Lessons learned from experience: case studies Inclusive Employment Title: Access to employment for deaf people in West Africa (CBM, HI, ). 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)

Description of the good practices CORE TECHNICAL TRAINING FOR DEAF BENEFICIARIES: 2 types 1)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 beneficiairies with personalised project  test  contract 2) ON THE JOB TRAINING (1 - 6 months)

Description of the good practices Skills« Learners »« Teachers »Field workers Technic al Entrepreneurship: professional project, market analysis, microenterprise management, financial management by external technical ressource Literacy by Deaf people organisations Inclusive methods Personalised social support Legislation (labor laws, contracts, …) by Ministry, Unions Sign language SoftHow to communicate with deaf people

Measures taken to overcome obstacles Obstacle 1: Communication  Sign language intensive training for Interpreters (specific vocabulary)  Sign language lessons for workshop « owners », parents, deaf beneficiaries, field workers  Literacy ( written French) for deaf beneficiaries  Awareness raising for other learners in the workshop Obstacle 2: Examination (Togo)  Process newly managed by the state  Information on the exam process for learners and workshop owners  Lessons on Legislation with interpreters as preparation for exam  Sign language interpreters for oral part of the exam + group benef Obstacle 3: Training curricula  Togo: no curricula developped by Ministry for non formal vocational training  need time for agreement on the content, form, etc.  Burkina: some curricula exist but not inclusive.  revision

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. »

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

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