THE ROLE OF EUROPEAN PROJECTS IN THE APPLICATION OF EDUCATIONAL INCLUSION POLICIES
THE ROLE OF EUROPEAN PROJECTS IN THE APPLICATION OF EDUCATIONAL INCLUSION POLICIES

Summary/Abstract: Rapid and complex changes that have been taking place in contemporary societies since the beginning of the 21st century, lead to a reconfiguration of education systems through strategic solutions, applied in social, informational, and technological programs. Education is designed to study these challenges, developing strategies to adapt to a changeful world while providing the tools for professional and social guidance. In this context, educational institutions face new approaches to education issued from the diversity of social problems and the heterogeneous educational intervention fields. Regarding the relationship between projects, programs and policies, it should be known that a well-formulated project results from an adequate balance between the European Commission's development policy priorities and the development priorities of the beneficiary institution. Within these policy priorities, the executive mechanisms of governmental or non-governmental agencies formulate extensive domains and implementation strategies. These expertise domains are often called programs, which similarly to projects, can be significantly different in scope and scale. Projects and programs differ in terms of time frame, development objectives, management structures and resources involved. However, the principles and methods of project management apply in all situations. Individual projects are part of a cyclical process, each contributing to the long-term achievement of the priorities set in the strategy of an organization or institution.

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