Education for Sustainable Development for Person with Disabilities (PwD)
Ms Salmah Jopri
Mr Ahmad Heikhal Amir Hamzah
SEAMEO Regional Centre for Special Educational Needs (SEAMEO SEN)

Introduction
An estimated 1 billion people have some kind of disability and, in our lifetime, every
one of us will probably be temporarily or permanently impaired, especially in ageing
societies (WHO, 2011). This group experiences greater challenges than others incoping with transitions, lower participation in education and skills development (EC,2010; Kett, 2012; EADSNE, 2013). The Incheon Declaration: Education 2030 (2015)
also recognises education as essential to guarantee the realisation of the other humanrights, and highlights the importance of inclusion and lifelong learning for all.
Within Sustainable Development Goal (SDG) number 4, there are specific targets
regarding technical and vocational education and training (TVET). Education andtraining are also essential for the achievement of the other Sustainable Development
Goals, including SDG 8 ‘Promote sustained, inclusive and sustainable economic
growth, full and productive employment and decent work for all’. Under SDG 8, one
target is ‘by 2030 to achieve full and productive employment and decent work for all
women and men, including for young people and persons with disabilities, and equalpay for work of equal value’. Internationally, technical and vocational education andtraining (TVET) is increasingly seen as part of a lifelong learning approach to thedevelopment of education and training system.
TVET for Special Educational Needs
Technical and vocational education and training (TVET) are steadily moving up theranks at the global debates and government priorities for education and nationaldevelopment agendas. (Marope et al., 2015). In the Southeast Asian context,SEAMEO (the Southeast Asian Ministers of Education Organisation) have placed
TVET as a priority agenda (SEAMEO Seven Priority Areas 2015 -2035). TVET forSpecial Educational Needs (SEN) students or individual with disabilities is major
importance for sustainability and to enable these students to lead independent lives.

TVET does not only prepares a person for work, but it is also a preparation for life. The
purpose of TVET is to provide knowledge and skills required in the world of work anda means to support one’s economic income. Therefore, it is important to make TVETaccessible to all (UNESCO, 2013). To realise its potential to impact development,
however, TVET systems need sustained transformation and revitalization (UNESCO,2012).
SEN students or people with disabilities often faced challenges, discrimination andrejection in seeking employment due to stigmatization and being underestimated interms of capability to learn and acquire occupational skills. Lack of inclusion in
education and skills development initiatives for young people with disabilities
foreshadows a lifetime of employment and marginal employment amongst a
population eager to work (“Putting Education to Work”, 2012).
The similar situation reported in schools where most SEN students leaving schools
without being equipped with appropriate technical and vocational skills required for
employment (Wehman et al., 2014). This particular group of students must be givenskills that are appropriate to the local labour market. This would necessitate a change
in the education system by providing skills and knowledge to students with disabilities
during schooling years that can be transitioned to post-school education.
Special Education teachers play an important role in delivering effective teachingapproach to their students. Often programs initiated by parties who do not directly
engage with these students faced slow progress and challenges (Vanitha & Ramaa,2013). Majority of vocational programmes mobilized in schools are initiatives byteachers based on their personal experience and understanding. The teaching andlearning context for students with disabilities are very much dictated by the student’sabilities and progress. Their source of knowledge and skills would have to be deliveredby those who are trained to adopt and adapt to their learning needs.

Key Element – TVET for Special Educational Needs
The aim of this article aimed to explore the key elements of TVET training program forSEN students with a feasible connection to employment opportunities.
Figure 1 shows the three (3) fundamental elements and how they contribute toachieving the program’s overall aim, i.e. providing successful TVET training program
and transition to employment for SEN students. The policy level, represented by theouter circle, may impact upon the factors within the elements. Recommendations forthe policy level need to ensure that policies appropriately align the relevant factors sothat each element makes the optimum contribution towards the TVET training
program’s aim.

School/InstitutionManagement

Student – centredApproach

Work Transition
SupportSuccessfulTVET
Training
ProgramFigure 1

School / Institution Management
School / institution management needs to develop and instil an inclusive policy, wheredifferences among students are considered a ‘normal’ part of the educational culture,and to create an atmosphere of motivation and commitment. Effective school /institution management is required to look ahead and be flexible, as well as to change
the structure and duration of the TVET training program to match the students’ needs.
This will also include the offer for professional development opportunities to allteachers and staff, to ensure quality in education. Effective school / institution
management should also able to create a flexible atmosphere to allow teachers tocontribute to the development and implementation of individualised and flexible
curriculum for students, to match the student’s needs. This will ensure that support isprovided to teachers as well to the students during the transition phase into the labour
market.
School / institution management also must pan away from a traditional ‘top-down’approach and should adopt a multi-disciplinary team approach with clear roles and cooperate with a high level of internal communication (peer coaching, informal
discussions, collaborative problem solving, etc.) and external communication withother services.
Proper planning and focus for knowledge management for maintaining and further
developing teachers’ knowledge and experience must be set in place. This could
involve setting up program or activity such as teacher training and re-training program,seminars or conferences, sharing session on best practice or any program that could
help the teachers to be well equipped with adequate knowledge and skills in order toprepare their students for employment.
Student-centred Approach
Student-centred approaches concerning to planning, goal setting and curriculum
design need to be used in the TVET training program learning process, so that thecurriculum, pedagogical methods, learning materials, assessment methods and goals
are tailored to individual needs.

