Disabled people’s inclusion within UK technical and vocational education and training
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Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.
People with disabilities
Of an estimated 1 billion people with disabilities in the world today, some 785 million are of working age. While many are successfully employed and fully integrated into society, most face a disproportionate level of poverty and unemployment. This is a massive loss both to them and their countries. A strategy of including people with disabilities in training and employment promotion policies, combined with targeted supports to ensure their participation, can help disabled persons obtain productive mainstream employment.
Research papers
Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
This report provides a summary and analysis of a range of models of technical and vocational education and training (TVET) where an objective evidence base, qualitative data and/or expert opinion from within the skills sector make a strong case for their inclusion. It also outlines principles for effective provision, largely drawn from codes of practice setting out the legislative and policy framework in the UK.
These principles include:
• High quality provision to meet the needs of young disabled people, including those with special educational needs.
• A focus on innovative inclusive teaching practice and removing barriers to learning.
• Personalised support.
• Supporting successful preparation for adulthood.
• Effective early engagement of employers and an emphasis on work-based learning.
• High expectations and aspirations for young disabled people.
The report outlines a number of areas for continued focus and improvement. These include:
• Creating fair and effective funding for students with the highest needs.
• Investing in independence for 19 to 25 year olds.
• Personalised careers education, advice and guidance.
• Increased employment opportunities.
It also makes specific recommendations for governments, learning providers and employers.
People with disabilities
Skills and training policy
TVET systems
Europe and Central Asia
