Schools / Winter School 2028
YEAR 2 · 2027/2028 · WINTER SCHOOL
Equal Rights Inclusive Communities
EU Inclusion Equality and Non Discrimination
Develop evidence-based responses to equality and access dilemmas in Polish higher education, connecting EU values and relevant legal frameworks with fair institutional procedures.
FINAL SYLLABUS · ACADEMIC YEAR 2027/2028
Your programme and reading guide
The final annual syllabus covers both the winter and summer schools. This school is on pages 1–9. The PDF includes the full learning-outcome tables, teaching responsibilities, assessment and reading lists.
Download Year 2 syllabus (PDF) Open this school in the PDF →Languages and learning activities
Languages: English and Polish.
Learning activities: lectures, practical classes and student projects. Students explore the school’s themes through guided discussion, case analysis and collaborative project work.
Teaching hours: 20 lecture hours and 40 hours of supervised practical work, including project activities, as set out in the final syllabus.
Registration not yet open. Exact dates, daily times and venue or access arrangements will be announced before enrolment. Planned host: VIZJA University, Warsaw.
What you will explore
EU Inclusion Equality and Non Discrimination
The question we will explore: How should a university respond fairly when equal access and non-discrimination are challenged?
Core topics
- EU equality and rights frameworks — Equality concepts; Charter scope; Directive 2000/43/EC and evidence-based legal reasoning.
- Inclusive admissions and support practice — Access barriers; accessible information; learner support; complaints-workflow design.
- Values language and responsible communication — Representation; framing; respectful communication; evidence and individual case analysis.
- Institutional responses and stakeholder dialogue — Stakeholder session; review-meeting simulation; remedies, prevention and response planning.
FLAGSHIP POLAND CASE
Equal Access Under Pressure — Admissions, Support, and Complaints
Work through a teaching simulation, compare stakeholder perspectives and develop an evidence-based response. Identify relevant EU values, check the scope of Charter rights and connect your decision to the EU governance context.
The school combines 20 lecture hours with 40 hours of seminars and supervised practical work. Each teaching day includes two lecture hours and four practical hours. Breaks and independent study are excluded from contact hours.
Week 1
- Values, equality and inclusion. Diagnostic activity; identify barriers in the admissions and support scenario.
- EU equality frameworks and scope. Read selected provisions; distinguish instrument, scope and institutional relevance.
- Forms of discrimination. Classify case variations and explain the evidence needed for each interpretation.
- Evidence and procedural fairness. Separate allegations, records and assumptions; design a fair evidence plan.
- Rights and stakeholder mapping. Compare student, staff and institutional perspectives; formative case clinic.
Week 2
- Accessible complaints procedures. Design entry channels, responsibilities, review steps and communication points.
- Stakeholder perspectives. Structured dialogue with an equality, civil-society or public-sector practitioner.
- Reasoned institutional responses. Simulate a review meeting and test the workflow against case variations.
- Remedy and prevention. Draft the response pack, accessibility checklist and prevention measures.
- Evaluation and transfer. Present and defend the workflow; post-test and structured learning feedback.
This is the teaching sequence, not a dated timetable. Confirmed dates, session times and rooms will appear on the Schedule page.
Your teaching team
All four teachers deliver the school jointly. The blocks below show their thematic responsibilities; integration workshops and final assessment are shared.
Dr. Dawid Stadniczeńko
School of Social Sciences
VIZJA University
Block 1 · EU equality and rights frameworks
Equality concepts; Charter scope; Directive 2000/43/EC and evidence-based legal reasoning.
Dr. Habil. Olena Pimenova
School of Business
VIZJA University
Block 2 · Inclusive admissions and support practice
Access barriers; accessible information; learner support; complaints-workflow design.
Prof. Dr. Habil. Yan Kapranov
School of Humanities and Fine Arts
VIZJA University
Block 3 · Values language and responsible communication
Representation; framing; respectful communication; evidence and individual case analysis.
Dr. Serhat Demir
School of Social Sciences
VIZJA University
Block 4 · Institutional responses and stakeholder dialogue
Stakeholder session; review-meeting simulation; remedies, prevention and response planning.
