scholarly journals ARRAKASTA Program: the key to achieve university studies in equal opportunities for young people who come out of the protection system

2021 ◽  
Author(s):  
Joana Miguelena ◽  
Paulí Dávila ◽  
Luisma Naya ◽  
Joxe Garmendia
Keyword(s):  
Higher Education ◽  
Young People ◽  
Children And Adolescents ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Protection System ◽  
Equal Opportunities ◽  
Agenda 2030 ◽  
The Right ◽  
Keywords Education

Agenda 2030 has set out the objectives to be met over the next 15 years in order to achieve sustainable development, among these are those related with education. Education must be a right for all people, as well as being of quality, inclusive, fair and uninterrupted throughout life. This article explains the objectives of Agenda 2030 related to education, focusing on the right to education and equal opportunities in higher education. To this end, the ARRAKASTA programme promoted by the UPV/EHU is used as a model. This programme seeks the protection and social inclusion of children and adolescents, as well as the entry of young people into university and the successful completion of higher education. This article covers the implementation, development and perceptions of the students involved in this program. Participants ’initial perceptions make it clear that this program goes beyond the“ shielding ”of their higher education, creating expectations, breaking the boundaries of children and adolescents cared for in the protection system, and changing the perspectives, expectations and horizons of different agents, and most importantly, guaranteeing an inclusive education. KEYWORDS: Education, Riht to Education, Equal Opportunities, Quality Education, Inclusive Education

scholarly journals Equal Opportunities and Inclusion in Higher Education Institutions of Ecuador

2021 ◽  
Author(s):  
R. Saeteros ◽  
E. Ortiz ◽  
A. Saeteros ◽  
M. Mejía
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Educación Superior ◽  
Equal Opportunities ◽  
Educacion Superior ◽  
Palabras Clave ◽  
The Right ◽  
Educational Inclusion ◽  
The University

This article aims to place the theme of equal opportunities and educational inclusion in Higher Education Institutions, analyze the challenges of universities regarding guaranteeing these rights, all within the framework of what is established in the different instruments international and national, to show their state of art in view of the need to implement policies and actions in order to respect, protect, guarantee and promote the right to higher education through the conditions of full equality for all the actors that are part from the university community, various orientations, initiatives, advances, potentials and difficulties arise that arise in the challenge of achieving inclusive universities. Despite advances in international and national legislation, it is still a pending challenge for Higher 302 Education Institutions to guarantee equal opportunities and inclusive education. Key Works: Equality. University inclusion. Inclusive education. Excluded groups. Keywords: disability, diversity. Resumen Este artículo, tiene como propósito situar a la temática de la igualdad de oportunidades y la inclusión educativa en las Instituciones de Educación Superior, analizar los retos de las universidades respecto a garantizar estos derechos, todo ello en el marco de lo establecido en los diferentes instrumentos internacionales y nacionales, que muestre su estado de arte ante la necesidad de implementar políticas y acciones con el fin de respetar, proteger, garantizar y promover el derecho a la educación superior a través de las condiciones de plena igualdad para todos los actores que forman parte de la comunidad universitaria, se plantean diversas orientaciones, iniciativas, avances, potencialidades y dificultades que se presentan en el desafío de lograr universidades inclusivas. A pesar de existir avances en la legislación internacional y nacional, aún constituye un reto pendiente para las Instituciones de Educación Superior el garantizar la igualdad de oportunidades y la educación inclusiva. Palabras claves: Igualdad. Inclusión Universitaria. Educación Inclusiva. Grupos excluidos. Palabras clave: discapacidad, diversidad.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals Caracterización de población con discapacidad visual, auditiva, de habla y motora para su vinculación a programas de pregrado a distancia de una universidad de Colombia

2017 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Luz Myrian Rojas-Rojas ◽  
Néstor Arboleda-Toro ◽  
Leidy Johanna Pinzón-Jaime
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Young People ◽  
Social Inclusion ◽  
Education Policies ◽  
School Students ◽  
Inclusive Curriculum ◽  
Higher Education Policies ◽  
Trained Teachers ◽  
Technological University

This article presents the results of an unpublished research project whose objective was to characterize a population with visual, hearing, speech and motor disabilities. The research quantified potential users of the programs offered by the Faculty of Distance Education (FESAD) at the Pedagogical and Technological University of Colombia (UPTC). It had an exploratory-descriptive methodological design with random sampling. Surveys were applied to young high school students and adult bachelors by using Braille system and a digital sign language translator. For data analysis, a quantitative statistical method was implemented. The results showed that, from young bachelors, 53% were women, 51% adults were men; 57% of young people were between 18 and 21 years old, 47% of adults were between 22 and 30 years old, and 65% of adult bachelors did not work. From the preferred university careers to study, a 28% of young people preferred engineering; 21%, economic and administrative sciences; 15%, arts; and 13%, education sciences. 27% of adult bachelors preferred engineering; 18%, economic and administrative sciences; and 15%, education sciences. 85% of youth and 71% of adult bachelors were deaf. It is concluded that there is a vulnerable population with disabilities and with an obvious lack of opportunities to access higher education. FESAD has trained teachers in designing an integrated and inclusive curriculum for the development of labor skills. FESAD also has technical and technological resources to take care of this population. It is recommended to boost higher education policies for social inclusion in Colombia, and conduct new studies on causes and effects to design and implement programs that apply these policies.

