Category Archives: Support on Enrollment




Location/geographical coverage

Implemented in Technical University Cluj-Napoca, Transilvania Region, Romania

Replicated in most Romanian universities

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 .

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

Methodological Approach

How was the practice implemented?

  • information on admission for students from disadvantaged backgrounds published on all faculties webpages
  • organizing open days at university in order to provide a more personalized approach for interaction with prospective students and to encourage a wider range of students to apply for admission.
  • tutors informed students regarding social grants
  • administrative staff offered support for accommodation in students hostels for students with disabilities (wheelchairs)

Methodological approach:

  • university management decision for financial supporting students from disadvantaged backgrounds(orphans) for admission tax free, social grants for the students from disadvantaged backgrounds (rural areas or from families with low income), specific number of places for Roma students
  • university management decision to adapt students’ rooms in university hostel forstudents in wheelchairs

How is the information gathered?

  • before admission during open days events and through events organised within ROSE projects
    • by admission office
    • from tutors responsible for each year of study

How are data compliance and protection issues addressed?

  • Data compliance and protection ensured on GDPR regulations

Explain how this approach is participatory for all and inclusive (inclusive of gender and other underrepresented groups): 

  • TUCN provides clear and understandable messages for all learners with the potential to succeed at the higher education programs and it encourages those from under-represented groups to consider our  university as an attractive choice. Students from these categories receive support before, during and after admission in university

Specify time frame and implementation cost, if available:

  • social grants amount: approximately 120 euro/grant

What resources were used in the implementation:

  • The financial resources for admission, social grants  and adapting students hostel’s rooms for people with disabilities (wheelchair) were provided from university budget.
  • Other resources: academic staff involved in university open days, academic and administrative staff involved in admission, university webmaster, administrative staff from student hostels, etc.


Evaluation: the practice implemented had as results

  • the increased number of students from disadvantaged backgrounds due to admission tax free for orphans, specific number of Roma students in admission, social grants offered to students from low income families , including those from rural communities.
  • access to higher education in technical engineering programs for students with disabilities (students in wheelchairs) due to newly adapted student rooms in university hostel. They are our first students that benefitted from these facilities.

Continuous improvement process:

  • More events for promoting university programs and widening access support should be organized such as : open days, visits and advertising benefits and opportunities to schools  from disadvantaged communities  and to orphanages.
  • Providing access and support for students with disabilities (students in wheelchairs) due to the EIB funding obtained by TUCN  that will support the adaptation of infrastructure to new technologies, the improvement of learning environments, the increase of accessibility for people with disabilities as well as the improvement of the energy efficiency of buildings.
  • obtaining funds to support students through national projects such as the following implemented ones: “Social equity and counselling for access to university studies and career development”, “Counselling and support for access to university studies, reduction of dropout and insertion on the labour market”, “Increasing access to technical higher education and social inclusion through career education”;
  • Confirmation by the beneficiaries that the practice addresses the needs properly. Has the good practice been validated with the stakeholders/final users? Yes.
  • the beneficiaries were the students  from disadvantaged backgrounds (such as students from families with low incomes and from poor rural communities due to social grants, admission tax free for orphans, facilities for students with disabilities)
  • we have the first 2 students accommodated in our university students hostel in rooms adapted for wheelchairs

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 .

Success Factors

The conditions needed are:

  • funds for financing admission and social grants for disadvantaged groups
  • funds for modernizing and adapting students rooms for people with disabilities
  • availability of academic staff to organize visits to inform students in schools from poor communities
  • availability of academic staff to organize open days


Constraints addressed:

  • sharing information with students from disadvantaged groups (some don’t have access to Internet)-> visits to schools, orphanages
  • there are still some classrooms and laboratories where access is not provided for students using wheelchairs and therefore university applied for the EBI funding to solve these aspects and moved classes, when necessary, in rooms accessible by elevators not only by stairs.

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.


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:

  • academic and administrative staff involvement, funds to support students from disadvantaged backgrounds in admission and afterwards, funds for adapting students hostel rooms.

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.

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


Testimonials from students accommodated in students hostel rooms for people with disabilities:

Contact details

URL of the practice Reference document

Related Web site(s)

Related resources that have been developed

EUt+: Good Practice on access and widening participation




Location/geographical coverage

College of Vocational Studies for Preschool Teachers and Medical Nurses, Vršac, Banat, Autonomous Province Vojvodina, Republic of Serbia.

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. (

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.;

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.

