This framework consistes of the principles, guidelines, indicators and descriptors of social dimension. The principles should be understood as high-level political commitments that serve as a basis for the conceptualisation of different policies for the social dimension enhancement. The guidelines are recommendations intended to help and advice policy makers on how to implement in practice the agreed principles. Indicators for the social dimension are tools for measuring progress in implementing the principles of the social dimension in higher education. Each indicator is accompanied by a descriptor that outlines the attributes, features, and characteristics of the indicators in more detail.

Strategic approach social dimension

Principle

The social dimension should be central to higher education strategies at system and institutional level, as well as at the EHEA and the EU level. Strengthening the social dimension of higher education and fostering equity and inclusion to reflect the diversity of society is the responsibility of a higher education system as a whole and should be regarded as a continuous commitment.

Guidelines

  • Strategic commitment to the social dimension of higher education should be aligned with concrete targets that can either be integrated within existing higher education policies or developed in parallel. These targets should aim at widening access, supporting participation in and completion of studies for all current and future students.
  • In the process of creating strategies there should be a broad-based dialogue between public authorities, higher education institutions, student and staff representatives and other key stakeholders, including social partners, non-governmental organisations and people from vulnerable, disadvantaged and underrepresented groups. This broad-based dialogue is to ensure the creation of inclusive higher education strategies that foster equity, diversity and are responsive to the needs of the wider community.
  • Develop a strategy (or other major policy plan) consists on social

Indicators and descriptors

  • Existence of a system level strategy, or a similar major policy document, on social dimension of higher education, which strengthens diversity, equity and inclusion of students
  • Descriptor: Public authorities should develop a strategy or a major policy document on social dimension enhancement in higher education to improve study conditions of underrepresented, disadvantaged, and vulnerable students and to create an inclusive environment in higher education. The strategy or major policy document should take into account all the Principles and Guidelines on Social Dimension from this document.
  • Existence of a system level strategy, or a similar major policy document, on social dimension of higher education, which strengthens diversity, equity and inclusion of staff
  • Descriptor: Public authorities should develop a strategy or a major policy document on social dimension enhancement in higher education that improves working conditions of underrepresented, disadvantaged and vulnerable staff and creates an inclusive environment in higher education. It is important to incentivise higher education institutions to have inclusive human resources policies, that pay attention to recruitment in particular, so that the composition of staff reflects the diversity of society.
  • 1.3. Strategies and policies on social dimension of higher education have specific and measurable targets that are assessed and monitored by responsible bodies within concrete timeframes.
  • Descriptor: Public authorities should periodically assess the implementation and impact of the national strategies and policies, together with stakeholders, and monitor whether the selected targets are reached within proposed deadlines. Public authorities should ensure that an appropriate body has the mandate to monitor the social dimension strategies and policies of higher education institutions. Based on national contexts, external quality assurance frameworks could be used for monitoring the implementation of social dimension strategies and policies at higher education institutions.
  • 1.4. Broad-based dialogue with stakeholders in higher education is fostered and incentivised by the public authorities in the process of developing system-level and institutional strategies and policies on social dimension of higher education.
  • Descriptor: Public authorities should co-create strategies and policies on diversity, equity and inclusion with a wide range of stakeholders, including higher education institutions, student and staff representatives, social partners, non-governmental organisations and people from underrepresented, disadvantaged and vulnerable groups. Public authorities should incentivise higher education institutions to co-create strategies and policies on diversity, equity and inclusion at institutional level and to assess their impact with a wide range of stakeholders.

Flexibility of higher education systems

Principle

Legal regulations or policy documents should allow and enable higher education institutions to develop their own strategies to fulfil their public responsibility towards widening access to, participation in and completion of higher education studies. 

Guidelines

  • Legal regulations and administrative rules should allow sufficient flexibility in the design, organisation and delivery of study programmes to reflect the diversity of students’ needs. Higher education institutions should be enabled to recognise full-time and part-time studies, flexible study modes, blended and distance learning as well as to recognise prior learning (RPL), in order to accommodate the needs of the diverse student population.
  • Public authorities should promote recognition of prior non-formal and informal learning (RPL) in higher education, because it has a positive impact on widening access, transition and completion, equity and inclusion, mobility and employability. RPL enables flexible modes of lifelong learning in the entire education sector, including higher education. Implementing RPL will require effective cooperation amongst the higher education system, employers and the wider community and to enable this the national qualifications frameworks should facilitate transparent recognition of learning outcomes and reliable quality assurance procedures.

Indicators and descriptors

  • Existence of top-level regulations that allow higher education institutions to offer flexible pathways like part-time studies, stacking modules, blended or distance learning programmes.
  • Descriptor: Public authorities should provide funding to ensure that higher education institutions are able to implement inclusive curriculums and tailor teaching and learning modes and methods to the needs of students from underrepresented, disadvantaged and vulnerable groups. Public support should be provided for the development of modules for underrepresented, disadvantaged and vulnerable students and staff to enhance their integration within higher education institutions. Public authorities should provide legal regulations for inclusive admission policies, flexible pathways to access into, progress through and complete higher education. There should be a legal framework that values the outcomes of full-time and part-time studies equally.

  • 2.2. Candidates can enter higher education based on recognition of prior non-formal and informal learning and this applies to all higher education institutions.

    Descriptor:

    Public authorities should elaborate a national policy of recognising prior non-formal and informal learning for the purpose of accessing higher education, including specific policies for migrants, refugees and students with refugee backgrounds. Public authorities ensure that a National Qualifications Framework facilitates recognition of prior non-formal and informal learning.

  • Prior non-formal and informal learning counts towards fulfilment of a higher education study program.

    Descriptor:

    Public authorities should elaborate a national policy of recognising prior non-formal and informal learning for the purpose of progressing through and completing higher education. Public authorities ensure that legal provisions require using learning outcomes in the design of qualifications and study programmes, in accordance with National Qualifications Frameworks.

  • Quality assurance agencies address the recognition of prior non-formal and/or informal learning in higher education in their external evaluation procedures.

    Descriptor:

    Public authorities should ensure that an appropriate body has the mandate to monitor procedures of recognition of prior non-formal and informal learning, preventing parallel and opposing recognition procedures, delays, and additional costs for students. Quality assurance frameworks could be used for monitoring procedures of recognition of prior non-formal and informal learning.

  • Quality assurance agencies address the recognition of prior non-formal and/or informal learning in higher education in their external evaluation procedures.

    Descriptor:

    Public authorities should ensure that an appropriate body has the mandate to monitor procedures of recognition of prior non-formal and informal learning, preventing parallel and opposing recognition procedures, delays, and additional costs for students. Quality assurance frameworks could be used for monitoring procedures of recognition of prior non-formal and informal learning.

  • Existence of a legal framework that enables recognised student and staff representative bodies at higher education institutions to be actively engaged in the enhancement of the social dimension.

    Descriptor:

    There should be a legal framework which enables both students and staff to actively participate in decision-making processes pertaining to the social dimension within higher education, as well as in initiatives aimed at enhancing their study and working conditions.