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This report unveils the outcomes and methodology of the initiative titled “Applying design thinking to develop new service models for inclusion of adult persons with disabilities in community and labour market in Kyrgyzstan”. The comprehensive process encompassed a research phase and a Design Thinking Workshop. Both endeavours were geared towards comprehending and mapping diverse perspectives and requirements from constituents and stakeholders involved in fostering the inclusion of individuals with disabilities within Kyrgyzstan’s labour market and social protection system.

Drawing insights from the identification of six key challenges and problem statements, we crafted four prioritized prototypes. The recommendation is to initiate pilot programs for these four approaches, delving into their potential for broader implementation and integration into the standard service offerings of relevant institutions. This calls for close collaboration with organizations representing persons with disabilities and social partners to ensure a holistic and effective approach.

Approach 1: Awareness training for disability inclusion within economic units (private and public).

Approach 2: Fairs and public awareness-raising campaigns.

Approach 3: Participatory implementation of audit of physical access for persons with disabilities to public institutions.

Approach 4: Labour market inclusion services for persons with disabilities (supply side) and companies (demand side).

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These guidelines provide a comprehensive overview of inclusive development in Vocational Education and Training (VET).

Chapter 1 introduces marginalized populations, explores internal and external barriers, and familiarizes readers with group-specific terminologies. It emphasizes the benefits of inclusive VET for all.

Chapter 2 delves into the legal, theoretical, and formative aspects of inclusive VET, covering international human rights tools, SDGs, VET models for marginalized groups, and the twin-track approach. It addresses common barriers, universal design, accommodation, safe spaces, inclusive language, and practical advice for inclusion.

Chapter 3 guides readers in developing inclusion policies for VET institutions, outlining steps from preparation to monitoring and evaluation.

Chapter 4 inspires VET instructors with diverse group work and assessment approaches, ensuring the inclusion of marginalized learners.

Chapter 5 describes an inclusive labor market and job center, explaining the demands and needs of stakeholders on both sides, with references to legislative support.

Chapter 6 introduces stakeholders in inclusive VET and labor markets: public and private service providers, companies, NGOs, and OPDs.

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In January 2022, as the world began emerging from COVID-19 restrictions, the EER 11’s call for articles reflected on the profound impacts of prolonged school closures. Uganda, for instance, reopened its schools after almost two years of closure, highlighting the collective trauma experienced globally. The closure’s aftermath was evident in various countries, with students displaying increased social anxiety and dependence. Marginalised learners faced exacerbated challenges due to limited support during remote learning. Additionally, the closure led to rising issues like teenage pregnancy and early marriage in low-income nations, exacerbating educational disparities.

Amidst these challenges, a trauma-informed approach emerged as vital. Recognizing the enduring effects of trauma, educators emphasized the importance of understanding learners’ experiences without directly probing their traumatic backgrounds. Fostering supportive relationships between educators and students became central. The trauma-informed strategies extended globally, addressing the diverse impacts of trauma beyond the immediate COVID-19 context. The articles in this edition underscored the need for individualized, inclusive education, emphasizing the necessity of localized, sensitive responses to trauma, heralding a new era in education that prioritizes understanding, compassion, and tailored support for every learner.

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The publication features insights from thirteen education stakeholders in the Arab region who actively participated in EENET’s Writer Mentoring Project. The articles delve into various topics, all meticulously examined through action research methodologies:

1. Investigating the influence of inclusive education on motivating female students to learn Arabic language in Jordan.
2. Advancing educational practices through action research: a path towards achieving inclusive education and socio-emotional learning.
3. Analyzing curricula, educational programs, teaching practices, and methods to assess if they allow adequate time for developing reading skills.
4. Promoting inclusive access to learning resources via the Kolibri platform in Libya.
5. Evaluating the impact of play-based learning in enhancing the performance of learners with learning difficulties and their inclusion in inclusive educational settings.
6. Understanding the significance of an inclusive classroom environment in attaining inclusivity goals, along with the challenges of its implementation.
7. Exploring the potential of local communities in supporting the learning needs of students most affected by the COVID-19 pandemic in Jordan.
8. Drawing lessons from the experience in Northeast Syria camps: implementing inclusive education and establishing the foundations for inclusion.
9. Assessing the effectiveness of specialized educational interventions for kindergarten children with learning difficulties within inclusive education settings.

