Vocational Training Programs for Physically and Mentally Challenged Persons in Taiwan Liou Houy-Jane Tsao Han Fu-Jong

Transcription

1 Vocational Training Programs for Physically and Mentally Challenged Persons in Taiwan Liou Houy-Jane Tsao Han Fu-Jong Abstract This is a study on vocational training for adult physically and mentally challenged workers in Taiwan. The purpose is to understand vocational training institutions, vocational training classifications, enrollment, courses of training, quality of training, placement after training and problems the physically and mentally challenged persons facing after the training. The research time was from July, 2 to December, 2, and was mainly done by questionnaires. In quantitative research, the subjects of research were physically and mentally challenged adults in training institutions which were authorized agents of Bureau of Employment and Vocational Training, Council of Labor Affairs, Executive Yuan. The qualitative research was done by several visits to the subjects mentioned above, workplaces and trainees for further reference. The study interviewed forty-five vocational training institutions, seventy-two vocational training classes and 772 trainees. The conclusions are as followed:. Vocational training institutions should conduct assessment of employment market demand and plan goal-oriented training programs. 2. Implement competency-based individual teaching and training programs and make plans for employment transition and employment counseling assessment.. Provide accessible facilities and equipment for special needs students at training places.. Training institutions should take the initiative in searching for suitable employment opportunities and contact or be associated with the employers.. Consider the needs of trainees; implement employment counseling and employment placement program mode.. Establish files and document of employment counseling for trainees; keep track of employed students and give assistance if needed. 7. Suggestions of administrative matters Keywords: Physically and mentally challenged persons; vocational training; employment

2 transition; vocational assessment

3 Introduction Motivations and purposes According to the United Nations Convention on the Rights of Persons with Disabilities, all countries in the world recognize the rights of physically and mentally challenged individuals rights and freedom. In Article 27, Work and Employment, emphasizes the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labor market and work environment that is open, inclusive and accessible to persons with disabilities. A study by Chien-Hui Lin (99) indicated many physically and mentally challenged persons hope that through education, vocational training, vocational rehabilitation, they can enhance or restore their ability to work and enjoy the fun, reputation and position of work. At the end of 2, according to the research statistics released by the Ministry of the Interior, Republic of China, the number of the persons who met the regulation of Physically and Mentally Disabled Citizens Protection Act and owned the Handbook for Physically and Mentally Challenged Persons was 98,. In the 2 Taiwan Physically and Mentally Challenged Labor Force Survey (Council of Labor Affair, Executive Yuan, 2), the number of persons who aged fifteen and above and had government issued Handbook for Physically and Mentally Challenged Persons was 89,, including 8, employed (8.%), 27, unemployed (.%) and 7, non-labor force population (78.%). Aged fifteen and above labor force population with physically and mentally challenged, the employment rate is 8.%, and.% for unemployment rate. In 22, Executive Yuan's Council of Labor Affairs Vocational Training Council (VTC) established training institutions for physically and mentally challenged persons to promote the employment service. VTC actively promoted vocational training for physically and mentally challenged persons, and also authorized related institutions to process and develop training courses in order to increase self-confidence and employment stability of physically and mentally challenged person. In 2, VTC authorized forty-five institutions for vocational training courses: Food-related categories (with baking, cooking, fast food making and bar service), cleaning-related (including indoor cleaning, automobile cosmetics, store cleaning and gardening services) and computer classes (including word processing, web design, programming, design and computer graphics), hoping to combine vocational training

4 with community living experience, and let physically and mentally challenged persons live independently after the training. This study attempts to understand the status of post-school adult vocational training, training institutions, training categories, training staff, training process, the quality of training and problems they face. Research Questions Due to the motivations and purposes mentioning above, the questionnaire survey and interviews were designed to examine the status of post-school adult vocational training for physically and mentally challenged persons. The research statistics and data can be references for training institutions to increase the quality of training and employment rate of trainees in the future. The questionnaire included the following topics: () What are the circumstances of the demand assessment for vocational training institutions, training plans, training implementation, employment transition services and administrative matters? (2) What are the suitable employment categories for physically and mentally challenged adults and the problems they face with these employments? () Do government-authorized vocational training institutions improve the circumstances of employment for physically and mentally challenged adults? Research design The questionnaire survey of the research started from July, 2 to December, 2. The research subjects were The Executive Yuan's Council of Labor Affairs Vocational Training Council authorized physically and mentally challenged vocational training institutions and training staff. The information of institutions was provided by the Council of Labor Affairs and interviews were done by purposive sampling. The study interviewed forty-five vocational training institutions, seventy-two vocational training classes and 772 trainees. The designed of the questionnaire was based on VTC s 2 Physically and mentally challenged persons vocational training employment plan, and the interviews included field visits, questionnaire survey and trainees interviews. Each visit of the institution was done by four interviewers, including a special education or counseling experts, a vocational training or employment counseling experts, a

