Integrating Women and Girls With Disabilities Into Mainstream Vocational Training: A Practical Guide

[From Foreword] This guide has been developed as an ILO contribution to implementing the Agenda for Action of the Asian and Pacific Decade of Disabled Persons, 1993-2002, and to the Platform for Action adopted by the 1995 United Nations Fourth World Conference on Women held in Beijing which has called specifically for action by Governments, in cooperation with employers, workers and trade unions, international and on-governmental organizations, including women’s and youth organizations, and educational institutions to ensure access to quality education and training for, among others, women with disabilities, to improve their employment opportunities. It is also part of the ILO strategy to promote the observance of the ILO Vocational Rehabilitation and Employment (Disabled Persons) Convention, 1983 (No. 159), and Recommendation, 1983 (No. 168). These are the main reference documents for the ILO activities on the employment and training of disabled persons, along with the ILO Recommendation on Vocational Rehabilitation of the Disabled, 1995 (No. 99). This guide is intended primarily for instructors and administrators in vocational training institutes in both the public and private sectors

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

EFFECT OF APPLING FLIPPED CLASSROOM ON ENGLISH ACHIEVEMENT OF PRIMARY 5 STUDENTS IN COVID-19 SITUATION

This research was collaboratively conducted with Indonesian students and aimed to 1) develop and evaluate the efficiency of Flipped Classroom management, 2) investigate the efficiency of Flipped Classroom management, and 3) examine learning achievement in English of Primary 5 students at Ban Nonkokkha school in Covid-19 situation. The target groups consisted of 32 students learning by using Flipped Classroom lesson plans in Covid-19 situation.  The Flipped Classroom lesson plan for teaching in Covid - 19 situation in semester 1 of Academic year 2021 were used to collect the data from June to October 2021. The research tools were Flipped Classroom lesson plans consisted of 12 plans for 12 hours, pretest and posttest. The data was analysed using descriptive statistics for data analysis including frequency, percentage, mean, standard deviation, average efficiency value, index of efficiency, and relative gain scores. The results of the research were as follows. 1) For the evaluation of the use of Flipped Classroom lesson plans for Primary 5 students, each of the lesson plans was averagely scored 3.67 – 4.33. Overall, the lesson plans were averagely scored at high level (x̄= 4.25, S.D.=0.60), the efficiency (E1/E2) was 83.03/78.54 which was higher than the preset criteria. 2) The index of efficiency of Flipped Classroom lesson plans was 0.6741, and the students' improvement increased 67.41 percent. 3) The students' learning achievement analysed from the relative gain scores of learning achievement results showed that the percentage of pretest scores was 34.17 whereas the percentage of posttest score was 78.54, and the percentage of growth score was 67.34 of which was interpreted as high level. When classifying based on the criteria, it was found that there were 7 students scored very high growth, 21 students’ high growth, and 4 students scored moderate growth

Training and Employment of People with Disabilities: Cambodia 2002

[Excerpt] Training and Employment of People with Disabilities: Cambodia 2002 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist

Diseño de materiales para estudiantes de inglés con TEA, discapacidad visual y mutismo

This project is conducted to provide more information regarding students with Autism (ASD), Visual impairments and Muteness. This information will help professors in order to know how to implement activities in the target language that include the conditions of each impairment. It is always important to count with good materials and activities for the development of the class; however, nowadays thanks to inclusiveness in the regular classrooms, those materials and activities must respond appropriate to the specific characteristics of all the students. This paper includes different philosophies, approaches, and principles for teachers in order to consider when planning activities that benefit the acquisition language process, no matter the condition students have. There are seven activities created and shared in this paper; two activities for ASD students, two activities for visual impairment students, and one activity for deaf hearing students with the purpose of providing examples of activities for teachers to implement in regular classroom settings. Este proyecto se lleva a cabo para brindar más información sobre los estudiantes con autismo (ASD), impedimentos visuales y sordera auditiva. Esta información ayudará a los profesores a saber cómo implementar actividades en el idioma estudiado que incluyan las condiciones de cada discapacidad. Siempre es importante contar con buenos materiales y actividades para el desarrollo de la clase, sin embargo, hoy en día gracias a la inclusión en las aulas regulares, esos materiales y actividades deben responder de manera adecuada a las características específicas de todos los estudiantes. Este artículo incluye diferentes filosofías, enfoques y principios para que los docentes los consideren al momento de planificar actividades que beneficien el proceso de adquisición del lenguaje, sin importar la condición que tengan los estudiantes.  Siete actividades fueron creadas y compartidas en este documento; dos actividades para estudiantes ASD, dos actividades para estudiantes con discapacidad visual y una actividad para estudiantes sordos auditivos con el propósito de proporcionar ejemplos de actividades para que los maestros implementen en entornos de aula regular

