Empowerment and Well-Being of Disabled Women

This study was conducted to designing a model of vocational training programs for disables. For this purpose desk review was carried out and the vocational training models/programs of Israel, U.K., Vietnam, Japan and Thailand were analyzed to form a conceptual frame work of the model. Keeping in view the local conditions/requirements a model of vocational training program was proposed. The proposed model involved the vocational training plan for the job of cashier for mild group, receptionist for moderate and computer operator for severe group. It specified the type of disability as well involved in the training plan. The model recommended the vocational training of three levels of disability; mild, moderate and severe irrespective to the type. The model consisted of details of structure, objectives, professional support involved, vocational training plan and syllabus/activities, evaluation and on job training etc. International practices regarding VT mixed with the national existing situations were critically analyzed during desk review and finally a plan of VT for disables was proposed. A survey was conducted via a questionnaire to get opinion of the heads and senior vocational instructors of Federal Government vocational training and rehabilitation centers for PWDs. The collected data was statistically analyzed to quantify the suggestions on proposed model. The major findings included that all stakeholders considered VT helpful in rehabilitation of PWDs. All heads and vocational instructors are willing to adopt this model, minimum or no extra funds are needed in its implementation, the vocational teacher employed in the centers can easily manage to adopt this model at their centers because no extra training is required for the staff and they all endorse the VT plan proposed in this model. A vocational training model is required to reduce socio-economic gap and to set professional standards by developing human resources trained in trades. The syllabus, activities and methodology proposed for the vocational training of the students at special education centers for the disables was agreed upon by the experts. It was recommended that vocational training model on various jobs for specific disabilities may be developed. Vocational training model for after school youth may also be developed on similar pattern. It was recommended that vocational training must be implemented through ODL for the training of PWDs in acquiring vocational skills if there is no vocational skill training teacher or resources available at the centers. In this way a large number of individuals who are taking education at special education centers and institutions can take benefits from VET programs at a time with minimal cost provided at their door steps or at institutions.

Technical and Vocational Education and Training (TVET) has been gaining its popularity and considered as the driving force for sustainable development. TVET is also considered highly in strategic and operational priorities of the G20, the Organisation for Economic Co-operation and Development (OECD), and of multilateral organizations such as the International Labour Organization (ILO), UNESCO, ASEAN, and SEAMEO. As reflected in Shanghai Consensus, TVET systems need sustained transformation and revitalization if TVET is to realize its enormous potential to impact development. This paper will elaborate relevant policies considered as major drivers for promoting TVET at global, regional, and national levels. The paper also shares TVET initiatives in response the policies, especially in meeting the labour market demands in the 21st century. Lastly, the paper highlights TVET contribution to sustainable development, particularly on the sustainable environmental development, including green jobs. The integration of sustainable development into TVET curriculum, learning contents, and also school policies and practices are important indicators to consider. The paper was based secondary data and documents from the meetings and also reports.

This study aimed to develop a vocational competency improvement education program to support employment and vocational adjustment of people with disabilities. For this purpose, an online survey was conducted for people with disabilities and rehabilitation field experts, and 173 field experts and 116 copies from people with disabilities were collected and used for final analysis. The results of the analysis are as follows. First, the need for vocational competency improvement education differed by type of disability. In the case of moderate and overlapping disability, the need for basic vocational education and professional vocational education was high, and for other types, the need for professional vocational education and certification education was high. appear. Second, in the educational demand for the middle area of vocational competency improvement education, social skills education as basic vocational education and computer utilization technology and information processing technology as professional vocational education were found to be high. Third, not only the development of the vocational competency improvement education program but also the operating system were considered as importance.
 The significance of this study is that it was intended to create a comprehensive opinion from both aspects of the disabled persons and rehabilitation field experts. And this study tried to materialize the needs and demands of the vocational competency improvement education program necessary for employment support among the six areas of lifelong education for the disabled for the disabled who require continuing education after school age, according to the type of disability.

The ILO works with constituents on improving transitions from education and training to decent work. Understanding young people’s pathways is thus essential for the ILO to provide policy recommendations related to VET and skills development in general.

