Authors: Kalyn Potter, Project Manager – Mentoring for Equality Programme, STEM Passport for Inclusion & ALL Institute; Lauren McCauley, Work Experience Coordinator – STEM Passport for Inclusion & ALL Institute
The Charter of Fundamental Rights of the European Union (the Charter) enshrines rights and principles whose influence goes well beyond legal frameworks by setting in place a clear vision for a fair, inclusive, and equitable society. In addition to Article 14 (Right to Education), which is of central relevance to this blogpost, the civil, political and social rights enshrined in the Charter are also expressed through Article 21 (Non-discrimination), Article 23 (Equality between women and men), and Article 26 (Integration of persons with disabilities), which call for proactive measures to ensure equal access to education, employment, and participation in public life. At Maynooth University, research centres including the Assisted Living & Learning (ALL) Institute and the new Centre for Inclusive Higher Education are aligning with and contributing to realising the Charter’s vision within research and practice to foster a more inclusive society.
Among other areas, our research has supported learners, ‘to, through, and beyond higher education’. This is perhaps one of the most challenging, yet important, aspects of this mission in addressing the critical ‘beyond’ phase. By ensuring we look beyond higher education, this promotes the establishment of pathways learners use to transition from a familiar formal education system into the diverse and ever-evolving world of employment.
Why ‘Beyond’ Higher Education Matters
While a journey through higher education can seem like it is all building up to the happily ever-after of the cap and gown – graduation is not the finish line. Across the course of individual careers, graduation from formal education is only the beginning of a new chapter and a starting point for the careers that shape lives and communities.
In practice, many systemic barriers exist which prevent graduates, particularly from underrepresented groups, from accessing postgraduate employment, both generally and in their field of expertise.
These barriers include, but are not limited to:
- A lack of social capital and limited professional networks for students from disadvantaged backgrounds.
- Biases in recruitment that hinder equal access to employment.
- Insufficient exposure to industry environments and practices, leaving graduates underprepared for competitive roles and the current needs of the job market.
- Lack of representation and visibility of individuals from similar backgrounds, amplifying experiences of imposter syndrome and a sense that they may not belong.
These barriers undermine the Charter’s vision and hamper its realisation. To truly uphold its rights, we must ensure that inclusive education extends into inclusive employment.
Here are the steps that we think are crucial and wish to implement:
Mentorship and Work Experience: Turning Rights into Opportunities
Two interventions that can strengthen pathways from education into meaningful employment are mentorship and work experience. These interventions can be implemented individually, but have been seen to enhance opportunities, especially for under-resourced groups, when engaged with as a joined-up approach.
In Ireland, this has been seen in practice by the All-Ireland STEM Passport for Inclusion, which operates in partnership between the ALL institute and the Inclusive Centre for Higher Education at Maynooth. Additionally, this model of joining up mentoring with work experience is also exemplified in other national organisations such as AHEAD.
Initiatives such as these provide:
- Networks and Guidance: Helping graduates navigate professional landscapes.
- Practical Skills: Bridging the gap between academic learning and workplace demands.
- Confidence and Belonging: Reinforcing that diverse talent is valued and essential.
Programmes such as these are powerful tools which benefit both employers and graduates. In particular, it can be very advantageous for employers to have the opportunity to make their workplaces and hiring practices more inclusive with the support from the expertise of these programmes. Further still, programmes such these allow employers to access diverse and sometimes untapped pools of talent brimming with individuals who can provide different perspectives and unique approaches on teams and day-to-day tasks.
Fulfilling the Promise: Workplace Transformation through Industry Engagement
Industry engagement in education is a tangible way to realize the Charter’s vision and carry it from promise to fruition. By partnering with higher education institutions, companies can:
- Advance Equality (Articles 21 & 23): Create pathways for women, persons with disabilities, and other underrepresented groups to thrive in emerging fields.
- Promote Dignity and Autonomy (Article 26): Offer accessible work experiences and accommodations that empower individuals with disabilities.
- Support Lifelong Learning (Article 14): Provide mentorship and skills development that keep graduates competitive in a rapidly changing economy.
These actions transform principles into practice, ensuring that fundamental rights become lived realities. The clear vision of ‘equality, dignity, and opportunity’ set out by the Charter should not be treated as merely optional – they are, as the charter outlines, fundamental. Yet rights do not become reality through legislation alone. They require intentional action, practical and useful interventions, and a deep commitment from all of us in imagining a more just future.
As we look beyond higher education, the question is not simply ‘how will graduates find jobs?’, but ‘How do we as a society create systems where talent from every background can thrive?’. Industry engagement needs to be seen as more than a pipeline—it is a promise that the principles we uphold on paper will be applied and enacted in ways which shape the workplaces of tomorrow.
