITAL CAMPUS |
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Location/geographical coverage |
Open University, Portugal Education and training in prisons in Portugal |
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Background and description |
The EducOnline@Pris Digital Campus (educonlinepris.uab.pt) is a project developed in partnership between the Open University (Universidade Aberta – UAb) and the DGRSP – Directorate-General of Reintegration and Prison Services / PT (Direção Geral de Reinserção e Serviços Prisionais), protocol signed in 2016 (https://portal.uab.pt/o-campus-digital-educonlinepris/), which promotes education and training in prisons in Portugal (https://www.europris.org/agency/dgrsp-general-directorate-of-probation-and-prison-services-pt/ The Educonline@pris Digital Campus has a comprehensive portal, based on four platforms, one which gives access to the Open University’s bachelor, masters and doctoral degrees, via eLearning UAb; another with university extension courses and actions, i.e., ON@Pris, developed specifically for the inmate population, with non-degree courses, certified with the INCoDE stamp (https://www.incode2030.gov.pt), in the areas of Active Citizenship and Participation, Financial Literacy and Entrepreneurship, Health Literacy, Communication and Human Relations Skills and Digital Competence and Citizenship; a third platform, i.e., Aula Aberta, which allows inmate students to access resources and contents from different subject areas available at Universidade Aberta; and a fourth platform, i.e., Academic Portal UAb, which integrates a set of services, allowing for the centralization of users’ management and corresponding profiles, management of enrolments and events or specific notices. When it was created, the Campus was expected to provide an effective response to the needs of inmate students, meaningfully increasing the quality of digital education in prisons. Currently, the Campus is working in about 15 prisons in Portugal and the digital platform that allows the access to Higher Education courses is being used by more than a hundred inmate students attending bachelor’s and master’s degrees in four departments of the Open University. This project intends to respond to some of the challenges that the digital society and the new technologies pose to Distance Education and eLearning, especially in contexts of great social vulnerability, as is the case of the inmate population, contributing, at the same time, to guarantee the right of access to education that any citizen should have, in compliance with the respect for the human rights of individuals deprived or not of freedom. |
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Stakeholders and Partners |
The Open University (Universidade Aberta – UAb) The DGRSP – Directorate-General of Reintegration and Prison Services / PT (Direção Geral de Reinserção e Serviços Prisionais) |
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Contact details |
Coordinator: Prof. José António Moreira |
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URL of the practice Reference document |
https://www.europris.org/agency/dgrsp-general-directorate-of-probation-and-prison-services-pt/ INMATEStudents – Adult Education as a Tool for Reintegration / A Educação de Adultos como Instrumento para a Reinserção. Polytechnical Institute of Coimbra(Coimbra 2011): – https://comum.rcaap.pt/bitstream/10400.26/13031/1/ANDREA_HOMEM.pdf
Socially-inclusive learning culture and EWSs & Identification of Sustainable Development Goals (UN/SDG – 2015-2030) per HEI in Portugal (2015-): https://www.dgert.gov.pt/ebook-sustentabilidade-objetivos-de-desenvolvimento-sustentavel-ods-nas-praticas-das-instituicoes-de-ensino-e-formacao |
Craiova
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PROMOTING THE EDUCATIONAL OFFER OF UCV TO HIGH SCHOOL STUDENTS FROM DISADVANTAGED AND UNDER-REPRESENTED BACKGROUNDS |
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Location/geographical coverage |
Implemented in The University of Craiova, Oltenia Region, Romania Replicated in most Romanian universities Craiova is the sixth larger city in Romania (269,506 inhabitants as of 2011), situated in the middle of the historical region of Oltenia, administrative residence of the Dolj county. |
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Background and description |
The University of Craiova was founded in 1947 and currently ranks topmost among the Romanian higher education system. The University of Craiova is integrated to the academic European community, sharing its cultural, moral, scientific and educational values. It undertakes public accountability with respect to the quality of the study programmes, scientific research and services to community. With a view to increasing access to higher education, it is necessary to offer support and to attract a larger number of applicants from disadvantaged or under-represented groups who are appropriately qualified for access to university level of study. Marketing higher education programs should focus on services provided to people, and how these programs cater for young people’s needs and specificities, and less about historical dates and buildings. There is a great need to become more focused and tactical in university’s approach to cooperating with high schools and community stakeholders in order to ensure the outreach achieves optimum levels and impact. Support offered by universities is essential in all stages starting from early engagement, for admission, to progress during studies and to succeed in their careers. Early and sustained outreach is crucial in boosting ambitions, particularly of youth from poor families and communities where is no history of members going onto higher education (such as poverty-stricken rural or Roma communities from Romania). To broaden access to university programs, UCV is constantly striving to identify and to offer support for students from all disadvantaged or underrepresented groups for admission and during their studies to ensure they will graduate with success. High school students from remote areas, or from underprivileged backgrounds have first and foremost difficulty finding relevant information with reference to their possibility to gain access to higher education. The University of Craiova regularly carries out specific activities designed to provide complex services of promotion, counselling and mentoring, within the current educational context, in order to increase access to the education offer of the University of Craiova for high school students from underprivileged backgrounds. |
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Stakeholders and Partners |
The beneficiaries are high school students in the county of Dolj, as well as students at the University of Craiova. Among stakeholders there were local employers with a vested interest in the graduates from UCV. The general objective was the development and adaptation of strategic promotional, information and counselling programmes of UCV to current need, regarding the educational context, as per implicit alternatives (online education) to the classical teaching-learning system. Number of high school students from underprivileged backgrounds in the south-west region Oltenia who benefitted from information and promotional campaigns for the UCV educational offer (adapted to the current specific strategies for online education): 5000 Number of from underprivileged backgrounds students and students at risk who benefitted from (information, career, educational, support, crisis) counselling: 400 Number of mentorship programs for high school students (10th to 12th grades) from underprivileged backgrounds: 1 Number of student satisfaction surveys carried out among UCV alumni regarding the level of knowledge and practical abilities acquired during studies: 1 Number of UCV online intersectoral career forums for employers from in the south-west region Oltenia and UCV graduates: 1 The institution involved in the good practice is UCV through its management board, financial office, admission and administration offices. |
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Methodological Approach |
How was the practice implemented?