What you will be able to do
The school develops knowledge, practical skills and social competence through an equality and access case. The overview below groups the learning outcomes in the final syllabus; the complete K1–K10, S1–S10 and SC1–SC10 tables and verification methods appear on pages 2–3 of the PDF.
Knowledge
Understand equality and fair procedures
- Explain equality, inclusion and non-discrimination in the EU context and distinguish Charter rights from their conditions of legal application.
- Explain direct and indirect discrimination and describe the scope of Directive 2000/43/EC, including education.
- Identify communication, procedural and access barriers, and distinguish allegations, established facts and inferences.
- Explain impartiality and procedural fairness, and describe institutional and external stakeholder responsibilities.
- Explain privacy and proportionate information handling, remedies, review and preventive institutional measures.
Skills
Design an evidence-based response
- Locate and cite equality and rights sources; map an admissions or support case to values, rights and institutional roles.
- Classify potential discrimination issues without prejudging disputed facts, and prepare a proportionate evidence-gathering plan.
- Identify barriers in information, criteria and complaints channels; draft an accessible workflow with responsibilities and review stages.
- Compare response and remedy options, and write a clear institutional response explaining the process and next steps.
- Create a prevention checklist informed by stakeholder feedback; defend and revise the response pack using evidence and peer review.
Social competence
Work responsibly with others
- Collaborate in an interdisciplinary team, document individual contributions and listen respectfully to different perspectives.
- Justify a position with evidence, remain open to disagreement and recognise when specialist input is needed.
- Handle sensitive information responsibly, represent affected groups fairly and avoid unsupported generalisations.
- Address barriers to participation, give constructive peer feedback and revise work in response to valid criticism.
- Credit sources and contributors, respect publication permissions and identify a feasible next step for applying your learning.
Your preparation guide
Use this guide to navigate the existing syllabus and reading list. It does not add assignments or compulsory reading beyond the approved programme.
1. Start with the foundations
Begin with R1: Article 2 TEU and R2: the Charter. Follow the assigned sections and distinguish values, rights and the scope of applicable instruments. Use R3: common values and inclusive education for the educational context.
2. Connect the sources to the case
Use R4: Directive 2000/43/EC and R5: the non-discrimination handbook for the case analysis. Consult R6: the disability-rights strategy, R7: inclusion and equity and R8: the disability-rights convention where relevant to access and participation.
3. Build and review your assessed work
Keep allegations, verified facts and inferences separate. Use the assignment and assessment criteria to review the complaints workflow, procedural rationale, accessibility checklist, response to the complainant and individual analysis. Identify questions requiring institutional legal review.
Materials available now: the final syllabus and the linked reading list below. Visit HUBonEU for project resources; this page does not yet provide a separate school workbook or downloadable case pack.
Your practical output and assessment
A team equality response pack: a complaints workflow, a 1,200–1,500-word procedural rationale, an accessibility checklist and a 300–400-word response to the complainant. Show intake, evidence gathering, impartial review, reasoned communication, remedy options and follow-up. Distinguish verified facts from allegations and identify questions needing institutional legal review. Each student submits an individual 500–700-word analysis of one disputed issue.
The opening pre-test is diagnostic. Participant feedback helps improve teaching and is separate from the assessment of achievement.
Completion requirements in the current syllabus: at least 60/100 overall, at least 50/100 in each component, all required outputs submitted, and participation in at least 48 of the 60 contact hours. Missed assessed activities require an equivalent supervised task. One resubmission is available for a failed component after feedback. University-wide rules take precedence.
Plan for approximately 60 additional hours of independent study, including preparation, reading and written work. ECTS recognition is subject to a separate university decision.
How the practical work is assessed
These criteria apply within the practical assessment; they are separate from the overall 40% / 40% / 20% component weights above.
| Criterion | Weight |
|---|---|
| EU reasoning | 25% |
| Evidence and sources | 20% |
| Analysis of options | 20% |
| Feasibility, inclusion and accessibility | 20% |
| Clear presentation, cooperation and individual defence | 15% |
Plan your independent study · 60 hours
- Preparation for classes — 20 hours.
