Category Archives: Support on Employment



Location/geographical coverage

University of Leeds, Leeds and surroundings, UK

Background and description

The programme has three main strands:

Transition: Starting university is a huge life change. We’re here to help you settle in and build your new home here. But there’ll be lots of transitions throughout your time at Leeds- perhaps you are privately renting for the first time, or you’re starting to write your dissertation. We’re here to support you with these changes throughout your time here.

Success: support to student success- personally and academically. We do this by helping students access support they might need so that they can focus on their studies.

Progression: exclusive support to help students achieve post-university goals (or work out what they are) from the very first weeks at Leeds. From assessment centre practice runs to mentoring, dedicated contacts within the Careers Service, where students have priority support.

Support is available in the form of guidance, networking with employers, insight days in various industries and more specifically:

  • Inclusive opportunities and sourcing graduate vacancies
  • Postgraduate scholarships
  • Tailored events and podcasts with a focus on getting ahead in Recruitment
  • Leeds mentoring opportunities
  • Developing a professional image

Also there is the Opportunities Fund for financial support for professional development opportunities like internships, interviews and conferences.

Funding is available for Internships, Work Experience and Volunteering


  • Attendance at conferences (virtual or in person)
  • Accessing Lifelong Learning Centre / University of Leeds
  • events
  • Attendance at an interview or assessment centre
  • Attendance at a career insight day
  • Attendance at a network event in your field of study/
  • chosen career area
  • Short courses/ training, for example an Online Marketing
  • course offered outside of the university

Program vision:

The University will be a place where students from diverse backgrounds feel they belong, can thrive, and are valued for their contribution.

The scheme has supported more than 2,000 students who progressed through Access to Leeds or other routes, providing opportunities to develop new skills, develop networks with potential employers and gain a taste of the world of work or further study.

Stakeholders and Partners

Students supported include:

  • Students eligible for contextual admissions schemes
  • (such as our Access to Leeds, Reach for Excellence,
  • and Realising Opportunities programmes)
  • Students who are care experienced
  • Students who do not have parental
  • support (i.e. estranged)
  • Students entering university from a
  • geographical area of low participation
  • Undergraduate means tested scholars
  • Leeds Masters scholars
  • Students from ethnicities underrepresented at the university
  • Refugees and asylum seekers
  • Students with current or prior caring responsibilities

Methodological Approach

Comprehensive support provided in different stages of student life – at enrollment phase, during studies and at transition to work phase.

Diverse support team leading on the Program topics including:

  • PlusProgramme strategy, graduate outcomes, and our work on widening participation into postgraduate study
  • student retention, equality and inclusion and sense of belonging
  • transition to higher education and through university, student finance and student wellbeing
  • employability, forced migrant students and evaluation
  • transitional activity for new students, peer mentoring and undergraduate scholarships
  • student voice, student involvement and engagement of students from Black, Asian and Minority Ethnic backgrounds
  • estranged and care experienced students, students with caring responsibilities and mature students
  • Plus Programme communications to students and our activities and support for postgraduate students

Strong inter-institutional partnership with different faculties, Career service, Lifelong Learning Centre and student Success project.


“I have felt like a part of a supportive community and the Plus Programme has genuinely helped me to settle in well and get rid of the imposter syndrome I so often experience”.

“The Plus Programme has helped me gain confidence in different skills and knowing that I have loads of things to talk about as I graduate. For me it’s just been part of my degree, a big part of it….and it’s just been a source of constant support really”.

Third Year Undergraduate Sustainability and Environmental Management student

Innovation potential

Funding in the amount of 500 pounds annually per student  available to cover for the costs related to professional career path and increasing employability of the underrepresented students

Success Factors

Early and ongoing support provision

Needs based – designed to support underrepresented groups of students in a participatory manner

Flexible and adaptable – Expanding work with Taught Postgraduate students

dedicated team of 4 graduates supporting the progression of underrepresented students – University’s Employability and Progression Assistants (graduates from underrepresented backgrounds)

A variety of resources provided at the basecamp for different groups of underrepresented students

Lessons learned

To embed increased student involvement into Access and Student Success work and policy-making at the University of Leeds, the Plus Programme is providing a mechanism and a forum to facilitate regular dialogue and collaboration between staff and students.

The Student Involvement project will offer a platform for students to work with the University to co-create policy and be even more involved in the development, delivery and evaluation of Widening Participation activity

Contact details

URL of the practice Reference document



Related Web site(s)

Related resources that have been developed



Career + PROGRAM

Location/geographical coverage

Kıngs College London, London, UK

Career & Employability department

Background and description

Variety of different resources and support measures for students from underrepresented backgrounds in higher education is being offered under the program called Career + (Career plus) – exclusive programme of additional careers related activities and support.

The program emerged to address the students at King’s from marginalised groups need to overcome particular difficulties in their career journey. Hence, the program promotes equality of access to work and ensures inclusive services and provision accessible to all regardless of protected characteristics or personal circumstances.

Stakeholders and Partners

Main target group/beneficiaries are undergraduate UK-domiciled students and those who have graduated from King’s within the last two years;

Methodological Approach

The tailored career support program is structured as follows:

  • Extended career guidance appointments:

These longer, 30-minute appointments with our Widening Participation Careers Consultant, can help you discover what you want to do, help you focus your current ideas or put your plans into action. These appointments are bookable two weeks’ in advance and delivered either remotely via MS Teams or in person

  • Exclusive career topics and emplyers workshops and events

Throughout the year designed and delivered bespoken workshops & events, especially for Careers+ students.

  • Newsletters

The Careers+ Opportunities Newsletters are sent to KCL student e-mail throughout the year, sharing with them any upcoming projects and work opportunities that they can take part in.


Recognition through impact:

King’s has a long-standing track record of improving the social mobility of our students and a reputation as one of the most successful London Russell Group universities (Imperial College London, LSE, Queen Mary University of London & UCL) for widening participation.

Recognition through testimonials:

King’s students stem from diverse backgrounds and lived experiences – it’s critical that we’re transparent about the opportunities to join our organisation and these events really helped us to educate students on the possibilities.

Diversity & Inclusion Lead, Technology Firm

As a minority, I felt intimidated and directionless even thinking about careers considering the fierce competition and systemic biases that are unfortunately still pervasive. Careers+ was a transformative tool in reshaping my perception of my careers journey by equipping me with the skills, support and confidence to even get started. The programme really puts the individual needs and welfare of each student at the centre of everything they do.

Fatima Malik, English Student, Year 3, Careers+ Student

Innovation potential

King’s Careers & Employability is also delivering ‘Spotlight on Inclusion’ series of events.

Spotlight on Inclusion enables employers to highlight positive initiatives enhancing access and inclusion in their organisations and share lived experiences to support:

  • groups under-represented in higher education
  • students from Black, Asian & Diverse Heritage backgrounds
  • disability inclusion
  • gender inclusion
  • LGBTQ+  inclusion
  • understanding of mental & physical well-being

Events include panels, speed meets and workshops across a range of industries and highlighting the experiences of individuals and those championing this important work.

Success Factors

Career + is part of Widening participation – one of the eight strategic priorities for King’s College London. Each year it is developed on the access and participation plan with the Office for Students (OFS) that sets us clear benchmarks for progress in supporting key underrepresented groups.

Widening Participation department consist of several key teams, including;

Leadership Team

Pre-16 Programmes Team

Partnerships and OfM Team

Priority Groups and Communities Team

Post-16 Programmes Team

What Works Team

Contact details

+44 (0)20 7848 7134

BH(SE) 5.15, Bush House South East Wing, Strand, London WC2R 1AE

URL of the practice Reference document

Related Web site(s)



Location/geographical coverage

University of Exeter, Career Zone  ++, United Kingdom

Background and description

The University is committed to supporting students from all walks of life and embraces diversity within its community. Students from underrepresented and disadvantaged groups often face barriers in accessing Higher Education and developing their employability and career plans as they transition into university and into their post-graduation destination.

Certain features of the graduate labour market can disadvantage people from underrepresented backgrounds, so some students find it easier to make the move into graduate level employment than others. We believe that all students should have equal and fair access to opportunities and the chance to thrive in the right career.

Social mobility is a big problem in the UK and the top professions continue to be dominated by those who went to private schools. More students than ever from socioeconomically disadvantaged backgrounds attend university but this has not translated to increased income or enrolment in competitive graduate programmes at leading firms. This is the most significant driver of inequality in society.

Non-selective state schools educate 89% of the population, yet account for only 30% of those on some graduate schemes – Dr. Louise Ashley

Graduates from lower income households earn 10% less than others studying the same course at the same university – IFS

74% of judges, 71% of barristers, 51% of journalists went to private schools, which educates only 7% of the population – Sutton Trust

Career Zone introduced a collaboration with a charity – collaboration with upReachthat helps disadvantaged students from across the UK realise their potential by investing in pioneering technology to facilitate, deliver and evaluate highly personalised programmes of support. Through successful partnerships with top employers and universities, upReach offers students access to a comprehensive range of opportunities and activities to broaden their horizons, understand career pathways and develop the skills, networks and experiences needed for professional success. We also collaborate closely with other charities in our sector to expand the support offered and maximise our joint impact.

Founded in 2012 with an initial cohort of 39 students, upReach has grown to support 3,000 students in 2021/22. upReach program of support is implemented at over 80 different universities across the UK.

Stakeholders and Partners

Underrepresented groups include – care leavers, student carers, students with disabilities, estranged students, students from low income households, mature students, students with mental health support needs, BAME ()Black, Asian and Minority Ethnic) students, asylum seekers and refugees are the main beneficiaries of the practice;

Providers of the opportunities are:

University Career Zone/Centres service

upReach – a social mobility charity that partners with the University (and employers) to support students from lower socio-economic backgrounds reach their full potential. Includes access to employer led opportunities, e.g., Insight days and work experience, mentoring, skills sessions and ongoing one-to-one support.

Employers across UK, including – Deloitte, KPMG, Bank of America, Danone, HSBC, House of Commons, National Audit Office, etc.

Universities across UK, including – LEEDS, Warwick, Bristol, Liverpool, Manchester, Kent College London, East London University, etc.

Methodological Approach

Intersectoral partnership – charity, employers and HEIs across the UK + other charities


upReach’s vision is of a society in which everybody has an equal opportunity to realise their full career potential, regardless of social background.

Socioeconomic disadvantage continues to be the most significant driver of inequality in terms of access to and outcomes from higher education.

It takes a double benefit approach to addressing this social mobility challenge.

upReach helps young people achieve their career potential by providing an intensive programme of support that addresses socioeconomic barriers to employment. These include 15 tailored interventions to help address the employability skills gap divided into 3 categories:

  1. Aspire
  2. Develop
  3. Succeed

upReach also works through influencing the hiring behaviours of top organisations so that a commitment to equal opportunity permeates their organisational culture and they recognise the social and economic value of greater diversity within their workforce.


  1. Growth of the program:

2022-25 Strategy envisages further growth to 4,000 students on our programmes by 2025, with the charity reaching 25,000 young people annually. Our intensive programmes of career support involve 15 different interventions, such as skills workshops, mock interviews, mentoring and career courses. They have helped students broaden their career horizons, and develop the skills, networks and work experience to secure offers from 74 of the Times Top 100 Employers.

  1. Positive testimonials:

“I have learnt so much from the services and resources available on the upReach platform. upReach has given me the chance to improve my skills and develop my employability and I now feel more prepared to take on the challenges associated with applications and other career endeavours that I want to take on in the future.”

Jadesola Olusanya, University of Birmingham

  1. Impact stats:

upReach Associates are typically five times more likely to be successful when applying to one of the partner employers than the average applicant 86.5% of upReach 2018 graduates were in highly skilled employment or further study 15 months after graduation.

3x first-year students who are part of our programme have 3.2 times the average employability skill progression.


median salary of our 2018 graduates who secured highly skilled employment, £4,000 higher than the average university graduate.

Innovation potential

3 types of partnerships:

Rise – comprehensive programme of personalised careers support for Undergraduates

SMN – Access to hundreds of professionals on exclusive networking platform – the Social Mobility Network

Progression Partners – A community of HE Professionals discussing Progression-related work

Success Factors

Strong academia-business and third sector (NGO) partnership with clearly set common objectives and understanding of the position of underrepresented students (upReach relations with recruitment, diversity and CSR teams at HEIs and businesses).

A variety of partnership and support offer re employability of underrepresented/marginalized University students

A well-conceived approach to employers – helping businesses in their mission for a more socially diverse organisation; each partnership is bespoke and all of our partnerships are impact-driven, which helps employers attract more applications from high calibre students from less-advantaged backgrounds,


Unable to support as many persons as needed so far

Students have not been able to receive support from upReach throughout their time at university.

