livelihoods project 2011-2013 tibet autonomous region – china interim report october 2012

Livelihoods Project 2011-2013Tibet Autonomous Region – China

Interim Report October 2012

Bróna O’DonnellLivelihoods Project Technical Advisor

Livelihoods Project.Tibet Autonomous Region. PRC

Interim report Reporting period: January 2011-October

2012 The report focuses on the technical

advisor role during this period

Introduction Handicap International is working in partnership with the Tibetan Disabled

Persons Federation since 2000, to create a more inclusive society, to raise public awareness on the potential of disabled people and promote access to healthcare, education and employment.

. During the period 2008-2010, with EU funding, Handicap International supported the Tibet Disabled Person’s Vocational Training and Job Referral Center to establish the first vocational training service for people with disabilities in the Tibet Autonomous Region.

. The project provided capacity building for partner staff to develop the skills necessary to effectively manage a specialized vocational training service for PwD.

This current Livelihoods project is a continuation of this initial stage, focusing on the wider scope of economic empowerment for PwD.

Livelihoods Project.Tibet Autonomous Region. PRC

Project background

Tibet is one of the poorest areas of China, with a higher incidence of disability than the national average (7% of the population compared to 6.3%.

Over 70% of families of persons with disabilities do not have a stable income and live on less than 100 EUR a year.

Most working persons with disabilities are farmers or nomadic herders.

Other live from retirement pension (7%) or receive a basic livelihood allowance from the government.

Less than 2% have set up a business and only 1% have qualified jobs.

Project background

Despite the general improvement of living conditions in China, the number of people living below the poverty line remains high, with inequality increasing. The national development policies, to date focusing on the larger populated areas, have yet to impact on those living in isolated rural areas, and in ethnic minority areas, such as Tibet.

In this isolated context, people with disabilities are exceptionally vulnerable. For the most part, they have no access to education and vocational training, resulting in limited employment opportunities.

The survey, ‘The Labour Market Situation of People with Disabilities in the Tibet Autonomous Region, 2011’ (HI & TDPFVTB) indicates 59% of PwD interviewed were unaware of support currently available in education, vocational training and employment opportunity. At present, PwDs in the region have little earning potential and remain without social protection, marginalized from the formal support structures

The local situation

The local situation in TAR is continuously sensitive, with travel restrictions, meetings curtailed and cancelled, the necessity for official approval for all activities. This situation was exacerbated by heightened political tensions of the 60th anniversary of the Liberation of Tibet (2011), and continues increasingly restrictive.

In 2012 the national priority continues to be stability in the region, discouraging public activities, gatherings, meetings and organisational changes.

Government staff may be discouraged from attending meetings and

events, and committing to existing and new projects.

Ongoing travel restrictions impact on non nationals entering the region, with increasingly strict restrictions on HI expat staff working locally.

4% 2%2%

28%

18%

26%

20%Mental

Learning

Language

Physical

Multi

Hearing

Vision

Physical disability is recorded as the most common type of disability, followed by hearing impairments. Mental illness and learning difficulties have the lowest proportions of incidence in Tibet. (national survey 2006)

Disability by type in Tibet

Project aims

The project aim is to strengthen the capacity of partners and local organizations by addressing locally identified problems and issues, and is aimed specifically at improving the lives of people with disabilities through vocational skills training and economic empowerment.

Regular dialogue between all state and non-state actors (including associations, families and private sector) involved in the project should facilitate the setting up of flexible training and internships, adapted to the needs and habits of persons with disabilities and to the realities of the local market

Although the primary target group are persons with disabilities, the overall results are expected to improve the vocational training and employment system in Tibet, resulting in a more participatory and inclusive system for all vulnerable & marginalized groups.

The specific challenges:

Existing vocational skills training systems offer a limited range of training opportunities for persons with disabilities. The available training programs are categorized by type of disability, disregarding the ability and/ or career wishes of the person.

Training and employment strategies do not respond to the requirements of the formal and informal business sector and fail to address employers’ concerns and limitations in employing persons with disabilities.

Limited collaboration between stakeholders results in an overall lack of service continuum, preventing effective interagency referral and tracking systems with a lack of coordinated response to the persons with a disability.

Local authorities, services providers, associations of persons with disabilities and employers are not adequately informed about the existing regulations, policies and obligations of stakeholders regarding the rights of persons with disability.

TDPFVTC

Livelihoods Project partnership & beneficiaries

TDPF (10 staff)

and its branches in Lhasa and Shigatse.Local authorities (Civil Affairs,

Human Resources & social security and Education bureaus)

3 Disabled Persons Organizations 2 Self-Help Groups

“Civil society” networks (Women’s Unions and Federations, village doctors

and secretaries, youth leagues, and rehabilitation workers). Services providers: 3 pilot mainstream and

2 special vocational training centres, Lhasa and Shigatse Special Schools.

“Private sector”: 20 current and potential employers 300 students and current/potential workers

and 100 family members

Target groups& beneficiaries

Partners

HI

Key focus areas

Social inclusion for PwD through economic empowerment is the project’s primary focus, with skills training and education key tools to promote community inclusion.

PwD and their representatives are involved in implementing project actions, to include developing curricula, linking with the business sector, disability awareness raising, advocacy and personal representation in media campaigns.

The project actions will strengthen the capacities of the partner, the Tibet Disabled Persons Federation (TDPF), officially in charge of all disability issues in Tibet, to promote access of persons with disabilities to flexible, market-responsive vocational training and effectively accompany the persons throughout their inclusion process into employment, using individualized and participatory approaches

Work placement & internship for trainees

Local staff support & organisational capacity

building

Workplace access & adaptation

PromotePwD access to

mainstream VTC Developing toolkit in ‘starting a small

business

Developing training resources

in starting a business

Developing vocational social skills curricula

The business sectorBuilding relationships, establishing supports

Establishing Grand Aid structure

Pre trainingSelf Employment

For PwD

HI &

TDPFVTC

Project key focus areas

Project documentation, tools & outputs (Jan 11-Oct 12)

1)

‘The Labour Market Situation of People with Disabilities in the Tibet Autonomous Region. 2011’

‘The Labour Market Situation of People with Disabilities in the Tibet Autonomous Region. 2011’ commissioned to address the lack of quantifiable data on disability, training and

employment available in the region.

The survey focused on a number of areas, including the dissemination of information on vocational training services to potential PwD trainees, vocational training labor market relevance, self employment options, and the business sector’s attitudes and perceptions toward PwD accessing mainstream employment.

(available on request)

‘The Labour Market Situation of People with Disabilities in the Tibet Autonomous Region’

The survey was conducted at Lhasa municipal level and selected counties, with the coordination support provided by the regional and municipal labor bureaus.

Questionnaires/ one to one interviews/ focus groups

1. VT service provision for PwD

2. Disabled job-seeker access to employment

3. Informal business sector and self-employment

4. The business sector’s perception of PwD accessing mainstream employment

Focus areas

Findings

The survey analysis provided valuable data in a number of areas, i.e. potential trainees lack of understanding of the aim and purpose of vocational training, a major disparity in perception between the business sector and PwD in the requirements for successful employment access and retention, the importance of vocational social skills to succeed in employment and the need for structured support in a self employment option for PwD.

The survey findings are used in planning staff training, addressing service deficits and establishing support structures for PwD and the business sector to improve employment access and job retention.


2) Developing Vocational Social Skills

Training Curricula Participatory Curricula Development The Process

Developing Vocational Social Skills Training Curricula

Livelihood Project 2011-2013Tibet Autonomous Region – China


In TAR, traditional classroom delivery methods are used in the vocational training center and are generally a one way communication process, with the trainer delivering instructions, and little active participation in the learning process by the trainees.

In TDPVTC, the skills training are delivered exclusively in-center, compounding the trainees’ isolation and lack of exposure to the ‘real ‘workplace.

These factors often result in negative employment outcomes, with the graduating trainees demonstrating little understanding of appropriate work place behavior, and the social interactions necessary to a succeed in a job.

To address this issue, it was agreed to form an advisory working group and use a participatory curriculum development (PCD) approach to develop training material, ensuring local context relevance and long term sustainability


Why?

Participatory curriculum development

To ensure local relevance, ownership and sustainability, the inclusion of stakeholders in a participatory process of curriculum development is essential.

Who?

The multi agency working group was selected to include a range of background and knowledge, with a focus on those ‘working on the ground’, including stakeholders with disability.


The process2011-2012

Stage 3The working group, with input trainees with design and develop vocational social skills curricula.

Stage 1Information sharing workshops with relevant organisations

Stage 4The pilot training is trialled in a classroom situation, with modifications based on participating trainee feedback and group observations

Stage 2Working group formedTraining by HI advisor

Stage 5

The toolkit piloted in 10 vocational centres/ schoolsPeer training is provided by the working group to 30 trainers

Stage 6 (2012)Toolkit evaluation by the working groupRevise and finalise toolkitRefresher training & toolkit dissemination.

Good practice

Through engagement in the process, individuals involved were able to able to build on their own knowledge, sharing their learning and experiences

The inclusion of low literacy trainers in the working group ensured the training content designed was user friendly; as the majority of PwD (70%) in the region are illiterate

Contextualised training and learning is more acceptable, as a PCD approach involves those who know the local situation best.

The process allowed those with different sources of expertise contribute where knowledge and skill gaps existed, and suggest future strategies to address such gaps.


Developing Curricula

The working group initially developed and trialed the lesson module, ‘Customer Care’, with 12 VTC trainees.

.


Developing Curricula This lesson plan

involved action learning, role play and drama, and interacting in a ‘real’ workplace setting (local restaurant) followed by trainee feedback and recommendations


Developing Vocational Social Skills Training Curricula Movie Making!

HANDICAP INTERNATIONALANDTHE TIBETAN DISABLED PERSONS’ FEDERATION

! Getting a Job!Vocational Social Skills ToolkitA Trainer's Guide in teaching employment focused vocational social skills to people with disabilities

Developing Vocational Social Skills Training Curricula The Toolkit

!Getting a Job! Toolkit follow up & evaluation

A follow up process took place in June 2012, to provide trainer support and evaluate toolkit relevance at ground level.

The evaluation was conducted with 16 trainers by project staff (HI and TDPFVTC) with support from TDPF and vocational skills training institutions.

Questionnaires / one to one interviews used in the process


Developing Vocational Social Skills Training CurriculaKey Recommendations

Produce a ‘professional’ movie

Develop further resources on vocational social skills

Submit the toolkit for official approval

Further staff training in delivering vocational social skills curricula

Provide captions on photos

Revise the toolkit structure, matching lesson plans to photos

Translate the toolkit to Chinese

The toolkit is revised (September 2012) according to feedback & evaluationRefresher training and toolkit dissemination October 2012

‘Getting a Job’ A drama depicting two people with disability engaging in the job seeking process

Pictorial resource , depicting positive / negative work behaviour/ social skills, to support leaning for low literacy trainees

PowerPoint slides, depicting positive / negative behaviour. To be used as discussion base with trainees

Lesson plans and activities corresponding to DVD, PowerPoint & pictorial resource

A trainee workbook, corresponding with the lesson plans and resources.

Toolkit Format

Lesson Plans

The 20 lesson plans provide a structured guide in teaching

` vocational social skills

The lesson plans may be

modified and changed to meet trainee’s learning needs


‘Getting a Job’

Photo examples x 4

Depicting negative & positive behaviour in the workplace


Lesson 14Problem solving

Lesson 15 Time Management

Lesson 17Customer Service

Lesson 2 Communication skills & body language


3)Starting a Business & Grant Aid

The Process

Starting a Business & Grant Aid Livelihood ProjectOctober 2011

Labour market survey (2011) The majority engaged in self employment have no knowledge on

employment rights, preferential policies and supports available

As the majority work outside the formal support system, there is a high risk of real hardship should the business fail.

The majority are illiterate, with limited or no understanding of business management

Establish start up grant aid structures,Establish start up grant aid structures,business development training ,business development training , support systems and follow up process tosupport systems and follow up process to support trainees with disabilities set up a businesssupport trainees with disabilities set up a business..

WHY? For many PwD, self-

employment is the only option available, with ongoing barriers in accessing mainstream employment.

As most PwD have no access to start up funding, the Livelihood project established (2011)a grant aid process to help PwD earn a living.

•Person with Disability (over 18)•Unemployed/ low income status•Vocational skills training successfulcompletion

•Internship period completedor•Previous business experience

•Trainer recommendation•Participant Self Assessment

Follow up SupportsTracking

Selection Criteria

InformationviaMedia, agencies

•Applicant assessment•Conditional approval

•Grant aid form completed•Draft business plan submitted

•Technical Skills testing•Business management assessment

•Specific Skills training•Business Management training

•Individual Business Plan submitted•Contract signed

•Supports and monitoring agreed •Grant aid/ equipment provided

•Business start up

Process

Selection Criteria

Person with Disability (over 18)

Motivated to start a business

Appropriate skills level

Unemployed/ low income status

Vocational skills training successful completion

Internship period completed/or previous business experience

Grant Aid

5000 Yuan allocated per person

Provided by project: Sewing machine Sewing tools Fabric, thread

Gender. Age. Disability

Gender

Male 9

Female 6

Age

18-25 26-36 37-45 46-56

3 5 6 1

Disability

Deaf CP Physical/ Mobility

Epilepsy Wheelchair user

4 1 8 1 1

Skills Training & Testing

Cutting Finishing Measuring Hemming

Sewing Skills Test

Business Training

Developing a business idea

Planning a business Market research Establishing start up

costs Making a profit Customer Service Identifying supports to

succeed

Supports provided to participants during start up stage

Selling location

Organising finance

Pricing the product

Selling the product

Designing the product

Buying fabric

Equipment maintenance

SupportsTo

Participants

Interim Evaluation(6 month) May 2012

Business location site visits to check progress. A questionnaire was used to gather information.

Monitoring and evaluation- PwD self-employmentQuestionnaire1. If the participant stopped running the business, what is the

reason?2. Is the participant is following the approved business plan. If not,

what has the participant changed and why?3. Obtain monthly income figures. If the income is less than the

projected amount, why so?4. What is going well in the business?5. What problems are being encountered? How is the participant

solving the problems?6. How does the participant market market the products?7. How much is the participant able to save from the income till

now? If no savings, why?8. How is the participant dealing with emergency expenses?9. What future plans does the participant have for the business?10. What plans does the participant have when the project withdraws

support?11. What is the perception by the participant’s neighborhood

community and family since starting the business?

Challenges identified. For participants:

Lack of literacy &numeracy skills

Limited businessplanning skills

Lack of supports forrural PwD in Lhasa

Communication (deaf)

Lack of knowledge inbuying material & tools

Dependent on family &friend to buy product

Not getting paid forproduct

Challenges identified For the project:

High level of supportrequested

Some participantsreluctant to take personalresponsibility

Time pressure on projectstaff to continuously helpparticipants

Ongoing funding is notavailable

12 continue in business(May 2012)

1 drop out due to healthissues (decreasedmobility)

1 got job (did not l ike beingself employed)

1 unemployed (looking fora job)

15 participants

Case Study

Zundhul is 51 and a member of the deaf community. He lives with his sister and her family in Medrogongka County. He is now earning a salary, and contributing to the family income by producing and selling door curtains in the local community.

Case Study

Tsegyal is 29, from Nyimu County and is physically challenged. He is now able to live independently, and has expanded his product range to include bags, shoe insoles and incense carriers. Tsegyal is confident the business will prosper, providing a good living for his family and himself.

Case Study

Kyitan is 38, physically disabled and living with her mother in Nyimu County. She runs a small shop, also making and selling door curtains and operating a busy clothing repair service. Kyitan is highly respected in the community, living an independent life and supporting her aging mother.

Case Study

Norbu is 27 years old, from Lhundub County and physically challenged since birth. He successfully operates the business with an able bodied partner and they employ 2 PwDs. The business specialises in high end products, selling to hotels and restaurants. Norbu is confident the business will expand, and happy to be able to support his family.

Case Study (Social Gain)

Jamyang Chudron is 23 years old with CP. She lives in Datse County with her parents. She is ceasing her business, due to increased restricted hand movements. However, both she and her family say her levels of confidence, independence and social interaction have improved 100% since joining the project.

Conclusion The project is successful in establishing a grant aid,

training and support model for PwD starting a business. TDFPVTC will continue the grant aid process in 2012 & 2013, supporting a total of 50 participants with disabilities start a business over the three year project period.

The practice is inclusive in a number of ways, the gender balance (8 male, 7 female) in the 2011 pilot, the inclusion and potential future economic empowerment of PwD by providing the opportunity to start a business and earn a living.


4)‘Start my own Business’

Trainer Toolkit

‘Start my own Business’

Introduction

Using the toolkit

HANDICAP INTERNATIONALANDTHE TIBETAN DISABLED PERSONS’ FEDERATION

‘Start my own Business’Training Toolkit

Livelihood Project 2012Tibet Autonomous Region – China

Introduction: This toolkit was developed by the Livelihood Project, Tibet, to provide people with disabilities with a basic understanding of the skills required in starting and managing a small business. Similar to much of the population in developing economies, people with disabilities turn to self employment because of a lack of opportunities in the job market. It is estimated that for each person with disability employed by a company in developing countries, four more generate their own income through self-employment, the majority in the informal business sector. The toolkit was developed to address the lack of training resources available in the area of self employment, and to meet the needs of learners with low literacy skills. Beneficiaries: Learners from all educational backgrounds and age range, with the interest, ability and motivation to start a small business. Aim: To provide people with disabilities with the basic skills required to successfully start and manage a small business. Using the toolkit The toolkit promotes a participatory approach, building on the existing skills and knowledge of the learners to ensure self-employment may be a viable career option. Training resources:

Trainer guide. Lesson plans, suggested activities & training tips

Blank worksheets, corresponding to lesson plans & activities

Participant workbook, with activities corresponding to the trainer guide

PowerPoint slides, depicting key learning points

‘Start my own Business’

‘Start my own Business’ Table of contents

Section 1 Introduction Using the toolkitLesson topics:1. What is a business?2. Business in my community3. My business idea4. My business skills5. My customers6. My location7. My premises8. My competition9. My selling points 10. Production rate 11. My price 12. Sales & marketing13. Customer service14. Managing my time 15. Managing my workplace16. Start up money17. Banks & finance18. Managing my money19. My supports20. My Business Plan

Section 2

Worksheets

Section 3

Matching techniques to training

Section 4

Participant workbook

‘Start my own Business’ Toolkit lesson example

Lesson 1

What is a business?

1. PPT

2. Trainer lesson plan

3. Participant workbook

Lesson 1Activity 1What is a business?

A business can operate in a number of ways:

Sole owner Partnership Cooperative Social Enterprise

Businesses function by selling a product or service to its market.

If a product or service is needed by a person or a group of people, there is a demand.

The people who need the product or service, and are willing to pay for it, are customers.

The number of customers in the community represents the market for a service or product.

Businesspeople who provide similar products or services are competitors.

1. What is a Business?TOPIC SPECIFIC LEARNING

OUTCOMEACTIVITIES RESOURSES

1 What is a Business?

Understand different types of business modelsUnderstand different business ownership/ management structuresUnderstand how cooperatives work

Group discussion on different modelsGroup discussion on working in partnership / cooperativeDiscuss case studies

Participant workbookActivity 1PPTWorksheet 1Case studies: benefits & problems of working in cooperative / partnership

A business is a legal entity set-up or designed to make goods, sell goods, or provide a service.

