Principle 3: The inclusiveness of the entire education system

It is important to create synergies with all education levels and related policy areas (such as finance, employment, health and social welfare, housing, migration etc.) to develop policy measures that create an inclusive environment throughout the entire education sector that fosters equity, diversity, and inclusion, and is responsive to the needs of the wider community.

The social dimension policies should not only support current students, but also potential students in their preparation and transition into higher education. Participation in higher education has to be a lifelong option, including for adults who decide to return to or enter higher education at later stages in their lives. An inclusive approach needs to involve wider communities, higher education institutions and other stakeholder groups to co-create pathways to higher education.

Public authorities should actively coordinate with stakeholders and advisory bodies at all educational levels and organise a national social dialogue on diversity, equity and inclusion in education. They could support awareness raising and peer learning activities on diversity,equity and inclusion among children, students, parents, administrative and teaching staff in schools and higher education institutions, among local civil society representatives and other important stakeholders in education. Public authorities could consider creating a national or regional contact point for dealing with diversity, equity and inclusion of students and staff in the education sector. Such contact point could, among its services, provide support and guidance to educational institutions on how to make the information for underrepresented, disadvantaged and vulnerable groups publicly accessible.

Public authorities should provide support and guidance to educational institutions and connect representatives of other policy areas to cooperate on solving the financing, employment, housing and related issues to help underrepresented, disadvantaged and vulnerable students avoid the obstacles that hinder their involvement in general and further education.

Public authorities should provide a legal framework that ensures there are no age-related restrictions on funding students. Higher education institutions and, if the case, public service centres outside of higher education systems should provide information and guidelines on lifelong learning options for students with delayed transition into higher education. Public authorities should provide funding to higher education institutions for offering adequate flexibility and support to those students.

Diversity, equity and inclusion in education should be an integral part of the curriculum of all higher education programs offering teacher training for all levels of education.