Nicole LeBlanc, a disability rights activist, talks about the 30th anniversary of the Americans with Disabilities Act (ADA) and what she hopes for the next 30 years. Areas highlighted on the road to achieving equality and equity for all include health and health services, housing, flexible working, vocational rehabilitation and disaster preparedness.
This event was organised by Leonard Cheshire Disability Philippines Foundation Inc and Chambers of Massage Industry of Visually Impaired in partnership with the Department of Social Welfare and Development Sustainable Livelihood Program. The programme is outlined and followed by an Open Forum for questions and discussion.
Sightsavers’ Connecting the Dots initiative in Uganda offers young people with disabilities the opportunity to learn a new trade and gain valuable work experience. Over 500 young people in the Masindi area of Western Uganda have taken part in Connecting the Dots, a scheme that links them up with training and employment opportunities. After completing a three-month course learning a trade of their choice – including construction work, welding, tailoring or hairdressing – they are connected with local employers where they spend three to six months working on the job. Several examples are highlighted.
This is a first exercise to connect different areas of debate, looking at the key trends of the future of work from a disability perspective and seeking to identify specific action needed in order to shape the future of work in a more disability-inclusive way.
Chapters include: Work and disability - overview of current situation; megatrends of future work and persons with disability (technological revolution, skills revolution, cultutral change, demographic change and climate change); and Roadmap for an inclusive future of work.
The following five key objectives for the inclusion of persons with disabilities in the future of work have been identified:
1. New forms of employment and employment relations integrate disability inclusion
2. Skills development and life-long learning made inclusive of persons with disabilities
3. Universal Design embedded in development of all new infrastructure, products and services
4. Assistive technologies, existing and newly developed, to be made affordable and available
5. Measures to include persons with disabilities in growing and developing areas of the economy
Governments, companies, disability NGOs, trade unions and academia must be encouraged to commit and contribute towards achieving these objectives through different actions. An inclusive future of work can be reached through coordination and alliances among the different stakeholders
Implementing a just transition to a low-carbon economy that aims to leave no one behind will require a context-specific and locally determined mix of legal standards, social protection, skills development and attitudinal transformation that create an enabling environment for green jobs to perpetuate and decent work opportunities for persons with disabilities to proliferate.
The 2015-2017 Advocating for Change Project (AfC), a project funded by the German Federal Ministry for Economic Cooperation and Development (BMZ), aimed at promoting and advocating for rights of people with disabilities through the push for the ratification of the UNCRPD at the national level, improving quality decentralization process at the local level and promoting quality livelihood action for people with disabilities through improved and inclusive vocational training center (CNEFP) in Tibar.
One particular activity in this project is the collection and dissemination of best practices with the "Making it Work" methodology. This methodology aims to document and promote already existing best practices that adhere to the principles of UNCRPD. Making it Work utilizes a multi stakeholder approach and encourages members of DPOs and other organizations to identify best practices and effective action in and surrounding their localities. These best practices are then collected with the ultimate goal to serve as examples of embodiment of the UNCRPD for replication by organizations or institutions elsewhere.
Supporting people with disabilities into employment is important not only in providing income, but research in Nepal has shown positive life changes including increased confidence, social status, and acquiring new skills. This document provides a rapid review of the evidence of the types of interventions used to reduce barriers and support people with disabilities into employment, as well as the impact of training programmes on employment and/or livelihood outcomes (Section 4). Case studies are included in Section 5 and Annex 1 to give further details on key learnings.
Case studies outlined are
- Vocational training programme by Madhab Memorial Vocational Training Institute (MMVTI), Bangladesh
- Gaibandha Food Security Project (Bangladesh)
- Self-help groups (Nepal)
- EmployAble programme (Kenya, Rwanda and Ethiopia)
- Economic Empowerment of Youth with Disabilities (Rural Uganda)
- Access to Livelihoods Programme (India, Sri Lanka, Bangladesh, Pakistan, the Philippines, South Africa)
This publication reflects back on four co-design processes undertaken by Light for the World’s Disability Inclusion Lab during the past few years. These different journeys in solution development have demonstrated the power of this methodology to create genuine inclusion in livelihood programming while striving to empower persons with disabilities to achieve economic success. In this publication the social innovation lab methodology is described as a unique approach to inclusive programming, highlighting four cases: The Livelihood Improvement Challenge in Uganda, the lab in the EmployAble programme in Ethiopia, the AgriLab in Cambodia, and the InBusiness pilot in Kenya. Lessons learnt are described.
