Access to Employment for Deaf People in West Africa: Case Studies and Best Practices
This case study highlights effective practices in promoting inclusive employment for deaf individuals in West Africa, specifically Burkina Faso and Togo, over the years 2011-2013. It details both core technical training and on-the-job training methods tailored for deaf beneficiaries. Key challenges addressed include enhancing communication through sign language training, adapting exam processes, and revising training curricula. Outcomes demonstrate significant gains in self-confidence for deaf participants and greater awareness among peers. The practices emphasize the necessity for inclusive curricula and advocacy for soft skills development.
Access to Employment for Deaf People in West Africa: Case Studies and Best Practices
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Presentation Transcript
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)
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)
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
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
