"The 2010-2020 EU Strategy for People with Disabilities targets equality, employment and training as priority issues. According to the EU progress report, in 2020 about 120 million Europeans will have a disability. Access to the labor market remains limited: 48.7% in employment against 72.5% of valid persons. 22.5% of young people with disabilities leave the school system too early. The creation of Inclusive Enterprises, a professional structure fully integrated into the labor market, which employs a large majority of People with disabilities (PWD), promotes their social and professional integration. Inclusive Enterprises contribute to the professionalization and qualification of their employees, (75% of whom who have a low level of qualification) The National Confederations of Inclusive Enterprises of 4 countries (Unea in France, Conacee in Spain, BAG If in Germany and Eweta in Belgium) and FAF, the main adviser of Inclusive Enterprises in Germany, working for the professionalization of PWD, confirmed their will to work together in order to develop a project at European level aimed at improving skills within Inclusive Enterprises This project draws on the guidelines of the initiatives of ""New Skills Strategy for Europe"" adopted by the EU to improve the quality and relevance of skills acquisition and the strategic monitoring of skills needs. The objective of this project is to develop common tools that identify on the one hand the existing skills and skill needs of PWD and managers of Inclusive Enterprises, and on the other hand, propose adapted methods. enabling PWD to acquire and improve their skills in order to have more opportunities to access employment at national and European level. The idea of the project is to improve the vocational training system oriented to the disability sector. This project will develop 4 intellectual productions: - The analyse of current situation of Inclusive Enterprises in the 4 partner countries. In order to share expertise, to identify possible common applications at European level and / or guidelines for national regulation. - The development of a jobs / skills benchmark adapted to the disability sector: Skills of PWD in the context of a representative activity of the partners' IEs (eg green spaces, facility management). The aim is to develop an innovative methodology adapted to the disability situation, which will be applicable on a European scale, allowing PWD to acquire the necessary skills, for the good execution of their activities in a wider business scope. To date, such a reference document in the disability sector is non-existent - The development of a jobs / managerial skills framework for managers of IE in order to create an inclusive environment This inclusive management allows to anticipate and adapt working conditions and better inclusion PWD, while promoting its rise in skills at an appropriate pace. These skills can be applied in all fields of activity. - The creation of a training module on managerial skills within the IEs The development of the jobs/skill framework for managers will allow the creation of a training module, with a pedagogy resulting from a skills approach. This will be a first step towards developing common training content in the disability sector. This reinforcement of skills would improve the activities carried out by PWD and will generate a better adaptation of working conditions through the creation of an inclusive environment This project has a direct impact on the PWD by making them autonomous in the construction of his professional project.. The intellectual productions developed within the framework of this project aim at constituting the reference tools for the development of the new trainings or for the adaptation of the existing trainings, thus integrating a skills approach with a methodology adapted to the situation of disability. The partners are acting on the assertion that training is an important way to employment that promotes a reduction in the unemployment rate of PWDs. Work is the fundamental factor of social inclusion since it contributes to the constitution of the social relation ship and thus, to full access to citizenship for these people."

"In the countries of the European Union (EU28), 44 million people aged 15 to 64 years reported in 2011 that they had a disability that limited their activities of daily living.The employment rate is 47.3% for people with disabilities, while for people without disabilities the same rate is 66.9%. In a context of massive unemployment, it is even more difficult for disabled workers to keep their jobs or to find new ones. Moreover, people with disabilities have particular difficulties in integrating into the workforce, with a high age and a low level of training. In this complex context, it is essential to be able to accompany disabled people into employment, via training, with dignified and adapted conditions of reception, support and maintenance in employment or training. It is a question of equal treatment of citizens. However, obstacles have been noted. The APASHE project aims to promote the employability and retention of people with disabilities and to create the conditions for inclusive vocational training With the APASHE project, the participating organizations (training centers, inclusive companies, health school, popular university) have shared their experiences of preparation for qualification, training, accompaniment and retention in employment for people with disabilities. Thanks to visits to companies, sheltered workshops, training centers in the countries of the partnership, meetings with the people concerned and the managers of these structures, the partners tried to understand the different systems in place, to question the differences and to imagine transfers of experiences. The good practices observed have been collected and are accessible to all on a public project space at the following address: https://cafoc.forpro-creteil.org/, tab Erasmus+ projects.Three short training events took place in France, Germany and Spain. These 3-day mobilities on site with a demanding program allowed to discover the daily work of people with disabilities in different types of organizations and with different degrees of autonomy. 30 professionals took part in these activities.Three transnational meetings took place in France, Sweden and Spain. Due to the occurrence of Covid-19, the project was extended by 6 months, but internal changes and the external context did not allow the realization of the last mobilities and transnational meeting. This project allowed a real ""intercultural"" meeting between actors from the business world and actors from the training and social sphere. This meeting has generated a number of potential projects with a mix of actors. Considerable impacts were achieved thanks to the dissemination efforts of the participants. We estimate that more than 18,000 people were reached by the project, whereas we had set a target of 5,000.At the regional level, partnerships have been established or deepened between the Ile-de-France partners . European partners are ready to engage in new projects. In the wake of the APASHE project, a strategic partnership project with an innovation component was submitted to and selected by the Erasmus+ agency, the IDE@ project - Implementing a digital e-learning alternative which focuses on digital accessibility in training. This project is even open to the international scene since a Quebec university is part of the adventure."

<< Background >>The right of all learners, to have access to a high-quality inclusive education, is one that is widely acknowledged in a number of international human rights frameworks. In particular, the UNESCO Salamanca Statement of 1994 and UN Convention on the Rights of Persons with Disabilities of 2006 (UN CRPD) both strongly endorse the right persons with disabilities have to inclusive education. In the European Union, all 28 Member States have signed the UN CRPD since its adoption, committing themselves to implement the necessary changes at all levels to achieve inclusive education. Despite this commitment, there is no single country in Europe, or across the world, who can boast truly inclusive education systems for all learners at all levels. The project idea start in the FOCUS GROUP of SFINLIT project, when we invite to it representants of dissabled people training between first and secondary school and adapted vocational training, also in company training in especial work centers. We realised that this target group received adapted finantial literacy education and we are also futur subjects of sustainable finances training. The aim of the proposal is to develop sustainable financial literacy skills for youth disabled .The project intends to introduce financial decision making not only from an economic perspective but also considering extra-financial aspects (social, environmental and good governance). These financial decisions have evolved together with social norms and values. Inequalities, negative externalities, poor corporate governance practices, as well as environmental impacts and climate changes as a result of business activity, have led to ESG (Environmental Social and corporate Governance) aspects being considered in the different processes related to finance. Regarding this priorites, EASPD (European Association of Service providers for persons with disabilities), in the summary report of 2020, displays the fact that inclusive education is as of yet not the reality for most learners with disabilities, and despite generally upholding the right to equal access to inclusive education, in many of the countries surveyed, current statutory legislation does not facilitate the accommodation of the individual learner’s support needs. Hence this proposal will take into account one of priorities of the Erasmus + Programme, Inclusion and Diversity, in order to provide equal access to inclusive education. The DisFinLit is a project placed in school sector because is at this moment when the early intervention help our target group to undersatnd how important are the sustainable finances for thier future, we involve secondary schools but no directly, trough their providers of financial education and training as IEF, EURODIMENSIONS and EFFEBI, includes the association of especial employment centers who are resposible of the most important number of labor inclusions, at nacional level, of disabled youth when they leaves school, who know well the lacks in financial competencies for work and life of this target group, an certifify organization, ACEEU who ensure the ECVET dimension of our project results and DFW2W non profit organization expert in developing of projects related with social and labor inclusion of disadvantage groups, they are experts in active European employment policies aimed at young people with disabilities, which is our framework of action since this target group goes directly from secondary school to employment. All of them in collaboratively work with the associated partners represent the whole cycle of formal education and training from secondary school to initial VET and to Continuing VET at the companies. The diversity of education and VET providers, including experts in finantial literacy allows DisFinLit to cover the range of ages from 12 to 18.<< Objectives >>The purpose of our project is to respond to this rapidly rising need of high-quality online tools and platforms by developing a tool with pedagogically sound approach that helps youth disabled to develop sustainable financial know-how, make smart and sustainable financial decisions, understand money management, deal with a constantly changing economy, navigate inevitable challenges and take charge of their own financial future. All project will take part to develop ways to ensure they can benefit from high-quality education in an inclusive setting, where special needs are taken into consideration and pupils do not face discrimination arising from their disability. And, develop an accessible material for everyone that favors learning in sustainable finance education contributing to an improvement in this area, such as in their personal finances in the next future under green deal framework.<< Implementation >>The main activities of the project are : 1. Adapted curriculum and materials for disabled people from existing financial literacy courses paying special attention of sustainable finances.This result will have 4 activities:A1 -Compendium of the existing educational material and Good Practices on financial literacy and sustainable finance. All partners must do the following tasks1.1. Overview and analysis of the already existing recent/updated material (OER) regarding the socially responsible finance in English for other languages publications.1.2. Analysis, collection and curation of good practices1.3. Development of the Compendium in the field of sustainable financial literacy adaptable to disabled peopleA2- Defining LOs in line with the EU LLL instruments for disabled people A3 -Developing the adapted training curriculum for disabled people We will be helped by the same focus groups professionals than A2 and we take as basis the curriculum of sustainable finances literacy from SFinLit projectThe curriculum must include also the following parts:• Origin of training course: Justification and previous experiences• Selection of participants: EQF level and pre-requisites• Selection and preparation trainers: CV and experience• Main areas of knowledge and modules related to units of competency• Activities proposal to be carried out in training sessions with the following aspects: methodology and sessionA4 - Select the existing training materials adapted for disabled peopleFrom the A1 in agreement with LOs defined in A2 select the training materials able to be used by disable people in face to face or elearning methodology.2. Community of good practices to include all the existing training available and new materials.This result will have 3 activities: A1. Contact and create community with the most number as possible as stakeholders of our subject and related with our target group in EU, in and out partner countries 1.1. Define the profile of the future participant in the community, their origin, their professional profile and their preferences in order to create a content and promotion strategy for our project. 1.2. Define the common interests of future participants in order for them to feel identified and see that they are not the only ones with the same need for content and products adapted to people with disabilities 1.3. Contact future participants contact them trough partner and associated partners networks 1.4. Invite future participants to complete a survey (EU survey tool)with m¡the most important info to can answer of their fruture demands A2. Create or select the best platform to place the community contents and communication tools.2.1.Include items of value to future participants, so they can share tips, experiences, and create stories. 2.2.Listen to the opinions and contributions of future participants who can show support, validate opinions and empathize with the needs of the other 2.3 Define clear rules for participation, set limits on the type and amount of content that will be accepted to build credibility, and a fair and safe environment for participants to feel comfortable expressing their opinions and ideas. 2.4.Focused on solutions to meet the needs of future participants in a professional way but without leaving the most social part related to our group A3. Include with contents and start sharing and dinamize.<< Results >>Share this products trough the Community of good practices to arrive at much as possible to the learning providers of training adapted from disable people at school level firt of all but also at the rest of educational levels.Potential transferability: To the learners with disabilities or learning difficulties from other educationall level as VET or adult education.

"<< Background >>The EC estimates that one in six people in EU countries has a disability. This means that around 80 million people have a disability that limits their activities of daily living. There is hardly any data on the type of employment to which people with disabilities have access, yet we know that only 50.6% of people with disabilities are employed, compared to 74.8% of people without disabilities. A recent EU-wide survey of people with disabilities shows that 96% of them consider that access to the open labour market is inadequate or needs to be improved.In a context of mass unemployment, the difficulty of keeping their jobs or finding a new one among disabled workers is even greater. Lack of formal training and experience, family protectionism, prejudices and social barriers, lack of information and awareness of the phenomenon of disability, lack of knowledge of the adaptations that can be made in the workplace, lack of accessibility to the workplace, lack of confidence in the possibilities of these people, lack of personal self-motivation or the technification and digitalisation of employment, or older age constitute particular difficulties for disabled workers integration and the main barriers that people with disabilities face in the process of their integration into the labour market, and to which they find an answer in the protected employment provided by inclusive companies. In the countries of project partners the common obligation in inclusive companies is to provide an adequate framework and support to employees to facilitate the social and labour market inclusion of people with disabilities. They usually have multidisciplinary teams made up of specialists in many areas: psychologists, social workers, job coaches, social educators, physiotherapists, etc... The support to the worker is always individualised and aims to help them overcome the barriers, obstacles or difficulties they encounter in their workplace and achieve their autonomy, full integration into the workforce and their personal and social wellbeing.