scholarly journals Socialization of Young People with Special Educational Needs

2021 ◽  
Vol 25 (1) ◽  
pp. 98-104
Author(s):  
Tеtiana Lunkina ◽  
◽  
Julia Sizonenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Special Educational Needs ◽  
Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

scholarly journals SOCIO-ENTREPRENEURIAL APPROACH IN HIGHER EDUCATION INSTITUTIONS ON THE EXAMPLE OF INCLUSIVE EDUCATION

Management ◽  
2021 ◽  
Vol 32 (2) ◽  
pp. 41-52
Author(s):  
Ivan Gryshchenko ◽  
Valentina Yatsenko
Keyword(s):  
Higher Education ◽  
Social Policy ◽  
Inclusive Education ◽  
Professional Education ◽  
Social Inclusion ◽  
Social Protection ◽  
People With Disabilities ◽  
Equal Rights ◽  
Persons With Disabilities ◽  
Higher Professional Education

Background and objectives. In Ukraine, until the mid-2000s, social policy with regard to people with disabilities was primarily compensatory in nature. Now the situation is gradually changing, the objectives of social policy are recognized to ensure equal rights and opportunities for people with and without disabilities. With the signing (2008) and ratification (2012) of the UN Convention on the Rights of Persons with Disabilities, our country has assumed the obligation to ensure the full social participation of people with disabilities in society. One of the resources that increase the chances of people with disabilities to master various spheres of life can be higher professional education, especially in an inclusive format.Methods. The study used: biographical method and interview method – to collect and summarize the information obtained; statistical method – to process the results of the survey, predictive method – to summarize various aspects of the use of inclusive education format in the system of higher professional education. Findings. The potential of the institute of higher professional education as a channel of social inclusion is proposed to use both at the macro level through the use of the model of socio-entrepreneurial approach of forming a system of higher professional inclusive education, and at the micro level through the identification and description of practices of forming an inclusive format of education in a particular university and tracing the life trajectories of people who received higher professional education in an inclusive format.Conclusion. The analysis of the successes and difficulties of higher professional education for people with disabilities shows that there is an objective need to consolidate the efforts of the higher education community with regional public organizations, executive authorities, regional and city institutions of health, education and social protection to support young people with disabilities.

scholarly journals Direito à educação e política pública do ProUni

2016 ◽  
Vol 27 (2) ◽  
Author(s):  
Maria Gorete Ferreira ◽  
Elias Kallás Filho
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Low Income ◽  
Access To Higher Education ◽  
Right To Education ◽  
Politica Publica ◽  
Dsc Method ◽  
The Right ◽  
Keywords Education ◽  
Right Of Access

O estudo discutiu a implementação de políticas públicas que asseguram o direito ao acesso no ensino superior, como meio de inserção na sociedade, buscando responder à seguinte questão: até que ponto o ProUni, como política pública contribui para o acesso ao ensino superior e a formação para a atuação profissional? Mediante o objetivo de conhecer os significados de ser estudante universitário beneficiado pelo ProUni, como política pública que pretende articular o efetivo exercício da igualdade. O trabalho desenvolveu-se em quatro capítulos. No primeiro, faz-se uma apresentação geral do direito à educação, fundamentado na CR e na LDB. No segundo, busca-se uma contextualização sobre o Programa, como política pública de ação afirmativa voltada à ampliação do acesso ao ensino superior. No terceiro, são demonstrados os resultados do estudo; no quarto capítulo, tratou-se da discussão. O estudo foi de abordagem qualitativa, do tipo descritivo, de campo e transversal. Empregou-se o método do DSC. A amostra compôs por 30 alunos de ambos os gêneros, bolsistas ProUni, com idade entre 23 e 40 anos. A conclusão aponta para o fato de que o ProUni, contribuiu de maneira significativa para os bolsistas, que pertencem a população de baixa renda, possibilitando o efetivo exercício da igualdade. Palavras-chave: Educação. Políticas Públicas. ProUni. Ensino Superior. Abstract RIGHT TO EDUCATION AND PUBLIC POLICY PROUNI The study discussed the implementation of public policies that ensure the right of access to higher education as a means of integration into society, seeking to answer the following question: to what extent ProUni, as public policy contributes to access to higher education and training for professional practice? By the aim of knowing the meanings of being college student benefited by ProUni, as a public policy that articulates the effective exercise of equality. The work developed in four chapters. In the first, an overview is made of the right to education, based on the CR and LDB. In the second, we seek a contextualization of the program, as a public policy of affirmative action aimed at broadening access to higher education. In the third, they are shown the results of the study; in the fourth chapter, this was the discussion. The study was a qualitative approach, descriptive, field and cross. We used the DSC method. The sample was composed by 30 students of both genders, ProUni fellows, aged between 23 and 40 years. The finding points to the fact that ProUni, contributed significantly to the stock, which belong to the low income population, enabling the effective exercise of equality. Keywords: Education. Public policy.ProUni.Higher education.

scholarly journals Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

2020 ◽  
Vol 12 (11) ◽  
pp. 4626 ◽  
Author(s):  
Marta Medina-García ◽  
Luis Doña-Toledo ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Teaching Staff ◽  
Equal Opportunities ◽  
Education Policies ◽  
High Knowledge ◽  
Attention To Diversity ◽  
The Right ◽  
Development Objectives ◽  
Positive Effect

Equal opportunities is an objective to be achieved in a sustainable society, as formulated by various sustainable development objectives. Inclusive education refers to the right of all people to education, guaranteeing the presence, participation, and progress of all students and, above all, equal opportunities. However, today, it is a dual and controversial issue, as it appears among the strategies and objectives planned at international and European levels, but its application and real development is still far from being a right with guarantees. Moreover, the concept of integration remains in most areas and many education policies. Therefore, the objective of this work is to establish which integration and inclusion measures favor equal opportunities. The study offers, as a major novelty, the results of empirical research, which provides a scientific framework to this process of equal opportunities. It is approached from the perspective of teaching staff with a sample of 133 professionals. The results are analyzed through factorial analysis and multiple linear regression. The results show that the aspects related to inclusion (measures of attention to diversity, high knowledge about inclusion, and adapting the system to inclusion) have a significant positive effect. The integration of students reduces equal opportunities in a statistically significant way. The results are of interest for educational policies and for decision-making and strategies to achieve sustainability and inclusion in the school environment.

PERCEPTION OF TEACHERS AND EDUCATORS ABOUT THE APPLICATION OF INCLUSION IN SCHOOLS AND KINDERGARTENS

2021 ◽  
Author(s):  
Suada Aljković Kadrić ◽  
◽  
Admir Muratović ◽  
Ibro Skenderović ◽  
◽  
...  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Quality Education ◽  
Equal Opportunities ◽  
Social Emotional ◽  
Similarities And Differences ◽  
European Standards ◽  
Laws And Policies ◽  
The Right

A large number of laws and policies that guarantee all children (regardless of differences and specifics) the right to quality education and equal opportunities for development have been adopted to bring the education system in line with European standards. One of these projects is inclusive education. Inclusive education means that schools and kindergartens should accept all children regardless of their physical, intellectual, social, emotional, linguistic and other characteristics. Teachers and educators in schools and kindergartens should nurture an inclusive culture and by their behavior provide examples and models of implementing inclusion in groups. The paper presents the attitudes of teachers and educators on the application of inclusion, which clearly shows their similarities and differences.

scholarly journals Inclusive Education in Technical University

2018 ◽  
Vol 7 (4.36) ◽  
pp. 1020
Author(s):  
O. G. Savka ◽  
E. V. Milkina
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Young People ◽  
Students With Disabilities ◽  
Present Article ◽  
Inclusive Education ◽  
Statistical Data ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Technical University

 The present article addresses the issue of importance of inclusive education in higher education institutions with statistical data on students with disabilities undergoing training. In this article the problems of university readiness for implementation of inclusive education of young people with disabilities are analyzed; and the legal, educational and systemic aspects of special education are investigated.  

scholarly journals Navigating Ethnic Stigmatisation in the Educational Setting: Coping Strategies of Young Immigrants and Descendants of Immigrants in Norway

2014 ◽  
Vol 2 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Katrine Fangen ◽  
Brit Lynnebakke
Keyword(s):  
Higher Education ◽  
Young People ◽  
Coping Strategies ◽  
Ethnic Minority ◽  
Social Mobility ◽  
Educational Setting ◽  
Equal Opportunities ◽  
Official Policy ◽  
Young Immigrants ◽  
Over Time

Tolerance and equality are widespread norms in the official policy of many European countries. The educational system is an arena which even more than others is meant to foster equal opportunities by giving individuals the opportunity to strive for social mobility through their educational performance. Despite this, young people from ethnic minority backgrounds experience different forms of stigmatization in school and higher education, ranging from feeling marked as different to experiencing more explicit racism. This article analyses young people’s coping strategies in order to combat or avoid such stigmatization. We will analyse the possible reasons why young people choose a particular strategy in a given situation, how successful that choice is, and changes in their choice of strategies over time. We will discuss how earlier experiences of support, encouragement and respect (or the lack thereof) inform the extent to which young people choose more approaching than avoiding strategies as a response to perceived ethnic stigmatisation in the educational setting. The empirical basis of the article is a sample of 50 biographical interviews with young people of ethnic minority backgrounds living in Norway.

Sign in / Sign up

Export Citation Format

Share Document