5 member from the work team and an official from the VTC. The interviewees were staff in vocational training institutions; all institutions had to complete interview forms as regulated and provided supporting data for verification. Data were collected by the questionnaire survey for increasing the quality of training institutions and for further authorizing reference. Data was collected as followed: Table : Number of the institutions, recruitment categories, training classes, expected and the actual number of enrollment Institution Number 8 82 Recruitment categories Hearing-impaired and mentally challenged Mentally challenged, listening, multiple, language, limb Training categories Class size Chinese Cooking Cleaning impaired, mental illness and other disabilities Baking Training period (months) 9 Mentally challenged, mental illness and multiple handicapped Cleaning services (mainly mentally challenged) 9 Mentally challenged Food services Visually impaired persons with Massage-job training technician certificates class C classes Cleaning services, Mentally challenged agricultural and horticultural 7 Mentally challenged Cleaning services 8 Mentally challenged priority Cleaning services Mainly mentally challenged Car cleaning. 9 Environmental Mentally challenged cleaning Open - Computer skills Hearing-impaired and mentally Environmental challenged cleaning 8 2 All except visually impaired Food Baking.

6 Mentally challenged or multiple handicapped Mainly mentally challenged, facial injury, listening impaired, mental illness, multiple handicapped and inability of main organs minor; priority to non-wheelchair physical challenged persons physical challenged, spinal injury, facial injury, and main organs dysfunction persons Persons with handbook for physically and mentally challenged Persons with handbook for physically and mentally challenged Persons with handbook for physically and mentally challenged Visually impaired Food Cuisine. Food Baking. Internet multimedia marketing applications Web design programs Computer graphics and 9 web design Stores and sanitation services The visually impaired massage 2. Mainly physical challenged Web Design Mainly mentally challenged Car wash and environment cleaning 29 Mental illness Food Baking 2 22 Spinal injury and physical challenged Web Design -- first phase Web Design -- second phase Computer application -- first phase Computer application

7 -- second phase Food Cuisine 22 Mental illness Baking Food services 222 Mentally challenged Cleaning services 22 Mental illness Composite Baking 222 Mentally challenged Cleaning services 22 Mentally challenged and other Fast Food and services 22 Mentally challenged Food. Mentally challenged Organic vegetables. Mentally challenged Cleaning services 227 Mentally challenged Food service, Baking Open - Cleaning services. Persons with handbook for Car maintenance physically and mentally Food Baking. 228 challenged (except mental Environmental illness) cleaning 2729 Mentally challenged, brain Dessert Baking injuries and multiple handicapped. Mainly physical challenged, 27 hearing and speech handicapped and mentally challenged Car wash. 28 Open - Physical challenged, organs dysfunction, speech and hearing impaired, facial injury and rare diseases All except vegetables, visually Remote individual computer skills 2 Internet multimedia design and marketing applications () Internet multimedia design and marketing 8 applications (2) Cleaning phase impaired and dementia persons Cleaning phase 2 29 Visually impaired Massage form ().

8 Massage form (2). 29 Mainly mentally challenged, Environmental mental illness, physical cleaning and challenged and multiple horticulture handicapped 2 Mental illness Cleaning 27 Mentally challenged Food service and baking (Kaohsiung). 28 Mental illness Environmental cleaning (). Environmental cleaning (2). Persons with handbook for physically and mentally Computer applications challenged 29 Persons with handbook for Computer applications physically and mentally (Evening studies) challenged Food services Cleaning services 27 Mentally challenged priority Agriculture Food services Baking 27 Visually impaired Massage form Visually impaired Basic massage classes. All except mental illness Food services. 27 Mentally challenged, physical Bar services challenged and mental illness Dessert baking. 28 Mentally challenged Cars and environmental maintenance 28 Mental illness Car wash Food cuisine

9 Total number of 772 People Total Total number of classes : 72 classes students Average enrolled.7 People Average training period on 7. number in each class Structure of the questionnaire The questionnaire includes three parts: A. Self-assessment of the training institutions. The self-assessment questionnaire was completed by the training institution, which contained () basic information of the training institution; (2) the specific description in each column of the questionnaire completed by respondent; () the assessment and suggestions completed by the interviewers on the same visit day. B. Opinions of the interviewed trainees; the content includes: () the opinion form -- training institution conducted survey of the trainees and handed the opinion forms to the interviewers on the visit day. (2) Interviews of the trainees: the interviewed trainees were randomly selected from the trainees opinion forms by the interviewers on the visit day. C. Basic information of the trainees. Results and Discussion. The statistics of this data () Evaluation of the demand assessment Table -2- Evaluation of demand assessment of the authorized vocational training institutions Self-assessment Inconsistent consistent with MAIN Details assessment Rate the visit (A) Demand analysis for the case training () demand analysis of employment market 2 7.%

10 (2) survey on the needs of the trainees 28.% Demand Assessment Overall average Overall assessment Apply units assessment score.89 Training plan Table -2-2 Evaluation of training plan of the authorized vocational training institutions MAIN Details Self-assessment consistent with the Inconsistent assessment Rate visiting () training classes consistent with the. Human reported human power allocation 97.8% power resource training plan status of the (2) training staff also in charge of other staff 9.9% business () enrollment and the source of trainees Receiving N = Social service referrals : 2 School referral : 2. Training institutions Recruitment enrollment : 2 9.% Labor institutions recommendation: Other institutions: Others : (2) trainees are in education institutions, % social service agencies, hospitals, Community Rehabilitation Centers or sheltered workshops. assessment before the () the use of assessment tools (e.g. situation assessment, pencil and 97.8%

11 paper tests or interviews). training. individual vocational training plan. Usage of training places The assessment of training project (2) completed the evaluation before 9.% training () the completeness of evaluation records 2 9.% () suitable evaluators 2 9.% () the plan of individual vocational 8 8.% training was based on the results of the evaluations (2) the completeness of individual 8.2% vocational training plan () the curriculum, teaching materials and teaching aids meet the demand of trainees 77.8% () career plan for trainees in the 2 7.% program () Training place are the same as reported 97.7% (2) appropriate size of training spaces are % () the compliance of accessibility 9.2% Overall Apply units The overall average assessment scores assessment 2. () implementation of training Table -2- Evaluation of implementation of training of the authorized vocational training institutions MAIN Details Selfassessment consistent Inconsistent assessment Rate with the

12 visiting. teachers 2. materials. teaching method. conduct training depending on the syllabus, and complete teaching log () standards of selecting teacher 2 9.% in the training institutions (2) on-the-job training for the 9.2% trainers () apply supervising system for the trainers 97.8% () 2 annual training teachers and professionals (see Appendix) () the appropriateness of the 7.% training materials (the context is clear, complete and suitable for the needs and learning levels of students )? (2) record students learning status 9 8% based on individual vocational training plan () the usage of effective teaching % methods based on the courses and students levels (2) adjust training methods based.7% on individual student s learning progress (examine individual training plans progress) () Do teachers attend class % regularly? (2) Do they fill out teaching log daily and record some special 2 9.% circumstances? () Do teacher follow the syllabus? 2 9.7% () Are outdoor training places % safe?

13 . usage of training equipment and aids.students attendance management 7. internal supervisory system 8. students living and () Do they teach in special class % (if not, please describe the situation) () Can students practice operate % things when needed? () Are the equipments enough? 97.7% (2) Are the equipments too ancient? 8 8.% () Do institutions put VTC % subsidy equipment into property management? () the indication of VTC subsidy of the equipments and the usage of equipment 97.2% () equipments for special need 8.8% trainees () Do the trainers establish 97.8% individual student s file? (2) Do students sign in, punch in or being taken the attendance? % () Do trainers record trainees absent days? 97.8% () Do institutions sign the vocational training contract % with trainees as regulated? () Evaluation of related files 2 9.% (includes assessment data, individual training plans, teaching log, absent records and counseling records, etc.) (2) meetings for staff 2 9.% () Do institutions hold meeting 2 9.% with students regularly?

14 interpersonal counseling (2) Are institutions in contact with % students families? () Do institutions hold activities or growth group? 9.9% () Do institutions provide medical % assistance if needed? The training project assessment The overall average assessment scores Overall Apply units assessment 2.22 () Employment Transition Services Table -2- Evaluation of Employment Transition Services of the authorized vocational training institutions MAIN Details Self-asses sment consistent Inconsiste nt assessmen Rate with the visiting t () Do institutions provide 7% employment counseling plan and employment placement mode for students? (2)Do institutions establish employers name list? % () Do institutions regular contact 9.9. employment the employers? % services () Do institutions provide students employment follow-up data % (including last year)? () Does the payment for trainees meet the basic wages? 9.9 % () Does the employment related to the training content? % : " : "

15 2. employment transition Do institutions provide employment transition service after % the vocational training? The training project assessment The overall average assessment scores Overall Apply units assessment 2.9 () Related administrative matters Table -2- Evaluation of Related administrative matters of the authorized vocational training institutions Table -2- Evaluation of Related administrative matters of the authorized vocational training institutions MAIN Details Self-asses sment consistent Inconsis tent assessm Rate with the visiting ent () the usage of training funds % (2) Do institutions give students % vocational Training living allowance as regulated? () dietary supplement, %. expenses transportation and accommodation subsidy payments to students () Do students pay for the costs? 97.% () Does the training process 97.% derivative income? How do institutions handle it? 2.satisfaction () satisfaction survey for trainees % survey (2) satisfaction survey for parents 7 88.%

16 . the usage of second generation physically and mentally challenged persons vocational training management system. accept other commission () satisfaction survey for 7.7% employers () analysis of survey results 27.% () application of the findings 2 9.8% () familiar with the operation % (2) complete relevant information 2 9.% (including the drop outs, counseling records and other information on the employment situation) The situation of training % institutions receiving other government agencies subsidy or authorization The training The overall average assessment project assessment scores Overall Apply units assessment 2. II. comprehensive analysis There were five indicators of this visit: demand assessment, training plans, training implementation, employment transition services and related administrative matters. The maximum score of each indicator was three, and the training institutions which scored from to, were the models for other training institutions. Benchmarking institutions contained the following characteristics: : Second, () Experienced in vocational training The benchmarking institutions have long history of vocational training, and response rapidly in the change of market. They understand the difficulty of vocational training and have solutions for problems. Those training institutions also hold reviews on training categories and provide suitable training opportunities. They have complete

17 establishment of individual plans and data, and have also complete records of training evaluation plan. The training institutions have substantial courses with a variety of teaching materials and hardworking teachers. The teachers keep detailed records of training and have sheltered workshop for students to experience the actual workplace. These benchmarking institutions take the suggestions of previous visit seriously and also improved themselves in data collecting as well as other administrative matters. (2) Focus on employment counseling The training institutions focus on employment counseling and implementation plan of employment counseling; they also use various ways to upgrade the effectiveness of employment counseling. When enrolling students, they have the concept of employment transition and the training location is closely linked with future work place. They have well-establisked employment counseling and follow-up services, and thus are able to provide sustained employment counseling for students who are unemployed. () The understanding of trainees In accordance with the characteristics and needs of physically and mentally challenged trainees, a curriculum is designed for students with psychological and cognitive development, and it emphasizes on self-management and spontaneous learning. It allows students to find out problems and to solve the problem during learning. They also focus on the development of personality. Small group training was adopted ( students); after the training, students exhibited a high employment rate and it showed that the training was effective and outstanding. They used a variety of teaching methods during the training process, and provided counseling to students in life skills and maintain complete records. They also used structured teaching, which the students could engage in practical operation under the graphics card, and thereby enhanced the effectiveness of learning. : complet () Professional team work The service center is well-established, the trainers are qualified in these training institutions and can help with family support and job transition. Vocational trainer, who is also a full-time instructor, has experience of baking and mentally illness people. A trainer with experiences of counseling and has Class B license for teaching; there are also three employment service workers and two controllers. Controllers have the qualification of advanced vocational training assessment and can help with

18 evaluation and suggestions in many aspects. Occupational therapists, physical therapists, speech therapists and other treatment team can also provide advice and recommendations. Qualified vocational counseling assessment staff can help trainees with vocational assessment and suitable employment placemen. Benchmarking institutions have well-established training plans, counseling courses, execution ability, and a complete supervisory system and are experienced in vocational training. Conclusions and recommendations Conclusion. Vocational training institutions should conduct assessment of employment market demand and plan goal-oriented training programs. 2. Implement competency-based individual teaching and training programs and make plans for employment transition and employment counseling assessment.. Provide accessible facilities and equipment for special needs students at training places.. Training institutions should take the initiative in searching for suitable employment opportunities and contact or be associated with the employers.. Consider the needs of trainees; implement employment counseling and employment placement program mode.. Establish files and document of employment counseling for trainees; keep track of employed students and give assistance if needed. 7. Suggestions of administrative matters The suggestions () to enhance the quality of vocational training, the following action is recommended. Design vocational training curriculums according to the development of service personnel and employment market opportunities in the community. Integrate public sector employment market opportunities, such as the annual survey of the Ministry of the Interior, employment status for physically and mentally challenged persons and human power demand study, electronic

19 newspaper done by county government and data in job banks. Through experts analysis and records of the employment demand for the trainees, the employment information will be more accessible for the trainees. 2Agential institutions should have more explicit description about the enrollment content. This will not only let trainees and their parents understand meaning and purpose of the training and to cooperate with the institutions, but also improve the efficiency of agential institutions assessments and recruit suitable students. Social worker and employment service workers should participate in planning individual training and transition plan. They can also assist trainers in conducting individual teaching in order to help students overcome obstacles, and increase learning efficiency as well as the employment rate.. Implement employment transition plan, strengthen career counseling assessment and provide post-employment services. Increase students understanding of the work personality and employment stability.. The authorized vocational training policy is on the right track; however, in order to increase the employment rate, the government should promote vocational training in a complete and long-term-development way. (2) suggestions for enhancing the employment rate of trainees. Establish individual cases of employment transition plan and vocational counseling assessment in the beginning of the training, and keep monthly records. Amend transition plan according to the results of the evaluations. Start employment transition one month before the end of the training by evaluating trainees physical condition, personality, client expectations, analysis of resistance and assistance of employment, and give employment advice for trainees. 2Establish manufacturers list, collect and update information of employers and have close interaction with them. Reach a consensus in both sides, and arrange meetings with the employers or the previous participants to share their experience in job-seeking in the latter part of the training. Establish employment counseling records of the students in order to help them with the employment adaptation period. Keep track of trainees employment status regular and provide assistance if needed. In intensive follow-up period, keep track of the trainees at least once a week. After three