Explain how this approach is participatory for all and inclusive (inclusive of gender and other underrepresented groups):
How are data compliance and protection issues addressed?
Explain how this approach is participatory for all and inclusive (inclusive of gender and other underrepresented groups):
How are data compliance and protection issues addressed?
Explain how this approach is participatory for all and inclusive (inclusive of gender and other underrepresented groups):
Resources involved:
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Validation |
Evaluation: the practice implemented had as results 1) More than 400 students at risk, from underprivileged socio-economic backgrounds were provided with counselling services (information, career orientation, educational guidance, at-risk intervention, emotional support). 2) A mentoring programme – UniCeleVi, was aimed at high school students in the 10 – 12th grades, coming from underprivileged backgrounds in the south-west of Oltenia. 3) An employability study carried out among UCV graduates, which aimed at identifying the satisfaction degree with regard to theoretical knowledge and practical abilities they acquired and developed during their studies. 4) An UCV career intersectoral online forum, in which representatives of employers from the S-W Oltenia region had the opportunity to participate with job offers and professional development prospects aimed at UCV graduates. Continuous improvement process:
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Innovation potential |
Offering support for high school students from underrepresented and disadvantaged groups to continue their education at university level was considered an innovative action undertaken by UCV. |
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Success Factors |
The conditions needed are:
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Constraints |
Constraints addressed:
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Lessons learned |
The students from disadvantaged backgrounds received considerable support for admission and during their studies. The practice had a great impact for high school students from remote area who couldn’t afford to get information and support for admission as well as for UCV students who were at risk of abandoning their studies. Students, both men and women, from disadvantaged backgrounds, such as families with low incomes and from deprived rural communities are encouraged to access and continue their education at university level thanks to social grants, admission tax free for orphans, separate admission places for Roma students, etc. |
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Sustainability |
The practice has been institutionally, socially, economically sustainable. The key elements to be put in place for the practice to be institutionally, socially, economically and environmentally sustainable are:
The practice is conducive to a decrease in abandonment of studies for students from underprivileged environments and safeguards better access to higher education for students from low-income families, support during studies and provision of assistance and guidance through all educational process. |
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Replicability and/or up-scaling potential |
The practice has been replicated in similar contexts in other universities at national level. The circumstances that are to be reproduced so as to ensure that the good practice is replicated, are securing the necessary funding for admission support and counselling during studies for students from underprivileged or underrepresented groups. UCV won several national competition-based projects from the Fund for Institutional Development which contributed to broader access for underrepresented and disadvantaged groups, assisting high school students from rural regions as well as young Roma students, to enrol in our programs and to continue their university studies. |
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Conclusion |
The good practice provided by UCV represent a significant example of how universities can still provide access to their educational offer under pandemic conditions, in order to render the university studies attractive to students from underprivileged areas and to assist them in pursuing their studies. |
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Contact details |
MĂNESCU Leonardo-Geo leonardo.manescu@incesa.ro |
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URL of the practice Reference document |
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Related Web site(s) |
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Related resources that have been developed |
Employability study to assess student satisfaction |
Alba Iulia
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INCREASED SUPPORT FOR UNIVERSITY ACCESS AND INTEGRATION (INCLUDING LEARNING SUPPORT) FOR STUDENTS FROM DISADVANTAGED AND UNDER-REPRESENTED BACKGROUNDS |
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Location/geographical coverage |
Implemented in 1 Decembrie 1918 University of Alba Iulia, Transilvania Region, Romania Replicated in most Romanian universities |
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Background and description |
Despite the fact that UAB is only 31 years old, given its social purpose and its fundamental activities – education and research, it has been possible to become a facilitator of social inclusion, economic increase and local, regional and national competitiveness. The perception and public and social utility of UAB is more and more based on its contribution to the local and regional development, considering its three functions: teaching-learning, research and service provision to the community. UAB is situated in the historical city of Alba Iulia, mainly accommodating students from the local and neighbouring areas, especially the countryside or mountainous region. Due to the policy of access widening promoted at national level, Roma students were constantly encouraged to continue their education in our higher education system so they can be admitted on separate places, receiving social grants if their family income is low. These students from rural and depressed areas were in particular risk of never wanting to pursue academic education or, if once enrolled, of dropping out. Following some surveys carried out during the period 2016-2020, it has been discovered that there exists a high correlation between the declared intention of school abandonment and study interruption and the following categories of situations: students’ provenance from rural areas or urban areas with less than 10,000 inhabitants, low-income families, having a job, having children and aged below 30 years, having low attendance to lectures and seminars. Therefore, UAB decided to provide support for all these students belonging to disadvantaged and underrepresented categories, especially during the pandemic period, when these students lacking IT support contemplated dropping their studies. |
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Stakeholders and Partners |
The target groups/Beneficiaries are: high school students from under-represented groups and students benefitting from social assistance stipends enrolled in UAB programs Number of high school students benefitting from online counselling: 240 Number of high school students participating in webinars, who benefitted from counselling and increased motivations: 160 Number of prizes awarded by the UAB to students who demonstrated advanced knowledge of our educational offer: 90 Number of functional career assessment and counselling electronic platform: 1 Number of students-at-risk benefitting from career counselling who decided to continue their studies: 65 Number of partnerships with high school institutions: 20 Number of impact studies in the field of equity during the pandemic:1 Number of good practice guide in the field of academic equity: 1 Number of students with social assistance grants who benefitted from tablets: 321 The institution involved in the good practice is UAB through its management board, financial office, admission and administration offices, CICOC |
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Methodological Approach |
How was the practice implemented?
