E D U C AT I O N F O R S U S TA I N A B L E
DEVELOPMENT OF CHILDREN WITHDISABILITIESD R . S A FA N I B A R I
ACTING DIRECTOR
SEAMEO SEN

Introductionv Since 1994, with the Salamanca Statement and Framework forAction on Special Needs Education, there has been worldwide
progress in regard to inclusive education.
v People with disabilities still leave education and training
earlier and are over-represented in the population groupknown as ‘NEET’ - neither in employment, education ortraining.

v The unemployment rate for people with disabilities aged 1664 is often at least two times higher than unemployment rateof people without disabilities (EUROSTAT, 2014).
v This group experiences greater challenges than others in
coping with transitions- Lower participation in education andskills development (EC, 2010).

v The United Nations Convention on the Rights of People withDisabilities (2006): ………….
v To this end, States Parties shall ensure that reasonableaccommodation is provided to persons with disabilities” (article 24.
5).
……………………………..

v The 2030 Agenda, as Sustainable Development Goal 4,“Ensure inclusive and equitable quality education andpromote lifelong learning opportunities for all’’.
v Within SDG 4, there are specific targets regarding technicaland vocational education and training.
v Education and training are also essential for the achievementof the Sustainable Development Goals, including SDG 8“Promote sustained, inclusive and sustainable economic
growth, full and productive employment and decent work forall”.

v Under SDG8, one target is ‘by 2030 to achieve full andproductive employment and decent work for all women andmen, including for young people and persons withdisabilities , and equal pay for work of equal value’………….
v The Unied Nations Convention on the right of people withDiabilities (2006)…..
v Internationally, TVET is increasingly seen as part of lifelong
learning approach to the development of education andtraining system. TVET promotes knowledge, skills andattitudes for work and life.

v In different region of the world, TVET is recognised as asignificant element in broad policy strategies. The “Europe
2020 strategy for smart, sustainable and inclusive growth”, for
the European Union (EU) is one example .
v In this line an on going Written Declaration by the European
Parliament on “Promoting Inclusive education system” (2015)
outlines that EU member States have already experienced
positive results from implementing inclusive education
systems and that access and sustained participation in theeducation system enhance equal opportunities for all, social
inclusion and employment opportunities.

v Improvements are needed to truly include all, especiallypeople with the most challenging disabilities, which requireinnovation and quality improvement in inclusive TVET, as
highlighted in the Shanghai Consensus (2012).
v Inclusive education and quality are reciprocal, so aninclusive setting can make a significant contribution to thequality of education for all learners (European Agency forDevelopment in Special Needs Education, 2011).

The Incheon Declaration: Education 2030 (2015a) also
recognises education as essential to guarantee therealisation of the other human rights, and highlights
the importance of inclusion and lifelong learning
for all.
Increasingly, technical and vocational education andtraining (TVET) is seen from a lifelong learningperspective, promoting competencies for work andlife and ensuring that all youth and adults have equal
opportunities to learn (UNESCO, 2015b).

The ability to learn continuously isn’t new,it’s one of the human characteristics thathas allowed us to adapt and succeed overtime.
The increasing focus on lifelong learning isrooted in the rapid changes taking place insociety, and highlights how crucial it is topromote every individual’s right toeducation in order for them to develop
knowledge, skills and attitudes (UNESCO,2012).

SEAMEO Seven Priority Areas (2015-2035) and the Education
Agenda :1. Achieving universal early childhood care andeducation;
2. Addressing barriers to inclusion;
3. Resiliency in the face of emergencies;
4. Promoting technical and vocational educationand training(TVET)
5. Revitalising teacher education;
6.Harmonising higher education and research; and7. Adopting a 21st Century Curriculum.

PROMOTING TVET TO STUDENTS WITH DISABILITIES BY SEAMEO
SEN:
v For promotion of Inclusive TVET, SEAMEO SEN proposes a project
which consisted a number of TVET trainings to Special Educationteachers to be undertaken.
v To ensure that TVET skills can be taught and transferred efficiently tostudents with disabilities, TVET skills should be trained to teachers ofSpecial Education.
v The teaching and learning context with disabilities are very muchdictated by learner’s abilities and progress.
v TVET for students with special needs should be focussed ontransferring technical and vocational training with modified
instructions and adapted training modules to train students.

The European Agency for Development in Special Needs
Education (2012) recommends that focus must be placed onlearners’ vocational abilities instead of on theirdisabilities……
.
Only an on going assessment of both the working
environment and the learners’ skills would allow TVET toplay its role “in combating multiple forms of disadvantage,
and overcoming barriers to entry and progress in the world ofwork and in future learning.” (UNESCO, 2012)

The aim of this discussion is to analyse TVET policies,
systems, programmes and practices, mainly through theperspective of social equity and inclusiveness, with the focus
on people with disabilities,
Also to consider what can be done to ensure that TVET fulfils
its potential contribution to SUSTAINABLE DEVELOPMENT
GOAL (SDG) Agenda 2030, i.e. the fundamental principles of
the United Nations Convention on the Rights of Persons withDisabilities.

THANK YOU