Sole proprietorship: A sole proprietorship is a business owned by one person. The owner may operate the business alone or may employ others.

Partnership: A partnership is a business owned by two or more people. In most forms of partnerships, each partner has liability for the debts incurred by the business

Corporation: A corporation is a limited liability business that has a separate legal personality from its members. Corporations can be either government or privately owned, and corporations can organize either for-profit or not-for-profit.

Cooperative A cooperative is a limited liability business that can organize for-profit or not-for-profit. A cooperative differs from a for-profit corporation in that it has members, as opposed to shareholders, who share decision-making authority.

Trainer

Guide

Lesson 1

Business Categories

The two general categories of businesses are for-profit and not-for-profit. A profit-based business is designed to make a profit.

A not-for-profit business follows many of the same rules profit-based business. However, instead of being owned by a set of partners, a not-for-profit organization is usually run by a board of directors. Regardless of whether the business is a for-profit or not-for-profit business, a business is characterized as running in a systematic, continuous and regular businesslike manner, and having ordinary commercial principles governing it, such as business and accounting records. Business models:

There are four different types of business:Retailing. Purchasing goods from wholesalers or suppliers and reselling for a profit e.g. small stall/ grocery store.Wholesaling. Purchasing goods in large amounts directly from producers, to package and resell to retailers.Manufacturing. Making new products using raw materials e.g. shoe maker.·Service providing. Offering a service e.g. painter.

Lesson 1

Trainer

Guide

1. What is a Business? Worksheet 1

What are different types of business?

What are the benefits & challanges of working in partnership?

What is a cooperative? My business model

Trainee

Worksheet

Lesson 1

Trainee workbook

Start my own Business

Trainee workbook This activity guide will support you in identifying what you need to set up and succeed in business. Being self-

employed means you are your own boss, you do all or most of the work yourself and you decide how you want to do things. But being self employed is hard work, you must be prepared to work long hours.

Not all businesses succeed, and people who set up a business often have to try some different ideas before they find the right one for them.

An important key to avoiding business failure is market research and forward planning.

By working through the activities in this guide you will develop your business idea to determine if your plan is realistic, viable and sustainable.

Activity 1What is a business?

Give examples of different

types of business

Write/ draw/ use photos/ symbols

What type of business will I

start?


5) Starting a Business & Grant Aid

Guidelines’

The Process‘

Starting a Business & Grant Aid Guidelines


Table of Contents:Process Flow ChartProcess Details• Information dissemination• Selection criteria• Applicant Interview & initial assessment• Draft Business Plan• Skills Testing• Specific skills training• Business Start Up & Monitoring

Appendices• Selection Criteria• Assessment form • Person centred planning• Business management training• Technical Skills Assessment form• Business plan sample form• Monitoring & participant feedback form


6)

‘Creating & Managing an Inclusive Workplace’

Employing people with disabilities. A brief guide for employers

Creating & Managing an Inclusive Workplace Employing people with disabilities

A brief guide for employers


4.

Creating & Managing an Inclusive Workplace While the project recognizes the importance

of actively targeting potential employers in promoting PwD work ability and right of access, it also recognizes the ‘reality’ of the business world, and the service providers’ responsibility to establish a solid working relationship with the business sector.

To address business sector concerns, the project set up a 10 member employer network to share experiences, address concerns, and agree potential employment access strategies for PwD. This core group will be expanded over the next two years, with a focus on improving employment access for PwD.

Partner staff were provided with training in understanding business sector staffing needs, and in developing strategies to convince employers that employing PwD makes good business sense..

‘Creating & Managing an Inclusive Workplace’ Employing people with disabilities: a brief guide for employers

This guide aims to support employers in providing job opportunity for people with disabilities by presenting information on the recruitment process, communication aids and workplace adaptation.

People with disability can work successfully in a wide range of jobs, industries and professions. Most people with disability do not need expensive equipment or modifications, simple cost effective solutions work best.

This guide provides simple solutions to facilitating communication and adapting the workplace to support the person with disability in successful job access and retention.

Creating & Managing an Inclusive Workplace’

1. Job Description2. Advertisement3. Application Form4. Ability Tests5. The Interview

Communicating with:

Vision Impaired Hearing Impaired Speech Impediment Physically Challenged

Workplace modifications and adjustments

6. Induction & On-The-Job Training: 7. Performance Management8. Training and Promotion

9. Accessible environment

10. Tips for creating accessible jobs:

Hearing Impaired Manipulation & fine motor disabilitiesPhysically Challenged Speech ImpedimentVision ImpairedPlanning, organizational and learning disabilities.

11. Aid & appliances12. Access Checklist

Table of Contents


8)

Vocational Skills Training Services Access & participation for people with disabilities


Vocational Training Services Access & participation for people with disabilities

Introduction Vocational training services for people with

disabilities are a relatively new development in the Tibet Autonomous Region. The survey ‘The Labour Market Situation of People with Disabilities in the Tibet Autonomous Region’ (July 2011) conducted by HI and local partner, indicated many PwDs and their families are not aware of the services available, and unsure how to access supports and training courses. A major difficulty in disseminating information on services is the geographic landscape of the Tibet Autonomous Region, where much of the population live in remote isolated rural areas, with little contact with the mainstream

The current lack of a structured access process, including vocational assessment and induction period, impacts on the skills training and employment outcome, with some trainees attending courses for which they do not have the interest, ability or aptitude to successfully achieve training and employment outcomes

Not all applicants with disabilities to VTC require the additional supports of a specialised service provider, with the capacity to successfully participate in mainstream services. The lack of support structures for MTV personnel and the trainees with disabilities limits mainstream access and participation, negatively impacting on integration.

To address these issues, the following recommendations and guidelines were compiled by the advisory working group, including trainers from mainstream and specialised vocational services, TDPF staff and LDPF staff and service users, with HI support.


Table of Contents:

IntroductionSection 1: Mainstream Vocational Training Service•Process Flow Chart•Process Details•Support system for MVT staff and students•Trainee Vocational Assessment•Trainee referral •Adaptations, aids and access Section 2: Vocational Training, Specialised Service•Process Flow Chart •Process Details Process •Service information •Initial Interview & vocational assessment•Skills sampling .Trial & induction period •Specific Skills Training •Internship/ work experience period•Trainee transition & follow upSection 3: Appendices•Initial Interview Checklist guidelines•Vocational Assessment guidelines•Access audit checklist•PwD Access checklist


Guidelines

Information sharing sessions with MVTs

& PwDs

Service information to trainees and PwDs

MVT Referral & Access

MVT Staff SupportDisability AwarenessInclusive EducationTeaching Strategies

Aids and access

Vocational Assessmentsupports identified

(VTC)

Referral to MVT Service

Supports RequiredBuilding access

Workplace adaptationCommunication

PwD access MVT to commence training

VTC

ONGOING

SUPPORT

Mainstream vocational training serviceAccess & participation for trainees with disabilities

Specialised Vocational Training ServiceAccess, participation & outcome

Initial Interview&

vocational assessment

Service information to PwDs & families

MVT Staff SupportDisability AwarenessInclusive EducationTeaching Strategies

Aids and access

Skills sampling Trial & induction period

( 1 week)

Referrl to VT Service

Supports RequiredBuilding access

Workplace adaptationCommunication

•Employment•Self Employment•Further / higher training

EDCATIONAL

SUPPORT

•Specific Skills Training•Work behaviour( 5 moths)

External Referral:

•MVT•Employment

Practical SkillsOn the job/ internship

training(1-3 months)

TDPFSupports

&

FollowUp

educational supports

Vocational training. Specialised ServiceAccess, participation & outcomes for trainees with disabilities


9)

Livelihoods & Social Protection Project collaboration

Employment Support, promoting a decent work agenda for PwD

Social Protection & Livelihoods Project collaboration

Access to adequate social protection is recognized by International labour standards and the UN as a basic right.

Today, only 20 per cent of the world’s population has adequate social security coverage, and more than half lack any coverage at all.

