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FOSTERING ACCESS TO UNIVERSITY STUDIES TO PERSON DEPRIVED OF FREEDOM (CNUPP NATIONAL UNIVERSITY CONFERENCE OF PRISON CENTERS) |
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Location/geographical coverage |
Italy, 40 universities operating in over 80 prisons with the coordination of CRUI (Conferenza dei Rettori delle Università Italiane, Conference of Italian University Rectors) |
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Background and description |
CNUPP National University Conference of Prison Centers is an example of an institutional and interinstitutional network promoted by public universities in interaction with the Penitentiary Administration that believe it is their duty to honour their role by guaranteeing access and the carrying out of university studies also to persons deprived of freedoms, who in this way can exercise their constitutional right. It started three years ago, although a first experimentation was done in Turin twenty years ago. The objectives in the near future are to improve the quality of training of inmates engaged in university study courses also through innovative teaching models (a first trial is underway to adopt tools for distance learning even beyond the pandemic), to improve student performance (reduction of dropouts, increase of exams taken and graduates), to work on the link between upper secondary education within Institutes and Universities. Commitments are also envisaged with regards to the training of prison administration staff (prison police and treatment area operators), as well as with the development of research activities on prison issues. |
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Stakeholders and Partners |
Participating Universities – CRUI – Conference of Italian University Rectors In 2021 there are more than 1,000 inmates following university courses from the 196 university departments involved, which correspond to 37% of the departments present in the 40 universities involved. Male and female prisoners have the right to enrol and be supported for carrying out their studies, regardless of their placement in the sections of the Institute and their possible inclusion in different circuits from the ordinary one, without prejudice to the need to guarantee the separation between the prisoners belonging to the various detention circuits. Penitentiary institutions that have signed the application form for the Implementation Agreement are the Antonio Lorusso “Pagliarelli” prison and the Ucciardone “Calogero Di Bona” prison. In the 2020-2021 academic year, 1,034 detained students are enrolled: 109 (10.5%) are in an external penal execution regime, 549 (53.1%) are serving a sentence in prison in medium security circuits, 355 (34.3%) in high security, and 21 (2.1%) are serving a sentence for mafia crimes; 64 are female students (6.2%). In the first three years, universities participating in CNUPP with active students increased from 27 in 2018-19 to 32 in 2020-21 (+18.5%); the Penitentiary Institutes in which PUPs (Poli Universitari Penitenziari i.e. Prison Universities) operate went from 70 to 82 (+17.1%); the number of students enrolled went from 796 to 1034 (+29.9%). Among these data, the significant increase in the female component stands out, going from just 28 female students in 2018-19 to 64 in 2020-21, therefore an increase of 128.6%. 896 students are enrolled in three-year degree courses (87%), while 137 attend master’s degree courses (13%). The disciplinary areas most attended by students in prison are: the political-social area (25.4%), followed by the artistic-literary area (18.6%), the legal area (15.1%), the agronomic-environmental area (13.7%), psycho-pedagogical area (7.4%), historical-philosophical area (7.3%), economic area (6.5%) and other areas (6%). |
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Methodological Approach |
The interactions, started with the Department of Penitentiary Administration (DAP), in particular with the Directorate General of Prisoners and Treatment, responsible for training activities, made it possible to sign a memorandum of understanding in September 2019 which defines the methods for permanent confrontation between CNUPP and DAP. Shared guidelines will be soon issued to regulate university study activities within Italian prisons. The constitution of the CNUPP allows the representatives of the individual universities to continuously discuss various problems, exchange good practices, address requests to the DAP about individual situations, and deal with problems such as, for example, the inconvenience due to the transfer of university student prisoners from a prison to another. In these cases, the CNUPP acts as an interconnected network, in which academic and administrative staff collaborate with each other and with the Penitentiary Administration to facilitate the transfer of students from one university to another. Two other aspects that make this initiative particularly interesting are:
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Validation |
Satisfaction and positive judgments from the rectors of the CRUI, who have expressed their commitment to continue and further extend the initiative. The Rector of the University of Palermo, prof. Fabrizio Micari, points out: “To 2021, two inmates have completed the enrolment and at least eight others have activated the enrolment procedure or have expressed interest in activating it. The prediction is of at least ten students enrolled in our University by the end of the year”. |
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Innovation potential |
This initiative has a significant potential as it involves a category of students – prisoners – that usually are excluded from any higher education programs. |