This publication shares the experiences of five disability-inclusive employment promotion projects commissioned by the BMZ. They use different strategic approaches and measures, depending on the national context, culture, environment, societal characteristics etc.
The projects were:
BANGLADESH: PROMOTION OF SOCIAL AND ENVIRONMENTAL STANDARDS IN THE INDUSTRY PSES (2010-2020)
TOGO: PROMOTING VOCATIONAL TRAINING AND YOUTH EMPLOYMENT (2012 TO 2018)
INDONESIA: SOCIAL PROTECTION PROGRAMME SPP (2016 – 2018)
RWANDA: PROMOTION OF ECONOMY AND EMPLOYMENT ECO-EMPLOI (2016 – 2019)
NAMIBIA: PROMOTION OF VOCATIONAL EDUCATION AND TRAINING (2012 – 2017)
NGOs like Humanity & Inclusion and Leonard Cheshire partner with the private sector to provide advice on employment practices to successfully transform the workplace and workforce to be disability inclusive. They support businesses in a number of ways including:
- Provide a tailored approach, starting with an assessment
- Support inclusive recruitment processes
- Provide skills development for candidates
- Provide assessment and referral to support services
- Advise on constructing an accessible work environment
- Provide mentoring support
Case studies include HI's inclusive employment work in Morocco, Leonard Cheshire working in partnership with Accenture in South Asia, East Asia, and South Africa, with Henkel in the Philippines, with AnonTex in Bangladesh and with SUN ITES Consulting Private Ltd, Bangalore.
Top tips for global disability-inclusive employment are discussed.
A graduate student textbook offered in 39 chapters, each with different authors and subjects. Abstracts, test questions and citations are freely available on-line. Full text is charged for. The book surveys rehabilitation and vocational programs aiding persons with disabilities in remote and developing areas in the U.S. and abroad. Contributors discuss longstanding challenges to these communities, most notably economic and environmental obstacles and ongoing barriers to service delivery, as well as their resilience and strengths. Considerations are largely of the US but there is a chapter on each of Asia and Pacific region, Australasia, Canada, Mexico, India, Turkey, Colombia and the UK.
This evidence summary of systematic reviews provides insights for policy makers surrounding the impact of training programmes on employment outcomes. There are 11 studies included in this summary focusing on technical and vocational education and training (TVET), rehabilitation and counselling, personality development (including leadership training, stress management and communication skills training) and entrepreneurship training programmes.
The target groups covered in the included studies are diverse including people with disabilities, health workers, women and enterprises as a whole. The final studies comprise of one study each from 2011 and 2017; two studies each from 2013, 2015 and 2016; and three studies from 2014. The focus of this evidence is on low and middle income South Asian countries namely: Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, and Sri Lanka
I am EmployAble walks the reader through the process of vocational training – from enrolment to training to employment – and provides tips based on experience, anecdotes and tools to inspire and support those working with and for disability inclusive technical and vocational training institutes.
The specific aim of this programme was to contribute to quality vocational training for young people with disabilities in Kenya, Rwanda and Ethiopia and create lasting linkages between technical and vocational training institutes and the labour market, thus facilitating decent and sustainable wage or selfemployment for young people with disabilities. This meant not just targeting the young people with disabilities themselves but also local training institutes and private sector actors, in order to work for systemic change.
