Skills Development through Community Based Rehabilitation (CBR)

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3. CBR and skills development 3.1 Training and skills development for people with disabilities – Good practice overview So what makes a good skills training programme? The characteristics that an effective skills training programme is likely to have are listed here. These can be grouped under aims, characteristics and activities. Aims • Work for integration of people with disabilities in mainstream service providers, mainstream employers, mainstream economy wherever possible. • Be relevant to the local economic and development context. • Emphasize basic and lifelong education. Characteristics • Be based on a thorough and realistic understanding of the local economy and the skills it requires. • Involve relevant stakeholders in programme design, management and implementation. Stakeholders might include potential employers, training providers, government agencies and NGOs. The involvement of disabled persons’ representatives should also be sought. • Be focused on dignified work which enhances self-esteem and produces a viable income. • Be holistic - embrace all aspects of a disabled person’s life. • Emphasize quality and avoid any assumption that disabled people should be permitted to meet lower standards than non-disabled people. • Offer skills training appropriate for the local economy. 37
3. CBR and skills development Activities • Emphasize entrepreneurial and core work skills, as well as technical skills. • Network and form links with mainstream development programmes and services. • Use role models of successful people with disabilities, successful entrepreneurs to inspire and raise expectations of what people with disabilities can achieve. The remainder of this chapter looks at specific interventions that CBR workers might take to help people with disabilities develop skills, attitudes and knowledge for work. 3.2 Assisting people with disabilities to develop skills Skills, attitudes and knowledge are acquired in many different ways. They can be learnt by formal instruction or through example, demonstration and experience. Attitudes are best learnt through exposure to good examples and role models and through positive experiences. Knowledge is imparted both formally in schools and in training courses, and informally through interaction in families and communities. As discussed in Chapter 2, a range of skills is required in order to gain employment, set up an income generation project or start a business. The following sections describe some strategies and tips for assisting people with disabilities to achieve these key skills: core skills for work, entrepreneurial skills, literacy and numeracy and technical skills. How to develop core skills for work The core skills for work mentioned in Chapter 2 - communication skills, team skills, problem solving and decision making skills, initiative and enterprise skills, planning and organizing skills, self-management skills and learning skills - are not learnt in a one-off training course. These are 38
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Bibliography Lim, L. L. 2002. Women
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