Embedded Files
BACKGROUND OF THE EVENT AND THE RESEARCH
On September 14, 2023 a gathering of various decision makers in formal, informal and non formal TVET programs came together in Adjumani to engage in critical dialogue about pathways, challenges, and opportunities for refugees (particularly girs and women) living with disabilities in TVET. The event was a targeted impact intervention funded by the British Academy as an extension of the DRIVE research project. We also hosted a separate professional development event targeting instructors. The core objective of the event was to raise awareness and deepen engagement with core decision makers related to programs in the TVET sector. To reach this end we facilitated a day of reflexive activities culminating in proposed solutions and a network of engaged practitioners moving forward. It was noted that a great deal more research and action is required in the field. The DRIVE research team from Gulu University is committed to seeking out further research opportunities, and will include this TVET element in the new Bachelors program in Inclusive Education- another output from the DRIVE project.
A note on Gender
While we specifically and explicitly targeted women to attend by asking stakeholders from various programs to send women, in the first event the majority of participants were men that is out of the 37 people hat attended, 22 were men and 15 were women. This is at least partially because many of the decision makers - District education officers, Disability Union leaders, Directors of TVET Institutions are men. In the second event which was a professional development training, there were more women who participated. The tendency was for institutions and programs to send a man on day one and female participant on day 2.
A note on language
Participants from the various disability unions agreed that it would be appropriate to refer to people with disabilities as such: people with disabilities, NOT disabled people. They also pointed out that we did not include a column for disability status. They noted that this was important and usually not done. We modified our forms and our language. We note that our initial research title used the term disabled refugees. We learn moving forward.
Participants representing the Office of the Prime Minister also corrected our use of the term "refugees" to "Persons of Concern". You therefore will find this term used more regularly throughout this report of the proceedings.
Promoting accessible Technical and Vocational Education and Training (TVET) for disabled refugees
The original project was entitled: ‘Disabled Refugees Included and Visible in Education’ (DRIVE) project, undertaken in three African Countries – Uganda, South Africa and Zimbabwe, funded by the British Academy as part of the Education and Learning in Crises Programme. The project ran from March 2020 - September 2022. The research aims were to understand the educational inclusion & exclusion of refugee children with disabilities, particularly girls in the three African countries with different approaches to refugee settlement. It is also important to note that in this event, six persons with disabilities turned up on the first day and three turned up for event two!
Participants in brief
Refugee children with disabilities and their families, education officials and Non-Government Organization workers were interviewed in each of the three countries. In Uganda, 55 interviews were conducted with 95 participants in three settlements and their surrounding communities in northern Uganda. The research targeted primary school learning experiences, however towards the end of the research (which followed an iterative approach), we noted that pathways were missing, and carried out a few interviews specifically related to TVET experiences. From this, we garnered just enough information to know that there is a gap in livelihood opportunities in TVET.
This included: 38 refugee students with disabilities and their families, (14 of the participants were families from host communities), 3 district education officers, 11 head teachers and teachers of selected primary schools, 1 National representative for special needs education from the Ministry of Education and Sports, and 4 NGO field officers. Additionally, 2 focus group discussions were conducted with 4 teachers, 6 NGO field officers and one disabled students’ Parents Association representative.
Findings in relation to Pathways and TVET
This project revealed the significant educational disparities experienced by refugee children with disabilities. A key finding from the research, across the 3 countries, which formed the central theme of our meeting, related to the issue of limited pathways or career trajectories for refugees with disabilities.
In Uganda, it was noted that there is no data available for tracking education progression and careers for students with disabilities. District Education Officials and a few NGOs were only beginning to have conversations about secondary schools, and vocational training, however, data and policy do not address this. As one senior education official explained, there is “no data on the number of refugees graduating.”
Indeed, while the project team heard students talk a lot about their dreams, when asked about next steps, their answers were less clear. There were not a lot of graduates from primary school, with many students leaving because they felt too old, or simply giving up because they felt that they were not going anywhere.
This reduces practical opportunities, making access to education and livelihoods more challenging to navigate, thereby reducing students with disabilities’ agency and capacity to have dreams for a better future. Such a situation further creates very difficult conditions for this population to be successful in their lives, and suggests to society that they somehow don’t have much to contribute, thereby positioning refugee children and young people as a burden to society.