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The tool aims at guiding policy makers and TVET college staff to improve the inclusiveness of TVET.

Tool 1 concerns the policy level and aims at policy makers who intend to access the national TVET framework and get practical hints about how to improve inclusiveness for persons with disabilities.

Tool 2 aims at TVET college staff. It introduces the concept of the “disability support unit”. The role of the unit is to advise and support TVET instructors, caregivers of learners with disabilities and students with disabilities. The tool also features a comprehensive set of indicators for physical accessibility. The final chapters are about human resource considerations and accessible complaint mechanisms.

Both tools feature several indicators that are grouped under specific headings. The grouped indicators feature leading indicators that are preceded by a number. However, some indicators also feature sub-indicators preceded by the same number as the leading indicators and followed by a letter. The table below illustrates the structure.

The module ‘Improving Employment Perspectives for Persons with Disabilities is part of the GIZ Handbook on Employment Promotion in Develop Cooperation. It raises awareness about the situation of persons with disabilities and challenges to access decent work, the rationale for the inclusion of persons with disabilities in the formal labour market, and approaches to promoting inclusion. The handbook is available in English and German language.

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The 10^th edition of EENET’s Enabling Education Review features articles that describe the home learning experience of learners and teachers in Armenia, Bangladesh, Indonesia, the Philippines, Malaysia, Kenya, Spain, Taiwan, the UK, and Syria.

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UNESCO’s approach towards inclusion in education is based on the principle of “every learner matters and matters equally” and as such an expression of the Agenda 2030 paradigm of ‘leaving no one behind’. The evaluation confirmed that UNESCO – as the lead agency and custodian of SDG 4 – has pushed the inclusion agenda at global level by putting ‘leaving no one behind’ at the core of its Education Sector mandate and by promoting inclusion in education as a holistic concept, including through a number of landmark publications and events. UNESCO’s comparative strengths in inclusion in education are particularly recognized in its global research, its normative work, and its convening power, and its presence is also clearly felt at the national policy level through capacity strengthening, exchange of practices and policy development. The Organization also made important contributions for enhanced inclusion of specific marginalised learners, such as refugees and people with disabilities.

However with respect to capacity development at grassroots level, other organizations appear in a better position. Challenges also remain for translating the holistic concept of inclusion in education into practice and to establish the necessary linkages to the broader agenda of inclusion across other policy areas, such as social inclusion. 

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Inclusion of persons with disabilities poses challenges to many companies, but also presents them with opportunities. The topic involves including persons with disabilities both within their own organisation and along the global supply and value chains. 

The objective of these guidelines is to assist companies along the textile value chains with the promotion and practical realisation of non-discriminatory employment for persons with disabilities. The guidelines are realized by GIZ and the International Association of the Natural Textile Industry and in cooperation with Bündnis für Nachhaltige Textilien on behalf of the the German Federal Ministry for Economic Cooperation and Development.

The guidelines are primarily aimed at members of the International Association of Natural Textiles (IVN) and the Partnership for Sustainable Textiles, and their suppliers. They comprise two modules and provide specific pointers for implementing inclusion measures within the company and along the global supply and value chains, based on the needs of brands, retailers and suppliers (textile production firms). 

1. Module 1 – Recommendations for German brands and retailers
2. Module 2 – Recommendations for suppliers

At the same time, they support German development cooperation actors with their project work in the areas of vocational education and training, promotion of employment for persons with disabilities, and raising awareness of these matters among companies along the textile supply chain. 

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EENET in collaboration with NAD published a poster about home learning.

The double-sided poster features short messages about the different ways children learn. The poster is available in Arabic and English and many regional African languages (Acoli, Aringa, Kiswahili (Uganda), Luganda, Madi, Nyanja, Runyakole, Somali, Swahili  and Tonga).

Click here to access the poster on EENET’s website.

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