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Views of what a disability is vary widely. In 2006, the United Nations adopted a very broad definition of disability in its Convention for the Rights of People with Disabilities (CRDP): ‘Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others’ (Article 1). 1
The Court of Justice of the EU has defined disability as an impairment that is ‘long-term’ and which, in the field of professional life, ‘hinders an individual’s access to, participation in, or advancement in employment’ (Joined Cases C-335/11 and C-337/11, Ring; Case C-363/12, Z; Case C-354/13, Kaltoft).
Despite the EU strategies and policies in place, 1 in 5 persons with a disability leave school early, and the same proportion are unemployed in the EU. 2 This underlines the specific challenge for people with disabilities to reach the target of at least 60% of all adults participating in training every year set by the EU Action Plan of European Pillar of Social Rights, by 2030.
How to foster inclusion in vocational education?
In terms of the rights of people with disabilities, the EU has a specific strategy in place, set to last from 2021 to 2030. The fourth aspect of the strategy is“ Decent quality of life and living independently”.
Participation in lifelong learning is key to independence and enabling everyone to engage fully in professional and social life. To ensure persons with disabilities learn the right skills, Vocational Education Training (VET) is particularly relevant in transitioning to the labour market.
However, due to the general “lack of accessibility and reasonable accommodation, and insufficient support provided to learners with disabilities in mainstream vocational training settings”, the proportion of young people with disabilities in VET schools is low. 3
VET and other forms of education remain a competence of Member States, and to this end, Member States have been invited to design vocational programmes that are inclusive and accessible to “vulnerable groups, such as persons with disabilities.” 4
Comprehensive guidance system helps people with disabilities to make informed choices
The European disability strategy calls on an increased role of tailored guidance counselling, partnerships with employment services and skills intelligence to ensure that those with disabilities have equal chances to access the labour market.
The fifth area of the strategy, “Equal Access and non-discrimination”, focuses on inclusive educational spaces, acknowledging that there are still considerable gaps in educational outcomes for learners with and without disabilities. To this end, the European Education Area and the European Pillar of Social Rights (EPSR) seek to ensure inclusive lifelong learning opportunities for all. The EPSR outlines 20 principles that all European Union citizens should be able to access, including both “inclusion of people with disabilities” and “education, training and lifelong learning.” 5
In a briefing note on Lifelong guidance for persons with disabilities, CEDEFOP underlines that is it important for all people with disabilities to be “knowledgeable about local skill demand, labour market barriers and service landscape, companies hiring people with disabilities, the importance of improving career skills for life, the relevant evidence-based methods, career theories and legislative frameworks, including clients’ rights to financial and non-financial support, and the possibilities of referrals to other services.“ 6
To summarise, comprehensive lifelong guidance systems that use skills data and collaborate with local employment services are key to helping people with disabilities make informed choices and find the right opportunities.
Community education can reach marginalised learners
A labour-market approach to guidance and learning opportunities is important to ensure that people with disabilities have better chances of finding a job and participating economically in society. However does not address questions of motivation, joy in learning and social exclusion many experience as a result of having a disability.
Community education, characterised as being in local communities and using learning approaches that highlight the importance of group and peer-to-peer learning, can reach many disadvantaged and marginalised learners who may not otherwise access further education and training provision. 7
Research by AONTAS, the National Adult Learning Organisation Ireland, shows that Community Education is particularly important for providing a healthy space for those who had suffered marginalisation in their lives, including people with disabilities. 8 Community education is both formal and non-formal, relying on inherent flexibility and a strong emphasis on group-based learning. 9
Inclusive Path project empowers learners and fills training gaps
EAEA supports community education as a way to help people with disabilities take part in lifelong learning and stay motivated, as outlined in EAEA’s manifesto. (New Manifesto for Adult Learning in the 21st Century: The Power and Joy of Learning). ALE furthers greater social mobility by supporting both those who have not been able to take full advantage of initial education and those who have, but want to pursue further learning as adults.
From basic skills training to second chance schools and language learning, ALE provides many opportunities to improve individuals’ lives by offering flexible learning options, such as online courses or evening classes. It also equalises societies on a larger scale and creates fairer societies as well as economic growth.
To this end, EAEA has continued its work on the integration of people with disabilities into lifelong learning and partnered with the European Association of Service Providers for Persons with Disabilities (EASPD) who is coordinating the INCLUSIVE PATH Erasmus+ project -Inclusive Transition Pathways: Continuing Education after Secondary School for Individuals with Intellectual and Developmental Disabilities.
The project aims to identify and fill a training gap for staff in secondary education to ensure a smooth transition to post-secondary education. It also supports informal carers in encouraging people with disabilities to progress through different spheres of education, by helping them to become allies in the process. The project will make impactful steps to reskill and upskill persons with disabilities and to create enabling environments for that. By bringing in pedagogical elements such as flexibility and gamification the project helps people with disabilities become independent and empowered.
If you’re interested in this topic, you can also read up on what our EAEA members have done in this area:
- AONTAS, Lifelong Learning in Ireland, 2023: Lifelong Learning Participation in Ireland: A focus on marginalised and vulnerable groups
- DER RETZHOF, Austria, the Inclusive Guest Journey (Page 20): Grundtvig Award 2022: Transformative learning and values
- DAFNI KEK, Greece, VIP TECH JOB: Time 2 Act Project Home – VIP Tech Job: Time 2 Act
- Escola Superior de Educação de Coimbra – Polytechnic Institute of Coimbra, Portugal, Letters for Life Initiative (page 28): grundtvig_award_2017_web.pdf
- ALL Inclusive Project
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References
[1] European Parliament Briefing “Understanding EU policies for people with disabilities”, 2024: Understanding EU policies for people with disabilities
[2] European Council, “Disability in the EU: Facts and Figures”, no date: Disability in the EU: facts and figures – Consilium
[3] European Strategy for the rights of persons with disabilities, 2021 – 2030, 2021: *Union of Equality: Strategy for the Rights of Persons with Disabilities 2021-2030
[4] Ibid.
[5] European Pillar of Social Rights, 2023: The European Pillar of Social Rights in 20 principles – European Commission
[6] CEDEFOP, Briefing Note ‘Lifelong Guidance for Persons with Disabilities’, 2021: Lifelong guidance for persons with disabilities
[7] SOLAS, Community Education Framework – Transforming Learning, 2024: community-education-framework.pdf
[8] AONTAS, Lifelong Learning Participation in Ireland – a focus on marginalised groups, 2023: AONTAS_LLL Research Report_Final Digital Launch.pdf
[9] SOLAS, Community Education Framework – Transforming Learning, 2024: community-education-framework.pdf