The learning process needs to use a flexible setting or atmosphere which allow for thedevelopment and implementation of a student-centred approach. Students areinvolved from the beginning of the individual planning process and their voices areheard throughout.
The student-centred approach requires a suitable teacher–learner ratio, a suitablesupport teacher-students ratio and flexibility in TVET training program to allow
progress from one level to another. This approach will also contribute towards
maintaining a good balance between theoretical subjects and practical training, thefocus on student’s capabilities and the use of hands-on/practical. The use of individualplans impacts on the adaptation of pedagogical methods and techniques, on
supervised practical training in companies and on the support of students andemployers during the transition phase and beyond to maintain student’s employment
in companies.
On the outcome side, the student-centred approach contributes to matching between
work opportunities and student’s expectations and also the compatibility between job
skills requirements with the student’s skills. This will also contribute to increasing thestudent’s confidence that challenges can be managed and strive to successful TVET
training program and transition in the open labour market.
Work Transition Support
In order to establish connections with local employers/companies, co-operative
structures must be properly outlined for practical training and/or employment after
graduation. Providing follow-up activities to maintain student’s employment incompanies require staff and resources to be permanently available throughout thetransition and into work. Supporting students and employers during the transition
phase in the labour market will requires staff such as job coaches, career counsellors
or mentors, and resources that are permanently available throughout the transition
into work period.

Adapted pedagogical methods and techniques at schools and the use of individual
plans are also required. Follow-up activities can build upon connections with local
employers/companies for practical training and job opportunities, the provision ofsupervised practical training in companies and supported employment models thatoffer a gradual reduction in the intensity of support.
Follow-up activities also will contribute to the development of social skills and student’swell-being, the establishment of formalised partnerships, and the re-evaluation ofcorrelation between job skills requirements and the student’s skills.
Positive experiences of a successful work transition program to the open labour
market also contribute to and reinforce these connections and contribute to theestablishment of formalised partnerships, co-operation and networking opportunities.
Conclusion
The world is moving in a fast-changing environment that requires every individual todevelop their knowledge, skills and attitudes throughout life with education and TVET.
TVET can play an important role in the development and utilization of skills andcapabilities and learning pathways, especially for persons with disabilities who arevulnerable to lack of job security or jobs/careers for life.
There is a lot of scope for improvement in initial and continuous TVET for people withdisabilities, including in apprenticeships and work-based learning. It is important toachieve the right balance between the flexibility and the standardisation ofprogrammes and procedures. While too much flexibility can result in unpredictability
and a reduction in the quality of provision, overly rigid standardisation may fail toaddress SEN student’s needs.
TVET improvements are possible and do occur, with some key success factors being
recognized across countries, and giving evidence that what is good and efficient
practice for people with disabilities is, will be a good practice for all learners (EuropeanAgency for Special Needs and Inclusive Education, 2013). This will require support
and commitment from all relevant stakeholders and parties involved to ensure that
TVET fulfils its potential contribution to Agenda 2030, including SDG 4 and SDG 8, as
well as being in line with the fundamental principles of the United Nations Convention
on the Rights of Persons with Disabilities (UNCRPD).

The goal of TVET education for students with disabilities is to improve their life
prospects, for themselves and future generations, by becoming active members ofsociety. Better awareness, access, and investment are essential to achieving this goal.
With TVET skills, students with disabilities will be allowed to build their career, and todevelop an interest in their abilities and skills. They are able to lead a sustainable livingby earning independent financial strength, contribute to society and ultimately will
empower them to live a dignified, respected and living independently.
References[1]

European Agency for Development in Special Needs Education (2013)
European Patterns of Successful Practice in Vocational Education andTraining – Participation of Learners with SEN/Disabilities in VET.
Odense, Denmark: European Agency for Development in Special Needs
Education. Retrieved from https://www.europeanagency.org/sites/default/files/vet-report_en.pdf[2]Marope, P., Chakroun, B. & Holmes, K. (2015) Unleashing the Potential:
Transforming Technical and Vocational Education and Training. Paris:
UNESCO. Retrieved fromhttp://unesdoc.unesco.org/images/0023/002330/233030e.pdf[3]

UNESCO (2015a) Incheon Declaration - Education 2030: Towards
inclusive and equitable quality education and lifelong learning for all.
Paris: UNESCO. Retrieved fromhttp://unesdoc.unesco.org/images/0023/002338/233813M.pdf[4]

UNESCO (2012a) Shanghai Consensus. Recommendations of the thirdinternational congress on TVET: Transforming TVET: Building Skills forWork and Life. Retrieved fromhttp://www.unevoc.unesco.org/fileadmin/up/217683e.pdf[5]

UNESCO (2013) Shanghai Update, Issue No. 1, June 2013. Bonn:
UNESCO-UNEVOC. Retrieved fromhttp://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/shanghaiupda
teJune2013.pdf

[6]Wehman, Chan, Ditchman & Kang, (2014) Effect of Supported Employment
on Vocational Rehabilitation Outcomes of Transition-Age Youth withIntellectual and Developmental Disabilities: A Case Control Study.

[7]

Education for All Global Monitoring Report 2012 - Youth and skills: Putting
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Vanitha & Ramaa, (2013) Work Readiness Skills among Students withMild Mental Retardation.