The Tibet Autonomous Region reflects this negative global data, with many PwD unaware of their employment rights, working in poor conditions with low salaries and lacking job security. Many employers are unaware of existing policies, their reluctance to employ PwD often due to a lack of understanding and knowledge on existing policies and legislation.

Social ProtectionEmployment Support, promoting a decent work agenda for PwD.

Aim:To support PwD and the business sector understand and recognise a decent work agenda, through the implementation of social protection employment policies and legislation

Objectives: To promote labour protection with decent

conditions of work, including wages, working time and occupational safety and health for PwD

To create awareness and implementation of PwD employment related policies and legislation

To promote social dialogue between the business sector and PwD representatives to create a mutually beneficial partnership in employment access.

Steering CommitteeTDPF, Labour Bureau, DPO, Business Sector,

HIFund management Overall responsibility

LDPF

management &implementation

Staff recruitment Employment Support Coordinators x 6

Staff training (with HI support)Premises

HRFinancial management & reporting

Data managementLogistics

HI

SUPPORT

Employment Support Coordinators x 6

30PwD job seekersPer county

Employers x 10-15

Informal sector/ self employer PwD

Supported job placement for PwDEmployer support & policy awarenessInformal sector/ self employed rights

& support awarenessDPO members employment rights awareness

Employment model developed

Operational structure


10)

‘Work Placement Guidelines’

Guidelines for Service Providers

Trainees with disability on work placement/ internship

Work Placement GuidelinesGuidelines for Service ProvidersTrainees with disability on work placement/ internship


Work Placement Guidelines

Contents:

Pre-placement meeting The work placement Pre-exit support Post-placement evaluation

Appendices:

Feedback & Review Forms a. Employer Feedback Form b. Trainee Feedback Form


11)

‘Working with Employers’

Guidelines for Service Providers & front line staff in building effective relationships with employers

(based on LV project experience to date)

Tool & reports For use by: Content

Vocational Training Services

Access & participation for people with disabilities

Trainers, key persons, vocational skills service providers,

Guidelines developed in consultation with working group

Supporting PwD access vocational skills training services

! Getting a Job!

Vocational Social Skills Toolkit

A Trainer's toolkit in teaching employment focused vocational social skills to people with disabilities

Trainers, vocational skills service providers, Community workers, DPO's, Employment support workers..

Revised and finalised (September 2012)

The aim of the toolkit is to provide trainees with disabilities with the necessary social skills to access employment, using audio visual resources; DVD, Power point, pictorial format , trainee workbook with activity based lesson plans, to support the learning needs of trainees with disabilities and low literacy skills

Work Placement

Guidelines

Trainers, vocational skills service providers, Employment support workers..

Supporting trainees with disability on work placement/ internship.

Guidelines & process

‘Working with Employers’

Guidelines for Service Providers

Service providers, frontline staff, employment support agencies/ persons

Building relationships with the business sector to support employment access for PwD.

Tools

Tool & reports For use by: Content

‘Starting my own Business’

Training Toolkit

Trainers, vocational skills service providers, Community workers, DPO's, Employment support workers..

To provide people with disabilities with the basic skills required to successfully start and manage a small business.PPTTrainer GuideTrainee workbook

The Labour Market Situation of People with Disabilities in the Tibet Autonomous Region

2011

Agencies & staff working in the Tibet Autonomous Region

Summary Report

Key Finding & Recommendations

PPT & document

Starting a Business & Grant Aid

Process Guidelines

Agencies/ services involved in supporting self employment for PwD/ mainstream potential entrepreneurs

Developed and trialled by LV project, Tibet

‘Creating and Managing an inclusive workplace’

A brief guide for employers

Employers, Service providers, employment support workers, recruitment agencies

Employer guide in recruitment and job retention for PwD

Tools

livelihoods project 2011-2013 tibet autonomous region – china interim report october 2012

Documents

liberation of tibet

project backgrounddespite

current livelihoods

prcproject background

potential of disabled

number of people

working persons

poorest areas of china