- Mandatory reading — 10 hours.
- Individual written work outside class — 10 hours.
- Other primary-source and case materials — 10 hours.
- Revision for the final assessment — 10 hours.
These are the syllabus estimates for this school. Together with 60 contact hours, they amount to 120 hours of planned learning. Breaks are excluded from contact time; ECTS recognition requires a separate university decision.
Reading & online resources
The lists below reproduce the reading assigned to this school in the final syllabus. Read the indicated sections of the required texts within the allocated preparation and reading hours. Recommended reading supports deeper analysis; additional resources are optional. Some journal articles may require university-library access.
Required reading · 8 sources
Core texts for preparation, class discussion and assessment.
- R1 European Union. (2016). Consolidated version of the Treaty on European Union. Article 2. Read source ↗
Read: Article 2 and the values used in the school case. - R2 European Union. (2016). Charter of Fundamental Rights of the European Union. Selected rights and Articles 51–52. Read source ↗
Read: Relevant rights and Articles 51–52 on scope and interpretation. - R3 Council of the European Union. (2018). Recommendation on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01). Read source ↗
Read: Recommendations on common values, inclusive education and the European dimension of teaching. - R4 Council of the European Union. (2000). Directive 2000/43/EC implementing the principle of equal treatment between persons irrespective of racial or ethnic origin. Read source ↗
Read: Articles 1–3 and the provisions relevant to equal treatment and access to education. - R5 European Union Agency for Fundamental Rights & Council of Europe. (2018). Handbook on European non- discrimination law: 2018 edition. Read source ↗
Read: Concepts of discrimination and the discussion of education. - R6 European Commission. (2021). Union of Equality: Strategy for the Rights of Persons with Disabilities 2021 –2030 (COM(2021) 101 final). Read source ↗
Read: Education, accessibility and equal participation priorities. - R7 UNESCO. (2017). A guide for ensuring inclusion and equity in education. Read source ↗
Read: Conceptual framework and the review of inclusion in policy and practice. - R8 United Nations. (2006). Convention on the Rights of Persons with Disabilities. Read source ↗
Read: Articles 2, 5, 9 and 24 on accommodation, equality, accessibility and education.
Recommended reading · 10 sources
Selected research and guidance for developing the school assignment.
- P1 Vlachopoulos, D., Querci, I., Ertan, Y., Nacházelová, E., Arsoy, A. P., & Camarioti, A. (2025). Instructors’ and students’ perceptions of the integration of EU values into teaching and learning in higher education: A phenomenological study in The Netherlands, Türkiye, Greece, Czechia, and Italy. Sustainability, 17(10), 4589. Read source ↗
Focus: Teaching EU values in higher education - P2 Lambrechts, A. A., Cavallaro, M., & Lepori, B. (2024). The European Universities initiative: Between status hierarchies and inclusion. Higher Education, 88, 1227–1247. Read source ↗
Focus: Inclusion in European university cooperation - P3 Brooks, R., Gupta, A., Jayadeva, S., & Abrahams, J. (2021). Students’ views about the purpose of higher education: A comparative analysis of six European countries. Higher Education Research & Development, 40(7), 1375–1388. Read source ↗
Focus: Student perspectives on higher education - P4 European Union. (2016). Consolidated version of the Treaty on the Functioning of the European Union. Selected provisions on citizenship, education, culture and the environment. Read source ↗
Focus: EU competences and institutional scope - P5 European Union Agency for Fundamental Rights. (2018). Applying the Charter of Fundamental Rights of the European Union in law and policymaking at national level: Guidance. Read source ↗
Focus: Rights and policy reasoning - P6 Council of Europe. (2018). Reference Framework of Competences for Democratic Culture. Volume 1: Context, concepts and model. Council of Europe Publishing. Read source ↗
Focus: Democratic culture and competences - P7 Council of Europe. (2018). Reference Framework of Competences for Democratic Culture. Volume 2: Descriptors. Council of Europe Publishing. Read source ↗
Focus: Descriptors for assessing democratic competences - P8 Council of Europe. (2018). Reference Framework of Competences for Democratic Culture. Volume 3: Guidance for implementation. Council of Europe Publishing. Read source ↗
Focus: Curriculum and assessment guidance - P9 CAST. (2024). Universal Design for Learning Guidelines version 3.0. Read source ↗
Focus: Accessible learning design - P10 World Wide Web Consortium. (2024). Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation, 12 December 2024. Read source ↗
Focus: Digital accessibility
Additional resources · 10 sources
Optional reading across related topics and transferable skills.