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Success Factors |
Continuous discussion on various problems, exchange of good practices between institutional actors. |
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Constrains |
Problems due to the transfer of university student prisoners from one prison to another. Material difficulties of enrolment and access to the online procedure, given the unavailability of access to the internet for subjects under the restriction regime. |
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Lessons learned |
Respect of human rights and promotion of individual potential. Collaborative work with the Penitentiary Administration can make it possible to transform detention from a “suspended” time to a fruitful period, in which inmates can undertake, if they wish, even University courses that allow them to invest in their human capital, an indispensable tool for reducing the risk of recidivism, with benefits not only for the individual but for society as a whole. |
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Sustainability |
For the 2020-2021 academic year, regional taxes have been waived. The Regional Department has allocated a total sum of 150,000 Euros to be distributed among the Sicilian Universities on the basis of projects presented by each one of them. |
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Replicability and/or up-scaling potential |
The possibilities of extending this good practice more widely are:
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Conclusion |
CNUPP has two horizons of commitment. Firstly, it intends to carry out activities of promotion, reflection and direction of the national university system and of the individual universities regarding the guarantee of the right to study of people detained or in external criminal execution or subjected to detention security measures. For this reason, the first objective is represented by the commitment to arrive at guaranteeing opportunities for university courses in a widespread manner, even in geographical areas where today they are absent or poorly structured, so that the right to study can be enjoyed regardless of the penitentiary institution in which whoever has an interest finds himself imprisoned. Hence, the commitment of CNUPP to support and accompany the possible launch of new experiences similar to those carried out so far. Furthermore, guidelines will be proposed establishing the conditions in which can best promote study paths for this particular category of students, support the commitment of teaching and administrative staff and, last but not least, foster encounters between the prison universe and the university community as a whole. Secondly, CNUPP, in collaboration with the Ministry of Justice (Department of Penitentiary Administration, Department of Juvenile and Community Justice and their peripheral articulations) and with any other institution in the field, intends to define a series of guidelines for fostering higher education possibilities within prisons and more generally for people in situations of limitation of personal freedom. These guidelines, drawing from the experiences carried out so far, will be brought to the attention of the national authorities and the general public. Events Autobiographical writing process in prisons https://www.crui.it/eventi-cnupp/percorso-di-scrittura-autobiografica-nelle-carceri.html Development of the prison library https://www.palermotoday.it/cronaca/carcere-malaspina-cultura-libro-universita.html |
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Contact details |
Consiglio Direttivo – CRUI – Conferenza dei Rettori delle Università italiane DIRECTIVE COUNCIL Members of the Board of Directors of the CNUPP (triennium 2018-2020) PRESIDENT Prof. Franco Prina, University of Turin MEMBERS Prof. Andrea Borghini, University of Pisa Prof. Emmanuele Farris, University of Sassari Prof. Marella Santangelo, University of Naples “Federico II” Prof. Francesca Vianello, University of Padua University of Palermo delegate Prof. Paola Maggio |
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URL of the practice Reference document |
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Related Web site(s) |
Sapienza University of Rome https://www.uniroma1.it/it/pagina/polo-universitario-penitenziario-sapienza-pup-sapienza |
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Related resources that have been developed |
Implementıng Agreement For The Establıshment Of The Unıversıty Center Palermo Dıstrıct Penıtentıary |
UniCoRe
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UniCoRE, UNIVERSITY CORRIDORS FOR REFUGEES |
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Location/geographical coverage |
Italy, national territory, 32 Italian Universities |
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Background and description |
The UniCoRe project was created starting from the experience of two Ethiopian graduated refugees who arrived in Bologna in 2019 to attend a specialist degree course. The idea of creating University Corridors for Refugees was born from the need to help these young people to overcome the difficulties encountered and to facilitate them in the continuation of their higher studies. The project aims to facilitate the access of refugee university students to specialised studies in Italy, helping them economically and socially. Thanks also to an extensive network of partners, scholarship and mentors the students are supported in entering academic life and integrating into the local social fabric. Main stages 2019, October: UNHCR launches the Manifesto for Inclusive Universities, including recognition of foreign university degrees and university corridors for refugees in Italy. 2020: 10 more Universities join the project for the second year, despite the Covid pandemic. 2021: 24 Italian Universities decided to join the third edition of the project, allowing 45 Ethiopian students to continue their higher education studies in Italy. 2022: version 4.0 of the UniCoRe program is underway. 69 students will be selected to begin degree courses in September 2022. The selected students will be exempt from tuition fees at the universities participating in the programme and will receive financial support for plane tickets and visa-related expenses, as well as a study grant to help them during their stay in Italy. |
