Reviving tourism by way of inclusive growth, commitment of vocational training to needs of disabled persons

Tertiary and Vocational Education Commission Deputy Director General Janaka Jayalath

As the world is tethered under a phenomenon that no one anticipated, a recovering industry commemorates World Tourism Day on 27 September. For nearly two years, Sri Lanka has been experiencing the aftermath of the

pandemic which predominantly affects the tourism industry globally.  However, tourism remains critical to national GDP. 

To Sri Lanka, the culminative effects of Easter Sunday attacks and the pandemic has necessitated exploration of every solution to encourage industry stakeholders to take critical steps to identify gaps and challenges and be innovative to help sustain the industry and the economy as a result. 

In keeping with this year’s World Tourism theme ‘Tourism for Inclusive Growth’, it seems timely that the significance of inclusivity within this sector is considered. The term ‘Inclusive Growth’ is a concept that constantly evolves as it continues to align with different contexts. Inclusive growth also means enabling tourism stakeholders to provide equitable opportunities for any individual and hence, support the development of human resources and the industry. 

This can be from the context of the employer as well as the employee. This would mean individuals, especially from marginalised and vulnerable groups, have every opportunity to enjoy what the industry has to offer. Whether this means by way of employment or even accessibility to enhance their own experience through travel.

The human element

The tourism industry is highly dependent on the human element and leverages immensely on the level of diversity and creativity that people project onto the tourism sector. 

The industry is also a change-maker and driver of growth and offers economic empowerment to people from all walks of life, especially women and Persons with Disabilities (PwDs) to secure employment within the industry. Inclusive growth helps ensure that everyone has the right to belong, to learn new skills, develop themselves and build their livelihoods no matter their choice of work. 

In Sri Lanka, a lingering issue where women and PwDs are concerned, stems from stereotypical viewpoints of the public, and this calls for consistent awareness to be irradiated. 

Although the Government has shown interest in making efforts to combat these stereotypes and prejudices around the topic of disability especially by way of regulations concerning public accessibility, namely, Disabled Persons (Accessibility) Regulations, No. 1 of 2006, ensuring the absence of barriers to entry within vocational training, non-discrimination against PwDs in employment, there is more to be done in terms of raising public awareness. 

Subsequently, when it comes to employment prospects, these segments also face the challenge of accessing specialised skills programs that cater to their needs. 

It is also important that tourism is seen as a provider of employment, and the scope of its application to PwDs beyond the accommodation sector and identify the broad spectrum of the tourism value chain.  Tourism is more than hotels, resorts and travel agents and includes various elements that are within the tourism value chain: culinary experiences, culture and heritage, arts, wildlife, experiences, sports, craft etc.

Creating demand for skills inclusion and barriers to employing disabled persons

As per the 2012 Census, over 1.6 million PwDs were recorded in Sri Lanka. Out of this, only 45% of young PwDs between the ages 15 - 19 would attend school up to grades 10 and 11 and collegiate levels (grades 12 and 13). 

This results in lower levels of employment within this group. Fundamentally, most educational institutes that offer skills courses are not equipped with the necessary skills development programmes or support that would ensure a conducive environments or staff with specialised training to help meet the needs of PwDs. 

There is little information about the employment status of disabled persons in tourism. However, Enterprise Surveys conducted by the Skills for Inclusive Growth (S4IG) Program, an initiative of the Australian Government, covering 4 districts (Polonnaruwa, Batticalloa, Trincomalee, and Ampara) show an increase in disabled employees in tourism from 0.38% in 2017 to 0.80% in 2018.  

This increase is mainly in low (54%) and middle-skilled (33%) occupations and by gender. The share of employment among disabled persons are 79 and 21% among male and female employees respectively. 

S4IG survey also canvassed the attitudes of employers towards the employment of disabled persons in tourism. Evidence revealed lack of experience in working with disabled people (83%), absence of jobs that can be performed by disabled persons (75%), and lack of capacity to train disabled persons (74%) as the topmost important barriers preventing firms employing disable persons. 

Positively however, about 15% of employees have also indicated their interest in employing people with disabilities. This evidence suggests that employers may be receptive to employing people with disabilities and that building up their ‘disability confidence’ through appropriate interventions such as skills development may pay dividends in terms of increasing job opportunities for disabled persons in tourism. 

