Diversity and inclusion in the

new Erasmus programme

Welcome to Session 4.13

B3-013, B3 | 11:00, Thursday, 12 September 2013

Provide feedback on this session by filling in the online survey (a link to the survey will be e-mailed to you)

DIVERSITY AND INCLUSION IN THE NEW ERASMUS +

Welcome to session 4.13

• Claire Ozel METU

• Gerhard Volz National agency for Life Long Learning

September 20, 2013 Slide 2

Speakers

• http://ec.europa.eu/education/news/20130719-erasmus-plus-preparation_en.htm

September 20, 2013 Slide 3

Learning on the Edge: an Erasmus Case Study

Claire Özel Middle East Technical University, Turkey

September 2013 EAIE – İstanbul

• Turkey’s new universities, many staff new, won’t admit not knowing.

• All benefit from exchanges. • Disabled doubly discriminated as the few who

get chance to learn foreign languages are already successful elite.

• 2014 Erasmus to include EVS, used by Gazi for international exchange.

9/20/2013 2

Overview

An ‘Unsuccessful exchange’

Weak links and assumptions

Needs, Responsibilities and Criteria

Risk evaluation: different perspectives

Resilience: effective survival strategies

VI monitoring group: Bliss

‘Failure’ Officially, ‘Ali’ was labeled a failure: EU agency,

Home and Host universities. Ali identified many positives behind this

negative label.

Note: We reflect only on actions taken, not on the character or competences of specific individuals or institutions.

My Innsbruck Conferences

2007 Confidence: Wonderful Success Stories!

2010 Organiser fears: “Transition”, Need to go beyond

the limits of safety

2013 Student resilience: Beyond Survival

"Ali"s Erasmus

• 90% Visually Impaired student

• Studying at a small new Turkish university • Applied /accepted for Erasmus at a good

Spanish university. • Proactive, asking the right questions as

soon as he applied.

Timescale: May-November

• May: "I want the opportunity"

• June-August: Developed his English

• Sept.: Went to Spain

• Oct.: Problems, challenges and changes

of strategy

• Nov.: Sent back to Turkey

Distress mails: 2nd week: Ali emails Turkish Visually

Impaired Students’ Platform (GEOP). Turkish friends are puzzled and upset I offer to Skype:

o listen to his perceptions o hear his confusion and needs o understand key factors o guide him step by step towards safer

ground …to protect his limited energy.

9

Summary of Ali’s challenges Problem Person Reason

Language Ali Uninformed, badly prepared

Pre-visit Home SAO First SwD

Pre-visit Home DO First Erasmus student

In Spain: living Host SAO Assumed Home U makes arrangements

In Spain: orientation

Host DO “Only Spanish speakers. Not in English”

In Spain: academic Spanish lecturers Sighted Erasmus with same language level allowed to stay. VI Erasmus problem?

Assumptions 1. Authorities know about disability rights 2. Sending universities know how to prepare

VI students 3. Universities can provide suitable VI

conditions (orientation, study, exams, study, etc)

4. A single understanding of ‘necessary English’,

5. People will tell you what they are able to do… not what they want you to think they can do.

Ali’s Breaking Points

• No orientation

• No assistance finding a room, food...

• Others started class. Ali was told to wait...

• Others, like Ali, had minimal English. Only Ali

was given an English test, in contracted

English Braille.

Ali's needs Physical A room, food

Mobility Orientation GPS

Language Daily living, academic

Internet emails, skype

Information: course details, conditions, materials

Contacts with local disability groups, other Erasmus students

Trust that he would not be at risk

Need for Clear Systems Clear Erasmus standards: who is responsible for

what, and how non-standard requests are handled

Clear criteria: “Not acceptable, because ...”

Inclusive decision processes. The Turkish National Agency informed Ali of his failure

Clear risk management: safety nets for non-standard students.

Limits of Systems

• Large scale • General principles • Main frameworks defined • Many institutions • Additional resources for disabled students

To provide for millions of students. What when one comes too close to the edge?

When at Risk Know who is responsible for what: • SAO/ DO • Home/ Host university • The Student

Differentiate between: • My situation • The system • Those who are supposed to help • Those who can help

Distance guidance Connect: Ali’s mental state at the time Identify: • tripping points versus abilities • Ali’s resources (time, money, and energy).

• Local resources (free Spanish classes at church, migrant community, Turkish restaurant...)

Prioritise: Essential, immediate, possible

Guide to local DPO, embassy.

Ali’s resilience

• Aware that his criteria differed from criteria

used by Administrators

• Valued skills learned and experiences not

recognized by ‘the system’.