The 143d session of the Governing Body of the International Labor Organization (ILO) was held in Geneva from November 17 to November 20, 1959. As had been decided at its 141st session (March 1959), the Governing Body was given an opportunity at the outset to review the major emphases and trends of ILO's activities and methods of work. This was undertaken as an experiment which the Governing Body could repeat if it deemed it necessary or beneficial. Opening the debate, the United States representative pointed out that ILO's objective of improving the condition of the underdeveloped countries had generally been regarded as most important and that much still remained to be done in that field. He cautioned against the dissipation of efforts on secondary matters, as funds for operational activities were limited and the setting of priorities was therefore imperative. In his opinion, some of the industrial committees had been running out of useful work; he thus suggested substituting for them ad hoc meetings designed to cope with specific regional problems. He also criticized various joint projects ILO had undertaken with other specialized agencies as well as the drafting of rigid instruments which, in his opinion, occupied too much of the Organization's time. In the ensuing discussion, all representatives agreed on the importance and necessity of ILO's operational activities, particularly technical assistance. Several speakers suggested that technical assistance should not be confined to industry but should also be given to agriculture. The representative of West Germany, for one, expressed the view that the Organization should intensify its work in the field of employment and labor-management relations, while the Indian spokesman favored workers’ education programs and vocational training, as well as a long term project for raising living standards in rural areas.

International labor standards take the form of Conventions and Recommendations that embody the agreements reached by a 2/3 majority of the representatives of Governments, Employers, and Workers of International Labour Office (ILO) member states. Originally designed to guard against the danger that 1 country or other would keep down wages and working conditions to gain competitive advantage and thereby undermine advances elsewhere, international labor standards have also been inspired by humanitarian concerns--the visible plight of workers and the physical dangers of industrialization and by the notion of social justice, which embraces wellbeing and dignity, security, and equality as well as a measure of participation in economic and social matters. ILO standards apply to workers generally and therefore also to migrant workers, irrespective of the fact that the general standards are complemented by standards especially for migrant workers. The social security protection of migrant workers has been dealt with in ILO instruments primarily from the angle of equality of treatment but also from that of the maintenance of acquired rights and rights in course of acquisition, including the payment of benefits to entitled persons resident abroad. The ILO Conventions on migrant workers and the Recommendations which supplement them deal with practically all aspects of the work and life of non-nationals such as recruitment matters, information to be made available, contract conditions, medical examination and attention, customs, exemption for personal effects, assistance in settling into their new environment, vocational training, promotion at work, job security and alternative employment, liberty of movement, participation in the cultural life of the state as well as maintenance of their own culture, transfer of earnings and savings, family reunification and visits, appeal against unjustified termination of employment or expulsion, and return assistance. ILO's supervisory mechanism consists basically of a dialogue between the ILO and the Government that is responsible for a law, regulation, or practice alleged to be in contravention of principles it voluntarily accepted. The control machinery is often set in motion by workers' organizations. The UN General Assembly is currently elaborating a new instrument designed to cover both regular and irregular migrant workers and their families.

HIV prevalence in some fishing communities in low and middle-income countries is known to be high relative to national average seroprevalence rates. Most of the studies supporting this claim refer to the men involved in fish-catching operations (fishermen). However they acknowledge that the men and women who work in associated occupations such as fish trading and processing are also vulnerable in part because they are often within the fishermen’s sexual networks. This vulnerability stems from the nature and dynamics of the fish trade and fishing lifestyle in which a number of known or hypothesized ‘risk factors’ converge. (excerpt)

This study contributes to a deeper understanding and perspective on the current debate on structural transformation in Sub-Saharan Africa (SSA) by investigating the effect of technical vocational education and training on industrial performance between 1980 - 2018. The panel data used for this study were obtained from World Development Indicators (WDI), International Labour Organization (ILO), United Nations Educational, Social and Cultural Organization (UNESCO) and Fraser Institute databases. The empirical results derived from the Instrumental Variable (IV) Two-Stage Least Squares (2-SLS) econometric approach highlighted the important role of Technical Vocational Education and Training (TVET) as key determinants of industrial performance in SSA. The study found strong and robust relationship between TVET and measures of industrialisation. General secondary education, on the other hand, had a negative effect on industrialisation in SSA. The paper recommends therefore that there is the need for a complete overhaul and revision of the educational system in SSA with more emphasis on TVET in order to meet the required labour demand for industrial needs in the foreseable future.

Employability of Vocational School Leavers with Disabilities

The study analyses work attitudes of Japanese employees from the perspective of decent work. A survey was conducted in respect of Japanese employees working in engineering and retailing companies. In the study the following questions are asked: What determinants make Japanese employees feel their work to be decent work? What are the consequences for Japanese employees and companies, if decent work is actualized ? Currently, decent work is the key concept in respect of the activities of the International Labour Organization (ILO). In this study, decent work is defined as work of high quality, in which employees feel a sense of achievement, enjoy communication with colleagues and have support for work-life balance. The study clarifies the predictors and outcomes of decent work satisfaction for employees. From the results of multiple regression analysis, employability through off the job training (Off-JT) and on the job training (OJT) opportunities are important predictors satisfying decent work. The variable of the industry also contributes to decent work satisfaction for them. Additionally, high decent work satisfaction could lead to high job involvement for them. Finally, the study suggests effective Human Resource Management (HRM) proposals for Japanese companies from the perspective of decent work.

