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Lessons learned from experience: case studies

Lessons learned from experience: case studies. Inclusive Employment Title: Access to employment for deaf people in West Africa (CBM, HI, 2011-2013) . Countries: Burkina Faso (HI) and Togo HI (+ Niger, CBM) Specific thematic: Technical and soft skills ( behavior ) Presented by:

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Lessons learned from experience: case studies

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  1. Lessons learned from experience: case studies Inclusive Employment Title:Access to employment for deaf people in West Africa (CBM, HI, 2011-2013). Countries: Burkina Faso (HI) and Togo HI (+ Niger, CBM) Specific thematic: Technical and soft skills (behavior) Presented by: Virginie HALLET (Inclusion& Rights Coordinator, Togo) Désiré KABORE (ETFP Project Manager, Burkina Faso)

  2. Description of the good practices • CORE TECHNICAL TRAINING FOR DEAF BENEFICIARIES: 2 types • INITIAL TRAINING (2 to 3 years) • Non formal training - in workshops (sewing, carpentry, hairdressing…) • Formal training in vocational training centres or colleges (sewing, electricity, … (30% of beneficiaires, only in Burkina Faso) •  chosen by beneficiairieswithpersonalisedproject test  contract • 2) ON THE JOB TRAINING (1 - 6 months)

  3. Description of the good practices

  4. Measures taken to overcome obstacles Obstacle 1: Communication • Signlanguage intensive training for Interpreters (specificvocabulary) • Signlanguagelessons for workshop « owners », parents, deafbeneficiaries, fieldworkers • Literacy ( written French) for deafbeneficiaries • Awarenessraising for otherlearners in the workshop Obstacle 2: Examination (Togo) • Processnewlymanaged by the state  Information on the exam process for learners and workshop owners • Lessons on Legislationwithinterpreters as preparation for exam • Signlanguageinterpreters for oral part of the exam + group benef Obstacle 3: Training curricula • Togo: no curricula developped by Ministry for non formalvocational training  need time for agreement on the content, form, etc. • Burkina: some curricula exist but not inclusive.  revision

  5. The most significant changes • Self confidence from deaf beneficiairies: • « there is no difference between deaf and hearing people, except hearing! » , • « I will do it! » • Self confidence from « teachers »: • have tools to accept deaf « students » in their structure • Have plans for future « I wish to create my own workshop » • Economic changes: Training fees taken into charge + equipments • Awareness raised: « other learners accept me as I am and learn Sign language. We became friends. »

  6. How to duplicate or develop these practices? • Focus on formal training • Focus on all vulnerable groups • Development of curricula for all • Advocacy: adaptation of exam conditions to answer all needs • Necessity to consider soft skills development: • for field workers: adequate behaviours with beneficiaries, power relations linked to social work. • for deaf beneficiaries

  7. Summary of Key Points • Different forms of vocational training: formal, non formal, … • In our countries, there is no specific training on soft skills – it is transversal in technical training sessions organised

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