Resilience

"the quality that allows some people to be knocked down by life and come back stronger than ever. Rather than letting failure overcome them and drain them, they find a way to rise from the ashes."

http://www.psychologytoday.com/basics/resilience

Factors in resilience • Positive attitude • Optimism • Ability to regulate emotions • Ability to see failure as a form of helpful

feedback. After a misfortune, resilient people are able to

change course and soldier on. http://www.psychologytoday.com/basics/resilience

From Ali's point of view: o Difficulties: could have been reduced, o Survival: new strategies, physically, mentally,

emotionally o Weak points: valuable indicators to develop

the process for the benefit of all.

“The system failed me, but I learned so many things that will help me in my life”

Outcomes • Ali works as university Disability Officer and is

planning graduate studies abroad • Ali's positivity inspired Turkish VI group:GEOP

is developing member skills for exchanges; English, information networking, pre-exchange guidance

• I now focus on Inclusive Exchanges

Ali would have benefited from... Support from a group of experienced people able to provide advice to Erasmus officers and

Disability advisers at universities sending/hosting their

first disabled students

Bliss!

Bliss: Blind International Students Bliss: A sub-group of VIEWS International. VIEWS International: a network of 23 countries,

formed in 2008. Promotes the independence and mobility of young people with a visual impairment.

Bliss: Blind International Students Formed in Berlin, June 2013 Aims to • support VI students at university in their own

country, and those wishing to travel and study abroad

• raise awareness of issues about visual impairment at university level

• create databases of disability offices and details of universities for each country.

Bliss

An International VI network that • anticipates barriers • sees how others might perceive differently • can state their needs • understands the abilities of providers • mentors and supports peers on exchanges

...so that VI youth can step out of their comfort

zones more safely.

“Understand extremes, innovate for mainstream”

Julia Cassim

Thank you for listening Claire Özel claire.ozel@gmail.com Towards Inclusive Universities:

www.tiu.org.tr VIEWS International:

http://www.viewsinternational.eu/

HOW TO SUPPORT STUDENTS AND STAFF WITH SPECIAL NEEDS IN ERASMUS+

Diversity and Inclusion in the New Erasmus+ Programme

Gerhard Volz National Agency for Lifelong Learning

Head Higher Education (Erasmus / Bologna)

Youth in Action Programme

International

HE Programmes (currently

Erasmus Mundus, Tempus,

Alfa, Edulink)

Grundtvig

Erasmus

Leonardo

Comenius

Lifelong Learning

Programme:

One integrated Programme Current Programmes

Erasmus +

Policy Support

Institutional Cooperation

63% 25% 4%

Erasmus+

Mobility

Gerhard Volz, EAIE Istanbul, 12/09/2013

inter alia, the new programme intends to provide more support to participants from lower socio-economic background and to disadvantaged groups

Date: in 12 pts

Credit Learning Mobility of students (short cycles/Bachelor/Master/Doctorate)

Staff Mobility (Teaching & Training)

NEW: Erasmus open to the whole world in both directions for studies, traineeships, staff teaching and training For non-EU mobility: external policy priorities will apply

1. Credit mobility:

International opening of Erasmus, more mobility of students and staff between EU – non EU in both directions

2. Degree mobility:

Joint Master courses of excellent quality offered by consortium of EU/non EU universities to attract the very best students worldwide 3. Student loan guarantee:

to boost degree mobility within Europe

KA1 Learning mobility

of individuals - Higher Education-

Grants for Joint Master Courses Continuity: Erasmus Mundus Action 1

Master Student Loan Guarantee NEW – 330 000 students

Decentralised

Budget share: 63%

Date: in 12 pts

KA2 Cooperation for innovation

- Higher Education-

1. Erasmus Strategic Partnerships: more intense cooperation between institutions.

2. Knowledge Alliances: structured partnerships between HEI and businesses

3. Specific support with

neighbourhood countries: Capacity building through partnerships between EU and ENP universities with a mobility component.

4. Rest of the world: Capacity

building between universities in the EU and Asia, Latin America & Africa.

HE Strategic Partnerships Support HEI in their internationalisation & modernisation strategy

Knowledge Alliances University-business cooperation for more innovation

Support to Neighbourhood countries (ENP) Partnerships between HEIs from EU and ENP Curriculum development, modernisation, modern teaching and learning, improve HEIs governance, stronger links with the world of work, ... + INTEGRATED MOBILITY of students and staff

Cooperation with Asia, Latin America and Africa Mobility limited to HEI staff to achieve projects’ objectives

Decentralised

Budget share: 25%

Inclusion & Access in ERASMUS+

The Programme Framework “… the Programme promotes inter alia equality between men and women and

measures to combat discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. There is a need to widen access for members of disadvantaged and vulnerable groups and actively to address the special learning needs of people with disabilities in the implementation of the Programme.” (from the draft programme proposal, Preamble)