The Tertiary and Vocational Education Commission (TVEC), apex body of the skills sector in Sri Lanka, has recognised these constraints and have introduced new changes by way of initiating practices that would uplift training providers and assessors in providing support to PwDs through aspects such as skills recognition, flexible training options. 

In its endeavour to create more accessible inclusion in skills development, TVEC and the Ministry of Skills with the S4IG Program have championed several initiatives within this space. S4IG’s aim is to partner the efforts of the Government of Sri Lanka to reposition skills development and enhance training mechanisms that would empower employers within the tourism value chain to provide people with disabilities, demand driven skills resulting in inclusive employment outcomes in the process.

Commitment of vocational education in accommodating PwDs

Each person with a disability is differently abled and their needs proportionately vary. Due to the nature of their disability and circumstances, this means that they have varied levels of skills and competencies. This is where training institutes and employers need to consider the different abilities PwDs possess and create an inviting environment whether in skills training or as tourism service providers. 

In the Technical and Vocational Education and Training system, gaps pertaining to the training and related assessment approaches for PwDs exist, wherein evaluation of their performance, knowhow and understanding of the job at hand would be equitably measured if the aim is to promote increased participation of PwDs.

“TVET policies promote training for persons with disabilities across vocational training centres. However, NVQ assessors, trainers and Vocational Training providers have long required clear guidelines on how to adopt and apply valid, reliable, flexible, fair, and transparent approaches to assessment to accommodate the diverse needs of candidates with disabilities, without compromising the competency level or occupational requirements of the qualification. 

“With S4IG assistance, specific guidelines were developed and approved by TVEC in August 2020 for implementing a disability-inclusive assessment approach, aiming to increase the participation of men and women with disabilities into the TVET system. This enables persons with disabilities to be assessed and to have their skills recognised by Government and industry necessary for gainful employment,” said TVEC Deputy Director General Janaka Jayalath. 

A recent circular now requires registered assessors in the Register of Assessors of TVEC to adhere to the requirements of the circular from 1 October 2020.  Specifically, NVQ Circular 01/2020 addresses the following areas: 

Registered training providers who conduct accredited training courses leading to the award of National Vocational Qualifications are required to indicate the type and nature of disability of the students whom they include in the TVECs web based NVQ information system at the time they do the batch entry of students

Reasonable adjustment includes a 25% of extra time to complete the assessment, assistance of devices/writing aids, allow assessment to be conducted in a familiar setting (using same equipment and utensils used during the training) 

Reasonable adjustment should meet the needs of the individual with disabilities rather than providing a generic response to a type of disability 

Further, a Disability Inclusion toolkit illustrating ‘Reasonable Adjustments’ in the NVQ Assessment for Candidates for Disabilities has been drafted by S4IG with the aim of helping NVQ assessors navigate through the concept of reasonable adjustments when they are required to engage with differently abled candidate. 

The toolkit supports the effective implementation of the recently adopted circular related to reasonable adjustments, by providing practical and visual examples of adjustments NVQ Assessors can make when conducting knowledge and/or practical assessment of candidates with disabilities in NVQ training courses. 

TVEC has also developed an NVQ Operational Manual with guidelines for NVQ Assessment along with a Code of Ethics for Assessors and has issued a series of circulars to provide specific guidelines on a range of assessment related issues. NVQ Assessments are conducted adhering to the principles of validity, reliability, flexibility, fairness, transparency, and equity.

Enhancing inclusive growth through skills development

Apart from inclusive growth being seen as a social responsibility, it is necessary that women and PwDs are recognised for their contribution and deserved of experiencing what this industry and every other industry has to offer both as a consumer and a service provider. In a thriving community, taking positive actions towards inclusivity, would help create an inclusive economic ecosystem.   

The aim is to create an equitable opportunity setting and ensure that these segments, especially PwDs have the opportunity to easily integrate themselves into society without any fear or barrier. This would mean empowering the differently abled to become more independent whilst also uplifting their families in the process, especially within the tourism industry which is a driver of growth and a champion of change.