In partnership with Deaf Child Worldwide, Childreach Tanzania delivered the Deaf Education and Development Programme (DEDP) from June 2014 to June 2017 in the Kilimanjaro Region of Tanzania. The DEDP improved the quality of life of deaf young people by:
› increasing enrolment and retention of young people in training centres
› improving sign language proficiency and communication between deaf young people and key stakeholders in their lives
› connecting deaf youth to internships and other business opportunities to support them to earn a living.
However, the DEDP highlighted many examples of deaf young people developing vocational skills, but still failing to transition from secondary school or vocational training centres into work. Phase two of this project will focus on youth employment, livelihoods and transition from school to independent living.
This report summarises consultation activities held with deaf young people during August 2017. The consultation explored their knowledge of the challenges they face when leaving school and their experiences of accessing information and support to help them transition to an independent life. The findings of this consultation have been hugely influential in the proposed project design for phase two. The consultation was a three-day workshop held at a community-based hub hosting a different group of young people each day. Group 1 – Young people who have left school. Group 2 – Moshi Technical School students (secondary school). Group 3 – Ghona Vocational Training Centre students
This newsletter includes reports on: awareness and support skills training for university students; a workshop on gender and disability; a meeting of the scholarship and mentorship programme; a trading stock company providing favourable conditions for employees with disabilities; training courses on laws and policies to support people with disabilities; and a workshop on equality and inclusion.
This USA based guide highlights the benefits of vocational education, potential careers, and laws that protect both students and employees with disabilities. Employers can also find simple steps for promoting diversity and inclusion in the workplace. Vocational career ideas and adaptive tools for students with physical disabilites, learning and cognitive disabilities, visual impairments and hearing impairments are listed. Vocational rehabilitation resources and resources for veterans with disabilites are covered. Other topics are transitioning from high school to work and workplace diversity and inclusion.
This report presents an overview of individual experiences and systemic data concerning the right to work for persons with disabilities in India. The report is part of the AWARE Project conducted by DRPI in Hyderabad in Andhra Pradesh, India. A total of 78 people with various physical, sensory and intellectual disabilities participated in this study. The research team also consists of people with various disabilities. Individual experiences have been collected through individual interviews or focus groups discussions. Information was collected about the barriers and challenges to participate in the workforce. People with disabilities were asked by other people with disabilities to tell their own stories about when they have been left out, treated badly or prevented from participating in the workforce because of their disability. These stories give us information about the real human rights situation faced by persons with disabilities. Personal interviews were conducted in Hyderabad and Secundarabad cities in Andhra Pradesh, India. A total number of 78 people were interviewed. The data was collected, collated and interviews conducted by persons with disabilities
Society at a Glance 2016 aims to address the growing demand for quantitative evidence on the social situation, its trends, and its possible drivers across OECD countries. One objective is to assess and compare social outcomes that are currently the focus of policy debates. Another is to provide an overview of societal responses, and how effective policy actions have been in furthering social development. This edition of Society at a Glance discusses policy actions in response to the situation of youth Neither in Employment, Education, nor Training (NEET). Indicators on youth are therefore a particular focus
With this manual, the World Health Organization (WHO) is responding to requests from colleagues around the world who seek guidance on psychological interventions for people exposed to adversity.
The manual describes a scalable psychological intervention called Problem Management Plus (PM+) for adults impaired by distress in communities who are exposed to adversity. Aspects of Cognitive Behavioural Therapy (CBT) have been changed to make them feasible in communities that do not have many specialists. To ensure maximum use, the intervention is developed in such a way that it can help people with depression, anxiety and stress, whether or not exposure to adversity has caused these problems. It can be applied to improve aspects of mental health and psychosocial well-being no matter how severe people’s problems are.
This report contributes to the global discourse on education finance by providing a disability perspective on donor and government investment into inclusive education. The report looks at the benefits of financing disability - inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of Sustainable Development Goal 4 and Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). Representatives of nine leading bilateral and multilateral education donors were surveyed on their agencies’ efforts towards disability inclusive education: DFAT (Australia), DFID (UK), European Union, GIZ (Germany), Global Partnership for Education, Norad (Norway), UNICEF, USAID (USA), and World Bank
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