TO-INN adopts a systemic approach to improving quality in higher education in which inclusion, access, preparing students to survive in diverse situations and attending to their academic success all play a decisive roles in negotiating the challenge that HE faces: the fact that increasing massification through democratization processes coexists with inequality in access, permanence and students’ academic results.
Our work endeavours to address, in its broadest sense, the so-called “social dimension of higher education” that was discussed in the EHEA’s ministerial conferences at Bergen, London, Leuven, Budapest and Bucharest (2005, 2007, 2009, 2010 and 2012, respectively). Our work is also informed by the various studies that emphasize the importance of making students’ profile, characteristics and conditions key to HE policy design in order to implement more equitable and inclusive educational practices.
Taking on board this dimension is key in promoting social cohesion, reducing the level of inequality between learners and increasing knowledge, skills and abilities in the heart of society. Likewise, this is the dimension that can inform policies, which maximize people’s potential development at a personal level and contribute to creating a sustainable, democratic and knowledge-based society.