Skills For All

The core ambition of the project is to transform VET institutions into inclusive environments where learners with disabilities can thrive alongside their non-disabled peers. Specifically, the proj...

The core ambition of the project is to transform VET institutions into inclusive environments where learners with disabilities can thrive alongside their non-disabled peers. Specifically, the project aimed to: Strengthen the capacity of VET trainers and assessors to implement inclusive methodologies. Modify and adapt VET curricula, methodologies, and assessments to accommodate learners with diverse needs. Develop training materials and a toolkit focused on inclusive teaching practices. Promote systemic change in VET policy and practice, aligning national strategies with the lived experiences of disabled learners. Empower disabled individuals with market-relevant skills, increasing their employability and social participation. By achieving these objectives, the project contributes to more equitable access to education and employment, in line with European social inclusion goals.

We applied for the “Skills for All” project in response to the urgent and well-documented exclusion of people with disabilities from vocational education and the labour market. Despite representing 15% of the global population, disabled people—especially those of working age—are significantly underrepresented in employment statistics across Europe. According to Eurostat, while 74.8% of able-bodied people are employed, the employment rate for disabled individuals is just 50.6%. One key contributing factor is their limited access to inclusive vocational training. -The lack of inclusivity in VET programmes, which often do not accommodate disabled learners. -The mismatch between VET courses and actual labour market demands. -The inadequate training of VET professionals to teach in inclusive environments. -The economic loss resulting from the exclusion of disabled people, as estimated by the ILO (3–7% of GDP).Our motivation was rooted in a commitment to social justice, economic inclusion, and aligning with international frameworks like the UN CRPD and ILO conventions. We recognized the opportunity to build VET systems that empower all learners by removing systemic barriers.

R.1.1 Dissemination Plan ; R.1.5 Social media account; R.1.2 Communication Strategy; R.2.1 Recommendations: comparative study of Italy and Spain; R.5.5 Focus group A2.3; R.5.1 Desk Research Report; R.5.2 Courses review Report; R.5.3 Modify Course; R.1.3 Risk Management Plan; R.5.6 Pilot the course with desabled and collect the feedback ; R.5.4 Improve the Course; R.4.2 KOM; R.1.4 Evaluation and Quality Control Plan; R.3.1 Train the trainers (Rome); R.3.1 Train the trainers (Granada); R.3.2 Developing a Toolkit for Trainers on How to Educate Disabled Individuals; R.4.1 Online Meeting; Toolkit for Inclusive Teaching in VET; R.5.2 Course review Report Spain ; R.5.3. Modify Course Spain ; R.5.7 Dissemination activities - Attend an event