Journal Article Vocational Training in Latin America Get access Vocational Training in Latin America. By the International Labour Office. London, Staples Press; Geneva, International Labour Office, 1951. iv+319 pp. Tables. (Studies and Reports, New Series, no. 28.) 912′​′×614′​′⁠. 12s. $2. David Huelin David Huelin Search for other works by this author on: Oxford Academic Google Scholar International Affairs, Volume 28, Issue 2, April 1952, Page 271, https://doi.org/10.2307/2604159 Published: 01 April 1952

O artigo classifica as competências necessárias para o futuro do trabalho identificadas em pesquisas recentes, lideradas pela Organização Internacional do Trabalho (OIT), pelo Centro Interamericano para o Desenvolvimento do Conhecimento na Formação Profissional (Cinterfor) e por outras instituições. Em seguida, recomenda que a lacuna de competências no mercado de trabalho da América Latina e no Caribe seja reduzida pela inovação das instituições de Educação Profissional. Com esse empenho, propõe que o aprendizado baseado em problemas e pedagogias de aprendizagem de qualidade sejam métodos fundamentais de ensino para o desempenho do aluno em competências socioemocionais.

Although prior research reveals varying levels of inequality in post-secondary attainment for individuals with disabilities, vocational education and training (VET) appears to be more accessible for this group in Canada. Measures of accessibility become more complex, however, when they consider a bidirectional relationship that emphasizes education as a critical juncture that is associated with the later likelihood of developing a disability. The following study deepens insight into VET attainment among people with disabilities by exploring how credential rates differ by disability severity, type, source, and timing. A series of multinomial logistic regression models that examine different operationalisations of disability status demonstrate that greater VET attainment rates for individuals with disabilities are, in part, due to the increased risk of a work-related injury or illness and/or the development of a disability after the completion of education. Nevertheless, compared to attainment at the university degree level, VET is more accessible across different types of disabilities and at higher severity levels. The implications arising from this study suggest that coarsened measures of disability status often obscure the bidirectional nature of educational inequality, from the increased risk of developing a disability at certain levels of education to greater barriers for specific conditions.

The author contends that there are few schemes available for designing curricula for technical and vocational education and training (TVET) on the international stage, and even fewer have been worked out in detail. After detailing the reasons for this, the author presents two examples of developing vocational curricula. The first example is DACUM (Developing A CurriculUM) in Germany, which intends to facilitate the analysis and description of needs and skill profiles. The second example given is the International Labour Office (ILO) approach, in which a modularized system of vocational training is used, and is based on Swedish models. These two models are what the author refers to as 'pragmatic' approaches. The author then examines the 'systematic' approach, the 'project' approach, the 'technology-centred' approach and lastly the 'theoretically mediated' approach. Within the last category, two examples are given: (1) the [Institut Technik und Bildung] ITB approach at the University of Bremen, which focuses on knowledge of work processes; and (2) the Huisinga/Lisop approach. The author concludes with some insights from international debate on curricula.

The global shift towards sustainability underscores the imperative for educational systems to integrate green skills, encompassing environmental literacy, ethical decision-making, systems thinking, green innovation, and sustainable leadership. Technical and vocational education and training (TVET) institutions in Malaysia are the central platforms that foster these competencies. This qualitative exploratory study aims to characterise institutional practices integrating green skills at two prominent Malaysian TVET higher education institutions: Kolej Komuniti Kuala Langat (KKKL) and Politeknik Nilai. Using a systematic document analysis of 25 institutional artefacts from 2021 to 2024, guided by the Code of Practice for TVET Programme Accreditation (COPTPA), UNESCO’s Education for Sustainable Development (ESD) competencies, and the International Labour Organization's (ILO) Green Skills Framework, this study identifies five core green skill domains: environmental literacy, sustainability-oriented cognitive skills, practical green work skills, green entrepreneurship, and ethical professionalism. Institutional practices differ significantly, with KKKL emphasising digital and technical integration, including smart energy systems and automation, whereas Politeknik Nilai prioritises community-based environmental literacy and experiential co-curricular engagement. This research provides actionable insights into developing a coherent and scalable national framework for systematically embedding green skills in Malaysia’s TVET higher education landscape.