Methodological approach:
How is the information gathered?
How are data compliance and protection issues addressed?
Explain how this approach is participatory for all and inclusive (inclusive of gender and other underrepresented groups):
Specify time frame and implementation cost, if available:
What resources were used in the implementation:
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Validation |
Evaluation: the practice implemented had as results
Continuous improvement process:
Confirmation by the beneficiaries that the practice addresses the needs properly. Has the good practice been validated with the stakeholders/final users? Yes.
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Innovation potential |
Offering support for young people from underrepresented and disadvantaged groups to continue their education at university level was considered an innovative action undertaken by UAB . |
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Success Factors |
The conditions needed are:
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Constraints |
Constraints addressed:
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Lessons learned |
The students from disadvantaged backgrounds received a significant financial support for admission and during their studies. The practice had a great impact for high school students who couldn’t afford to get information and support for admission and for UAB students who were at risk of abandoning their studies. Students, both men and women, from disadvantaged backgrounds, such as families with low incomes and from poor rural communities are encouraged to access and continue their education at university level due to social grants, admission tax free for orphans, separate admission places for Roma students, facilities for students with disabilities. |
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Sustainability |
The practice has been institutionally, socially, economically sustainable. The key elements to put in place for the practice to be institutionally, socially, economically and environmentally sustainable are:
The practice contributes to reduce the abandonment of studies for students from disadvantaged backgrounds, ensures the access to higher education for students from low-income families. The benefits at the institutional, economic and environmental level are more valuable than the costs invested in this practice, ensuring access to education, support during studies and providing assistance and guidance through all educational process. |
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Replicability and/or up-scaling potential |
The practice has been replicated in similar contexts in other universities at national level. The conditions that should be met/respected to ensure that the good practice is replicated, but adapted to the new context are ensuring the funds for supporting the admission and studies for students from disadvantaged or underrepresented groups. UAB won several national competition-based projects that promoted access widening for underrepresented and disadvantaged groups, encouraging young students from rural regions, young Roma students, to enrol in our programs and to continue their studies in higher education |
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Conclusion |
The good practice presented indeed provided an example of how unforeseen situations, such as the SARS-COVID pandemic can be addressed in order to still make the university studies attractive to students from underprivileged area and to help them continue their studies. |
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Contact details |
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URL of the practice Reference document |
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Related Web site(s) |
https://uab.ro/centre/7-centrul-de-informare-consiliere-si-orientare-in-cariera/ |
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Related resources that have been developed |
Good Practice Guide in the field of academic equity |
Cluj-Napoca
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WIDENING ACCESS TO TUCN ENGINEERING PROGRAMS FOR STUDENTS FROM DISADVANTAGED AND UNDER-REPRESENTED BACKGROUNDS |
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Location/geographical coverage |
Implemented in Technical University Cluj-Napoca, Transilvania Region, Romania Replicated in most Romanian universities |
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Background and description |
In order to widen access to higher education, is necessary to offer support and to grow the number of applicants from disadvantaged or under – represented groups who are suitably qualified for access to university level of study. Marketing higher education programs should become more about people, and their diverse stories and experiences, and less about historical dates and buildings. There is a great need to become more targeted and strategic in university‘s approach to working with schools and community groups in order to ensure our outreach is of optimum value and impact. Support offered by universities is essential in all stages starting from early engagement, for admission, to progress during studies and to succeed in their carriers. Early and sustained outreach is vital in raising aspirations, particularly within poor families and communities where is no history of members going onto higher education (like poor rural or Roma communities from Romania). There is also a lack of women in STEM/ Engineering programs all over the world and in Romania we have a similar situation, even if their number increased in the recent years. Nevertheless, we must ensure that all students, regardless of gender, have adequate opportunities to explore science throughout all levels of education including university. Universities must attract the best and brightest minds into the fields that will move us forward. To widen access to university programs, TUCN has established as one of its main objectives to identify and to offer support for students from all disadvantaged or underrepresented groups for admission and during their studies to ensure they will graduate with success. Therefore, our university offers financial support such as free tax admission for orphans, social grants for those belonging to low-income families, adapted accommodation and other facilities for students with disabilities (such as those using wheelchairs) and encourage women to become engineers. TUCN is situated in the city of Cluj Napoca, a city with approximately 100.000 students coming from all regions of Romania. Taking into consideration that living in Cluj-Napoca became very expensive in the last years it is rather challenging for the students from families with low incomes especially from countryside areas to support their accommodation and living costs during their studies. Due to the policy of access widening promoted by TUCN, Roma students were constantly encouraged to continue their education in our higher education system so they can be admitted on separate places and become students in our university, receiving social grants if their family income is low. Furthermore, an insignificant number of students with disabilities were enrolled several years ago in our university, because of the lack of facilities and support needed by them. Therefore TUCN decided to provide support for all these students belonging to disadvantaged and underrepresented categories . |
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Stakeholders and Partners |
The target groups/Beneficiaries are: students from under-represented groups, some with protected characteristics such as disabled learners, students from ethnic minority backgrounds (like Roma), Number of places for Roma students: 5 Numbers of Bachelor students for 2021 who benefit from admission free (including students with parents that are educators): 936 Numbers of Master students for 2021 who benefit from admission free (including students with parents that are educators): 195 Numbers of Bachelor and Master students for 2021 who benefitted from social grants: first semester: 1592, second semester: 1399 Number of students with disabilities hosted in adapted accessible students hostel rooms: 2 The institution involved in the good practice is TUCN through its management board, financial office, admission and administration offices |
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Methodological Approach |
How was the practice implemented?
Methodological approach:
How is the information gathered?
How are data compliance and protection issues addressed?
Explain how this approach is participatory for all and inclusive (inclusive of gender and other underrepresented groups):
Specify time frame and implementation cost, if available:
What resources were used in the implementation:
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Validation |
Evaluation: the practice implemented had as results
Continuous improvement process:
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Innovation potential |
Offering support for young people from underrepresented and disadvantaged groups to continue their education at university level was considered an innovative action undertaken by TUCN . |
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Success Factors |
The conditions needed are:
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Constraints |
Constraints addressed:
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Lessons learned |
The students from disadvantaged backgrounds received a significant financial support for admission and during their studies. The practice had a great impact for orphan students who couldn’t afford to pay for their admission and accommodation during the university programs Students in wheelchairs received student hostels rooms with adapted facilities so they could learn together with other colleagues, they could experience social events with other students. Students, both men and women, from disadvantaged backgrounds, such as families with low incomes and from poor rural communities are encouraged to access and continue their education at university level due to social grants, admission tax free for orphans, admission separate places for Roma students, facilities for students with disabilities. Young women are encouraged to study STEM disciplines in technical specializations. |
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Sustainability |
The practice has been institutionally, socially, economically sustainable. The key elements to put in place for the practice to be institutionally, socially, economically and environmentally sustainable are:
The practice contributes to risk reduction and resilience in our institution, it reduces the abandon of studies for students from disadvantaged backgrounds, ensures the access to higher education for students from low-income families. The benefits at the institutional, economic and environmental level are more valuable than the costs invested in this practice, ensuring access to education, support during studies and providing assistance and guidance through all educational process. |
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Replicability and/or up-scaling potential |
The practice has been replicated in similar contexts in other universities at national level. The conditions that should be met/respected to ensure that the good practice is replicated, but adapted to the new context are ensuring the funds for supporting the admission and studies for students from disadvantaged or underrepresented groups. The TUCN gained several projects that promoted access widening for underrepresented and disadvantaged groups, encouraging young students from rural regions, young Roma students, students with disabilities as well as young women to study in technical specializations and to continue their studies in higher education |
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Conclusion |
Testimonials from students accommodated in students hostel rooms for people with disabilities: https://www.mediafax.ro/social/lectie-de-viata-de-la-doi-studenti-in-scaun-cu-rotile-de-la-universitatea-tehnica-din-cluj-napoca-daca-ai-vointa-poti-foto-18458178 |
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Contact details |
Laura.Grindei@et.utcluj.ro |
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URL of the practice Reference document |
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Related Web site(s) |
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Related resources that have been developed |
EUt+: Good Practice on access and widening participation |
Vrsac
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SUPPORT TO STUDENTS OF ROMA NATIONALITY DURING THEIR STUDIES |
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Location/geographical coverage |
College of Vocational Studies for Preschool Teachers and Medical Nurses, Vršac, Banat, Autonomous Province Vojvodina, Republic of Serbia. |
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Background and description |
The college is located in Vršac, a city with a long educational tradition, where many educational institutions of different nations (Serbian, Romanian, German, Greek, Jewish) were founded during the eighteenth and nineteenth centuries. Also, it is a city where the harmonious coexistence of members of different cultures spontaneously developed and continues to develop. Today, in this institution, in addition to teaching in the Serbian language, the Expert Council for Mother Languages also studies the languages and literature of two national minorities – Romanian and Roma. Furthermore, some subjects can be followed by students of Romanian and Roma nationality in their native language. This is the only higher education institution in Serbia and the region where the Roma language and Roma literature can be studied at the higher education level. Since it is a national minority with the most unfavorable socio-economic position, and a very young age structure in which even 40% of the population is under 19 years old, special measures are applied to facilitate enrollment for these students. The Government of the Autonomous Province of Vojvodina recognized the quality and potential of this higher education institution, so in 2009 a decision was made that this Government, through the Office for Roma Inclusion, would provide scholarships for the enrollment of 10 Roma students in the first year of higher education every year. These scholarships cover the costs of food and accommodation in the student dormitory, and when they are enrolled for the second and every subsequent year, students also receive a state scholarship. The Roma students also apply for other available scholarships and they are helped by colleagues and professors during the application process. The Provincial Secretariat also provides other types of assistance to Roma students, for example, distribution of laptops to the best students, financing of excursions, etc. Throughout the year, and especially in the period before enrollment, various activities take place that contribute to increasing the visibility of the school as a friendly institution for the Roma population. All information about enrollment and studies on the website of the University can be obtained in four languages: Serbian, Romani, Romanian and English. All information materials and curriculum guides published by the College are multilingual. (https://uskolavrsac.edu.rs/info/)(https://www.uskolavrsac.edu.rs/). Roma students are provided with continuous mentoring support during their studies, especially in situations where they need to overcome some financial problems, when applying for additional scholarships, during crisis periods when, for personal, family or financial reasons, they are faced with problems that slow down or temporarily block their studies. The school is known for its highly developed intercultural atmosphere. Every year, the Provincial Secretariat for Education finances excursions during which students of Roma nationality, in the company of their