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LEARNING & DEVELOPMENT INSTITUTE
EXCELLENCE IN LEARNING AWARDS 2026
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Inclusion in Action
Judges’ Comments This year’s finalists demonstrated that genuine inclusive learning and development is moving beyond a narrow focus on accessibility or representation. Across the finalists we saw inclusion being considered through multiple lenses: who gets access to development, how people experience learning, whether different needs and circumstances are accommodated, and, importantly, whether learning creates meaningful opportunities for progression. A particularly encouraging feature of the category was the variety of organisational contexts represented. The finalists addressed very different challenges, from leadership and career progression, to supporting employees through organisational change, developing traditionally underserved operational populations, and creating more equitable access to consistent learning across geographically dispersed workforces. Despite these differences, a common theme was the recognition that effective inclusion requires organisations to understand their learners rather than assume that one approach will work for everyone. We saw strong examples of learner consultation and co-creation, flexible and blended delivery, peer learning, mentoring, reflection and practical workplace application. There was evidence of how inclusive development can reach an employee population that may traditionally have had less access to structured career development, creating practical pathways from junior roles through to senior positions. Another important theme was the connection between inclusion and career opportunity. The initiatives did not simply make learning available, they created structures through which people could build confidence, capability, networks and progression opportunities. This was particularly evident where mentoring, peer communities, internal progression pathways and manager involvement extended learning beyond the formal programme itself.
The judging process also reinforced that inclusive L&D needs to be demonstrable rather than simply stated. Accessibility features and flexible delivery are important, but the strongest evidence came where organisations could show how learner needs had influenced design, how barriers had been identified and addressed, and what difference this made to participation, confidence, performance or progression. The finalists also highlighted the importance of sustainability. Inclusion is unlikely to become embedded where it depends entirely on individual champions or a single programme. Stronger approaches connected learning with organisational systems, managers, technology, communities of practice and ongoing evaluation and how structured pathways, manager and buddy supports, centralised digital resources and organisational processes can work together to create a more consistent learning experience. Overall, the category provided encouraging evidence that inclusive L&D is becoming less about providing accommodations after programmes have been designed and more about designing learning around the diversity of the workforce from the outset. The next challenge for organisations is to deepen the evidence: demonstrating not only that inclusive learning is valued and accessible, but that it produces more equitable development, progression and organisational outcomes.
The initiatives did not simply make learning available, they created structures through which people could build confidence, capability, networks and progression opportunities
Courts Service This initiative aims to move beyond compliance, embedding accessibility and neurodivergent inclusion from the outset. Practical technology and adaptable tools have created a flexible, user-friendly learning system. Combined with empathetic, human- centred approaches, including JAM and trauma-informed practice, it delivers strong evidence outcomes and provides a model for inclusive L&D.
Enterprise Ireland THRIVING @ EI demonstrates
Leonardo Hotels The Chef Development Programmes have been designed around the reality of chefs’ work and learning preferences. The combination of hands- on, sensory and experiential learning with accessible digital provision, short interactive sessions, peer networking and flexibility around programme cycles aim to demonstrate a genuinely inclusive approach. The focus on learning in paid work time, active manager support and practical accessibility adjustments is a key feature of the initiative, simultaneously managing the needs of the organisation and the learner.
VHI VHI developed a Women in Leadership initiative with an emphasis on co- creation, psychological safety, peer community, mentoring and applied organisational learning. The Project Showcase enables participants to work on real VHI priorities and present to senior management, with examples of projects influencing sustainability and accessibility practice. Flourish also aims to demonstrate how the programme has created a wider mentoring legacy and a cycle in which mentees can become mentors.
commitment to inclusive development, particularly through widening access across grades, roles and locations creating a strong reflective learning experience and building a sense of purpose and community among participants. The programme’s alignment with the wider THRIVE and EDI agenda provides a credible strategic foundation.
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