Lessons learned



Replicability and/or up-scaling potential

The programme is long lasting and growing which attest to its sustainability over time.

Replicability is possible, the success lies in networking and national outreach. Also, fundraising is a crucial component.


This is the practice that shows how through outside partnership and strong networking Universities can thrive in assisting their underrepresented students.

There is no stats available on the successful implementation of the partnership across different study programs/disciplines. Given the employers partners, it seems dominantly students of economics are the ones most benefiting from the available support.

Contact details


URL of the practice Reference document

Related Web site(s)


Related resources that have been developed



Location/geographical coverage

Universitat Autònoma de Barcelona

Barcelona, Spain

Background and description

The service born to address the needs of students with disabilities and specific educational needs (SEN) and to support them throughout their studies, from enrolment to graduatio. nIt is not possible to find the exact year in which the service started, but as per researches its activities are already mentioned at the beginning of the 2000s.

This support service works to guarantee that every person, independently from their disability or SEN, can access higher education with equality of opportunity, enjoying a full academic and social life as well as guaranteeing their autonomy at university. It wants to help students in identifying the adaptations and resources that most suit their individual needs.

Students followed by the service include people with physical, visual, auditive and multiple disabilities and those with learning or mental disorders.

For achieving these objectives, the service provides the university community with training, information and expert’s psycho-pedagogical advice, guidance and support for students and teachers, curricular adaptations, provision of technical, personal and material supports and resources, among others.

The main areas of work of the support service are:

  • Pedagogical unit: educational needs assessment; tutorials and individual monitoring; mediation with teaching staff.
  • Technological unit: educational resources which enable to follow classes.
  • Mobility: adapted transport and accompaniment on the campus.
  • Employment and career guidance: UABImpuls programme facilitating into the labour market.

These areas of work are further divided into main activities carried out by PIUNE, namely:

  • Pedagogical support – after the first interview with the student, they will have regular meetings with a psycho-educationalist to decide together whether the adaptations and adjustments for facilitating academic progress area adequate and make improvements to the curricular pathway, optimising academic performance
  • Exam adaptation – to support in finding out the most suitable adaptations for each student and giving the necessary information to be able to work out the best solution. There are no existing academic standards for exam adaptation and other assessment systems. The service works on an individual basis and propose the most reasonable adjustments for each student in collaboration with the academic staff. Notwithstanding, there are some adaptations that are usually proposed such as: additional time available; replacement of a written exam with an oral one or vice versa (according to the disability); exam questionnaires available to students according to their needs (e.g., enlargement of characters, transcription in Braille, sign language); human support (e.g., interpreters who know the subject, exam reader, exam writer); technical support materials (e.g., computer, text processors, special and accessible rooms).
  • ICT advice – special advice and training on the latest software and peripherals as well as other available resources which may help to follow the classed and improve access to information. PIUNE can lend resources so that the student can try before obtaining their own and it also offers access to teaching resources used by academic staff.
  • Study booths – at the end of 2006, PIUNE launched a project to offer students with physical disabilities or reduced mobility or with sensorial disabilities spaces with technical resources and accessible technologies to enable them to access information and work autonomously in the study rooms. These provide a study space equipped with the most innovative technical resources (such as, software, voice recognition programmes and magnified text programs, peripherals, adapted mouse and keyboard) for better access to information and communication.

Moreover, to facilitate the support for people with disabilities and/or SEN, PIUNE technical team offers training to library staff.

  • Materials in alternative formats – offering transcriptions of work linked to studies in alternative formats: digitization of documents to turn paper texts into electronic format; document recording to turn paper documents into audio documents; conversion of documents into Braille.
  • Support for mobility – the UAB has an internal bus service but sometimes the stops are a long way from the classes. Therefore, PIUNE offers students or future ones with reduced mobility an adapted transport service that can be used to move around the campus. The PIUNE adapted transport service is a personalised service which will take the student to the door of the building/room they will have to use. For students with orientation difficulties linked to sensory disabilities and/or some mobility problems, PIUNE offers an accompaniment service to support them when walking around the campus.
  • Classroom accessibility – making sure that classrooms are accessible with adequate lighting and adapted furniture according to the student’s needs. PIUNE also coordinates classroom changes when the rooms are difficult to access or study in.
  • Exchange programmes – coordinating with the host university abroad and informing the student on the philosophy and services offered there.
  • Scholarships – PIUNE can offer information and advice on different grant programmes, both public and private, which could help students to face the costs associated with studies and those deriving from the disability and/or specific educational need. The FundacióAutònomaSolidària[1] has set up its own line of funding for students with disabilities at the UAB, especially those who are dependent on other people. This line of funding aims to facilitate entry to the university and allow students to complete their higher education as a preparatory step to entry into the labour market. Students benefiting from this funding will receive a grant for personal assistance during the academic day and mobility assistance in cases where they have difficulty using the public transport system.
  • Support students – a resource aimed at students who have problems taking notes or who need support in some of the practical aspects of the classroom, such as laboratory activities or bibliographic searches. PIUNE assesses whether the student needs a buddy support and for which tasks and, then, helps in finding the student who can offer that support.
  • UAB Impuls Employment Programme – offered jointly by the PIUNE and the UAB Employment Service, it aims at facilitating entry into the labour market by students and graduates of the UAB with a disability or at risk of social exclusion. To do so, it offers services to both students and graduates with disabilities and also to companies. More specifically:
    • Services to students and graduates with disabilities
      • Advice in defining short- and medium-term objectives
      • Advice in producing different documents for employment search (CV, cover letter, etc.)
      • Information about different ways of looking for an employment
      • Recommendations on activities to develop key transferable competences (e.g., self-knowledge, communication, responsibility, organisation, proactiveness, team working)
      • Guidance to prepare for selection process
    • Services for companies
      • Advice on tax advantages
      • Communication of job offers and preselection of candidates
      • Advice on adaptations of the workplace and follow up after contracting
      • Awareness-raising and training activities

For a new student, the steps to access the service are to:

  1. Get informed – by looking at the dedicated website, calling the service or writing to it. They also organise talks, open days, etc.
  2. Register at the UAB – if the student has a disability certificate, it should be presented when registering at the university.
  3. Interview – allowing to assess the student’s needs. Based on that, the service will produce a report outlining the needed curricular adaptations.
  4. Faculty tutor – once selected by the faculty, the tutor will communicate the needed adaptations to the academic staff.
  5. Monitoring – throughout the academic year and the time of enrolment at the university.
  6. Assessment – available anytime the student needs it.
  7. Employment – accompanying students in entering the labour market.

The registration to the PIUNE service should be renewed each academic year.

Stakeholders and Partners

The services under PIUNE are addressed to students who

  • are in possession of a disability certificate
  • can justify a “special condition” for health reasons, whether permanent or temporary, such as learning disorders or physical injury, etc.

Each student has a tutor, a person responsible for coordinating the student support with the faculty or school and they have to respond to the Dean’s office, acting as a link between the PIUNE and other services, academic staff and students with SEN.

The number of students with some kind of recognised disability registered on the campus increases every year. In 10 years, the figure has gone from 80 students to 370.

The Fundació Autònoma Solidària, a university-based social organisation, coordinates the implementation of the PIUNE services and manages the funding to those services. They often receive the financial support of private companies or investors that allow to keep the service open.

Methodological Approach

As part of the service, beneficiary students receive adapted learning plans. At the basis of it, there is an educational strategy consisting in making elements of the curriculum more accessible taking into account the individual characteristics of each student. Generally, it is recommended to do “non-significant” adaptations in the sense that they do not modify basic elements of the curriculum, rather focus more on the methodology, organisation, setting, technological resources, etc. Beneficiary students can ask for support in doing their exams by:

  • Submitting a Special education needs report in person to the tutor of their faculty. The tutor will inform the professors.
  • Talking with their professors to identify themselves and agree on the details of support.
  • Filling in an online form for each exam. The form allows to specify the kind of adaptations required for the exam to be taken. PIUNE will then check, notify and confirm the adaptations requested by email to the contact address of the teacher provided by the student on the form.

Along with the services provided, raising awareness activities are foreseen. Indeed, each year, PIUNE organises a course addressed to the students of the UAB to provide a space for learning about functional diversity and inclusion. This awareness raising activity aims at bringing people closer to who has a disability.

The service offers also a UAB Tutoring Action Plan aiming to orientate, advice and offer support to UAB’s students in different aspects of their learning and early professional development with tutoring actions. It is a framework document which brings together different types of tutoring offered by the university to students during their academic career, considering the specific educational needs that they may have at any particular time.

Furthermore, the relationship with the teaching staff is fundamental for establishing and defining the necessary adaptations so that students with specific educational needs deriving from their disability can successfully achieve university-level studies.

PIUNE offers information and advice as well as materials and resources that are available to ensure that they can design their classes on the basis of accessibility to learning. The main services offered to teaching staff are:

  • Information and advice on disabilities and the responsibility of the university, curricular adaptations, accessible methodologies, design of materials and classroom resources, adapted technology, etc.
  • Special training on issues related to disability and/or specific educational needs according to requirements of the teaching staff

PIUNE offers materials and resources to UAB teaching staff and the tutors of students with disabilities and/or specific educational needs which can help them to understand their students and support them more effectively.


In the academic year 2018/2019, the service has reached the following

  • 223 students benefitting of the PIUNE services
  • 655 adaptations of assessment exams
  • 1233 accompaniments on adapted transport

In the year 2020/2021, the beneficiaries of the service were 384[2].

Innovation potential

It is a comprehensive support service that through both the methodological approach and the activities provided allows to target different challenges and barriers that students with disabilities and SEN face during the studies.

The actions foreseen as part of the wider service are crucial to ensure that all students, including the ones with disabilities and SEN, are able to not only access higher education, but also to succeed in their studies.

Through the different service provided, it allows to accompany students with disabilities and/or special educational needs from the enrolment to entering the labour market. In this way, it allows to guarantee the success of these students notwithstanding the challenges and barriers they might face in their daily lives.

The educational methodology behind it is based on the needs of the single student. This allows to identify which are the elements that can support them in succeeding in their studies, the specificities that should be addressed to allow them to being an active part of the academic life.

It also includes strategies and approaches to support them in entering the labour market, providing an opportunity for inclusion in the wider society once out of the university.

Success Factors

The main condition to allow the development of such service is a supportive organisational environment. The educational institution must be involved in the different phase of service development and implementation and be available in deploying resources to ensure that the service is effective.

The awareness on the issues addressed among the academic staff as well as all the actors involved in the education path is important to ensure that there is an overall effort in promoting the inclusion of all students. For this reason, the university organises also training courses and activities for raising awareness on disability and special education needs.

This has ensured that the whole university community is aware of how they can better contribute to the inclusion process of the students.

Regarding the economic conditions, the funding of the practice is ensured thanks to the work of the FundacióAutònomaSolidaria. Therefore, the participation of an actor that can support university in funding the different services and initiatives is a pre-condition for ensuring the long-term sustainability of the practice.


There is not detailed information on the challenges and barriers encountered for accessing the service. However, according to the information shared on the website, it is possible to say that further attention to awareness-raising actions fostering knowledge and capacities of academic staff in supporting the learning of students with disabilities and/or SEN. The development and implementation of a training course focused on this and addressed to professors might support advancement in this regard.

Lessons learned

Supporting students throughout their studies is crucial to ensure their active and successful participating in higher education. By having a comprehensive approach, the PIUNE service has been able over the years to follow students with disabilities and SEN in the different steps of their academic path.


Data are not available on the costs incurred for the services. Therefore, it is difficult to provide information on the sustainability of the service in economic terms.

The funding of the service in guaranteed by the Fundació Autònoma Solidaria. Its contribution allows to guarantee the service on the long term.

Replicability and/or up-scaling potential

The practice can be replicated in other contexts as it takes into consideration the peculiarities of where it is applied and the specific barriers that students with disabilities and special educational needs encounter in their studies.

Indeed, the main success factor is the educational strategy behind the services provided that takes into consideration the individual characteristics of each student for curricula adaptation and initiatives realised.


In the webpage of the service, it is possible to find testimonials of people who have accessed the PIUNE services in their academic studies such as the one shared as part of this article:

It highlighted how the strength of this practice is in the plurality of services offered that allowed to support students throughout their period at the university and under different aspects.

This is why PIUNE has been selected as good practice to foster the inclusion of underrepresented students and guiding them through the different steps that make up the participation in higher education studies.

Contact details

The contact email address provided on the website is

URL of the practice Reference document

Related Web site(s)

ACCESS 4ALL project, Good Practices for equity and inclusion in Higher Education (2017),

Related resources that have been developed

[1]The foundation coordinating and managing the fundings to the service.

[2]Fundació Autònoma Solidària, Activities report 2020/2021.

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