Mid-term Review of Ireland’s National Plan for Equity of Access to Higher Education (2022–2028) conducted by Applied Inspiration International finds 16% participation target for students with disabilities achieved two years ahead of schedule.
A mid-term review of Ireland's National Plan for Equity of Access to Higher Education (2022–2028) has revealed significant progress in widening participation, with the national target for students with disabilities achieved ahead of schedule.
The review, commissioned by the Higher Education Authority (HEA) and led by Professor Stella Jones-Devitt and Dr Antony Aleksiev of Applied Inspiration, assessed progress across the plan's key goals since its launch. The National Access Plan (NAP) was designed to increase participation among underrepresented and disadvantaged groups — including students from socio-economically disadvantaged backgrounds, mature learners, and, for the first time, students with intellectual disabilities.
Among the headline findings, students with disabilities now account for 16.3% of new entrants to higher education, surpassing the plan's original target before the midway point of the six-year strategy.
Student voices at the heart of the review
A distinctive feature of the review process was its commitment to centering student perspectives. Two Irish students, Sinéad Lynch and Seán McDermott, served as research assistants, playing an active role in gathering and amplifying the experiences of their peers.
For Seán, who entered higher education through an access course, the opportunity carried personal significance. "It was meaningful to be part of a process where listening to student perspectives was taken seriously," he said. "Experiences like this show the value of creating spaces where students feel heard and encouraged to take part."
Dr Aleksiev echoed this sentiment, describing the student involvement as central to the review's integrity. He also credited sector colleagues from across Irish institutions, whose participation in qualitative discussions helped shape a fuller picture of progress and ongoing challenges: “Working alongside two Irish students as our research assistants was crucial for reaching and involving the student voice as part of the review. Ditto the conversations and sharing of experiences and opinions by HE colleagues from across the Irish HEIs during our qualitative deep dives, and the support of the commissioner of the review, the Higher Education Authority”.
progress welcomed, but work remains
At the launch of the review, Minister Lawless welcomed the results while cautioning against complacency. Acknowledging that certain groups continue to face barriers, he reaffirmed that ensuring all learners have the opportunity not only to access higher education but to succeed and feel a genuine sense of belonging would remain a government priority.
Speaking at the event, Minister Lawless said:
“I warmly welcome the findings of this mid-term review, which show that real progress is being made in opening up higher education to those who have traditionally been underrepresented. Achieving our disability participation target early is a clear sign that our policies and investments are making a meaningful difference in people’s lives.
However, we must build on this momentum. While we are seeing strong progress in some areas, other groups continue to face barriers. Ensuring that all learners, regardless of background, have the opportunity not just to access higher education, but to succeed and feel a sense of belonging, will remain a central priority for this Government.”
A Model for Collaborative Practice
Professor Jones-Devitt described the review as a demonstration of what can be achieved when an entire sector comes together around a shared agenda. She noted that, “the review's recommendations emphasise multi-stakeholder and student-centred approaches - a model that holds lessons beyond Ireland's borders.”
Notably, the engagement process itself has been recognised as progressive practice, a distinction Professor Jones-Devitt said the team was "truly delighted" to receive.
The full review is available through the Higher Education Authority. Applied Inspiration would like to express gratitude to the Higher Education Authority, National Student Engagement Programme (NStEP), and all stakeholders who contributed to the review, including the students whose voices helped shape its findings and recommendations.