From a recognitive social justice perspective this principle is expressed as:
All individuals have access to social, cultural, political and economic resources.
…which, when interpreted for MSLE initiatives considers that:
Access is intentionally determined by inclusive structures, systems and strategies that promote learning engagement, particularly for students whose access to higher education has been previously compromised by their social, political and/or economic backgrounds.
… and therefore, to achieve good practice in MSLE initiatives the ‘Access’ principle is interpreted as: