On Wednesday 2 October 2024, the Multiplier event of the 2nd EPAL of Aghia Paraskevi for the JOBS4ALL project took place at its premises at the School Auditorium, in Aghia Paraskevi, Athens, Greece. Parents of young people with disabilities, teachers working with people with disabilities, psychologists and youth workers were invited to the event. In the end, 43 people participated in the event, which included mostly parents of young people with disabilities, VET teachers, Special Education needs teachers and youth workers.
The event started with a welcome from the school’s Principal Mr. Ntanis Evangelos, who presented an overview of the JOBS4ALL project and its objectives. All four results of the project were then presented in detail by Mrs. Vasiliki Rizou and Mr. Paraschos Tsouros.
In particular, the following were presented:
PR1: Mapping Out the Employment Scene for YPwDs and the Provision of Training Programmes
Mapping tool, Infographics, Focus Groups and Joint Statements, Peer Review Sessions and Comparative Results, Jobs4All Guidebook.
PR2: Dual Capacity Building Training for Youth Workers and Businesses
JOBS4ALL Competence Framework-Syllabus, Training Pack for Specific Jobs in 3 Different Sectors (Booklets), Open Badges, Dual Capacity Building Material for YWs trainers and Employers.
PR3: The Digital Jobs4all Portal Job Simulations, E-Learning and Employment Network
JOBS4ALL Interactive Platform and VR Simulations Game.
PR4: From Theory to Practice Setting Up the Employment Hubs and Advocating for Social Inclusion
Policy Advocacy Strategy, Structured Dialogues, Pilot Training Results
The presentation of the JOBS4ALL project and its results was followed by a very fruitful discussion with the attendees about the Jobs4all programme. The conclusions of the discussion can be summarised as follows:
– VR can simulate work environments which are difficult to be accessed by young people with disabilities.
– Most of the YPwDs are very nervous when they enter a new environment as a result of which they cannot concentrate and they refuse to participate in activities. VR reduces the anxiety associated with new environments by allowing gradual acclimatization.
– Repeated practice in VR helps young people feel more prepared for real-world scenarios, such as job interviews or navigating public spaces.
– Mistakes in VR have no real-world consequences, enabling risk-free learning and experimentation.
– It is important to develop partnerships and synergies in order to implement the programme on as large a scale as possible and to ensure the sustainability of the programme. Most of the attendees expressed a real interest in helping towards this process.
– Many concerns were expressed regarding the cost of the equipment and whether this could be covered by the state or by a programme. Although VR reduces the need for physical infrastructure and materials, making training more affordable in the long run, the cost of supplying the equipment will play an important role in the sustainability of the programme. – VR simulations could be extended to other sectors and professions and could be used in vocational high schools to help with the vocational education of students with disabilities and special educational needs.