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.

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.

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.


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.

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.

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.


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.

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.


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.

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.


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.


Contact details

URL of the practice Reference document;

Related Web site(s)

Websites of projects where good practice has been identified and replicated.

Related resources that have been developed

  • Raduški, N. & Komatina, S. (2013). Društvena inkluzija Roma kao izazov za socijalnu politiku Srbije. Socijalna politika,  3, 93-110.
  • Komatina, S. (2014)  Da li darovita deca romske nacionalne zajednice imaju šanse u našem obrazovnom sistemu. U: Daroviti i kvalitet obrazovanja. (стр. 263-271). Vršac i Arad: Visoka škola strukovnih studija za vaspitače „Mihailo Palov“ i Universitatea de Vest „Aurel Vlaicu“.
  • Komatina, S. (2017). Aktuelni problemi obrazovanja Roma u Srbiji. Vršac: Visoka škola strukovnih studija za vaspitače “Mihailo Palov”.
  • Коматина, С. & Греонеант, Е. (2018). „National Identity and Social Position of the Roma in Serbia“. In: 7th InternationalConference:Redefing Community in Intercultural Context, Vol. 7 no1. Brasov: „Hendi Coanda“ Air Force Academy Publishing House.(61-67).
  • Коматина, С. (2018). „Национални идентитет Рома и етничка дистанца“. У: Национални идентитет и етнички односи, тематски зборник. Београд: Институт за политичке студије. (81-94). 
  • Komatina S. (2019). Društvena inkluzija i stari Romi. Gerontologija, God. 47, br. 2, str. 11-30.
  • Komatina, S. (2020). Obrazovna enigma Roma. Vršac: Visoka škola strukovnih studija za vaspitače “Mihailo Palov”.
  • Ђурић,Р., Александровић, М. & Јовановић, З. (2022). Читанка и радни лист за пети разред за изборни предмет Ромски језик са елементима националне културе. Београд. Завод за издавање уџбеника.
  • Ђурић, Р.& Александровић, М. (2022).Читанка и радни лист за шести разред за изборни предмет Ромски језик са елементима националне културе,  Београд. Завод за уџбенике.
  •  Aleksandrović, М. &Stanić, Е. (2022). Proces usvajanja vokabulara učenika trećeg i četvrtog razreda osnovne škole kroz izborni predmet: Romski jezik sa elementima nacionalne kulture. U(Gojkov, G. ur.): Zbornik 27: Okrugli sto o darovitima: Samoregulacija i razvoj potencijala darovitih (str. 146-156). Vršac:Visoka škola strukovnih studija za vaspitače Mihailo Palov.
  • Александровић, M. (2021). Изазови и перспективе ромског језика кроз изборни предмет: Ромски језик са елементима националне културе. У: (Гојков, Г. & Стојановић, А. Ур.): Зборник 26: Округли сто о даровитима: Даровити: Лична и социјална перспектива (стр. 219-226). Вршац: Висока школа струковних студија за васпитаче Михаило Палов.
  • Александровић, М. (2021). Усмена књижевност у одгоју ромске деце. У: (Опачић, З. Ур.): Зборник 1: Жанрови књижевности за децу и жанровска књижевност(стр.104-110). Нови Сад: Међународни центар књижевности за децу Змајеве дечије игре.
  • Aleksandrović, M., Komatina, S. & Stojanović, A. (2017). Inkluzivna i interkulturalna dimenzija predškolskog vaspitanja. Vršac: Visoka škola strukovnih studija za vaspitače “Mihailo Palov”.
  • Александровић, М.& Шаћировић, З. (2017). Kana o Vajo fulavel pe bal, delpe kuna e čar-Када се Ваја чешља, таласа се трава, Приручник за рад са децом предшколског узраста који су билингвални говорници ромског и српског језика: Вршац: Висока школа струковних студија за васпитаче Михаило Палов.
  • Aлександровић, М. (2016). Моја породица: сликовница на ромском језику за дјецу од 6-7 година –  Munri familija: pinturako lil pe rromani čhib pale čhavora katar 6 dži 7 berš. Сарајево:  Кали Сара-Ромски информативни центар.
  • Александровић, М. (2020). Čikalo sikljol te ginavel – сликовница за децу. Нови Сад: Покрајински секретаријат за образовање, прописе, управу и националне мањине – националне заједнице, Национални савет ромске националне мањине у Србији и РТВ редакција програма на ромском језику.
  • Александровић, М. & Станић, Е. (2020). Језичка способност Рома и Ромкиња да уче језике: Стереотип или посебан дар. У ( Гојков, Г. &Стојановић, А.Ур.): Зборник 25: Комплексност феномена даровитости и креативности – изазови: појединац и друштво”, (стр. 51 – 60). Вршац: Висока школа струковних студија за васпитаче Михаило Палов.
  • Келемен Милојевић, Љ. &Ђорђев, И. (2017).Језичке радионице као вид рефлексивне праксе. У (Столић, Д. ур.): Зборник радова са скупа Васпитач 21. веку: Савремени свет и толеранција кроз призму предшколског васпитања13 (стр. 198–205). Алексинац: Висока школа за васпитаче струковних студија.
  • Ђорђев, И. & Раић, С. (2018). Концептуализација комуникације у мултинационалној студентској заједници. У (Недимовић,Т., Ђорђев, И., ур.): Комуникација у мултикултуралној средини и васпитно-образовном раду (стр. 55–69).Вршац: Висока школа струковних студија за васпитаче „Михаило Палов”.
  • Келемен Милојевић, Љ. & Ђорђев, И. (2019). Кад би Сунце проговорило – језичке и драмске игре. Вршац: Висока школа струковних студија за васпитаче „Михаило Палов”.
  • Đorđev, I. &Kelemen Milojević, Lj. (2020). Unapređivanje kvaliteta života dece i mladih u multikulturalnoj i inkluzivnoj sredini kroz aktivnosti Jezičkog kluba. U (Nikolić, M. i Vantić-Tanjić, M., ur.):Tematski zbornik ,,Unapređenje kvalitete života djece i mladih” / ,,Improving the Quality of Life of Children and Youth” (str. 783–791). Tuzla: Udruženje za podršku i kreativni razvoj djece i mladih. Dostupno na:
  • Đorđev, I. &Stanić, E. (2020). Konceptualizacija srpskoga jezika u multinacionalnoj studentskoj zajednici. Research in Pedagogy, 10(1), 76–92. DOI: 10.5937/IstrPed2001076Q

