Course Content
1. The concept of Social Inclusion
Social Inclusion, Diversity, Equity, Inclusion
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Social Inclusion
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Diversity, Equity, Inclusion
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Social Inclusion
11:00:00
2. Inclusive and Equitable Education for All
Why do equity and inclusion matter so much in education? The answer lies in the profound impact they have on individuals and society as a whole. When students are provided with equitable access to education, they are more likely to do better in their studies, go on to pursue higher education and contribute positively to their communities.
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Equity
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Inclusion
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Inclusive education
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Inclusive education
10:00:00
3. Inclusive and Equitable Education for VET Schools
Technical and Vocational Education and Training (TVET) is an important part of the education system with the aim of developing skilled workers for a country. Much research, deliberation, policy and programming in TVET is concerned with issues of an ethical nature.
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The Main Ethical Issues in Education
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Practical methods for VET centers and companies to use concerning ethics in education
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More ethical issues
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Ethical Issues in Education
15:00:00
4. Strategies to Improve Inclusive Education /Social Inclusion
European Comission’ s strategy for the next years includes The European Pillar of Social Rights, which aim is to make Europe a fairer place, inclusive and full of opportunities for everyone.
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Social innovation
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Sustainable development
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Equal opportunities in education
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What Can We Do?
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European Pillar of Social Rights
01:00:00
5. CSR For Social Inclusion
Diversity and inclusion is an important element within the corporate and social responsibility agenda. Corporate reputation is a critical business success factor. Diversity and inclusion within CSR helps to create a positive brand image, helping to build an enhanced reputation and develop effective business relationships.
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Examples of CSR for social inclusion: BOSCH
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Examples of CSR for social inclusion: STARTRANSMISSION & STARASSEMBLY
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CSR
10:00:00
Supplemental Link List
Social Inclusion

Much research, deliberation, policy and programming in TVET is concerned with issues of an ethical nature.

We ask, for example, whether:

-Is the access that women and girls have to TVET opportunities equal to that of men and boys?

-Is the quality of the TVET experience of students in rural and remote areas quivalent to that of students in the towns and cities?

 -Is the quality of the learning in TVET the same for persons with disabilities as it is for those of more standard ability?

And if the answer to any of these and other such questions is not ‘yes’, then we ask what can and should we do about it.

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