colleagues of other nationalities from the college, get to see the sights of certain parts of Serbia, which contributes to students becoming closer and friendlier. https://www.uskolavrsac.edu.rs/promocija-visoke-skole/; https://www.uskolavrsac.edu.rs/studenti-visoke-skole-posetili-zlatibor-i-okolinu/ Furthermore, all appropriate ceremonies and events that are organized several times during the school year take place in three languages, and a special ceremony is held on April 8, International Roma Day. https://www.uskolavrsac.edu.rs/obelezen-medjunarodni-dan-roma/ https://www.uskolavrsac.edu.rs/najava-svecanosti-povodom-svetskog-dana-roma/ https://www.uskolavrsac.edu.rs/svecano-obelezen-svetski-dan-roma/ Students who attend classes in the Romani language regularly participate in the work of the Language Club of the High School, which was founded in 2011 with the intention of continuing and improving the educational activities of this school in the spirit of interculturality, cooperation and tolerance. The college has excellent cooperation with higher education institutions from the country and abroad, as well as with organizations from the non-governmental sector and often participates in projects that provide support in the education of Roma children, pupils and students. Students of Roma nationality are always engaged and participate in project activities through which they get closer to Roma from other parts of our country and affirm their studies at this college. http://tutoring.wb-institute.org/activities/realizovana-radna-praksa-romskih-studenata/ https://www.uskolavrsac.edu.rs/projekat-reci/ https://www.uskolavrsac.edu.rs/projekat-status-odrzan-dvodnevni-sastanak/ |
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Stakeholders and Partners |
Beneficiaries are students of Roma nationality who have a very unfavorable socio-economic status from the Republic of Serbia. Direct partners in this activity are: The Provincial Government, the Office for Roma Inclusion and numerous non-governmental organizations, primarily WEBIN. Stakeholders: National Council of the Roma National Minority, Roma NGOs, other higher education institutions. |
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Methodological Approach |
Good practice was created as a result of many years of real needs, on the one hand, and recognition of problems, good will and excellent mutual cooperation of immediate partners in this activity on the orther. |
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Validation |
Roma students who sincerely and gladly promote their studies every year are the best confirmation of success, and the full number of 10 Roma students who enrol with a special scholarship confirms this. The successful long-term cooperation with higher education institutions and non-governmental organizations from the country and abroad to improve the quality of studies of the Roma population confirms the importance of these measures. |
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Innovation potential |
The practice of good cooperation between this higher education institution and the Provincial Government and the Office for Roma Inclusion is realized in order to preserve, nurture and improvement the Roma language, literature and culture, through activities which are implemented at this higher education institution. The programs, work material and literature developed in this institution can be an incentive and a relief to other communities so that they too, through the affirmation of the Romani language and literature, contribute to the development of the identity and culture of the Romani national community in Serbia, thus also to its emancipation, with hiring adequate teaching staff. |
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Success Factors |
Continuous scholarship, i.e. stable material support, great commitment of teaching and non-teaching staff, as well as all students, positive inclusive and intercultural climate in the institution, successful cooperation with educational institutions and non-governmental organizations from the country and abroad are prerequisites for the continuous implementation of this good practice. |
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Constrains |
The traditional patriarchal family structure often stands in the way of the emancipation of female children, so it is a big challenge to convince parents to let their children study in another city. They prefer to let young men go, although there are examples of single mothers of Roma women who also move with their only sons. Large emigration of the youth and student population in Serbia is evident, and many young Roma prefer to go abroad to live and work there, rather than stay to study in the country. |
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Lessons learned |
Recognition of needs, goodwill, solidarity, the ability to understand the problems of the most vulnerable, the interest and ability of the representatives of the respective institutions, enable the operationalization of effective solutions. |
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Sustainability |
This practice has been going on for 13 years and is sustainable, because it is financed from the state budget. However, since state scholarships are small, students are supported to secure additional material sources of funding through other scholarships. The mentoring work of professors and students is voluntary. |
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Replicability and/or up-scaling potential |
Inclusive and intercultural climate in the institution, familiarization with the problems of the poorest, continuous development of resources, stable material support, fostering good cooperation with governmental and non-governmental organizations, support of the local environment. |
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Conclusion |
During 2019, the High School in Vršac prepared a theater play called “Vi gadava si trajo” (“And that’s life”) in the Roma language, with some parts in Romanian and Serbian. Students of all nationalities participated in the play, the guest director was from Romania and the premiere was held in Novi Sad, at the Youth Theater. |
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Contact details |
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URL of the practice Reference document |
https://www.uskolavrsac.edu.rs/okrugli-sto-konferencija-za-novinare/ https://www.uskolavrsac.edu.rs/predstava-i-to-je-zivot-vi-gadava-si-trajo/ https://www.uskolavrsac.edu.rs/predavanje-dr-marije-aleksandrovic-u-stokholmu-svedska/ https://www.uskolavrsac.edu.rs/inkluzivna-radionica-11/ https://www.uskolavrsac.edu.rs/obelezen-medjunarodni-dan-roma/ http://tutoring.wb-institute.org/activities/realizovana-radna-praksa-romskih-studenata/ https://www.uskolavrsac.edu.rs/projekat-reci/ https://www.uskolavrsac.edu.rs/projekat-status-odrzan-dvodnevni-sastanak/ https://www.uskolavrsac.edu.rs/promocija-visoke-skole/; https://www.uskolavrsac.edu.rs/studenti-visoke-skole-posetili-zlatibor-i-okolinu/ https://uskolavrsac.edu.rs/info/)(https://www.uskolavrsac.edu.rs/ https://www.uskolavrsac.edu.rs/emisija-o-obrazovanju-roma/ https://www.uskolavrsac.edu.rs/emitovane-cetiri-emisije-o-romima/ |
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Related Web site(s) |
Websites of projects where good practice has been identified and replicated. |
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Related resources that have been developed |
Also, dozens of student seminar and graduate theses were defended on the topic of education of Roma children, inclusive education, literature for children in the Roma language. Current accredited seminars at the Institute for the Improvement of Education and Training:
Current accredited seminars at the Pedagogical Institute of Vojvodina:
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Kragujevac
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CREATION OF INCLUSIVE CULTURE IN EDUCATIONAL INSTITUTIONS AND SOCIETY THROUGH THE DEVELOPMENT OF PROFESSIONAL LITERATURE, CURRICULUM AND MATERIALS FOR WORK WITH STUDENTS |
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Location/geographical coverage |
Faculty of Pedagogical Sciences, University of Kragujevac, Jagodina, District of Šumadija, Republic of Serbia |
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Background and description |
This good practice takes place at the Faculty of Pedagogical Sciences of the University of Kragujevac, within the Psychology Office of the Department of Social and Human Sciences. Inclusive education was introduced into the Serbian educational system by the Law on the Basics of the Education System in 2009. The systematic introduction of inclusive education has been implemented since the 2009/2010 school year in completely unprepared circumstances: without adequate adaptation of space and adequate equipment in educational institutions, without appropriate professional and pedagogical preparation of educators, without developed appropriate literature that would be harmonized with the characteristics and emerging needs of Serbian educational system. Research from that period, not only immediately after the introduction, but also years later, shows great dissatisfaction among educators. Faced with numerous essential changes in their work, they believed that they were left to themselves and that they had neither adequate preparation nor adequate system support in their work. During the past decade, in this higher education institution has been developing materials for working with students, for training them to apply inclusive principles and foster an inclusive culture in their future professions. The professor of this Higher Education Institution, Dr. Sunčica Macura, has been dealing with the problems of education of children from socially deprived areas for several decades, and that experience has contributed to the understanding of the problem and the quality of the produced inclusive material. Courses were created whose contents fully or partially cover the field of inclusive education at basic academic, master’s and doctoral studies. At the basic academic studies, 2 subjects are studied: Inclusion in education and Basics of social pedagogy. 6 subjects are studied at master’s studies: Inclusive education; Inclusion in education; Cooperation and teamwork in inclusive education; Children’s rights, education and inclusion; Inclusive education – theory and practice and Individualization and support for students in educational work. The subject Education, social justice and inclusion is studied in doctoral studies. |
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Stakeholders and Partners |
In addition to students at the home faculty – future preschool teachers, home educators, teachers and subject teachers, the educational materials developed for these subjects can be used by the wider university and professional public: related faculties, colleges, kindergartens, primary and secondary schools, non-governmental organizations, the Ministry of Education, pedagogical assistants, parents and many other interested parties. |
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Methodological Approach |
The study programs of individual subjects in the field of inclusive education, as well as scientific and professional literature, were created on the basis of relevant literature and representative research by domestic and foreign authors, as well as using experiences in working with students, both those who themselves come from socially deprived environments, as well as those who are particularly interested and sensitized to this issue; as well as the practical experiences of educators. |
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Validation |
The orientation of students to choose subjects from the field of inclusive education, to participate in research and to write seminar and diploma papers in this field confirm the quality of the development of this measure. That this practice is effective is also demonstrated by the commitment of students to study subjects from the field of inclusive education at all academic levels and to write final theses in this field. Some bachelor’s and master’s theses on the topics of inclusive education are: • Factors that shape teachers’ attitudes towards working with students with developmental disabilities, by Mileva Topalović • Teachers’ views on the inclusion of Roma students in extracurricular activities, by Vesna Stanković Nedeljković • Case study of student V.R. through the prism of inclusive education, by Biljana Milićević • Perception of the causes of school failure of Roma students by their teachers, by Milena Stefanović |
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Success Factors |
Work programs, professional literature, research and materials for working with students are constantly being developed. The key success factors are good knowledge of the issues and quality cooperation with students. |
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Sustainability |
For the sustainability of such projects, it is necessary: • greater and more systematic investment in scientific research dealing with inclusive issues, as well as better social promotion of inclusive culture; • better social evaluation of scientific work and adequate remuneration, given that the products of scientific work are undervalued; • orientation towards democratic, humanistic and progressive values in society and the media. |
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Replicability and/or up-scaling potential |
For the development of this practice, it is necessary to better inform the scientific and professional public about examples of good practice. We need the affirmation of scientists who deal with this problem in a quality way. A more systematic monitoring of the work of all higher education institutions by the Ministry of Education is necessary. Also, the collection of relevant data from the field of education and their availability to the scientific, professional and general public is of great importance. Essential linking and networking of higher, secondary, elementary and preschool education is also necessary, as well as the development of awareness of responsibility in one’s own work for the social environment in which we live and work. |
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Conclusion |
In order for this good practice to be applicable in other environments, better communication and connection between all institutions of the educational system is necessary. |
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Contact details |
Faculty address: Milana Mijalkovića 14, 35 000 Jagodina; Phones: +381 35 8223 805, +381 35 8222 262 |
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URL of the practice Reference document |
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Related resources that have been developed |
The developed resources are papers in which the results of research on the attitudes of students of pedagogical faculties towards inclusive education are published, that is, the topic of which is inclusive education.