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:

  • Interculturalism in kindergarten: Roma culture, customs and language. Authors and directors: Dr. Marija Aleksandrović and Dr. Slavica Komatina.

Current accredited seminars at the Pedagogical Institute of Vojvodina:

  • Training for learning the Romani language: Teaching methodology for the optional subject Romani language with elements of national culture. Authors and directors: Dr. Marija Aleksandrović and Eldena Stanić.
  • Training for the acquisition of functional and methodical knowledge and competence of teachers of the Romani language for the optional subject: Romani language with elements of national culture. Dr. Marija Aleksandrović, Eldena Stanić, Dr. Danijela Stanojević

Novi Sad



Location/geographical coverage

University of Novi Sad, AP Vojvodina, Republic of Serbia

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) ( 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.

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

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.

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.


Sustainability requires continuous investment in the maintenance of existing equipment and its modernization, as well as fostering an inclusive culture in the institution.

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.

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

The contact person is Stefan Savić, mentor for students with disabilities at the University of Novi Sad.

URL of the practice Reference document

Related Web site(s)

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.




Location/geographical coverage

Faculty of Law, Belgrade University, City Belgrade, Republic of Serbia

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:

  • financial relief for sensitive categories of students (reduction of tuition fees, free preparatory classes for taking the entrance exam, exemption from costs for taking the entrance exam, etc.),
  • special scholarships and prizes are awarded to socially disadvantaged students (100 scholarships of the Faculty of Law; prizes of the “Prof. Dr. Mirko Vasiljević” foundation).

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.

  • In September 2009, the summer school “Roma: legal-political dimension” was held with the participation of 65 students from the country and the region; more information at: i
  • An international conference on gender discrimination of persons with disabilities held in September 2021; the publication of the proceedings of the conference is planned. The conclusions of the conference contain recommendations for the Faculty of Law to establish additional modalities of good practice related to students with special needs. The recommendations have been submitted to the Faculty Administration and will be considered and implemented in due course.
  • On the website of the Faculty of Law, a special page for students with special needs, it is planned to be opened. There students will be able to easily and clearly get information about the opportunities that exist at the faculty in order to enable them to study undisturbed.
  • A discussion forum for persons with disabilities will be established on the website of the LAWGEM project/Faculty of Law.

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.

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.


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.

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.

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.


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.

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.


Donations and education.

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.


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.

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: