Education is a cornerstone of democratic societies, a critical and fundamental element that fosters individual and societal growth. According to the Human Rights Declaration (Unesco, 1948), “Everyone has the right to education.” This right transcends mere access; it is a passport to human development, opening new opportunities and enhancing individual and societal autonomy and freedom. Adopting appropriate pedagogical approaches, methods, and mindsets that provide inclusive learning paths for diverse students is imperative to realise the potential of education truly.

Thirty years ago, the World Conference on Special Needs Education in Salamanca (Unesco, 1994) introduced the revolutionary idea of inclusive education. The concept has since evolved into a global agenda and a political objective within education, uniting educators and policymakers worldwide. The endorsement of this movement by organisations such as the United Nations (2015) and the European Commission/European Education and Culture Executive Agency (2022, 2023) underscores widespread and robust support for inclusive education.

This presentation introduces a study by Ryökkynen and Nardi. The study aims to investigate and understand the mindsets and values enhancing inclusive excellence in vocational education and training (VET). It was inspired by the G.I.V.E. (Governance for Inclusive Excellence) project, one of the European Centres of Vocational Excellence recognized by the Commission. The G.I.V.E. project aimed to innovate the VET sector by designing and implementing a holistic model for genuinely including learners from disadvantaged groups.

Inclusion can be viewed simplistically as providing support and accessibility as part of mainstream vocational education for disabilities, learning difficulties, or any other reason requiring support. However, this study adopts a broader, student-centred understanding of inclusion, drawing on the work of Nilholm & Göransson (2014) and Qvortrup & Qvortrup (2017). In this context, inclusion is seen as a phenomenon that concerns all students in VET, not just those with special needs. This study explores whether inclusive education can replace special education to enhance and implement excellence in VET (Florian, 2019).  

Our research questions are: RQ1) How do the study participants describe inclusion?; RQ2) What is the relationship between inclusion, special education and excellence?

In April 2024, we conducted semi-structured, thematic online interviews with nine project stakeholders (n=9), resulting in eight hours of recorded data. The sample was selected among the consortium's main leaders (operationally and culturally). The interviews were transcribed using AI, and the researchers meticulously reviewed the transcriptions. The analytical process began with a close reading of the data, during which the researchers documented their initial thoughts and interpretations. Following this, a deductive content analysis (Elo et al., 2022; Kyngäs & Kaakinen, 2020) was performed using the GIVE Reference Framework on Vocational Excellence through Inclusion for Innovative and Inclusive Pedagogies (RFIIP)(Ciolan et al., 2022) as a matrix. The matrix includes the following four dimensions: (1) Pedagogical principles (i.e., learner-centred, ethical soundness, respect of human rights); (2) Organisational/contextual drivers (i.e., functional governance, good resourcing); (3) Learning and career support services (i.e., learning support, special needs support); 4) Innovative pedagogue cluster (i.e., technology-based, skill-based). We identified relevant expressions in each interview theme and mapped them onto the matrix. Additionally, we introduced a new dimension titled “New Normal” encompassing attitudes, values, norms, understanding, language, and culture to accommodate expressions that did not fit into the existing matrix.

In line with earlier studies, the results demonstrated that inclusion has various interpretations as a global and local educational idea and objective. After a close reading of the data, our initial interpretation was that the study participants described inclusion from different perspectives based on their background, context and education. Some spoke about inclusion from a spiritual starting point, others connected inclusion to human rights and intersectionality, while some viewed it from a pedagogical or systemic perspective. Several key themes emerged when we elaborated our analysis using GIVE RFIIP (Ciolan et al., 2022) as a matrix. First, pedagogical principles were prominently highlighted in the results. Second, the participants described organisational and contextual drivers essential for successfully facilitating inclusive excellence. Third, innovative pedagogical approaches were highlighted in the results. Finally, the analysis revealed that a “new normal” is crucial for successfully implementing inclusion. Thus, VET stakeholders must understand why inclusion is an important and valuable educational goal. Implementing special education practices and governance is a good start to promoting VET excellence. However, for a paradigm shift, where inclusion is seen as an educational goal, we need a systemic change in stakeholders’ mindsets, values, and norms. We need an open mind, open heart, and open will.

Ciolan, L., Nedelcu, A., Bratu, M., Mironov, C., & Avarvare, D. (2022). Updated Reference Framework on Vocational Excellence through Inclusion for Innovative and Inclusive Pedagogies (RFIIP). https://www.thegiveproject.eu/wp-content/uploads/2023/04/D.2.6.b.pdf Elo, S., Kajula, O., Tohmola, A., & Kääriäinen, M. (2022). Laadullisen sisällönanalyysin vaiheet ja eteneminen [Steps and progression of qualitative content analysis]. Hoitotiede, 34(4), 215–225. https://urn.fi/URN:NBN:fi-fe202301203939 Florian, L 2019, 'On the necessary co-existence of special and inclusive education', International Journal of Inclusive Education, vol. 23, no. 7-8, pp. 691-704. https://doi.org/10.1080/13603116.2019.1622801 Göransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29(3), 265–280. https://doi.org/10.1080/08856257.2014.933545 Kyngäs, H., Kaakinen, P. (2020). Deductive Content Analysis. In: Kyngäs, H., Mikkonen, K., Kääriäinen, M. (eds) The Application of Content Analysis in Nursing Science Research. Springer, Cham. https://doi.org/10.1007/978-3-030-30199-6_3 Qvortrup, A., & Qvortrup, L. (2017). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803–817. https://doi.org/10.1080/13603116.2017.1412506