20 months counseling by vocational training group, students may then be transferred to employment service group. Those who are with higher limited disabilities can be transferred to the employment service group and be given community-based employment support. Consider students interests, aptitudes, personalities, abilities and needs and provide a wide variety of possible employment placement mode. If limited by employment characteristics and the employers and cannot provide various job placement, then the institutions can work with community employment services depends on trainees' wishes and place them in the community after the training. () Proposal for the Vocational Training Council. Handle practical work problems raised by VTC and put them together as written documents for further explanation. 2. Different types of disability students receive same vocational training courses. Should there be a distinction of training period (or can the training period be flexible)? For example, for mentally and physically challenged students, baking courses can be set with different training period in order to increase the efficiency of vocational training into workplaces.. Prize training teachers who contribute special dedication regularly or irregularly and it will also enhance the quality of training.. Conduct meetings for upgrading the quality of vocational training program, this will not only promote interaction and communication between institutions, but effectively upgrade the performance of institutions.. When doing skills assessment, implementing services for disabled students. (Such as academic and practical examination are both been given sign language interpreters; the time of Level C test for Chinese cuisine can be prolonged depends on the disabilities.). 7Establish data of living allowance, and let the trainees (and their parents) understand unqualified reasons. Meanwhile, the qualification for allowance should be listed explicitly on the vocational training handbook. 8Due to the price fluctuations caused by climate change (e.g., skyrocketing fruit and vegetable prices after typhoons), material fees cannot cover all the costs; therefore, the subsidy should be discussed regularly. : practival

21 9 It is suggested to allocate the training funds in advance otherwise it cannot be coordinate with the teaching.. If the training institutions charge fees from the trainees, especially the training deposit fees or other derivative fees (for example, product selling, Internship with award or salary), it should be regulated or supervised in order to reduce the misunderstanding with students (and parents). :

22 Persons in Taiwan Vocational Training Programs for Physically and Mentally Challenged Abstract This is a study on vocational training for adult physically and mentally challenged workers in Taiwan. The purpose is to understand vocational training institutions, vocational training classifications, enrollment, courses of training, quality of training, placement after training and problems the physically and mentally challenged persons facing after the training. The research time was from July, 2 to December, 2, and was mainly done by questionnaires. In quantitative research, the subjects of research were physically and mentally challenged adults in training institutions which were authorized agents of Bureau of Employment and Vocational

23 Training, Council of Labor Affairs, Executive Yuan. The qualitative research was done by several visits to the subjects mentioned above, workplaces and trainees for further reference. The study interviewed forty-five vocational training institutions, seventy-two vocational training classes and 772 trainees. The conclusions are as followed: Vocational training institutions should conduct assessment of employment market demand and plan goal-oriented training programs. Implement competency-based individual teaching and training programs and make plans for employment transition and employment counseling assessment. Provide accessible facilities and equipment for special needs students at training places. Training institutions should take the initiative in searching for suitable employment opportunities and contact or be associated with the employers. Consider the needs of trainees; implement employment counseling and employment placement program mode. Establish files and document of employment counseling for trainees; keep track of employed students and give assistance if needed. 7. Suggestions of administrative matters. Keywords: Physically and mentally challenged persons; vocational training; employment transition; vocational assessment Introduction Motivations and purposes 99

24 According to the United Nations Convention on the Rights of Persons with Disabilities, all countries in the world recognize the rights of physically and mentally challenged individuals rights and freedom. In Article 27, Work and Employment, emphasizes the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labor market and work environment that is open, inclusive and accessible to persons with disabilities. A study by Chien-Hui Lin (99) indicated many physically and mentally challenged persons hope that through education, vocational training, vocational rehabilitation, they can enhance or restore their ability to work and enjoy the fun, reputation and position of work. 2 98, At the end of 2, according to the research statistics released by the Ministry of the Interior, Republic of China, the number of the persons who met the regulation of Physically and Mentally Disabled Citizens Protection Act and owned the Handbook for Physically and Mentally Challenged Persons was 98,. In the 2 Taiwan Physically and Mentally Challenged Labor Force Survey (Council of Labor Affair, Executive Yuan, 2), the number of persons who aged fifteen and above and had government issued Handbook for Physically and Mentally Challenged Persons was 89,, including 8, employed (8.%), 27, unemployed

25 (.%) and 7, non-labor force population (78.%). Aged fifteen and above labor force population with physically and mentally challenged, the employment rate is 8.%, and.% for unemployment rate. In 22, Executive Yuan's Council of Labor Affairs Vocational Training Council (VTC) established training institutions for physically and mentally challenged persons to promote the employment service. VTC actively promoted vocational training for physically and mentally challenged persons, and also authorized related institutions to process and develop training courses in order to increase self-confidence and employment stability of physically and mentally challenged person. In 2, VTC authorized forty-five institutions for vocational training courses: Food-related categories (with baking, cooking, fast food making and bar service), cleaning-related (including indoor cleaning, automobile cosmetics, store cleaning and gardening services) and computer classes (including word processing, web design, programming, design and computer graphics), hoping to combine vocational training with community living experience, and let physically and mentally challenged persons live independently after the training. This study attempts to understand the status of post-school adult vocational training, training institutions, training categories, training staff, training process, the quality of training and problems they face. Research Questions Due to the motivations and purposes mentioning above, the questionnaire

26 survey and interviews were designed to examine the status of post-school adult vocational training for physically and mentally challenged persons. The research statistics and data can be references for training institutions to increase the quality of training and employment rate of trainees in the future. The questionnaire included the following topics: () What are the circumstances of the demand assessment for vocational training institutions, training plans, training implementation, employment transition services and administrative matters? (2) What are the suitable employment categories for physically and mentally challenged adults and the problems they face with these employments? () Do government-authorized vocational training institutions improve the circumstances of employment for physically and mentally challenged adults? Research design The questionnaire survey of the research started from July, 2 to December, 2. The research subjects were The Executive Yuan's Council of Labor Affairs Vocational Training Council authorized physically and mentally challenged vocational training institutions and training staff. The information of institutions was provided by the Council of Labor Affairs and interviews were done by purposive sampling. The study interviewed forty-five vocational training institutions, seventy-two vocational training classes and 772 trainees.

27 The designed of the questionnaire was based on VTC s 2 Physically and mentally challenged persons vocational training employment plan, and the interviews included field visits, questionnaire survey and trainees interviews. Each visit of the institution was done by four interviewers, including a special education or counseling experts, a vocational training or employment counseling experts, a member from the work team and an official from the VTC. The interviewees were staff in vocational training institutions; all institutions had to complete interview forms as regulated and provided supporting data for verification. Data were collected by the questionnaire survey for increasing the quality of training institutions and for further authorizing reference. Data was collected as followed: ()

28

29

30 () 282 () 8 29 (). 29 () (). (). 2 8 (). 2 9 ( )

31 Table : Number of the institutions, recruitment categories, training classes, expected and the actual number of enrollment T In Recruitment Training C raining stitution categories categories lass size period Number (months)

32 8 Hearing-impaired and mentally challenged Cooking Chinese 82 Mentally challenged, listening, multiple, language, limb impaired, mental illness and other disabilities Cleaning Baking Mentally challenged, 9 mental illness and multiple handicapped (mainly mentally services Cleaning challenged) 9 Mentally challenged services Food Visually impaired persons with technician certificates class C Massage-job training classes Cleaning Mentally challenged services, agricultural and horticultural 7 Mentally challenged services Cleaning 8 priority Mentally challenged services Cleaning Mainly mentally challenged Car cleaning. 9 Mentally challenged Environment al cleaning Open - skills Computer Hearing-impaired and mentally challenged Environment al cleaning 8 2 impaired All except visually Food Baking.

33 Mentally challenged or multiple handicapped Food Cuisine. Mainly mentally challenged, facial injury, listening 7 impaired, mental illness, multiple handicapped and inability of main organs minor; Food Baking. priority to non-wheelchair physical challenged persons 7 physical challenged, spinal injury, facial injury, and main organs dysfunction persons Internet multimedia marketing applications Persons with handbook for physically and mentally challenged Web design programs 7 Persons with handbook for physically and mentally challenged Computer graphics and web design 9 77 Persons with handbook for physically and mentally challenged Stores and sanitation services 2 Visually impaired The visually impaired massage. 28 Mainly physical challenged Mainly mentally challenged Web Design Car wash and environment cleaning 29 Mental illness Food Baking 2 22 Spinal injury and physical challenged Web Design -- first phase Web Design -- second phase

34 Computer application -- first phase Computer application -- second phase Food Cuisine Mental illness Baking Food services Mentally challenged Cleaning services Mental illness Composite Baking Mentally challenged Cleaning services Mentally challenged Fast Food and other and services Mentally challenged Food. Mentally challenged Mentally challenged Mentally challenged Open - Persons with handbook for physically and mentally challenged (except mental illness) Organic vegetables. Cleaning services Food service, Baking Cleaning services. Car maintenance Food Baking.

35 Environment al cleaning 2729 Mentally challenged, brain injuries and multiple handicapped Baking Dessert. Mainly physical 27 challenged, hearing and speech handicapped and mentally Car wash. challenged 28 Open - Remote individual computer skills 2 Internet Physical challenged, multimedia design and marketing organs dysfunction, speech and applications () 282 hearing impaired, facial injury Internet and rare diseases multimedia design and marketing 8 applications (2) 29 All except vegetables, visually impaired and dementia persons phase phase 2 Cleaning Cleaning Massage 29 Visually impaired form () Massage. form (2). 29 Mainly mentally challenged, mental illness, physical challenged and multiple handicapped Environment al cleaning and horticulture 2 Mental illness Cleaning

36 27 Mentally challenged Food service and baking (Kaohsiung). Environment 28 Mental illness al cleaning () Environment. al cleaning (2). Persons with handbook for physically and mentally challenged 29 Persons with handbook for physically and mentally challenged Computer applications Computer applications (Evening studies) services Food services Cleaning 27 priority Mentally challenged Agriculture services Food Baking 27 Visually impaired form Massage 2. Visually impaired Basic massage classes. 282 All except mental Food illness services. 27 Mentally challenged, physical challenged and mental illness baking Bar services Dessert.

37 28 28 otal T Mentally challenged Cars and environmental maintenance Car wash Mental illness Food cuisine Total number of classes : 72 classes Total 772 number of students People Average Average training period on. enrolled number in 7. 7 People each class () (2) () () (2) Structure of the questionnaire The questionnaire includes three parts: Self-assessment of the training institutions. The self-assessment questionnaire was completed by the training institution, which contained () basic information of the training institution; (2) the specific description in each column of the questionnaire completed by respondent; () the assessment and suggestions completed by the interviewers on the same visit day. Opinions of the interviewed trainees; the content includes: () the opinion

38 form -- training institution conducted survey of the trainees and handed the opinion forms to the interviewers on the visit day. (2) Interviews of the trainees: the interviewed trainees were randomly selected from the trainees opinion forms by the interviewers on the visit day. Basic information of the trainees. Results and Discussion -2- () 7 2.% () 2 8.%.89. The statistics of this data () Evaluation of the demand assessment Table -2- Evaluation of demand assessment of the authorized vocational training institutions Self-ass MAIN Details essment consistent with the visit In consistent R assessment ate (A) Demand analysis for the case analysis of () demand employment market 2.% 7

39 training Assessment Demand (2) survey on the needs of the trainees Overall average assessment 28.% A Overall assessment pply units score () 97.8% () 9.9% () 2N 9.% = 2

40 () % ()( 97.8% ) () 9.% () 9.% 2 () 2 9.% 8.% 8 8.2% 77.8% 2 7.% 97.7% % 9.2% 2. Training plan Table -2-2 Evaluation of training plan of the authorized vocational training institutions

41 N MAI Details Inc Self-asses onsistent sment consistent assessment with the visiting ate R. Human power resource status of the staff () training classes consistent with the reported human power allocation training plan (2) training staff also in charge of other business.8%.9% 97 9 () enrollment and R the source of trainees eceiving N = Social service referrals : 2 School referral : itment 2. Recru Training institutions enrollment : 2.% 9 Labor institutions recommendation: Other institutions: Others :. assessment before the training (2) trainees are in education institutions, social service agencies, % hospitals, Community Rehabilitation Centers or sheltered workshops () the use of assessment tools 97 (e.g. situation assessment, pencil and.8% paper tests or interviews). (2) completed the evaluation 9 before training.% () the completeness of 2 9

42 . individual vocational training plan. Usage of training places The assessment of training project evaluation records.% () suitable evaluators 2 9.% () the plan of individual 8 8 vocational training was based on the.% results of the evaluations (2) the completeness of 8 individual vocational training plan.2% () the curriculum, teaching 77 materials and teaching aids meet the.8% demand of trainees () career plan for trainees in 2 7 the program.% () Training place are the 97 same as reported.7% (2) appropriate size of training spaces are % () the compliance of 9 accessibility.2% Overall Apply units The overall average assessment assessment scores 2. () implementation of training -2- () 2 9.% () 9.2%

43 () ()2 () () () 7 () ( ) () () () () 2 () () () () 8 () % 7.% 9 8 % %.7% % 9 2.% 2 9.7% % % % 9 7.7% 8.% 2 9.%

44 () () () (V) () () () () () () 2 () 2 () () % 8.8% 9 7.8% % 9 7.8% % 2 9.% 2 9.% 9.% 2 9.% 9.9% 2 9.% 2.22 Table -2- Evaluation of implementation of training of the authorized vocational training institutions MAI Se In Details N lf- consistent ate R

45 assessment assessment consistent with the visiting () standards of selecting teacher in the training institutions (2) on-the-job training. for the trainers teachers () apply supervising system for the trainers () 2 annual training teachers and professionals (see Appendix) () the appropriateness of the training materials (the context is clear, complete and 2. suitable for the needs and learning materials levels of students )? (2) record students learning status based on individual vocational training plan () the usage of effective teaching method teaching methods based on the 7 courses and students levels. (2) adjust training methods based on individual student s learning progress (examine individual training plans progress). () Do teachers attend conduct training class regularly? 2 9.% 9.2% 9 7.8% 7.% 9 8 % %.7% %

46 depending on the syllabus, and complete (2) Do they fill out teaching log daily and record some special circumstances? 2.% 9 teaching log () Do teacher follow 2 9 the syllabus?.7% () Are outdoor training 2 9 places safe? 2 7.% () Do they teach in special class (if not, please % describe the situation) () Can students practice operate things when needed? % () Are the equipments 9 enough? 7.7%. usage of training equipment and aids (2) Are the equipments too ancient? () Do institutions put VTC subsidy equipment into property management? () the indication of VTC subsidy of the equipments % 2 9.% 9 7.2% and the usage of equipment () equipments for 8 special need trainees.8% () Do the trainers 9 establish individual student s file? 7.8%.stud ents attendance management (2) Do students sign in, punch in or being taken the attendance? () Do trainers record trainees absent days? % 9 7.8% () Do institutions sign the vocational training contract with trainees as regulated? %

47 7. internal supervisory system 8. students living and interpersonal counseling The training project assessment () Evaluation of related 2 9 files (includes assessment data, individual training plans, teaching log, absent records and counseling records, etc.).% (2) meetings for staff 2 9.% () Do institutions hold 9 meeting with students regularly? 2.% (2) Are institutions in 2 9 contact with students families? 2.% () Do institutions hold 9 activities or growth group?.9% () Do institutions 2 9 provide medical assistance if needed? 2.% Overa Apply The overall average ll assessment units assessment scores 2.22 "" Employment Transition Services -2- () 7 % () % () 9.9% () 2 9 () 2.%

48 () 9.9% () % % 2.9 Table -2- Evaluation of Employment Transition Services of the authorized vocational training institutions S I elf-assess nconsisten MAI ment t R Details N consistent assessmen ate with the t visiting () Do institutions provide 7 employment counseling plan and % employment placement mode for students? (2)Do institutions 2 9 establish employers name list? 2.%. () Do institutions regular 9 employment contact the employers?.9% services () Do institutions provide 2 9 students employment follow-up 2.% data (including last year)? () Does the payment for 9 trainees meet the basic wages?.9% () Does the employment 9 related to the training content? 2 7.7%

49 2. employment transition The training project assessment Do institutions provide employment transition service after the vocational training? The overall average assessment scores % Ove Apply rall units assessment 2.9 () Related administrative matters -2- Table -2- Evaluation of Related administrative matters of the authorized vocational training institutions () % () % () % () 9 7.% () 9 7.% () % () % () 7.7%

50 () 2 7.% () 2 9.8% () % () 2 9.% % 2. Table -2- Evaluation of Related administrative matters of the authorized vocational training institutions S I elf-assess nconsist MAIN Details ment ent R consistent assessm ate with the ent visiting. () the usage of training expenses funds % (2) Do institutions give students vocational Training living % allowance as regulated? () dietary supplement, transportation and accommodation subsidy payments to students % () Do students pay for 9 the costs? 7.%

51 () Does the training process derivative income? How do institutions handle it? () satisfaction survey for trainees (2) satisfaction survey for parents 2.satisfa () satisfaction survey ction survey for employers () analysis of survey results () application of the findings. the () familiar with the usage of second operation generation (2) complete relevant physically and information (including the drop mentally outs, counseling records and challenged other information on the persons employment situation) vocational training management system The situation of training. institutions receiving other accept other government agencies subsidy or commission authorization The The overall average training project assessment scores assessment 9 7.% % % 7.7% 2 7.% 2 9.8% % 2 9.% % Ove Apply rall units assessment 2.

52 - Second, comprehensive analysis There were five indicators of this visit: demand assessment, training plans, training implementation, employment transition services and related administrative matters. The maximum score of each indicator was three, and the training institutions which scored from to, were the models for other training institutions. Benchmarking institutions contained the following characteristics: () Experienced in vocational training The benchmarking institutions have long history of vocational training, and response rapidly in the change of market. They understand the difficulty of vocational training and have solutions for problems. Those training institutions also hold reviews on training categories and provide suitable training opportunities. They have complete establishment of individual plans and data, and have also complete records of training evaluation plan. The training institutions have substantial courses with a variety of teaching materials and hardworking teachers. The teachers keep detailed records of training and have sheltered workshop for students to experience the actual workplace. These benchmarking institutions take the suggestions of previous visit seriously and also improved themselves in data collecting as well as other administrative matters.