ACCESS4ALL
ACCESS4ALL (A4A) aims to promote the educational and social inclusion of non-traditional learners (i.e. part-time students, those with demanding family responsibilities, adult learners) as well as of young people from marginal or disadvantaged groups (i.e. immigrants, Roma, young people affected by the financial crisis). The main objective of the project is that higher education institutions (HEI) can identify their current state of inclusion and to find and act on possible areas of improvement.
The goal of the project is to produce a map of the institutional policies supporting the academic access and success of underrepresented student groups. This involves establishing guidelines for higher education organisations for promoting initiatives which encourage better inclusion. The project also creates strategies and measures to enhance the access, continuation and success of vulnerable students and non-traditional learners, and a laboratory for developing innovative and flexible strategies to commit higher education institutions to the cause.
Table of contents
Project description
The project provides three tools for promoting equity and inclusion in higher education institutions (HEIs; e.g. universities, polytechnics, etc.):
Bank of Good Practices
The Bank of Good practices tool can be used to search for examples of good inclusive practices used in HEIs in different European countries. It includes good practices for different phases and levels of higher education, from accessing studies to graduating and transitioning to work-life.
Institution Self-Assessment
The A4A Self-assessment tool has been developed for those HEIs willing to explore and improve their innovative and inclusive policies. The main goal of the self-assessment report is to help HEIs identify their current situation and explore feasible areas of development.
Pyramid Inclusion Model
The Pyramid Inclusion Model helps key stakeholders within HEIs develop strategies and plans for widening access to higher education, increasing inclusive practices and ensuring success for all students. It allows institutional stakeholders to consider their current context in relation to inclusion through prompts for reflection on key development goals and positive action that can be taken.
Ä¢¹½Ö±²¥ acts in a consulting role in the project.
Publications
Dovigo, F. (Ed.), Castro, D., Duarte, A., Lucu, R., Jerónimo, M., Kinnunen, H., Lucas, L., Mäkelä, T., Mangas, C., Marin, E., Murariu, C., RodrÃguez-Gómez, D., Sousa, S., Stîngu, M. (2016). . Bergamo: University of Bergamo.