<< Objectives >>According to the demands of the authorities and international organisations, the full inclusion of people with disabilities in the labour market requires the recognition and exercise of their right to join the ordinary labour market. In this sense, this project aims to advance in the objective of equipping people with disabilities working in Inclusive Enterprises with the skills to access employment in the open labour market, trying to limit the sheltered workshop option to a temporary solution for PwD in their working life cycle, and to ensure their smoother participation in the open labour market and in society as a whole, all this in the context of a disparity of protected employment models in EU countries, as pointed out in the European Parliament resolution of 10/03/2021 on the implementation of Council Directive 2000/78/EC establishing a general framework for equal treatment in employment and occupation, in the light of the UN CRPD (2020/2086(INI)), according to its recital N and paragraph 13, of the Member States. The same idea underlies the European Disability Rights Strategy 2021-2030, that includes it in a package of initiatives for 2022 to improve labour market outcomes for people with disabilities by finding ways to access the open labour market.However, in order to actively promote the transition of workers with disabilities from Inclusive Enterprise to open employment, Inclusive Enterprise Support Unit workers with a wide range of qualifications, or even workers with disabilities trained from professional experience, need to broaden their tasks. This new task generates a learning opportunity among the workers of the support unit or among other professionals of the labour insertion in order to adapt to the needs of the inclusive labour market.Additionally, in this new task, the workers of the support unit will be able to opt for tools that they will put at the service of the workers with disabilities, to train them and facilitate their incorporation into the ordinary labour market, so that we are also facing a new opportunity and an adaptation of the professional training within the reach of the people with disabilities working in the Inclusive Company. In both cases, these are innovative formulas that difers from other projects because they incorporate two different elements to traditional labour insertion: the transition between two labour markets -the protected and the ordinary one- and disability. This project aims to address, from a practical and constructive point of view, based on the observation and exchange of good practices, the design of this inclusive training, in order to ultimately favour the transition of people with disabilities to the ordinary labour market thanks to the action of what we will call ""Coach for Transition"".<< Implementation >>Among others, through the development of training activities in Belgium, France, Spain, Germany and Poland that favour the exchange of experiences and models, and the identification of the best good practices based on observation and comparison through: visits to inclusive companies and sheltered workshops, and ordinary employment companies with experience in inclusion, holding interviews and meetings with managers and those responsible for training and the training the support units and social workers, as well as with workers and with those responsible or experts from the administration in the field of labour inclusion to learn more about the country's policies, will be able to:1. identify, in relation to the transition of the disabled worker from protected employment to mainstream employment in the participating countries: - the barriers experienced by workers, - the legal frameworks and policies that favour the transition, - the activities developed by the Inclusive Company for workers with disabilities for that purpose from the services of job adjustment and accompaniment. 2. Identify best practices in the sheltered market to favour the transition to mainstream employment: at the policy level and at the employment level.<< Results >>The project will allow1. To elaborate a guide for the training and accompaniment of workers with disabilities in the Inclusive Company that favours their transition to the ordinary market, based on the identified good practices and others that may be agreed within the project.2. Identify the list of new competences foreseen for the Coach for Transition to be incorporated into the profile of the workers assigned to the services of personal and social adjustment and accompaniment of the worker with disability. 3. To identify different alternatives for the acquisition and/or validation of these competences by means of their evaluation through the EQVET certification or other training alternatives. 4. To formulate the bases for the creation of a training module and its content. 5. To formulate the basis for a dissemination campaign of proposals addressed to the authorities of the member countries to facilitate the consolidation of the figure of the Coach for Transition in the Inclusive Company.The expected results will lay the foundations to broaden and redefine, from a new and inclusive perspective, the curriculum and the training offer both for professionals working in labour integration and for those working in support services of the Inclusive Company, aligned with the European and United Nations political demands, and with the current economic cycle. In any case, once the project is completed, it will be up to the national associations of Inclusive Enterprises and the competent employment authorities to distribute and disseminate the guide and to develop recommendations or proposals for measures appropriate to the particular situation of protected employment in each country. On the other hand, entities in the education and consultancy sector, as well as business associations that directly include training services to inclusive enterprises in their portfolio, will be able to design specific training modules in their respective countries aimed at training support staff of Inclusive Enterprises in line with the demand and mandate of the European authority. In fact, collaboration and/or funding formulas with national authorities may be considered."