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Stakeholders and Partners |
UNHCR Italy is the project coordinator. PARTNERS
Universities:
The 2022 UNICORE 4.0 project is open to students who:
32 universities participating 69 places available for students 300 courses offered The gender issue is very delicate but subject to attention. Some universities make separate rankings for female and male candidates precisely at the suggestion of UNHCR. During the first year of the project no girl applied for the selections. The second year there was a female application and in the third year, in 2021, there were 10 female candidates out of 45 total applications, with an average of 20% which is very high compared to the world average. In reading this data there are a number of factors to consider. The target is already graduated students in possession of a three-year degree. At that age, women, especially in these developing countries, already have very burdensome family commitments and you need to pay close attention to them, also because their needs are different from those of men, even married ones. Therefore, we are thinking about possible developments, looking at other experiences such as the Canadian one which involves the transfer of the whole family, while at the moment UniCoRe is intended only for students. A fundamental factor of this program is the focus on the university specialization path and on the contribution of the partners, each of which is active on an aspect of the operational support, such as the language course, the computer, the clothing, the subscription to public transport. . To allow the extension of the benefits to the family unit, it is necessary to ensure their economic sustainability. |
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Methodological Approach |
The entire project has been evolving since its launch in 2019. In 2022 it can be said that the Agency has so far refined and fine-tuned a successful model and methodology, which could be further improved over time. The methodology used to verify expectations and needs of the selected students and to establish changes and improvements in the quality of the project offer foresees these phases:
Each year to develop the project UNHCR carries out assessments with universities and partners, always involving refugee students in several meetings, using its own tools to evaluate the project, improve it, refine it. One of the main tools is the focus group discussion, used at least once a year to gather feedback from the beneficiaries of the project the year before with pre and post support. For example, one implementation of the project, based on suggestions made during the focus groups by the refugee students themselves, was the use of local radio stations to disseminate the opportunity to apply for the selection and the activation of 40-hour Italian courses (which in the 4th edition became 120, offered by three universities) available upon the students’ arrival in Italy. |
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Validation |
The project UniCoRein 2022 offers 69 refugee students the opportunity to attend a master’s degree programme at an Italian university. This year, since there were many, an online tool was used to collect their feedback which was very high and no critic elements emerge at the time, only some requests for improvement of some aspects such as post arrival care, aspects that certainly with the covid, delays in obtaining residence permits, which is a critical procedure in Italy in general, or that the scholarships are of different entities among the universities have worsened. UNHCR has set a minimum cap on the scholarship, but there are universities that have decided to give more. As the project is unique, students confront and discover these differences, which depend on the decisions of the individual participating universities. The Agency requires from partners a minimum support for two years or at least up to the specialist degree. The scholarship is provided either by external partners identified by universities as partners, such as foundations or by the universities themselves on their own funds, or by the university institution for the right to study. Students apply in July before arriving. UNHCR only asks that there be a Plan B in which the student or female student is given support in each case. Of the first and the refugee students who arrived, the first three are graduates, the others are completing the master’s degree course overcoming the difficulties of the language, Covid and the different study method. This year in Perugia there is the first graduate in two years. The choices of study paths are very varied, for example:
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Innovation potential |
The idea is to have an ad hoc path for refugee students in the context of the complementary role of the UNHCR. The project is the first Education Pathway in Italy, moreover created without changing the legislation, because the students arrive with a study visa. It is a project with strong economic, institutional and political coverage at all levels, since international organizations, institutions, universities and local associations are part of it. On the Italian model, other European countries are developing similar paths in France, Belgium, Holland and Luxembourg. Therefore the Italian model is an autonomous and pilot channel. The selection is based not on protection needs but on motivation, on the skills acquired in previous degree courses. There are already similar Corridors in Germany, but in that country the central authority prevails, while in Italy the strong partnership between various actors involved (volunteer doctors, libraries, small municipalities) prevails across the board. |
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Success Factors |
One of the main success factors of the project is the involvement of partners at all levels, institutional, cultural, social, religious, of the third sector. Partnership collaboration and activism is key in following the needs of students from their home country. The choice of the country in which to disseminate and start the selection procedure is also decisive, because the acceptance of the project is subordinated to the importance that country assigns to the protection and facilitation of studies also by refugees. It is known that there are many refugees in the world and as many countries that play the role of primary asylum (Source: Education 2030: A Strategy for Refugee Education) but it is necessary to identify a good starting country because there are a series of factors to consider such as the policies of access to university. Ethiopia was chosen because in that country there are policies considered to be of a good standard for access to university and a certain type of university and also for the favour towards refugees in terms of scholarships, exemption from academic fees and other benefits. It must also be considered that refugees may wish to return to the country of first asylum rather than stay in Italy and therefore contribute to the development of their communities in the countries of asylum and also for this reason the choice of the country in which to start the selections is important because not in all countries allow the return of refugees once they have left. The project was addressed to Ethiopia in the first 3 years. Since 2022, there are 8 recipient countries: Nigeria, Niger, Cameroon, South Africa, Zambia and Zimbabwe, Malawi, Mozambique, based on the numbers of refugees present in them. But since the proposal is extremely distant from their reality, it takes some time for refugees to get the idea that it is a really viable opportunity, the first year is always a pilot. |
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Constrains |
The constraints and challenges to be faced depend on each country: the ability to move, to obtain the documents to leave the refugee camp, to have an internet connection, to have a computer (many refugees only have a mobile phone). Even if the colleagues of the partner associations on the spot are very helpful and active, there are many problems. For example, in Nigeria where refugees are mainly urban, free to move, paradoxically they are more difficult to reach than those allocated in the refugee camp. UNHCR has set up contact channels via social networks such as Facebook, whatsapp groups to disseminate information, but it is very complicated in these contexts. The admission procedure for the selection of candidates will be carried out individually by the universities and is not under UNHCR’s responsibility. Admission requirements Application is open exclusively to candidates who: Are residing in Cameroon, Niger, Nigeria, Malawi, Mozambique, South Africa, Zambia, Zimbabwe and have been recognized refugee status in these countries in collaboration with UNHCR (candidates are strongly advised to check individual university pages as country of residence criteria may vary); Hold a qualification valid for admission to the chosen Second Cycle Degree Programme; Have a Grade Point Average (GPA) of at least 3.0 according to the country of graduation tertiary education grading system or equivalent according to the comparable table issued by the Italian Ministry of Education; Hold a degree obtained in or after 2017 and no later than April 30th 2022; Meet the specific admission requirements of the Second cycle degree programme; Have never before been enrolled in a degree program at any of the Partner Universities. Proficiency in the English language is required. Selection criteria and application documentsStudents will be selected on the basis of merit. The evaluation will be carried out by Committees of Experts nominated by each university individually. Selection processThe participating universities will each identify a Committee of Experts to conduct the selection process, which will be divided into two steps: Step 1: Evaluation of the documentation. The Committee of Experts will evaluate the documentation according to the following criteria:
Candidates receiving a score of less than 25 will not be admitted to step 2 of the selection process. Candidates admitted to Step 2 will be notified by email. Step 2: On-line interview. Candidates admitted to step 2 will be interviewed by the Committee of Experts, who will evaluate their technical skills, knowledge of the subject and level of English. Interviews will be graded on a scale of 40 points. Interviews will be held on-line. Candidates will be notified by email about the date and time of the interview. Candidates are requested to present themselves for interview with the Ration Card Number or the Refugee Identity Card used during the on-line application. A third party must be present at the beginning of the interview to identify the candidate. Participation in University Corridors, including the application process, is free. |
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Lessons learned |
It is a successful project, also given the response of the Italian ones. The children who have arrived are following successful study paths, demonstrating that refugee children can not be a burden but a resource for the countries that welcome them (internships in Banca Etica, at the Canadian Embassy in Italy, …), therefore seeing the refugee in a different perspective, with a profile and skills thanks to which he can access the job for which he studied. The project aims not only to guarantee a safe legal entry to the refugee, but to build a welcome project around him. This was the most important message to get to the universities. For example, a strong point of success, the added value of the project is a great attention to the individual, not only to bring these young people, but also to accompany them in their integration: every refugee lives in the student residence, in the university residence, has a mentor at the university and a volunteer family as a tutor to familiarize him with the environment and the social context. The family is a bridge between the refugee and the society that surrounds him, as attention to the individual in addition to material equipment (clothes, computer, bicycle or subscription to vehicles). Caritas has a great role: volunteer families are selected through local partners such as diocesan Caritas and guide them, calling them often, inviting them to lunch on Sundays, taking them to the mountains or the sea, becoming points of reference and in some cases them support in the search for some chore to round up. The informal network works very well in Italy. |
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Sustainability |
The project is active on a national level. We intend to work on the economic sustainability of the project. The idea is to enhance the project by looking more and more for a link between the world of study and that of work: a company finances a boy’s scholarship for two years and then makes him do an internship after graduation. This is to make the entire project sustainable and self-financed. At the moment, in fact, Caritas has made a large investment, dealing with airline tickets and legal and social protection at the local level in the countries of origin. In 2022, the local Lions Club was involved in Padua on a proposal from the UNHCR, which financed a city association that was responsible for providing local social assistance, guidance and accompaniment in the area. Having more subjects involved and above all companies to enter the project is one of the sustainability objectives. |
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Replicability and/or up-scaling potential |
The project is being studied to be replicated in France and Belgium. Similar but not entirely identical models are active in Canada and Germany, but the Italian project is characterized by the richness and articulation of the support offered to the student who exceeds select it. The conditions to be respected for the replicability and success of the project are:
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Conclusion |
Conclude specifying/explaining the impact and usefulness of the good practice. When possible, use anecdotal evidence such as a storytelling or testimony of a man or a woman showing the benefit of the good practice. https://www.youtube.com/watch?v=wQ_pHtKWo5s https://www.youtube.com/watch?v=lNri937Rn5w |
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Contact details |
Andrea Pecoraro, UNHCR Italy, Holy See and San Marino |
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URL of the practice Reference document |
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Related Web site(s) |
https://www.unhcr.org/it/cosa-facciamo/partner/progetti/unicore/ https://www.univrmagazine.it/2022/04/05/unicore-4-0/ https://universitycorridors.unhcr.it/partners/ https://www.uniroma1.it/it/pagina/unicore-university-corridors-refugees https://www.unimore.it/mobilita/unicore.html https://www.unict.it/it/didattica/unicore-university-corridors-refugees https://www.unicampania.it/index.php/studenti/opportunita/progetto-unicore |
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Related resources that have been developed |
https://www.unhcr.org/it/notizie-storie/comunicati-stampa/limpegno-delle-universita-per-i-rifugiati/ https://www.unhcr.org/tertiary-education.html |
Aveiro
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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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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 |
Descendants
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PORTUGUESE DESCENDANTS |
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Location/geographical coverage |
Portugal |
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Background and description |