The key questions to reflect upon are: What can be done to meet the needs of refugee children living with disabilities? What can we do to offer real training and career opportunities that enable this population to flourish, and enjoy a normal life, just like other children and young people of their age?
The aim of this workshop is to help us think through and reflect in a more focused and practical sense on the issue of inclusive education in vocational education and training.
The aim is to build a collaborative understanding of how current TVET structures enable and limit the opportunities for participation of refugee children with disabilities.
Professor Roda Madziva, from Nottingham University (featured above) was the lead facilitator for the day. She opened the event and thanked everyone for accepting to be part of the project. She began with an explanation of what the project was about and the key findings from the project . The project was undertaken in three countries ,Uganda ,SA, Zimbabwe. It was to understand inclusion and exclusion in education among the disabled refugees. Some of the key findings included and a summery of how the research was conducted are indicated below;
Uganda has free movement of refugees as contrasting Zimbabwe where there is a camping system.
Statistics from UN 2021, 23000 disabled children not clear on boys and girls.
Data on children with disabilities is very limited that is to say that correct data on persons with disabilities is very limited and most times not available or accurate.
Statics of the inclusive and participatory nature of the research were also put forward. 55 interviews with 90 participants ,38 refugees families,11 headteachers,1 national representative from education,4 teachers ,6 NGOs ,1 parent representative.
Significant educational challenges that are faced by refugees with disabilities
Limited pathways for career developments ,less or no data and policy do not address this problem
No data about the progress of persons with disabilities and refugees especially in Education both in the formal and informal sector.
Young people refugees and persons with disabilities culturally looked at as a burden and as people who have nothing to contribute. They are therefore mistreated by society and often feel like misfits which complicates their living even more.
Promoting accessible technical and vocational education for children living with disabilities is very important because this gives them a chance to learn a skill that can not only help them earn a living but also be an example to the society that persons with disabilities can.
For purposes of inclusion, a few things were to be changed or addressed in an inclusive way;
Using persons of concerns not refugees ,one participants stated the need to use the term persons of concern, not refugees or disabled children
Instead of using disabled person, a participant asked to change the term to persons with disabilities for the comfortability of everyone present to participate and not feel discriminated by language.
Another participant said that at the end of the day, we are all people and we are all disabled at some point, therefore using 'discriminative' terms should be changed.
A question was asked if someone is able to fend for himself does we term as needing help or treated as a disabled?
"Saying that someone is a person with a disability does not mean a person cannot take care of themselves. It's about mindset change and understanding people's perspectives about persons with disabilities."- Dr. Roda
A participant was also concerned about what disability means , how do we describe a disabled person in context of the research project done.
Dr. Rhoda answered and said that the research worked on personal description of disabilities. This means that they focused on how a person views themselves rather than how the society views them as either disabled or not.
Dr. David said some people with disabilities were not documented due to different reasons.
Some of the persons with disabilities are hidden away from the eyes of the public by families, others are in self denial especially those who got the disabilities along the way (were not born with) and others are simply not accessible due to the nature of places they live.( Remote areas)
Different questions were given to differnet groups and asked to discuss and later present to the entire room
Key questions for group work
1.How do you work with refugee children living with disabilities and their families in your line of work?
2.what can be done in relation to developing and supporting viable career options for refugee children and adults with disabilities?
3.What does inclusive education mean to you in the context of your work or what comes to mind when you hear the term inclusive education?
4. How can inclusive education be achieved? What do you see as the opportunities and what do you see as the challenges?
5.What changes are required in policy and practice at 1. institutional level. 2 National level so that refugee children living with disabilities are included in TVET?
6.What are the mechanisms through which these changes can be effected at 1. institutional level 2. National level?
How do you work with refugee children living with disabities and their families in your area of work?
Presentations
Group 1- Question one
Perception of the community on persons with disability
There is discrimination from families leading to breakage of marriages or adding more wives because a certain woman gave birth to disabled children . Some men think that women are responsible for giving birth to children with disabilities and therefore believe tat marrying a different woman would give them a different result.
Missionaries did not paint a a picture that a person with disability would be part of them. One f the participants said he has never seen a disabled priest or nun (Inclusivity question) that is has a disability unless they get the disability while they are already in that system. This made it seem like a person with a disability can not be part f the religious congregation.
Disability as a curse. A lot of people still believe that disabilities especially physical and severe mental disabilities are a curse or as a result of witchcraft. This largely contributes to hoe persons with disabilities are treated around society and explains why its hard for them to come out and speak up because they believe what society says about them.
