This symposium explains the procedures, policies and actions undertaken by vulnerable groups in diverse contexts to access University. This symposium brings the opportunity to discuss with the audience the existing ways to approach the access to higher education by the vulnerable groups. The social groups which are vulnerable to being socially excluded are young people, migrants, cultural groups, women, and people with disabilities (Flecha, 2015).

One of the main barriers in relation to developing inclusive educational practices is trying to overcome the possibly negative consequences of segregated pathways associated with ’early tracking’, streaming or segregation in education. As Includ-ed consortium indicates:

In some European countries tracking starts as early as 10 years of age, deeply affecting the academic achievements of the students: the earlier tracking starts, the worse academic results students reach. A plethora of evidence demonstrates that correlation. Comprehensive school systems provide an answer to this early segregation. (Includ-ed Report 2, 2006: 8)

Santa Cruz, Siles and Vrecer (2011) explain that “tracking is still used in many educational systems and schools and becomes a practice for segregation and exclusion for vulnerable groups” (p.198). Moreover, one of the European Union target for smart growth include better educational attainment in particular at least 40% of 30-34-year-olds with third level education (or equivalent) (European Commission, 2010).

Therefore, high quality education is an essential need to be able to access, perform and deliver in higher education. For that reason, groups and individuals from vulnerable groups who access Higher Education despite the challenges and barriers of the context and system in which they have lived become significant examples for other individuals who have been traditionally excluded. In addition, policies and professionals but also colleagues, friends and family members and members of the community become part of the change of the culture to create a new context. A context in which despite the inequalities there are dreams, possibility and hope for educational success. That is, taking into account the leadership in the community but also the leadership from the community. Fullan (2005) states that “waiting for others to act virtually guarantees preservation of the status quo. If individuals are proactive, they stimulate others and make it more likely that the system will begin to change, resulting in new breakthroughs” (p.222).

This symposium session is composed by four papers addressing particular dimensions of this approach from three different national perspectives from Spain, Australia and UK: a) CampusRom, the first Roma University Network of Catalonia; b) A school without limits to dream: empowering vulnerable adults with basic education to access university; c) ‘If you asked me I would tell you’: Issues for Indigenous students at Australian Universities; d) Widening access: a challenge for society not just for universities.

Flecha, R. (ed.) (2015). Successful educational actions for inclusion and social cohesion in Europe. Berlín: Springer. Includ-ed Project (2006) Report 2: Theories, reforms and outcomes in European educational systems. Retrieved on January 10th from http://creaub.info/included/wp-content/uploads/2010/12/3_D.4.1-Report-2.pdf European Commission (2010). Europe 2020. A strategy for smart, sustainable and inclusive growth. Retrieved on June 2017 from http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF Fullan, M. (2005). Professional Learning Communities Writ Large in “On common ground” by R. Dubour, Robert Eaker, Rebecca DuFour (Eds). 2005. Blomington, Indiana. National Education Service, pp. 209-223. Santa Cruz, I.; Siles, G. &Vrecer, N. (2011) Invest for the Long Term or Attend to Immediate Needs? Schools and the Employment of Less Educated Youths and Adults, European Journal of Education, pp. 197-208.