Institutions involved: Portuguese Public Universities and the Directorate General of Higher Education in the scope of the Regulation of the National Public Higher Education Application and Admission via the Special Contingent for Portuguese Emigrant Applicants, Family Members who live with them and Portuguese descendants allocating “7% of the vacancies to Portuguese descendant applicants in all degrees at public Universities and Polytechnical Institutes (34 public institutions and more than 1,000 degrees)”. A Portuguese descendant is a citizen who has lived permanently for at least two years in a foreign country with at least one ascendant of Portuguese nationality up to the 2nd degree in the straight line who has not lost that nationality, and who has the Portuguese nationality according to Law No. 37/81, 3/October, paragraph No. 1 of item 1, in its current wording. The application conditions are the following ones: For Portuguese emigrant applicants, family members residing with them and Portuguese descendants, a special contingent was created with 7% of the places set for the 1st phase of the national application, namely, candidates who: a) are or have been Portuguese emigrants or family members who live with them or Portuguese descendants; b) submit their application within a maximum period of three years after returning to Portugal; c) Have obtained in the foreign country of residence a secondary education certificate of that country, or obtained there, which constitutes a higher education access qualification or legally equivalent to the Portuguese secondary education; Holding a Portuguese secondary education certificate; d) At the date of completion of the secondary education course having resided for at least two years, on a permanent basis, in a foreign country; e) Do not hold a Portuguese or foreign degree conferring a higher education degree. f) Applicants may also apply to the special contingent for emigrant applicants and family members residing with them, as well as Portuguese descendants, who comply with paragraphs a), b) and e) and who have completed in the foreign country of residence, cumulatively: i) part of the secondary education course of that country, whenever it is legally equivalent to Portuguese secondary education, or part of a course of Portuguese secondary education, and: ii) the whole cycle of education preceding the secondary education in the same educational system. These conditions may, upon the student’s request, be replaced by obtaining a secondary education diploma in a foreign country neighbouring the foreign country of residence provided that it is proved by the Portuguese diplomatic authority that the completion of the secondary education course in that country was due to the greater proximity between the secondary school and the place of residence, and to greater transportation accessibility from the home residence to school. In terms of identifying the direct and, eventually, indirect beneficiaries: In the year 2018, the 7% of reserved places in Portuguese higher education, which corresponds to about 3,700 places, were addressed at Portuguese descendants, with only 400 being fulfilled in the previous year. In 2021, there was a 52% increase in the number of emigrant and Portuguese descendant candidates placed by the national access application in 2 years, but the government wants to increase this indicator and make it boost the fulfilment of the aim established with the European Union of having six young Portuguese in every ten attending higher education. Also in 2021, 664 emigrants and their families entered higher education in Portugal under this contingent, a number which is almost 60 per cent higher than the one in the previous year, having entered 416 students. Regarding candidates applying via the special contingent for Portuguese emigrants, their families and Portuguese descendants – Country of emigration Venezuela, the following available data was collected: 1919-20: 43 candidates, 38 of whom were placed; 2020-21: 38 candidates, 35 of whom were placed; 2021-22: 10 candidates, 9 of whom were placed. Study Cycles particularly relevant for these students’ education at the University of Madeira:
Support from the Portuguese descendants Associations (Venezuela) Actions by the Employment Office at the University of Madeira Actions promoted with the collaboration of the Government of the Autonomous Region of Madeira, together with the participation by students from the University of Madeira, via Start-up Madeira, “Startup Madeira is part of the European network of business and innovation centres. This network, which is supported by EBN and based in Brussels, has more than 160 BICs spread over 28 EU countries. At national level, BICs are gathered in BICS – Association of Portuguese Business and Innovation Centres (Associação dos Centros Empresariais e de Inovação Portugueses). It is also part of the recently created National Network of Incubators.” (https://startupmadeira.eu/home/). |
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Stakeholders and Partners |
Portuguese Public Universities The Directorate General of Higher Education Portuguese descendants The Portuguese descendants Associations (Venezuela) The Employment Office at the University of Madeira Government of the Autonomous Region of Madeira |
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Innovation potential |
Actions promoted with the collaboration of the Government of the Autonomous Region of Madeira, together with the participation by students from the University of Madeira, via Start-up Madeira, “Startup Madeira is part of the European network of business and innovation centres. This network, which is supported by EBN and based in Brussels, has more than 160 BICs spread over 28 EU countries. At national level, BICs are gathered in BICS – Association of Portuguese Business and Innovation Centres (Associação dos Centros Empresariais e de Inovação Portugueses). It is also part of the recently created National Network of Incubators.” (https://startupmadeira.eu/home/). |
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Contact details |
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Related resources that have been developed |
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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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