Accessing skills development opportunities Bruno Druchen DeafSA

Deaf Grade 12 pass rate over 4 years   Bachelor Pass Bachelor % Diploma Pass Diploma % Higher Cert Pass Higher Cert % Endorsed Pass Endorsed % 2015 5 12% 23 55% 6 14% 8 19% 2016 4 9.8% 12 29.3% 7 17% 18 43.9% 2017 23% 14 40% 2018 10 24.3% 12.2% 3 7.3% Cannot access Higher Education Low Results Limit subject choices TVET Colleges not accessible No support and guidance

DeafSA Offices Schools of the Deaf LIMPOPO

Deaf Education in South Africa Deaf and hard-of -hearing learners comprise 5% of the school population attendance drops significantly between their early and late school years. Challenges in the acquisition of literacy and teachers not fluent in SASL is at the root of limited progress in the education system Inadequacy in the education of the Deaf child the majority of Deaf people who are of employment age would probably not have the qualification required for entry into the open labour market.

Scare Skill Schools of the Deaf 12 years of schooling for Deaf children and they are still not learning the basics, we need to ask ourselves if it is ethical 43 schools for Deaf and hard-of-hearing learners in the country only a few with excellent school facilities. Currently no minimum qualifications or requirements in order to become a teacher of the Deaf. 265 Deaf Teacher Assistants – unqualified No Deaf ECD practioners from age 0-5 43 Qualified Deaf Teachers 2 Deaf Principals Schools of the Deaf Scare Skill

Inclusion Since 1994, the South African government has been committed to the transformation of the entire education system with changes in global initiatives regarding inclusive education, also influencing the drive towards inclusion locally United Nations Convention on the Rights of Persons with Disabilities  higher education institutions have been encouraged to promote both equal access and participation to all students, irrespective of race, gender, language, age or disability White Paper on the Rights of Persons with Disabilities (WPRPD) which aims to accelerate transformation and redress by promoting full inclusion, integration and equality for persons with disabilities. free and just society, inclusive of all persons with disabilities - Both these documents serve to promote the rights of all students in higher education.

Training done by DeafSA Not enough qualified SASL interpreters Profession is not regulated Scare Skill Universities to recognize the training to become Deaf Social Workers Scare Skill 123 SASL Interpreters 54 Deaf Social Auxiliary Workers 140 Upholstery Need more access to SETA training and use Deaf trainers e.g Welders , carpenters Other TVET Colleges – Provide SASLI

Against all Odds SASL Interpreters not qualified and never studied Not reliable Fail to adhere to CoE

Universities Deaf Students remain completely under-represented and under-supported in higher education. Reasons may be offered for this under-representation, needs of students with Deaf being unique to each individual student, Support needs being complex due to communication barriers and the cost of support provisioning, such as for (human) note-takers and SASL interpreters. No career guidance at schools of the Deaf and subject choices

Recommendations Government to increase budgetary provision for quality education in order to address the challenges of teacher training, instructional materials, as well as the support costs for Deaf Teacher Development ECD centers for Deaf Kids closer to home with Deaf ECD Practitioners Deaf students access to ECD courses which could lead to further studies in education. Sustainable Development Goal 4 - which ensures inclusive and quality education for all and promotes lifelong learning – while also taking into account Article 24 of UNCRPD on Education; to ensure the educational needs of the Deaf and Deaf-blind and to maximize their academic and social development. More qualified Deaf educators in Deaf education at all levels. Need Science, Technology, Engineering and Maths Deaf Teachers and subjects in schools of the Deaf Assessment and evaluation of SASL programmes

Recommendations SASL interpreter training programmes in higher education and training institutions, and introduce professional Deaf interpreter courses. Capacity building and socio-economic empowerment programmes TVET access to various courses for Deaf school leavers in South Africa. Further research on student career interests will be conducted Career guidance in Schools of the Deaf. Access to vocational training with SETAS and to use skilled Deaf People in the profession