Panteia to carry out a study on 'Supporting social inclusion in higher education' for the European Commission
Panteia will carry out a study for the European Commission Directorate-General for Education, Youth, Sport, and Culture (DG EAC) on ‘Supporting social inclusion in higher education’. The objectives are as follows:
- To provide a summary and analysis of initiatives in the area of inclusion and diversity in Higher Education (HE) at all levels of governance in the EU27.
- Based on the analysis, to develop a toolbox that can be used by the European Commission and Member States to identify effective policy interventions to support social inclusion and diversity within HE.
Inclusive education has been an important priority for the European Commission since the 2013 Council Conclusion urging Member States to formulate strategies for social inclusion in higher education. A particular emphasis is placed on addressing the needs of learners from underrepresented, disadvantaged, discriminated, and marginalized communities. The EU has also placed an emphasis on fostering accessibility to higher education for diverse student populations, as articulated in the European Commission's Communication outlining the ambition to achieve the European Education Area (EEA) by 2025. The EEA provides the platform for EU-level actions on social inclusion in higher education. At the national, sub-national and organisational level, a great variety of policy instruments exist to support social inclusion in higher education, which was highlighted in a 2019 report from the European Union Joint Research Centre which provided a review of different policies supporting social inclusion in HE in EU countries.
This project will be carried out in the context of a framework service contract to carry out studies in support of European cooperation in areas under DG EAC’s competence and will last for 9 months. The consortium for this particular project also consists of 4Front (as Project lead) and Visionary Analytics. In this project, Panteia will contribute towards the mapping of higher education institution policies relating to inclusion and diversity, as well as leading the development of a toolbox to identify effective policy interventions.
For more information, please contact Martin Clarke or Paul Vroonhof.