No attention paid to persons with disability in terms of education, health or social life. This also originates from the perception mentioned above that they are not worth the resources invested to take care of them. One of the elders narrated that most of them passed away because of lack of care
Children with disabilities given up by their parents and relatives to older persons in the community to take care of them. Some others were and are still thrown away in bushes or water because of the belief and perception that people have about the persons with disabilities.
How they work with persons with disability
Community sensitization through radios ,dialogues and other avenues hence changing perceptions that people have about persons with disabilities
Organizations coming with programs that support children living with disabilities. This is because apart from the perceptions about persons with disabilities in society, there is a lot to of resources involved in taking care of persons with disabilities which is not affordable for most of the poverty stricken homes in the refugee settlements or camps.
Individual supports like care givers take care of children living with disabilities. Leaving alone the monetary resources, some disabilities and difficulties require specialized people to help the affected persons, for example, using sign language requires a level of commitment and learning in order to be able to help children with hearing impairment.
Designing programs that are inclusive and including people living with disabilities in leadership positions. This will aid in the policy making because there are representatives that have a say in the policies made to include persons with disabilities. More so, this acts as a point of motivation for the persons with disabilities to push and get involved in every aspect of the society especially education.
Designing structures that are easily accessible by everyone. Most of the structures are meant for 'normal' people as opposed to universal structure that accommodates everyone. For everyone t be included, structures that accessible by all kinds of people especially persons with disabilities and refugees.
Reward and appreciation given to people living with disabilities for the little work done as it will motivate them to do more and help them build more confidence about trying out the other things or perfecting what they have been doing.
Advocacy and awareness around person with disabilities. This is meant to make aware the problems faced by persons with disabilities and refugees, and also helping to fid solutions for those problems.
People in leadership positions that have disabilities . For example, a chairman one of the districts being a person with disability will do so much. For starters, persons with disabilities feel like they are included if this is the case and also given that this chairperson understands the challenges of persons with disabilities, he/she becomes a point of reference for those in need of ep and becomes a voice for the voiceless.
Acceptance of self by persons with disabilities. Once one accepts themselves, they have the capacity to identify what challenges they ae facing, solve some and ask for help where necessary.
Additions for group 1
Need for agreement that something has to do done on accessibility , divorce rates still high among people living with disabilities, children born with disabilities are still thrown in water ,employment is hard for people with vision and hearing impairment .
A lot of challenges surrounding employment of persons with disabilities for fear of having to employ aids. This is because some persons with disabilities need an aid to be able to be comfortable and communicate fully at work places, for example, visual and hearing impairment.
A law from the government protecting persons with disabilities. Most of the laws that are in place are not being enforced are taken fir granted. Therefore, penalties should be put in placed for people who disobey the law concerning persons with disabilities and penalties awarded to them.
One of the participants pointed out that attendance records need to have clear tags for people living with disabilities in attendance to make accountability easier and also keep a record and make it easier to track impact.
Disabilities may not be seen physically as some people have difficulties and disabilities that are not seen because they are connected to the brain but they are taken as slow learners or not interested and yet they are having difficulties. Most learning difficulties and disabilities for example are not seen and therefore not considered valid in the African context, this leaves persons affected by such issues to fail not only in the education system but also in the everyday life.
Issues of accessibilities is still paramount to address as hotels are even blind to it as they do not have protective rails but only steps.
GROUP TWO
What can be done in relation to developing and supporting viable carreer option for refugee children and adults?
Barriers
Attitudinal; this includes peoples perception and attitude while dealing with persons who have disabilities. A thought that a person without a disabilities views one with a disability as totally helpless without even considering what they can or cant do is one clear example of an attitudinal problem.
Institutional; This includes programs and policies that set or not set to look after persons with disabilities including budgeting for the various activities done to support, sensitize and train persons with disabilities to live better.
Environmental; this includes everything that surrounds us. For example weather( rain, too much sunshine, a lot of wind an others) bad roads, long distances, bat terrain, inaccessible buildings, potholes and very many others.
what can be done
Community responsibility, the community that houses persons with disabilities should take it upon themselves to help them where possible to overcome these barriers in their career paths.
Learning institutions think that educating a learner with disability is for special education teacher. There is a need for an inclusive training for all teachers so that every stakeholder in the school can understand the role of inclusive structures, behavior, and teaching and learning aid to be able to help learners with difficulties and disabilities.
Sensitization and communal approach to ensure children living with disabilities access school. A community where a neighbor needs to ask why ,the lc1s need to ask why a child with disabilities is not going to school and try to help support them to start schooling.
Self awareness around persons with disabilities. This is about self disovery, its understanding what I can and can not do as person living with a disability. This will make it easier for persons with disabilities t maximize their potential and also find help where it is needed.
A question of inclusion in spaces of leadership and policy making areas, why there is exclusion? For example one care taker asked as to why he should take a child to school yet a headteacher who lost sight was forced to resign. It took a lot of convincing by a person with visual impairment themselves to let the caretake know that that's not what always happens and let him take the child back to school.
Failure of the local authorities to engage the organizations who specialize in working with and for persons with disabilities. This leaves a gap as programs are designed for and not with persons who have disabilities. This leaves a lot of gaps in the work that these organizations are doing hence the programs are not as beneficial as earlier intended.
Organizations that are trying to give assistive devices but usually don't get in contact with the people who are going to use them. This means that sometimes the devices given are not aligned with the disability. These devices should only be given if an assessment has been done and the assistive devices are going to be useful to the person they give it to.
Accessibility audit among different structure to come up with recommendations and follow up on the recommendations given in order to promote inclusion.
Need to see that our policies and programs that are inclusive .
Most of the sensitization programs done do not include persons with disabilities. More so, most times, there is generalization of the disabilities without paying attention to the specific types of disabilities and other specifics like gender, age, originality and others. Without understanding the complexity of inclusion, one cannot fully practice it. For example, a female refugee with disabilities in a remote area has different needs from a male Ugandan national with a disability.
3.What does inclusive education mean to you in the context of your work or what comes to mind when you hear the term inclusive education?
GROUP 3
Definition and understanding of inclusion.
Minds need to beyond but we will look at the classroom
'Normal' children and some challenge learning together in the same school ,taught by the same teacher and treated equally in a school setting
Key question what about home ? Is it inclusive ? This is because inclusion should not be at school alone but also at home so that child can involved everywhere
What is the motive of sending children with different disabilities to their own school (special schools),it brings fear of association and biasness ,stigma. At the same time, children's with disabilities feel isolated and this creates a mindset that its because of how they are and also lowers their self-esteem.
Children given equal opportunities regardless of their sex, age and economic status . This must be done for things like games to, they have to involve e everyone and not only cater for some learners within the school.
Friendly environment which has no harmless objects within the compound, accessibility to include ramps ,walkways and rails is it there. This will enable every learner to access the classrooms or any other places within the school.
Teaching methods to include audio, video, text, pictorial and participatory and positive reinforcment .
Sensitization of teachers on how to handle children living with disabilities.
No discrimination of children living with disabilities and no stigma as everyone has to eat ,dance and play together, sense of belonging as everyone is from God and we all belong together .
Mindset change for teachers to teach ,students and parents to come together to provide a conducive environment like having a parent support group where one group supports another . This will encourage parents and teachers to support children with learning disabilities and aid in learning more about the disabilities. More so, these parents can also create saving groups within the support groups and that will help then deal with the expenses that come with inclusion of children with disabilities.
Inclusivity goes beyond one aspect as we have to look at several aspects of lives if it is inclusive to include clapping, playing and learning , we need to ask if all are inclusive to everyone
The picture below show one inclusive way of positive reinforcement dor a learner that has a hearing impairment. Instead of clapping, everyone raises hands to appreciate this learner.
Additions for group 3
Looking at attitudes from parents to look at the words we use to include demeaning words. As a parent, a chld looks up to you for validation, onec you tell them they are stupid, it sticks. Parents therefore should mind the words they use when talking to their children.
inclusivity is necessary in the families and the villages not only in schools as there is a disconnect as top most people are trained but the people to use are not trained to include the parents . When a child comes from an inclusive space at school to home, it doesn't serve the purpose, inclusion to be both at home, school and in community.
Gender inclusion is also paramount as women may have challenges compared to men so a lot of complexities so there is always additional needs in the several layers. Ove we just consider one aspect of a person as we deal with with inclusion, we just miss the whole picture, we need to understand that there are several things that make a person who they are and see that before we make conclusions about who or what we think they are.
National examinations are also exclusive as they cannot do physical examinations and yet they can be doctors and engineers but people with disabilities are excluded from taking such examinations.
Use of 'normal' and 'abnormal' terms is also discrimatory. It is very hard to comprehend what is normal because in what we call normal, we have abnormalities. We need to define what is termed as normal or abnormal, need to use terms like non disability, use of average child, person with a disability etc.
Attention needs to be paid to the complexities around inclusion, the challenges of a woman refugee with a disability are different from just a person with disability. Understanding such helps us practice inclusion fully.
Children coming from poor backgrounds not having access to learning aids like audio ,videos as they are not available in the institutions but the key question is it practical to have it in the different local settings .
Use of local creativity to include children with learning difficulties and disabilities in school. Instead of waiting for technology, how can teacher improvise using local settings to facilitate inclusive eduaction? Could we use learners to act out skits and plays instead of waiting on videos, ask learners to make toys that represent what hey ae learning about, create songs and other teciniques. As we wait for the technological devises, we could ably exploit our sorroundings to foster inclusive eduaction.
Add inclusive sports for children with disabilities like football ,volleyball and swimming . There are various ways we can make sports inclusive by tailoring them to fit the needs of inclusive children for example, sitting volley ball and wheel chair races could be an example. This would make the children feel included and teach the others to learn to be accommodative and inclusive.
Use of remedial lessons for people who do not understand or are slow learners . In these lessons, the same lessons are repeated to ensure that these learners to understand what has been taught in the previous lesson.
Uganda is a signatory to the Saramanka declaration of 1994 leading to UPE and USE that lead to the establishment of special needs schools. Inclusive schools can build instead of special schools, for example, Gulu High School in Gulu Northern Uganda. t takes a way and the barrier to inclusion as all the children are put in one place to ensure that they learn, play and grow together as it should be.
Learners accepted in private schools are people with physical impairment but do not accept visual impairment as they are accepted in public schools. This is because these schools are result oriented and think that their performance will be brought down by the learners with learning difficulties and disabilities.
Employment are based on results as people with disabilities are not acknowledge by donors hence not being employed . There is no focus on the contribution on persons with disabilities in the employment sector
How can inclusive education be achieved ,what do you see as the opportunies and what do you as the challenges?
GROUP 4
Presentation very specific on TVET
Inclusion is equal access to all opportunities
Inclusive education caters for all the concerns people without discrimination.
How to promote inclusivity
Community sensitization and creating awareness through policy formulation that is focused on inclusivity.
Engaging private sector in inclusion. Policies should also target the private sector to ensure that as they do things inclusively. For long, policies that have been formed have not been targeting private sector and even the ones that have, are not thoroughly enforced. This has led to negligence of inclusion in the private sector. This could change is a torch is shone towards that direction.
Need to look at the curriculum as disability varies from one person to another so as to refocus on curriculum that favors everyone for example focusing on TVET for other children with disabilities who may be challenged in the main stream .
Policy enforcement is crucial so that everyone is catered for in public institutions . Uganda is land of very many beautiful policies that are never implemented. Policies concerning inclusion should therefore be enforced to ensure hat they don't just end n paper but the are put into ful practice.
Inclusive research as the disabled people do not do research and the abled persons do the research and call them for workshops only. There is a role that persons with disabilities can play to in the research processes that can tremendously change the outcomes of research for the better if only the inclusivity in research is directed towards that line of thought.
Educational for all must be implemented while minding about the specifications of different people and what they can do better and thrive in.
Teamwork and collaboration to promote and motivate people with disabilities . This can be done through taking success stories to the community and letting people out there k now that its possible to have a disability a nd still succeed. Persons with disabilities can only know that they are welcome into different spaces if hey see their kind of people in the spaces.
UNEB and UBITEB are trying as they send human aids to help people with disabilities to do examinations . When learners are doing their final examinations and the school has communicated about the presence of persons with disabilities, the educational bodies send people to help these learners maneuver these examinations.
Self esteem and confidence to persons with disability. They already feel disadvantaged internally before the external bias is asserted onto them.
Acquisition of knowledge and skills for empowerment as their capacities are built hence improving on their self esteem and confidence and in the long term harnessing resilience and self independence of people living with disabilities.
Challenges
Stigma or stereotype due to psychological orientation about people with disabilities in the community.
Inadequate priotisation at national and local level. Plan and let people be part of the structures that are put for all the people rather than passing through affirmative reaction all the time.
Inadequate data about people living with disabilities as that affects planning for people living with disabilities .
Lack of proper inclusive structures., we over focus on policies upon and lose track on what exactly should be done.
Inadequate resources as government has no resources ,NGOs, communities , families have no resources to help people with disabilities .
Accelerated trauma which leads to self denial and failure of acceptance by persons with disabilities.
Lack of commitment from Governement and NGOS as nothing is actually done for people living with disabilties
Additions for group 4
Putting emphasis on the use of inclusive language .
The concepts of what works is also important to note so as to deal with reality .
.What changes are required in policy and practice ,1 in the institutional level. 2 National level so that refugee children living with disabilities are included in TVET.
What are the mechanism through which this changes can be effected 1 institutional level 2 National level?
GROUP 5
Institutional level
At the there needs to be changed designs of facilities to ensure accessibility. Ramps should be put in every building to ease accessibility, signs in form directions at entrances and many others.
Providing people with disabilities with assistive devices like wheelchairs ,hearing aids and braille machines.
Need to provide user friendly training equipment to persons with disabilities as it favors only students without disabilities. In practical work, most of the tools are designed for people with two hands and the dominant hand being the right one. This excludes a large group of people who can not either use the tools at all or makes t extremely uncomfortable to use.
Recruiting special needs trainers to train person's with disabilities .
Capacity building for trainers to handle students with disabilities.
National level
Need for creating special needs TVET institutions at regional / district levels as there s only one institution in Masaka.
Need to train special needs TVET trainers right from primary to institutional levels.
Aggressive sensitization of communities on inclusive education at all levels including use of career guidnace to the different types and levels of disabilities
Government sponsorships for persons with disabilities
Developing a TVET curriculum which is adequately inclusive.
Involvement of persons with disabilities in decision making at almost all levels
Providing training equipment for persons with disability.
Policy to advocate for people with disability to be in leadership positions.
Tax exemptions for equipment for people living with disabilities
Specific budget for activities for persons with disabilities.
Modernized curriculum that us flexible to allow a lot of skills. For example St. Monica has changed to accommodate society needs like introduction short courses like Catering and hotel management, short courses like mushroom growing. This is to able to cater for even illiterate learners.
Additions for Group 5
How has the 21st century needs of the been incorporated to match the needs of young people with the new technology?
There is a revised curriculum to include fashion and design ,woodwork technology etc.
Is there any focus on POCS coming from refugee settlements from St Monica?
The principal said they have students sent from the office of the OPM and other NGO's who are trained at St Monica
There is also a kind of rehabilitation for the post war victims alongside other educational processes
Need to talk to St Monica principal to bring clearer the success stories of a young girl brought by a pilot to train .(Is there something that could be done about this, perhaps an interview with the principal)
Career Guidance is now incorporated though it wasn't the case before as there are is a specific instructor in charge of guiding students.
Some of the TVET programs and schools are not inclusive and are rejecting most of the persons with disabilities.
Career progression is the goal and what does not work is always dropped off but what works is often used .
The policies and the curriculum is conducive but old institutions do not have the facilities to accommodate the people living with disabilities .
NGO's having specific parameters for admitting students which may not be in line with the capacity of the respective schools to train and can also have limited funding challenges .
Adverts are seasonal around Jan to March but other institutions advertise towards the end of the year. This information is not accessed by persons with disabilities who end up missing them.
Conducting an accessibility audit to ensure that persons with disabilities have access to the different programs and resources that are tailored by organizations, schools and institutions.
The outcomes of the event
- High level awareness of the need for managed transitions and visible career pathways through school, into TVET and into work for marginalised groups, especially disabled refugees;
- High level awareness of the challenges experienced by disabled refugees, especially girls and women, in accessing education;
- Identification of changes required in policy and practice at system and institutional level so that disabled refugees are included in TVET, and the mechanisms whereby these changes can be effected;
- Networking opportunities and connections among TVET interest groups in each context.
The outputs of this event will comprise;
Co-constructed materials (ensuring greater buy-in from our stakeholders) including:
-A summary of the ways in which current TVET provision either enables or constrains access, participation and success for disabled refugees, particularly women;
- A series of recommendations for reform at different levels of the TVET system that would enhance access, participation and success and would facilitate transition from compulsory education into TVET and then into work for disabled refugees, particularly women. These materials will be disseminated to policy-makers and stakeholders for use in lobbying for more inclusive TVET.
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