Overcoming Barriers Inhibiting the Transition from School to Employment Recommendations

 Create a culture of high expectations amongst learners, schools and importantly families. If this is achieved society will have a more positive image of PwD. High expectations can also address lack of autonomy, low self-esteem and self-confidence. This will also result in giving a stronger voice to PwD.  What do employers look for in today’s labour market? Qualifications and Soft Skills including Personality. Learning programmes must therefore have real, widely recognised value – collaborate with Employers’ Associations to build trust re. validity of programmes. Provide Job Coaches. Address legitimate concerns of parents while concurrently encouraging them to be more willing to let go. Attitudes/Perceptions/Awareness

 Greater personal coping s trategies Greater commitment to combat mobbing Greater awareness /sensitivity by public

 Negative/Perverse Effect of Policy – Review legislation/policies re. Employment of PwD  Introduce Enforcement Officers for Disability Issues (on lines similar to Enforcement regarding OHS regulations). No legislation is effective without Enforcement;  Malta (Min. Wage €162 & Disability Pension €120/week) - Benefits Trap.  Individual Transition Planning (ITP) documents Structural/administrative

 Article 26 of the EU Charter of Fundamental Rights  Not a Handout Mentality but RIGHTS  Representations with the European Commission for Transport and Mobility:-  All new transport systems in all EU member states should be fully accessible by an agreed date;  All public contracts for infrastructure projects should be compliant with disability specifications. Environmental/physical/Accessibility

 OECD/PISA – Evaluation, Evaluation, Evaluation!!  Standards – Validation/Accreditation of all learning including procedural structures to validate Informal Learning;  Greater coordination between Education and Employment sectors, Associations of PwD must learn to work closer with employers (same as all VET);  Reorganisation of Career Guidance Structures with specialisation in disability issues.. Education/training/including informal learning

 Rather than a haphazard approach to providing internships, there should be a data base of Employers willing to participate in such schemes. Employers too need to be helped to understand disability issues.  Too many organisations/agencies involved. Each EU member-state should have a centralise information unit/department. The latter should liaise effectively with supra-national agencies such as EASPD. Resources/Opportunities

 Education campaigns targeting Discrimination  A greater commitment/willingness by those in authority to challenge discriminatory behaviour;  More flexible, rapid and less expensive legal redress;  A web-site where cases of discrimination can be exposed (many Consumer Associations utilise such a tactic). Accessibility

 16 EU member states signed to Fiscal Compact Treaty. Implications?  Disability issues and Employment should not be seen in isolation of what is happening to other disadvantaged groups. Organisations focusing on Disability Issues need to learn to collaborate with other groups representing disadvantaged elements in society.  Co-operatives? State of the Economy

Common Barriers Common Strategies Closer Collaboration Summary