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Novi Sad
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ACCESSIBILITY OF HIGHER EDUCATION TO STUDENTS WITH DISABILITIES |
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Location/geographical coverage |
University of Novi Sad, AP Vojvodina, Republic of Serbia |
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Background and description |
The University was founded in 1960, when the National Assembly of the Republic of Serbia passed the Law on the Foundation of the University of Novi Sad, which connected previously established faculties in Vojvodina. Today, this University represents one of the largest scientific and educational centers in Central Europe, with more than 50,000 students and 5,000 employees. Its faculties and institutes are located in 4 cities in Vojvodina: Novi Sad, Subotica, Sombor and Zrenjanin. With a developed scientific infrastructure and innovative potential, the University of Novi Sad belongs to the so-called complete or comprehensive universities covering almost all scientific fields. The University of Novi Sad is dedicated to developing an inclusive cultural practice through activities that ensure equal study conditions for all students, and in this context pays special attention to the development of support for students with disabilities. Support services, assistive technologies and adapted work environments are available to students from underrepresented groups. The central building of the University of Novi Sad has been fully adapted for people with disabilities and was built according to “universal design” standards. The University’s information center has an inclined ramp that enables unhindered entry for people with disabilities. All facilities inside the University are fully architecturally accessible. There is an elevator in the Central Building that allows access to all floors. On the ground floor of this building, there is a toilet adapted for people with disabilities. The central library of the University is also fully adapted for people with disabilities and houses the most significant part of the assistive technology intended for students with disabilities: speech programs for audio-screen reading; recorders with voice commands; electronic magnifiers; Braille keyboard; braille printer; the existing fund of publications in Braille; joysticks for computer use; inductive loops; mobile sound amplifiers. All technology is free and available to students of all faculties of the University. Over 32,000 publications in the collection of the Central Library of the University of Novi Sad are, at the request of visually impaired students, available for digitization and later use in the learning process. Study conditions for students with disabilities are continuously improved: all actors who provide support for these students are networking, existing ones support systems are being improved and new ones are being introduced. The Information and Public Relations Center (University Info-center), founded in 2017 as an organizational unit of the University, provides all necessary information and support, among others, to students with disabilities. The information center provides support to students with disabilities in providing information on study conditions and ways of support at faculties, affirmative measures during studies, architectural accessibility of each faculty, scholarships, student exchanges, work practices and employment. By networking all relevant actors into a system of support service providers, the Info-center continuously develops and improves the study of students with disabilities. In cooperation with partner institutions, the Info-center mediates in providing personal assistance, finding an adapted form of literature and an adapted way of fulfilling pre-exam obligations and taking the exam, providing psycho-social protection services, etc. In the process of providing the services of the Info-center, the role of the mentor, who follows and supports students from enrollment to graduation and finding a job, is significant. At the University, the Center for Student Support of the Faculty of Philosophy (founded in 2015) (centarzapodrsku@ff.uns.ac.rs) provides significant support to students in the organization of everyday life, learning and fulfilling student obligations. Forms of support are peer mentoring, peer counseling, thematic workshops led by students under supervision, open doors three days a week and info-contacts. The Center’s activities are carried out by engaging students as part of the learning obligation, that is, professional practice provided for in the study program and/or through extracurricular activities. All students engaged in the Center go through a program of preparation for working with peers under the supervision of teachers and associates of the Faculty. The Student Support Center cooperates with other centers and services of the Faculty and the University, as well as institutions and organizations in the local community and has intensive cooperation with the mentor for disabled students of the University, in order to develop support for their independent learning and functioning. The “Live Upright” center is one of the leading organizations dealing with the problems of people with disabilities and, among other things, it has developed two support services for students with disabilities: experiential counseling and personal assistance. |
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Stakeholders and Partners |
All faculties of the University of Novi Sad Students with disabilities All students who need to overcome some difficulty related to studying “Living Upright” Center Center for student support, within the Faculty of Philosophy |
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Innovation potential |
The innovation potential is seen first of all in the approach to handicapped persons, which aims to help not only persons whose handicaps are recognized in legal provisions for appropriate relief or affirmative measures, but also in organized institutional assistance to all students who need to overcome some of their problems. |
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Success Factors |
It is necessary to provide material resources for the implementation of technical conditions for the study of certain categories of handicapped students, which is also a legal obligation. An appropriate cultural context is also necessary, in which the inclusivity of all students is fostered, regardless of their personal characteristics or problems. |
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Sustainability |
Sustainability requires continuous investment in the maintenance of existing equipment and its modernization, as well as fostering an inclusive culture in the institution. |
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Replicability and/or up-scaling potential |
The lack of material resources in the educational system of our country is a key problem that prevents many educational institutions from adapting to handicapped students and acquiring appropriate equipment that would facilitate their studies. Cooperation with the non-government sector and the use of all funds available to educational institutions is very important for the success of such projects. |
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Contact details |
Detailed information about study opportunities, affirmative measures and support services for students of the University of Novi Sad can be obtained from the Info-center office (Bulevar cara Laraza 5, Novi Sad); by phone on the numbers (021) 485-2048 and 064 813 87 76, on working days from 8:30 a.m. to 3:30 p.m.; by email to stefan.savic@uns.ac.rs The contact person is Stefan Savić, mentor for students with disabilities at the University of Novi Sad. |
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URL of the practice Reference document |
https://www.uns.ac.rs/index.php/podrska-studentima-sa-invaliditetom-2 |
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Related Web site(s) |
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Related resources that have been developed |
Savić, S. (ur). (2018). Pristupačnost visokog obrazovanja studentima sa invaliditetom – vodič namenjen studentima sa invaliditetom. Novi Sad: Univerzitet u Novom Sadu. |
Belgrade
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SUPPORT FOR STUDENTS FROM SENSITIVE SOCIAL GROUPS AND THE DEVELOPMENT OF AN INCLUSIVE CULTURE |
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Location/geographical coverage |
Faculty of Law, Belgrade University, City Belgrade, Republic of Serbia |
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Background and description |
Students from sensitive social groups (disabled, Roma, socially disadvantaged) are facilitated to enroll the faculty and are provided with continuous support during their studies, in order to ensure equal opportunities for education of all students at this higher education institution. Good practice is implemented every year, in a certain period and/or throughout the year, depending on its nature and taking into account the needs of the users. In addition to observing the enrollment quotas prescribed by law for students with disabilities and Roma students, the following is practiced:
During their studies, students with special needs are provided with assistance when registering for exams, postponing or changing the examiner, submitting various requests and resolving them (students with disabilities often do the above through communication via e-mail or telephone). In the described way, it is easier for students to study and save money for travel expenses, especially for those who are not from Belgrade.Students with disabilities are allowed to take exams in accordance with their needs – oral/written, separately from other students; they have at their disposal resources that facilitate access to teaching and teaching materials: a ramp for wheelchairs, a tactile map of the building for the visually impaired, e-textbooks for the visually impaired, the JAWS program for the visually impaired, an induction coil for speech amplification in the amphitheater V for the hearing impaired. Students enrolled under affirmative measures choose their own representative in the Student Parliament who will represent their interests. In addition to providing various types of support to underrepresented students, the Faculty of Law of the University of Belgrade has been continuously working, especially during the last decade, on the development of an inclusive culture and fostering sensitivity for interculturality among students and employees of this higher education institution. Convinced that academic and scientific excellence cannot be spoken of today if higher education is not inclusive, the Faculty of Law undertook a series of activities related to the education of male and female students on the principles and values of equality and the fight against discrimination. This included, first of all, the enrichment of study programs with the subject of Minority Rights, as well as numerous legal clinics which, while there were legal possibilities for this, provided free legal assistance to persons from sensitive social groups, while several of them persistently and successfully dealt with training students for correct and complete understanding of discrimination issues (Legal Clinic for Discrimination Issues, Legal Clinic for Asylum and Refugee Law, Legal Clinic for Combating Human Trafficking). In addition to formal education, the Faculty of Law’s efforts to promote an inclusive culture in the higher education context are also reflected in the organization of summer schools and conferences dedicated to certain sensitive groups.
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Stakeholders and Partners |
Beneficiaries of good practice are students from vulnerable social groups: students with disabilities, socially vulnerable students and Roma students, graduates from student dormitories. |
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Methodological Approach |
Starting from the school year 2009/2010. The Faculty of Law of the University of Belgrade finances scholarships for its students with a more modest financial situation. After reviewing the applications received for the competition, the competition commission compiles a ranking list of students who meet the conditions for receiving scholarships, guided by the following criteria: regular enrollment in the next year of study; lower material status of the student; other achieved results (scientific or professional papers, participation in domestic and international law student competitions). The committee selects 100 students at the Bachelor studies (except for first-year students) who are financed from the budget of the Republic of Serbia and students of Master’s academic studies to whom the Faculty of Law pays scholarships in the amount of 10,000 dinars per month. |
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Validation |
According to the vice-dean for scientific and professional work, very often students verbally or by email express their satisfaction for the help provided to them. |
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Innovation potential |
The Faculty of Law is the first higher education institution in Serbia that provides scholarships to its students with its own funds and has been doing so continuously for 13 school years. |
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Success Factors |
In order to replicate this good practice in a similar context, good will, financial resources, knowledge of the needs and risk factors of vulnerable groups are needed. |
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Constrains |
When it comes to the challenges faced by both students and teaching and non-teaching staff in the application of good practice, it should be emphasized that the financial moment has a great impact on the application of good practice. Also, working with these sensitive groups often requires additional effort from employees, which can be a problem in periods of work overload and with a reduced number of employees. |
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Lessons learned |
Recognizing the needs of sensitive groups, adopting a plan of measures to correct perceived deficiencies, checking the measures plan with representatives of sensitive groups and checking the implementation of the plan of measures by the faculty administration are key messages and lessons learned from past experience. |
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Sustainability |
Donations and education. |
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Replicability and/or up-scaling potential |
Prerequisites for the spread of good practice are an increase in awareness of the need to include the aforementioned groups in normal life and courses with equal opportunities for education. It is necessary to secure financial resources and cooperate with non-governmental organizations that deal with special sensitive groups. |
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Conclusion |
As a good example of the effectiveness of the existing practice, we state that a completely blind person completed Bachelor academic studies, Master’s studies and is currently enrolled in doctoral studies and in the meantime got a job at the Faculty of Law. |
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Contact details |
For more information on good practices, students and other interested parties can contact the Faculty of Law at the following e-mail address: |