Supported Apprenticeship Scheme (SAS) Policy Recommendations

The Supported Apprenticeship Scheme (SAS) Project aimed to pilot an innovative and improved supported apprenticeship scheme for young persons with disabilities (PwD) to enable them to transition and integrate smoothly into the labour market. One of the project outcomes is a detailed evaluation report of project activities with apprentices across Europe, and policy recommendations drawn from the observations and findings in project implementation.

POLICY RECOMMENDATIONS

Improve the access to education, training and employment

In many European countries, the percentage of people with disability in unemployment is much higher than national averages. It requires additional effort, commitment and investment to provide pathways to employment for people with disability. This begins with education and training systems able and suited to give persons with disability the knowledge, skills and experience they require for entering the labour market. It is important that persons with disabilities are aware of their education, training and employment options from early childhood onward. Adjusted education and training ought to be accessible for people with different disabilities, for example cognitive disabilities, and adaptable to different individual needs.

“In Bulgaria, people with disabilities consists of ⅙ of the population in the country. Those who are in the workforce are around 93000, the others are neither in work nor in education. The national legislation should be changed in a way that gives awareness of education and training opportunities of the PwD and then the government to support those people when they enter the open labor market. They should support the employer of the disabled person, again to provide him resources to train and integrate the employee, etc. It all starts from education from early childhood. In Bulgaria that is missing and this results in the big gap between the number of people with disabilities at all and those who are working.” (NASOR)

Promote the inclusion in mainstream education, training and employment

Supported apprenticeships should lead towards - or be part of - mainstream education, training, employment pathways, and facilitate the transition into the open labour market. Persons with disability should not be treated entirely differently, nor exactly the same as others. They should receive support that is adapted to their individual situation and according to their interests and ambitions, and that facilitates equal access to education and training to accomplish their personal career plans. The goal is to promote the inclusion of persons with disability with the prospect of dignified and independent living, as valued and valuable contributors to the community and to the economy.

Enhance female representation in apprenticeships and employment

A lack of representation of women in the workforce can still be observed in many sectors and places. Women with disabilities are particularly exposed to exclusion from the labour market, and being denied access to education, training and employment. They may be confronted with overprotective family members, expectations to stay at home, or with another vulnerable situation that prevents them from seeking a professional career. Women with disabilities require additional attention, adequate and adapted support in school, training and at the workplace. Support systems should be particularly on the lookout for women exposed to violence or other vulnerabilities.

"In Greece, even today, the work of women with disabilities is treated with many stereotypes and prejudices. In fact, these prejudices concern both the fact that they are women and the fact that they have a disability. Many families do not allow their girls to work and prefer to keep them at home to perform domestic tasks or to take care of elderly family members or young children of the family. In addition, families of women with disabilities fear that their girls are likely to be sexually abused in the workplace or on the way to and from work. (...)" (Theotokos Foundation)

Invest in the people contributing to a successful apprenticeship

It takes a village to raise a child. It takes a factory to train an apprentice. Persons with disability require skilled supporters, teachers, trainers, counsellors, recruiters and managers to complete an apprenticeship and become fit for employment. Every educator, co-worker, line manager or advisor should receive training to be able and willing to interact with a person with disability at the workplace. There is need for substantial investment in the people who have a role and a responsibility for the inclusion of persons with disability in the workplace. Financial incentives, together with awareness raising, information, training and counselling for employers, their staff and their teachers ought to be provided as a convincing package to companies, making it attractive and appealing to hire persons with disability for supported apprenticeships. Training and support for the supporters should be seen as an investment in inclusive workplaces and in the overall workforce.

Make best use of technical solutions and new technologies

There is a wealth of technologies available for supporting the learning and working for persons with disabilities. New technologies including Artificial Intelligence (AI) promise a multitude of solutions that allow setting up work places for persons with different disabilities in a way that they can make full use of their talents, skills and work experience. Employers are often not aware of the availability of technology, the availability of expertise and funding for workplace adjustments. Or they may require expert advice on adapting jobs to the abilities and capabilities of a worker with disability.

“Documentation tools can play a crucial role in tracking progress for the apprentices and their supervisors. Apprentices follow their progression within the curriculum, submit assignments, receive feedback, competencies achieved, set goals for upcoming tasks, communicate with the supervisors, upload photos or simple text.“ (SpirOslo)

“Assistive technologies like OCR-based text-to-speech tools allow to scan printed or handwritten text and have it read aloud, making written information more accessible. Other tools integrate dictionaries and visual aids for illustrating word meanings. These tools not only support comprehension but also foster more effective communication and learning.” (SpirOslo)

Raise employer awareness on supports as well as benefits

It is crucial that employers are well informed, supported and aware of the benefits that come (for them) with recruiting persons with disability into their workforce. Beyond information about available financial incentives and support measures, management and recruiters ought to be aware of the challenges and the benefits with hiring a person with disability, in particular for building a qualified and diverse workforce. If employer support is reduced to financial incentives without guidance and perspective, it is likely that skills and competencies gained in school and at work get lost as soon as payments stop and apprenticeships are abruptly ended.

Improve co-worker competencies on supportive ways of working together

"Difficulty raising awareness among an apprentice's two colleagues, who remain closed off and attribute bad intentions to the apprentice rather than recognizing his disability." (LADAPT_Logbook)

“I keep a close dialogue with the trainer, and talk to the trainer daily, to keep us both informed about the apprentices. I also coordinated the meeting between the VIC, apprentices, trainer and supervisors at the IT-section." (SpirOslo_Logbook)

Stigma, discrimination and exclusion can become an issue for supported apprenticeships and employment in the open labour market. Managers and co-workers may feel insecure in dealing with disability and resort to behaviours that prevent staff from working together and being productive. Companies should have access to support and guidance for successful integration of people with disabilities on the work floor e.g. with coaches and trainers who provide continuous support on site and to all staff. Coordination of support efforts between managers, co-workers and the apprentice, including informal meetings and gatherings, can be instrumental for the integration at work, and also for supporting the apprentice in decisions for their career choices.

Seek practical adaptations and solutions for the workplace

Policies and legal frameworks have limitations for making workplaces inclusive. Employers and managers need to be aware that a supported apprenticeship may benefit greatly from practical adjustments such as modifying work routines, offering flexible hours, or creating a quiet work environment. These adaptations do not necessarily incur costs or require expensive equipment but help ensure that the apprentice can perform their tasks effectively and contribute meaningfully to their roles. Practical adaptations should be considered for the meaningful and long-term integration in the workplace.

Ensure the recognition of acquired skills and competencies

One critical issue with Education and Training lies with the recognition and validation of knowledge, competences and skills relevant as qualifications for a profession. Ideally, the recognition of skills and competences follows universal principles or standards, allowing students to learn a trait in one school or company and be considered as qualified in any other. For this reason it is important that education and training of persons with disability follows the principles and standards of mainstream education and training. The objective of supported apprenticeships should be recognition in the open labour market, offering workers with a disability a career prospect and opportunities for further learning and professional development.