The Inclusive Higher Education Project (ESOK)

1. The Inclusive Higher Education Project (ESOK) Kuva

2. Global Higher Education Accessibility • Universal Declaration of Human Rights (United Nations1948) • Standard Rules on Equalization of Opportunities for Disabled Persons (United Nations1993) • World Declaration on Higher Education (UNESCO1998)

3. Global Higher Education Accessibility World Declaration on Higher Education • “(..)no discrimination can be accepted in granting access to higher education on grounds of race, gender, language or religion, or economic, cultural or social distinctions, or physical disabilities.“

4. Global Higher Education Accessibility Higher Education Transformation: • From an elite to a mass system • More diversity in the types of higher education institutions • More diverse student population • New opportunities related to technologies (unesco; 4)

5. European Union Higher Education Accessibility Social dimension: Equity and efficiency • Increasing access to education and training for all, including disadvantaged groups and older workers, will contribute to increasing the active population, which simultaneously promotes growth and reduces inequalities. (2)

6. European Union Higher Education Accessibility Equity and efficiency • Access should be open to all, and treatment should be differentiated according to people’s specific learning needs. (2)

7. Nordic Higher Education Accessibility • NSH ym.

8. Finnish Higher Education and Accessibility State Policy and National Legislation • Securing equal opportunities to all is a fundamental principle of theFinnish society • Equality before the law (Constitution) • The Law of Service for the Disabled People (1987) • Non-Discrimination Act (21/2004 ) • National Building Code FI Accessible Building (2005)

9. Finnish Higher Education and Accessibility Recent developments • Finnish Design for All network’s University for All -project hasgathered together inclusion activists from different HEIs and NGOs since 2002 • University for All has activated national discussion on accessibility and inclusion issues

10. Finnish Higher Education and Accessibility Recent developments • In 2003, organisations of disabled people and student organisations handed a Memorandum for the Minister of Education • The Memorandum pointed out many barriers for students with disabilities in higher education policies and practices and listed the most urgent measures to be taken.

11. Finnish Higher Education and Accessibility Recent developments Inquiry by the Ministry of Education reported significant shortcomings in • Teaching and learning • HE Facilities • Personnel training • Strategic planning • Organisational communication compromising the equal opportunities of students with disabilities and diverse learners.

12. Finnish Higher Education and Accessibility Ministry of Education reported: • accessibility was mostly considered to concern the built environment and its obstacles to disabled students’ mobility • the factors that affected seeing and hearing properly were rarely noticed • accessibility of communication and learning were being actively developed only in few universities

13. Finnish Higher Education and Accessibility Ministry of Education reported: • Personnel training did not usually include accessibility issues • Comprehensive development plans and co-operation with organisations of disabled people was rare.

14. Finnish Higher Education and Accessibility Recommendations by the Ministry of Education • Accessibility evaluations • Development plans • Accessibility included in HE institution strategies • Wider co-operation with stakeholders • Sharing of tools and good practice

15. Finnish Higher Education and Accessibility Recommendations by the Ministry of Education • Development committee • Training for personnel and students • Accessibility references for admission and guidelines teaching • Accessible information on the web and in print • Information made available using various channels

16. Inclusive Higher Education Project ESOK • Johdantotekstiä aikaisemmasta hankkeen yleisesittelystä…

17. Inclusive Higher Education Project ESOK ESOK pilot partners in a planning session

18. Impact Indicators Overall objective Specific objective Specific objective Specific objective Outcome Indicators Result Result Result Result Output Indicators Activity Activity Activity Activity Costs The Logical Framework Objectives and Indicators

19. Inclusive Higher Education Project ESOK ESOK project plan: Objectives and Results Physical environments for all • Results: Physical environments in HE institutions, internship and working places support the equal participation and studying of all students Student guidance and counselling for everyone • Results: Guidance and counselling services pay attention to the individual needs of students Access to Learning for everyone • Results: Teaching and learning are designed, organised and evaluated holistically bearig in mind the needs of all students.

20. Inclusive Higher Education Project ESOK ESOK project plan: Objectives and Results Accessibility Leadership • Results: HE management, policies and practices embrace the inclusive ideals Accessibility Awareness • Results: Raising of the conditions for inclusion among the HE personnel, students and community Stakeholders as a resource • Results: The expertise of stakeholders is utilized to implement inclusion in HE as an integral part of practice Research and Development • Results: Research and development advance inclusion

21. Conclusions Challenges • Loosely defined rights and responsibilities ”a person commissioning work or arranging training shall where necessary take any reasonable steps” • Stigmatizing practices: Definitions of disability reflect the individual model of disability • Competing demands for limited funding • Various priorities and interpretations

22. Conclusions • Need for dialogue and co-operation in order to develop inclusive HE practices, policies and culture. • Examples of various ongoing projects by ESOK stakeholders presented here in the Conference are MobIT (University of Lapland), IHope (University of Kuopio), and xxx…

23. References • From Bergen to London. The EU Contribution (2006) (1) (http://ec.europa.eu/education/policies/educ/bologna/report06.pdf • Modernising education and training: a vital contribution to prosperity and social cohesion in Europe. 2005, 11) (Brussels, 30.11.2005 COM(2005) 549 final/2)(2) • Equal education opportunities in EU questioned by new Commission research (2003) http://europa.eu.int/rapid/pressReleasesAction.do?reference=IP/03/377&format=HTML&aged=0&language=EN&guiLanguage=en • Building University Diversity Future approval and accreditation processes for Australian higher education. Australian Government 2005 (4) • Poussu-Olli, H-S. 1999. To be a Disabled University Student in Finland. Disability & Society, Vol. 14, No. 1, 1999, pp. 103-113 • Non-Discrimination Act (21/2004). http://www.finlex.fi/fi/laki/kaannokset/2004/en20040021.pdf • Aid Delivery Methods. Project Cycle Management Quidelines. 2004. European Commission. EuropeAid Cooperation Office. http://www.europa.eu.int/comm/europeaid/qsm/index_en.htm