THE EQUITY TARGET GROUPS IN INCLUSIVE HIGHER EDUCATION

Abstract

The article examines the essence of the inclusive economy, its characteristics, and the place of inclusive education within its framework. The essence of the inclusive degree of social justice is defined. The importance of ensuring equal opportunities for inclusive education is emphasized. Today, inclusiveness is most often associated with the field of education. But inclusiveness is not limited to the field of education. Inclusive training of graduates of higher education makes sense only if inclusive and reorganized production awaits them. At the same time, health care, science, social sphere, recreation and tourism are undergoing changes on an inclusive basis. The product of higher education is a collective good in which the whole society is interested. The results of higher education are often implicit, have a delayed time lag and should be manifested in the growth of well-being not only of the recipient, but also of society in general. The concept of "inclusive education" was formed from the belief that education is a basic human right and that it creates the basis for a more just society. Inclusion in education is one aspect of inclusion in society. The essence and categories of target groups of justice in higher education are considered. According to the work of the OECD and the World Bank, the four focus groups of equality in higher education are mentioned most often, but a number of countries have proposed new subcategories. Vertical and horizontal dimensions of equality of access to higher education are highlighted. The systematization of target groups of justice in higher education of Ukraine, according to the project of the National Strategy for the Development of Inclusive Education for 2023-2030, is given. A conclusion was made regarding the importance of increasing attention to groups of students with special educational needs, in particular with disabilities, including victims of hostilities and persons in need of professional training and retraining. It is also indicated the need to take into account the approach of lifelong learning, which should be available to all citizens on a permanent basis. From a socio-economic point of view, lifelong learning serves the function of improving unskilled labor to obtain greater knowledge both for oneself and for society as a whole.