“When implementing the Programme, inter alia as regards the selection of participants and the award of scholarships, the Commission and the Member States shall ensure that particular efforts are made to promote social inclusion and the participation of people with special needs or with fewer opportunities.” (from the draft programme proposal, Chapter VI, Access to the Programme)

Gerhard Volz, EAIE Istanbul, 12/09/2013

Inclusion & Access in ERASMUS+

The Programme Framework “The Institution undertakes to […] respect in full the principles of non-

discrimination set out in the programme and ensure equal access and opportunities to mobile participants from all backgrounds.” (from the Erasmus Higher Education Charter 2014 – 2020)

“As regards those professionals who operate in the education, training and youth fields, the mobility activities are likely to produce the following outcomes: […] better quality of their work and activities with students, trainees, volunteers, young people: greater understanding and responsiveness to their social, linguistic and cultural diversity; increased ability to address the needs of disadvantaged.”

“Activities supported under this Key Action are also expected to produce the following outcomes on participating organisations: […] greater effectiveness of activities for the benefit of local communities, improved youth work methods and practices to actively involve young people and/or to address disadvantaged groups, etc.” (from the draft Programme Guide)

Gerhard Volz, EAIE Istanbul, 12/09/2013

Inclusion & Access in ERASMUS+

The Programme Framework What is meant by all this? Financial support for staff and students yes, but: is that all we need?

How to stimulate awareness raising among institutions and stakeholders? Can the programme contribute towards a change of mind-set?

Possible factors for success Commitment by all partners (HEI, National Authorities, National Agencies)

Make the Erasmus HE Charter a living document Provide for internal awareness raising within the institutions

Cooperation with target groups students, representatives for disabled

From awareness to promotion of mobility without limits

Gerhard Volz, EAIE Istanbul, 12/09/2013

European Anniversary Ambassador 2012 from Austria

Inclusion & Access in ERASMUS+

Financial Provisions in the Future The Erasmus+ Programme foresees support to additional costs directly related to visa and visa-related costs and vaccination costs, and

other costs related to young people with fewer opportunities and/or with special needs, for example contributions for participants to an Advance Planning Visit; contribution for reinforced mentorship; medical visits & health care; additional linguistic training/support, translation/ interpretation; additional preparation; special premises or equipment; additional accompanying person; additional personal expenses in the case of economic disadvantage.

Gerhard Volz, EAIE Istanbul, 12/09/2013

Students & Staff with special needs or chronic diseases Students with children Austrian approach

Support for additional expenses Travel & subsistence for accompanying persons Didactic material, therapies & medical control visits Postal charges, i.e. for medicine not available at the destination Kindergarten (nursery) or day care Lump-sum allowance (starting from € 100.00)

Explanations & reporting Application, summary of costs (+ proper invoicing on return) Medical attestation Confirmation of host institution Certificate of birth Physical presence at host destination

Inclusion & Access in ERASMUS+

Support by National Agencies

Gerhard Volz, EAIE Istanbul, 12/09/2013

Students & Staff with special needs or chronic diseases Students with children Austrian approach

Inclusion & Access in ERASMUS+

Support by National Agencies

Gerhard Volz, EAIE Istanbul, 12/09/2013

Year Students Special Needs

Amount of Support

Students with child(ren)

2007/08 4 4,155 € n/a

2008/09 5 17,055 € n/a

2009/10 6 8,227 € 5

2010/11 9 62,062 € 12

2011/12 10 37,424 € 9

2012/13* 7 12,463 € 18

Other examples & activities Collaboration with national authorities

Higher Education Authority Ireland mainstreaming support measures

Targeted publications and examples of good practice Special edition of ‘Generation Erasmus’ (Germany)

Promotion material for institutions and potential beneficiaries Postcards for blind (Greece), website information in sign language & others

Preparatory visits for staff from sending HEI Ireland

Testimonials and ‘Programme Ambassadors’ on national and European level

Inclusion & Access in ERASMUS+

Support by National Agencies

Gerhard Volz, EAIE Istanbul, 12/09/2013

http://ec.europa.eu/education/erasmus/special_en.htm Students & Staff with Special Needs (European Commission)

http://www.european-agency.org European Agency for Development in Special Needs Education

http://ec.europa.eu/education/lifelong-learning-programme/national_en.htm National Agency websites

http://www.esn.org/article/exchangeability-fostering-mobility-students-disabilities ExchangeAbility Project (ESN)

Inclusion & Access in ERASMUS+

Further Information

Gerhard Volz, EAIE Istanbul, 12/09/2013

Gerhard Volz, EAIE Istanbul, 12/09/2013

İlginiz için teşekkürler Thank you for your attention Danke für Ihre Aufmerksamkeit