- A1 Sala, A., Punie, Y., Garkov, V., & Cabrera Giraldez, M. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. Publications Office of the European Union. Read source ↗
Focus: Personal and social learning - A2 Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. Publications Office of the European Union. Read source ↗
Focus: Digital competence - A3 Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. Read source ↗
Focus: Responsible educational use of AI - A4 UNESCO. (2019). Recommendation on Open Educational Resources (OER). Read source ↗
Focus: Open licensing and educational resources - A5 Richardson, J., & Milovidov, E. (2022). Digital citizenship education handbook: Being online, well-being online, rights online (2022 edition). Council of Europe. Read source ↗
Focus: Digital citizenship - A6 Wardle, C., & Derakhshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making (DGI(2017)09). Council of Europe. Read source ↗
Focus: Misinformation and disinformation - A7 European Commission, Directorate-General for Education, Youth, Sport and Culture. (2026). Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training (updated ed.). Publications Office of the European Union. Read source ↗
Focus: Media literacy and classroom activities - A8 UNESCO. (2013). Intercultural competences: Conceptual and operational framework. Read source ↗
Focus: Intercultural concepts and practice - A9 Deardorff, D. K. (2020). Manual for developing intercultural competencies: Story circles. UNESCO and Routledge. Read source ↗
Focus: Listening and facilitated dialogue - A10 OECD. (2022). OECD guidelines for citizen participation processes. OECD Publishing. Read source ↗
Focus: Inclusive participation design
EU legislation, Council of Europe conventions, UN instruments and educational guidance have different legal status. Use each source within its scope. Other available language versions may support preparation; cite the version consulted.
Download Year 2 syllabus (PDF)Who can take part
Applications are welcome from VIZJA University students in any year of study in the following schools:
- School of Business
- School of Social Sciences
- School of Humanities and Fine Arts
No specialist knowledge of the European Union is required. The school welcomes students interested in equality, inclusion, European values and fair access to higher education; core concepts are introduced during the opening sessions.
Participation commitments
- Be ready to participate in practical classes, discussions, teamwork and a student project, and complete the individual assignments.
- Plan to attend at least 48 of the 60 contact hours (80%), in line with the syllabus attendance requirement.
- Allow time for preparation, reading and assessment, use sources responsibly and communicate respectfully with others.
Attendance is one of the requirements for completing the school. The full assessment and completion requirements are explained in the assessment section.
The project plan provides for 30 participant places. For questions about access or participation support, please contact the project team.
How registration will work
Registration is not yet open
The application form, deadline and practical arrangements will be published here when the call opens. No applications are being collected through this page yet.
- Check the call. Review the school’s timetable, participation commitments and practical arrangements once announced.
- Complete the official application form. Include a short answer of 2–3 sentences to the question: “Why would you like to participate in this school?”
- Places are allocated in application order. Eligible applicants with complete applications will be offered places in the order their applications are received, up to the available capacity. Further eligible applicants will be placed on a reserve list in the same order. The short motivation statement introduces your interests and is not used to rank applicants.
- Wait for confirmation. Submitting an application does not itself confirm a place. The project team will notify applicants about their place or reserve-list status.
- Prepare for the school. Read the syllabus and check the preparation materials and access arrangements provided by the organisers.
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EUVIA4PL · Erasmus+ Jean Monnet Module · VIZJA University
Grant Agreement No. 101321623 · Funded by the European Union.
