Project activities are all devised in a logical and concatenated sequence, to that effect each action feeds into the subsequent step within the pace of project implementation. ACCESS pledges its commitment to “Leaving No One Behind” by ensuring full participation of students with disabilities at all stages of project implementation and facilitating that their voices are incorporated into project design. WP1. Needs Analysis & Knowledge Sharing. The main endeavors of this set of actions will be directed towards closing the glaring gap on disability data within the HEIs environment of each PC countries, detecting current shortcomings, needs, good practices and experiences which hamper/facilitate the materialization of an inclusive education system. By undertaking these activities, ACCESS will collect appropriate information, including statistical data, in order to inform better formulation and adaptation of successive project tasks. T. 1.1 will lay out the “Analysis methodology and data collection” which will frame the needs analysis strategy, framing a twin-track approach which will combine quantitative (surveys) and qualitative (focus group) research tools attuned to the context thoroughly bringing into the scope of the research perspectives an voices from students with disabilities and their interactions with HEIs system. Building in to that, T.1.2. will be devoted to coordinate the “2 Site Visits” to the programme partners (UA and UOM) which will generate spaces and opportunities for interaction between partners and multidirectional sharing of good practices and adaptation of parallel actions on inclusion. Finally, T. 1.3 will gather all expertise, shared experiences and relevant practices in order to articulate a compendium of “Best Practice Guide for Inclusion and Disability Management Services in HEIs “. WP2. Capacity Building via Training: Strengthening of Human Capital. The focus of these tasks will be centered around the transfer and adaptation of EU inclusive and disability capacities, skills and knowledge to partner country HEIs needs. As such, in T. 2.1. EU partners, in close collaboration with local partners, will draw upon feedback, obtained from the previously implemented Needs Analysis Methodology, in order to design a Training Plan to equip relevant staff within each partner institution with the right set of skills and abilities to offer the best inclusive services to students with disabilities. T. 2.2. will deliver the Train the Trainers course in line with a participative methodology and stressing practical and case study methodologies and targeting the whole spectrum of administrative and academic staff, students and managerial staff who deals on daily basis with students with disabilities. Subsequently, in T. 2.3 HEIs partner countries will replicate the Train the Trainers modules within their institutions. In order to ensure the maximum reach of the capacity building, in T. 2.4 on-line modules with the contents will be devised, materials will become accessible and disseminated within each institutions. WP3. Internal Institutional Building: Establishment of Support Structures & Assistive Technology Equipment. This work package is split into 2 different group of activities. On the one hand, the formal set up of the Students with Disability Support Offices at each partner institution will be comprised within the framework of T. 3.1 Establishment the centers, which will also incorporate components of staff recruitment and responsibilities attribution among the institution organigramme. Thereafter, T. 3.2. will encompass the development of a full-fledged 3 year Strategic Planning process for the aforementioned Support Centers, which will involve contributions from all stakeholders within the institution and will increase visibility, consolidation and legitimacy of the new inclusion services within the institution. On the other hand, T. 3.3. will concentrate efforts to sort out the Assistive Technology (AT) purchase which will equip the new-branded centers with the most needed technological devices to better include students with disabilities. Finally, T. 3.4. will devise the formulation of a short training handbook to facilitate the deployment of these AT devices. WP4. External Institutional Building: National & Regional networking for Inclusion in Higher Education. Networking actions will be held in until partners have been acquainted with the necessary expertise on inclusion and explored secure and sustainable legal pathways for cooperation. Therefore, T. 4.1. will arrange the institutional set up for the Higher Education 3 Inclusive National Network at each PC between all ACCESS HEIs partners, HEIS external to the Consortium and any other institution with vested interests in the issue. Both networks will become platforms to foster dialogue and inform policymaking at national level on issues related to inclusive education, disability and accessibility within the context of Higher Education. Partners, according to their needs will determinate legal structure, mission, vision and objectives of each network. Consortium will leverage the participation of the Ministries of Education of each country in order to open up Universities and stimulate political engagement on disability and accessibility promotion to Higher Education among external stakeholders such as potential employers, students associations, high schools, other political bodies. Afterwards, T. 4.2 will facilitate the creation of a Caribbean Inclusive Network for Higher Education liaising both National Networks in one joint political body which will try to dynamize and influence policies on the inclusion and disability field. As such, Act. 4.3. will organize international conferences on strategic topic to be decided upon the results of the needs analysis. Finally, to formally operationalize the action of the networks, in T.4.4. 3 Policy papers: “Building-up an Inclusive framework for Higher Education in the Caribbean” will be drafted, sketching concrete political proposals for each PC in terms of inclusion and accessibility. Other actions such as Dissemination and Exploitation (WP5), Quality Control and Monitoring (WP6) and Project Management and its methodology (WP7), are described in the relevant sections.