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The Improvement of the Social Dimension in Higher Education in the Republic of Croatia – a Prerequisite for Its Inclusiveness

This chapter examines Croatia’s response to the changing participation in higher education within the broader diverse social context as laid out in the Bologna Process (2010) which encouraged benchmarking academic standards across European higher education institutions. The process included consideration of the links between equitable participation in, and successful completion of, learning in higher education, and employability options leading to more equal opportunities for life outcomes. Lifelong student-centred learning was a central issue with explicit acknowledgement of prior learning, including informal learning. The aim of the Bologna Process was that the student population in higher education would reflect the diversity of society at large (London Communiqué, 2007). As Biggs and Tang (2011) state, widening participation challenges academics across institutions to address the quality of their teaching and assessment to develop a truly inclusive approach.

social dimension, inclusiveness, higher education

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