Author(s): Canan ÜNVAN

Bologna Process was launched in 1999. In order to facilitate student and staff mobility, employability; and also to create a more inclusive and accessible higher education, the process defined the European Higher Education Area (EHEA). Social dimension, which is a significant area of higher education, is also on the agenda of the Bologna Process member states. Social dimension is to provide equal participation of everybody in a quality higher education. With social dimension in higher education, there is a requirement of creating proper conditions in which students will complete their study by preventing disadvantages stemming from some obstacles such as social, economic background and disability. In this context, the aim of the research, in the EHEA, is to determine application levels of measures in selected countries regarding disadvantaged learners’ participation and completion to higher education, also their mobility in higher education. It is also targeted to reveal aspects open to improvement. In this research, qualitative research was used. Data related with research was obtained through document analysis. National and international reports, studies and declarations were evaluated and analyzed. In accordance with the results of the research, there are discrepancies among countries in the implementation levels. The vast majority of the countries in the EHEA doesn’t have enough measures regarding disadvantaged learners in the higher education. Results of the research will contribute to higher education stakeholders with regard to raise awareness about the subject and measures to be taken and policies to be developed


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