Global Institutional Roles in Access to Inclusive Education: Comparison of Serbia and Europe

Introduction

The key arguments for supporting inclusion are not just educational - they involve a variety of ethical and social factors. In defining the concept of inclusion, the existence of different and often conflicting opinions means that the term is controversial - inclusion refers at the same time to the individual values, but also social and educational values. Inclusive education is a concept, a movement, a process, a philosophy, and educational practice but also a policy. To make certain terms easier for understanding, and to explain them, there is a noticeable inconsistency, ie in practice - the existence of misunderstandings and contradictions. What has caused the application of inclusion and how is inclusion a part of Globalization? Preparing for final unification, in the mid-1990s, Europe affirmed the principle of recognizing and accepting diversity as one of the guiding principles in the formation of European economic and political power (Jovanovic, 2004). Diversity was considered a major catalyst for scientific, technological, and innovative development.

The diffusion of knowledge and technology was supposed to enable strong cross-cultural and cross-regional cooperation that would satisfy the needs not only of the most developed but also of other European countries. New forms of education and training staff were considered strategic goals in the development process, the so-called learning organizations that were supposed to respond to the diverse needs of peoples of different origins and different cultures living in Europe. Mixing and knowing national cultures was desirable knowledge for the successful functioning of a united Europe multiracial concept, multiculturalism. The creation of a new and united Europe depended on the success of the transnational and transcultural intersection of knowledge and cultures. (Jovanovic and Langovic, 2009).

Old Europe has moved towards a new Europe based on cultural regions, thus building new mechanisms for external relations but also internal cohesion. The new Europe has become much more than a common market and economic competition. It was built on social democracy, women's law, equality and equal opportunities for all inhabitants, multilingualism, multiracial concept, multiculturalism (Ilic, Mihajlovic and Karabasevic, 2016). To make it easier to understand the concept of national culture, it is necessary to define it as a system of values, assumptions, beliefs, norms, and attitudes that members of a nation have to key issues and problems that are specific to the historical past of the nation. Consequently, national culture is an essential determinant of management styles in different social spheres (Ilic et al., 2021). Because, from the assumptions, attitudes, and ways in which members of a nation are perceived by people, their behavior and human values, depending on how it will deal with them and whether they will accept their differences (Vasilic and Brkovic, 2017).

It is the inclusion that is involving and recognizing people who are different from traditional stereotypes, ie the majority. There is no shame to be different, but it is inexcusable not to accept that someone is different from us. Education is a broad term and may refer to the general knowledge of an individual or group, as well as to technical and professional education. By educating people to learn to acquire knowledge, creating a new knowledge base, and enriching its upgraded same values. When education is mentioned, it refers mainly to institutions that transfer knowledge to young generations and enable them for further development and progress - both personal and social. Educational institutions, therefore, represent a bridge between the youth, energy, and the development of the necessary knowledge, which in turn contribute to creating better and more educated, primarily - mature people (Djukic and Ilic, 2020).

Education begins from the earliest childhood, ie from the family that has the initial role in the upbringing of the child, and then continues in schools and other educational institutions. What kind of education do international institutions and initiatives strive for? International initiatives aimed at inclusive education related to the education of all children. The ultimate goal of these initiatives is not only quality education but also more inclusive societies. Inclusion is usually broadly defined as a program in which children with disabilities and their peers without disabilities, jointly participate in program content and activities.