The Development Of Learning Achievement In English Languages Of Grade6 Students In Covid-19 Situation By Applying The Flipped Classroom Concept Inverted

This research is conducted with Indonesian students. The objectives of the research were: (1) to develop and verify the efficiency of the Flipped Classroom Plan for Grade 6 (2) to examine the effectiveness of the Flipped Classroom Plan for Grade 6 Students (3) To study the learning achievement of grade 6 students who studied using a flipped classroom learning activity plan in the situation of COVID-19, the researcher used the research process in the first semester of the academic year. 2021 Data was collected between June and October 2021. Tools used include Plan to organize learning activities in a flipped classroom, 4 plans, 10 hours, with pre-test and post-test. Data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation. average efficiency performance index Effectiveness Index and relative development scores. The results of the research on the development of English language learning achievement of grade 6 students in the situation of COVID-19 by applying the concept of a reverse classroom. The results of the research were summarized as follows. 1. The results of the study of the assessment of the learning management plan by applying the flipped classroom concept to improve students' English learning achievement. Grade 6 in the situation of COVID-19 by experts the mean per plan ranged from 3.6 – 4.4 and the overall mean was 4.12, the standard deviation was 1.00. The results of the review of the efficiency of the Flipped Classroom Plan for grade 6 students were: The quality and appropriateness of each learning management plan were at the highest to the highest level, and the overview of the results The assessment of all learning management plans were at a high level (x̄= 4.12, S.D.=1.00) and the results of the plan's effectiveness was examined. The flipped classroom for students in grade 6 had a process efficiency value (E1) of 76.86, the efficiency of the result (E2) of 79.20, efficiency (E1/E2) of 76.86/79.20 high. then the set threshold is 75/75 2. The results of the study on the effectiveness index of the Flipped Classroom Plan for grade 6 students (N=30) found that the application of the Flipped Classroom concept was used to improve the results. The English language learning achievement of Grade 6 students in the COVID-19 situation with an overall average effectiveness index of 0.6648, indicating that the Flipped Classroom plan helped students achieve a hundred percent higher. 66.48 each 3. The results of a study of the learning achievement of gr 6 students who studied using the flipped classroom learning management plan in the situation of COVID-19 by analyzing the relative development scores. of achievement, the percentage of scores before school was 46.66, the percentage of scores after school was 79.22, and the percentage of development was 68.40. The overall developmental level result according to the criteria was high. They can be divided according to the following criteria: There are 3 people with very high development and 27 people with high development

Moving Forward: Toward Decent Work for People with Disabilities: Examples of Good Practices in Vocational Training and Employment from Asia and the Pacific

[From Preface] In Asia and the Pacific, the year 2003 is a hallmark for promoting the rights of people with disabilities. It begins the second Asia and Pacific Decade of Disabled Persons, 2003 to 2012 and implementation of the Biwako Millennium Framework for Action toward an Inclusive, Barrier-Free and Rights-Based Society. Governments from across the region adopted the framework at a high-level meeting in October 2002. The framework, in turn, will guide regional and national disability policies and activities in several priority areas, including training and employment. While the Decade of Disabled Persons and the development of its implementing framework clearly are major achievements, they also point to the strong need to continue promoting the rights and fostering the inclusion of people with disabilities in all aspects of community life

Challenges and Adaptation Strategies of Students with Disabilities in Higher Education in Bangladesh

Education is a fundamental human right to which every human should have access. However, in Bangladesh, people with disabilities continue to be denied access to education in a variety of ways; even with the widespread expansion of higher education, they have limited access to it. Also, those who have crossed various barriers and got admission to different higher education institutions face various challenges, including infrastructural barriers and other academic and administrative problems that affect their chances of growing up as average students. Considering this aspect, this article is intended to determine the challenges faced by students with disabilities and their adaptation strategies in higher education in Bangladesh. It applied a mixed-method approach in which quantitative and qualitative data were collected from four leading public universities in Bangladesh. The results indicate that students with disabilities still face a variety of challenges on their campuses. However, to overcome these challenges, they apply adaptive strategies such as using assistive devices, bilingual books, and the help of friends, which are not favorable enough for them to cope with the situation and continue their studies

Training and Employment of People with Disabilities: Vietnam 2002

[Excerpt] Training and Employment of People with Disabilities: Viet Nam 2002 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist