ILO Research Protocol and Outline for Country Studies

Part One: Country Overview

1.1 Introduction

• Brief history and current events
• Brief introduction to level of development and UNDP Human Development Index

1.2 Geography

• Area in square kilometers
• Topography and climate
• Rural/urban configuration

1.3 Population

• Total population
• Geographic distribution, including rural/urban.
• Annual growth rate (total and by gender).
• Life expectancy (total and by gender).
• Age composition (total and by gender).
• Literacy levels (total and by gender).
• Unusual demographic patterns (e.g. declining birth rate affecting workforce, etc.).
• Primary religious groupings.

1.4 Government and general development plans

• Form of government
• Political system and stability
• Structure of government, including number of ministries
• Administrative structures (i.e., central and local, including number of provinces/states and description of local government structures)
• Influence of central government vis a vis local structures and influence
• Socio-economic/development objectives and strategies (e.g. 5-10 year plans), especially in relation to training and employment and/or people with disabilities

1.5 Economy

• Economic sectors such as the size and significance of the country's primary agricultural, manufacturing and service industries
• Relative sizes of the formal and informal sectors of the economy
• Current annual GDP, GDP per capita, and annual growth rates
• Percentage of people below the international poverty level
• Impact of recent current events on economy, if appropriate (e.g., impact of the Asian economic crisis, political instability, etc.)
• Economic projections

1.6 Labour markets

• Labour force participation (total and by age and gender)
• Unemployment rates (total and by age and gender)
• Underemployment rates defined as less than 35 hours per week (total and by age and gender)
• Relative levels of open employment, multiple employment (individuals holding more than one job), and self-employment (total and by age and gender)
• Levels of employment in the formal and informal sectors (total and by age and gender)
• Wage levels for the primary occupations in the formal and informal sectors
• Identify and describe any special issues that impact the country labour markets (e.g. importing labour, high rates of youth unemployment, aging workforce, etc.).

Part Two: People with Disabilities---Definitions, Data and Situation

2.1 Definitions of disability

• Identify and describe the most common definition(s) of disability used, especially the legal definition(s). (If multiple definitions exist, describe them and reference their sources.)

2.2 Disability classification system

• Identify and describe the primary disability classification system(s) used for official government purposes. (If multiple classification systems exist, cite their sources, describe them and explain how they are used.)

2.3 Sources of disability information and statistics

• Nature of the source (e.g., Census, national database, survey, registration for services, study, etc.)
• Definition of disability and classification system
• Data gathering procedures
• Scope (e.g., aimed at all disabled persons, a disability subgroup, a geographic part of the country, etc.)
• Primary demographics and findings to include, as available, the number of and types of disabled persons, principle causes of disability, gender, literacy level, education, employment status, and income levels
• Problems that may have existed in collecting information or that affect the validity of the available data (e.g., unclear definitions, etc.)

2.4 On-the job injuries

• Cite and describe national data sources and statistics related to the number of people disabled by on the job injuries and cite return to work rates, if available.

2.5 Environmental factors affecting full participation
Describe the environmental factors affecting the full social participation of people with disabilities in all aspects of life, especially their direct participation in training and employment. Note those specific to certain disability groups. For example:

• Environmental accessibility/barriers
• Communication accessibility barriers (e.g., sign language development/use, signage, use of Braille, etc.)
• Transportation accessibility/barriers
• Others

2.6 Social factors affecting full participation
Describe social factors that may also affect participation including:

• Prevailing cultural attitudes toward disability (including religious beliefs)
• Negative attitudes or misconceptions (note disability specific attitudes)
• Societal and family expectations for people with disabilities by gender, if appropriate

2.7 Disabled Persons' Organizations
Identify and describe the primary advocacy organizations of (not for) disabled persons and their advocates. In particular, note:

• If a single disability groups or representative of all types of disability
• Number of members and geographic scope
• Objectives, influence and services, especially those related to employment and training.

Part Three: Legislation, Policies and Institutional Structures

3.1 International policies adopted

• Has the country ratified the Asia Pacific Decade Declaration? If so, when?
• Has the country ratified ILO Convention No. 159? If so, when? Describe any supervisory comments.

3.2 National legislation

• Describe reference to equal rights, especially of disabled persons in the Constitution.
• Cite and describe any global disability rights or disability-specific legislation.
• Cite and describe legislation that currently influences persons with disabilities in relation to (include name, date, purpose, and disability provisions or lack thereof):
  • Education, vocational training and/or human resource development
  • Employment, wage, and labour issues
  • Income generation, self-employment and enterprise development
  • Transportation, housing and building codes, assistive devices, other
• Cite and describe in detail any employment promotion legislation or provisions to promote employment of people with disabilities, such as quotas, levies, employer incentives, laws protecting employment rights, etc.
• Cite and describe any national legislation that discriminates against disabled persons, for example, with regard to employment in certain professions, etc.
• Cite and describe vocational rehabilitation provisions, contained in the country's workers' compensation, social security and/or employment injury laws.
• Cite any other legislation that promotes or hinders the training and employment of people with disabilities.
• Describe any draft or impending legislation that deals with disabled persons.

3.3 Disability policies and regulations

• Cite and describe the national development plan as it relates to training and employment or mention of people with disabilities.
• Cite and describe significant existing regulations or policy statements to implement the legislation described in 3.2.
• Cite and describe the national plan regarding vocational rehabilitation, training and employment for disabled persons (or a general rehabilitation/disability plan that includes these issues). Include the date developed, when and how the plan was developed, who was involved in its development and if workers' and employers' organizations and people with disabilities were included, the process for developing the plan, and its significant contents.
• Cite and describe any policies and/or regulations related to the availability of vocational rehabilitation staff and their competency and training.
• Cite and describe any policies and/or regulations related to vocational rehabilitation research activities.
• Cite and describe any other policies and regulations that relate to the training and employment of people with disabilities, their equal treatment and access to support services to enable them to secure employment and training.

3.4 Evaluation and review of policies

• Are there measurable targets with regard to the training and employment of people with disabilities? If yes, describe these targets, including gender dimensions and requirements for joint action by all ministries (such as those responsible for employment, training, small enterprise or rural development).
• Describe methods of reviewing and evaluating national plans or policies.

3.5 Institutional structures

• Briefly describe the historical evolution of vocational rehabilitation and other strategies to foster the employment of people with disabilities.
• Identify and describe the activities of the key government ministries or semi-autonomous organizations involved in implementing the policies and overseeing the services related to the vocational rehabilitation of disabled persons.
• Identify and describe any national coordinating body [ies] in support of employment and training activities for disabled persons, including the composition and structure and functions.
• Identify and describe any inter-ministerial groups or committees in support of employment and training activities for disabled persons.
• Describe the role of local (state/provincial) government in implementing disability policy.

3.6 Other implementing organizations

• Describe the relationship between the government, the private sector and the NGO community regarding the implementation of disability policy and vocational rehabilitation services. In particular, note the funding relationship between government and NGOs, including organizations of/for disabled persons, and how they cooperate to implement policies or deliver services in response to policies (e.g., funding arrangements, policy implementing roles, partnerships, collaborations, etc.).
• Describe any policy implementation or service provider roles for employers' groups and trade unions.

Part Four: Education, Vocational Training, Self-employment and Employment Services for People with Disabilities

4.1 Education System

• Describe the structures of the primary, secondary and post-secondary education systems.
• Is schooling compulsory and if so to what level?
• Are fees charged and if so, how much and to what level?
• Provide enrollment data for each level of schooling (total and by gender).
• Describe any urban/rural differences in educational systems and opportunities.

4.2 Educational opportunities for people with disabilities

• Cite data or estimate the proportions of the disabled population that receive primary, secondary and post-secondary education (by gender and disability type).
• Identify and describe the educational opportunities for disabled persons in the country's mainstream educational systems, and estimate the numbers of disabled persons enrolled at each level (by gender and disability type).
• Identify and describe NGO sponsored educational opportunities for disabled persons, and estimate the numbers enrolled (by gender and disability type).
• Identify and describe the educational opportunities for disabled persons in other systems that may exist (e.g., community based rehabilitation programs) and estimate the numbers enrolled (by gender and disability type).
• Estimate the retention rates for persons with disabilities in each of the above systems.
• Describe the availability of appropriate teaching aids, assistive devices and facilities for promoting successful educational outcomes for persons with disabilities.
• Describe the nature and extent of disability related teacher-training programs for teachers in the mainstream and special educational systems.
• Describe differences in availability and/or quality of educational services related to urban and rural areas, type of disability or gender variables.
• Cite data, evaluation studies or other authoritative sources to describe the quality of education services for students with disabilities.

4.3 Mainstream vocational training system

• Describe the formal vocational training system (i.e., certificate, diploma or qualification based), including oversight bodies, ministry or ministries involved, institutional structures, and types of training courses offered.
• Describe the informal vocational training system (i.e., provides skills training that does not result in formal qualifications), including ministries involved, institutional structures and types of training courses offered.
• Identify and describe program[s] to provide vocational training through distance learning.
• Identify and describe work based and apprenticeship opportunities.
• Identify completion rates (total and by gender) and outcome data (percentage who are employed or self-employed after training) that are available for the different types of training.
• Describe the availability of NGO or commercial vocational training programs and their importance to the overall human resource development system.

4.4 Mainstream vocational training opportunities for people with disabilities:

• Identify and describe any existing opportunities for mainstreaming and/or special support services for disabled trainees in the mainstream formal and informal vocational training systems.
• Identify disabled persons enrollment and completion rates (by gender and disability type) and outcome data (percentage who are employed or self-employed after training) that are available for the different types of training.
• Discuss differences in availability and/or quality of mainstream vocational training related to urban and rural areas, type of disability and gender variables.

4.5 Segregated vocational training opportunities for people with disabilities

• Identify and describe any existing segregated government and NGO-sponsored vocational training systems and programs for persons with disabilities, including those providing formal and informal vocational training and any distance learning or apprenticeship opportunities.
• Describe special accommodations or special support services offered to students, including follow-up.
• Describe prevocational, remedial or other specialized training that may be offered.
• Describe the types of occupational skills taught and discuss their relevance to labour market and self-employment opportunities.
• Describe the nature and extent of disability related instructor-training programs for those in mainstream and segregated systems.
• Identify (or estimate) completion rates (total and by gender) and outcome data (percentage who are employed or self-employed after training) that are available for the different types of training.
• Discuss differences in availability and/or quality of mainstream vocational services related to urban and rural areas, type of disability and gender variables.
• Cite evaluation studies or other authoritative sources to describe the quality and responsiveness of the vocational training system to people with disabilities.

4.6 Self-help and peer vocational training opportunities for people with disabilities

• Identify and describe any existing self-help or peer vocational training programs.
• Estimate the number of disabled persons enrolled, graduated and employed as a result of their participation by gender and by disability type.
• Discuss any differences in availability and/or types of self-help and peer vocational training related to urban and rural areas, type of disability and gender variables.

4.7 Mainstream Employment Services

• Identify and describe the government sponsored employment services system (i.e., providing assessment, vocational guidance and job placement services), the responsible ministry or ministries involved and particular groups targeted.
• Describe the institutional service delivery structures (e.g., schools, employment offices, and outsourcing to NGOs) and nature and extent of services provided.
• Identify significant NGO-sponsored employment programs and describe the services offered and target groups (e.g. youth or women).
• Discuss any differences in availability and/or types of employment services based on urban/rural or gender dimensions.

4.8 Mainstream employment-services opportunities for people with disabilities

• Identify and describe any existing opportunities for mainstreaming and/or special support services for disabled job seekers in the mainstream employment services.
• If mainstreaming occurs, provide data or estimate the proportion of disabled persons who use the mainstream system (s) and their success rate in terms of employment outcomes.

4.9 Special employment and employment-support services for people with disabilities

• Identify and describe special employment and employment support services available to people with disabilities through government agencies, NGOs, schools or other sponsoring institutions.
• Describe the structures for delivering employment and employment support services (e.g., employment offices, work oriented rehabilitation centers or sheltered workshops, special vocational schools, etc.).
• Describe the services offered, especially disability specific employment support services (e.g., vocational assessment, peer group counseling, work experience or adjustment services, supported employment, job analysis, selective placement, etc.)
• Note if these services focus entirely on open employment, or include placement in sheltered employment, enclaves or other protected environments.
• Identify the number of persons served by gender and disability type and the number placed in employment (open employment, protected employment or self-employment) by gender and by disability type.

4.10 Mainstream support for self-employment and income generation

• Identify any government sponsored self-employment and income generation services and the responsible ministries.
• Describe the services offered (e.g., business planning, business development training, access to credit. etc.) and target groups.
• Identify any NGO sponsored self-employment and income generation programs.
• Describe the services offered (e.g., business planning, business development training, access to credit, etc.) and target groups.

4.11 Mainstream support for self employment and income generation for people with disabilities

• Describe opportunities for inclusion of people disabilities in self-employment programs by identifying mainstreaming policies and special outreach and support services.
• Describe the extent to which people with disabilities are included in such programs by citing or estimating participation and outcome rates.

4.12 Self-employment and income-generation support services for people with disabilities

• Identify support programs for self-employment and income generation for people with disabilities sponsored by governments, NGOs or special schools and training facilities.
• Describe the services offered and target groups.
• Identify the participation and outcome data (number starting businesses) by gender and by disability type.

4.13 Poverty alleviation

• Describe any major poverty alleviation programs and their sponsors and related ministries (if not identified in 4.11 or 4.12).
• Identify policies and practices related to inclusion of people with disabilities in them.
• Identify or estimate the participation rates of people with disabilities in such programs.

4.14 Staff training for vocational rehabilitation

• Identify and describe training programs for professionals providing vocational rehabilitation and training and employment services for people with disabilities.
• Describe the availability of competent trained personnel related to vocational rehabilitation practice (e.g. trained rehabilitation counselors, vocational assessors, vocational counselors, job placement specialists, etc.) Cite data, if available, and estimate the proportion of disabled persons.

4.15 Barriers and gaps

• Identify specific barriers that people with disabilities face in accessing or benefiting educational, vocational training, employment and self employment and income generation services, both mainstream and segregated (e.g., related to accessibility, transportation, support services, availability of assistive devices, trained instructors, policy support, etc.)
• Note gaps in services that may exist (e.g., such as for those with certain types of disabilities, age, ethnic or gender groups, those residing in certain geographic areas, etc.).
• Whenever possible, identify data or a rationale to support the identification of these barriers or gaps.

Part Five: Employment Opportunities for People with Disabilities

5.1 Open employment opportunities for people with disabilities

• Identify and describe open employment opportunities for people with disabilities in the public, for profit and not for profit sub sectors.
• Estimate or provide data related to the number employed (by gender and by disability type) especially in relation to type of jobs, wages, benefits, and career advancement potential in the open labour market.
• Identify and describe any teleworking, home-based or other non-traditional employment structures in the open market.
• Identify and describe employment opportunities that have developed because of advances in information technology, the Internet and the computer industry.
• Identify and describe any decreases in open employment opportunities, especially related to employment of disabled persons, such as job loss due to technology, trade or globalization issues, the impact of transition economies, etc.

5.2 Employment opportunities for people with disabilities in protected work environments

• Describe the available employment opportunities in protected work environments designed for people with disabilities including the following:
  • Government set-aside job programs (i.e., jobs that are set aside or give priority to people with disabilities, such as sale of lottery tickets in Thailand).
  • Sheltered Workshops and Work Centers for people with disabilities.
  • Supported employment programs.
  • Enclaves (segregated work settings for people with disabilities within larger companies)
  • Others
• For each type of protected job opportunity, provide data or estimate the number of people employed (by gender and by disability type), especially in relation to type of jobs, wages, benefits and rehabilitation services that are available to participants in these protected work programs.
• Explain and describe opportunities and specific services for transitioning workers with disabilities from protected employment to open employment.
• Cite data or estimate the numbers or proportions of people with disabilities who transition from protected to open employment.

5.3 Self-employment opportunities for people with disabilities

• Identify and describe self-employment opportunities for disabled persons in the formal sector, and estimate the numbers of people employed and the incomes of self-employed people with disabilities in the formal sector.
• Identify and describe self-employment opportunities for disabled persons in the informal sector, and estimate the numbers of people employed and the incomes of self-employed people with disabilities in the informal sector.
• Identify any special government or NGO programs to support or assist people with disabilities in self-employment, such as special marketing schemes, tax breaks, etc.

5.4 Other segregated or protected employment opportunities for people with disabilities
Identify and describe other segregated or protected employment opportunities that may exist, such as disabled persons cooperatives, welfare enterprises, etc. and estimate the number of persons employed, types of job opportunities, wages, and number and types of disabled persons served.

5.5 Barriers and gaps

• Identify specific barriers that people with disabilities face in accessing or benefiting from employment opportunities including those in open, formal, informal and protected environments (e.g., related to accessibility, transportation, support services, availability of assistive devices, discriminatory practices, lack of policy support, etc.).
• Note specific gaps to accessing employment opportunities that may exist (e.g., such as for those with certain types of disabilities, age, ethnic or gender groups, those residing in certain geographic areas, etc.).
• Whenever possible, identify data or a rationale to support the identification of these barriers or gaps.

Part Six: Employment-promotion Activities Involving Social Partners

6.1 Government or NGO employment-promotion activities directed at employers
Identify and describe any government or NGO initiatives specifically designed to educate, raise awareness or provide supports and encouragement to employers who are involved in the training or employment of people with disabilities.

6.2 Government or NGO employment-promotion activities directed at trade unions or workers' organizations
Identify and describe any government or NGO initiatives specifically designed to educate, raise awareness or provide supports and encouragement to trade unions or workers' organizations that are involved in the training or employment of people with disabilities.

6.3 Employer, trade union or workers' organization employment-promotion activities
Describe any employer or trade union initiated activities, partnerships, or liaisons with government or NGOs that are specifically designed to promote the training and employment of people with disabilities.

Part Seven: Summary and Future Directions

7.1 Looking back over the past decade 1993-2002

• Describe significant changes in policy and practice over the past decade.
• Describe specific progress or lack of progress in meeting the Asian and Pacific Decade of Disabled Persons Employment and Training Targets for Action.

7.2 Looking forward

• Describe major barrier needs related to policies and practices for equal opportunity and treatment of people with disabilities in regard to training and employment.
• Describe major strengths or opportunities related to policies or practices in regard to training and employment of people with disabilities.

7.3 In-country plans and recommendations

• Cite and describe goals, directions, and targets from official government planning documents related to training and employment policies and practices and specify time frames.
• Cite and describe any current recommendation made by advocacy or disability organizations related to the future of employment and training policies and practices.
• Cite and describe any other recommendations, studies or analyses within the country that pose specific recommendations about the future of policies and practices for the training and employment of people with disabilities.

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