DEMONSTRATING INCLUSIVE VOCATIONAL TRAINING IN ZAMBIA Bruce Chooma SAFOD Inclusive Education Symposium 23 rd November, 2015 Johannesburg, RSA

Zambia Journeys towards inclusion.... National Vocational Rehabilitation Centre

Inclusive Education in Zambia Not the same as integration and modeled on the social approach to disability. WHAT IT IS Provision of trained teaching staff Provision of adequate learning and teaching materials Provision of accessible environments and programmes. What it involves Supportive policy statements The Education Act of 2011 Technical support from cooperating partners Opportunities

Gravitating from institutional approaches to social modelling and human rights protection.

FACTS The employment rate of persons with disabilities was 45.5 per cent of the population, compared to an employment rate of 58 per cent among persons without disabilities. SINTEF 2006

Nearly half of children with disabilities in Zambia have never been to school. Many families and communities do not see the value of educating them. Many fall out of the education system at primary school level and fewer attain lower secondary school education. Inclusive Education in Zambia

Inclusive vocational education policy development process

PROPEL Promoting Rights and Opportunities for People with Disabilities in Employment through Legislation With support from the International Labour Organisation, Zambia is increasing access to vocational skills for persons with disabilities through inclusive education practice in institutions of higher learning.

Twenty One year old Brian Chilanda (left) is a second year old student in General Agriculture at Kaoma Trades is an albino with low vision. Brian hails from the North Western Province of Zambia in Kabompo district. BRIAN’S STORY

His search for a better life through education saw him change from one school to another until he ended up at Sefula school in Western Province because it was providing recognisable special education to learners with disabilities.

Born in a rural community where many children with disabilities are hidden by their parents due to stigma and discrimination and the shame associated with having such children, Brian has had to fight various odds to get an education. Brian’s story

“I completed my secondary school at Sefula in I did not know that a mainstream college like this one could enrol learners with disabilities. I was encouraged to apply by friends and I did,” Brian said

Brian has a message for other colleges: “Other colleges should emulate Kaoma Trades and stop discriminating against persons with disabilities in their enrolment. Here the learning environment is excellent, the accommodation is good and our lecturers and other instructors are trained on how to teach learners with disability. I also appeal to parents not to hide children with disabilities but instead allow them to go to school.” Brian explained.

PROPEL Process Ministry of higher learning supported to put in place an inclusive learning policy. Colleges revist enrolment policies to include persons with disabilities Supportive Policy All staff in participating TEVETA colleges trained in Disability inclusion. ATTITUDE CHANGE IS KEY. Disability Equality Training Audit of the built environment with recommendations for adjustments. Audit of training programmes. Accessibility Audits

Through the ILO-Irish Aid Partnership Programme, Promoting Rights and Opportunities for People with Disabilities in Employment through Legislation (PROPEL), implemented in collaboration with the Ministry of Education), colleges and vocational skills training centres are developing learning environments that are supportive to the enrolment and training of persons with disabilities. A ramp at the main entrance of Mansa Trades Training Institute in Northern Zambia.

Disabled and nondisabled learners share a light moment on campus grounds in Ndola.

Mpundu Kasabwe has lived with autism all his life and had to drop out of school in Grade 1. Born in He now has a chance to get a life changing skill.

Mansa Trades Training Institute has adjusted their reception desk to accommodate wheelchair users

Iness Mwape successfully completed her training programme at Mansa Trades Training College in 2013 in tailoring and is now practicing her trade in her home village.

Final thoughts Improved enrolment of PWDs in colleges and institutions of higher learning. Some 50 plus annually. Outcomes Balance across disability categories. The physically disabled and deaf progressing faster. Linkages with industry for employment purposes. Challenges The Persons With Disabilities Act 2012 Intense advocacy on right to employment for PWDs Opportunities

Ends