disability learnerships
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South Africa’s disability learnerships need to undergo some serious change if we are to see a more accessible country. Devan Moonsamy, CEO of ICHAF Training Institute, fills us in on why!

 

South Africa (13 January 2025) — Devan Moonsamy, the CEO of ICHAF Training Institute, knows all too well the trials and tribulations persons with disabilities face in the workplace, especially in South Africa, wherein-which the resources available often fall short. Honing in on one piece of the puzzle, he shares why South Africa’s disability learnerships need a complete overhaul. Devan writes:

In South Africa, learnerships for persons with disabilities (PWDs) were introduced as a transformative initiative aimed at integrating marginalised individuals into the workforce.

These programmes combine theoretical training with practical work experience, offering PWDs an opportunity to gain recognised qualifications and enhance their employability. However, over time, the noble intentions behind these learnerships have been overshadowed by systemic issues, leading to tokenism and exploitation rather than genuine empowerment.

Tokenism refers to superficial or symbolic efforts to include marginalised groups without fostering meaningful change. In the context of disability learnerships, many organisations enrol PWDs primarily to meet legislative requirements or to benefit from financial incentives, such as tax rebates and improved Broad-Based Black Economic Empowerment (B-BBEE) scores.

The Department of Labour has set targets for learners entering learnerships: 85% should be Black, 54% should be women, and 4% should be people with disabilities. While these incentives aim to promote inclusivity, they have inadvertently led to a cycle where PWDs are repeatedly enrolled in learnerships without prospects for permanent employment or career advancement. This practice not only undermines the purpose of the programmes but also perpetuates a cycle of dependency and underemployment among PWDs.

Case Study: The Repetition Trap

Consider the experience of many PWDs who, after completing a learnership, find themselves unemployed and are subsequently enrolled in another similar programme by a different company. This repetitive cycle offers no real career progression or skill enhancement. Instead, it serves the interests of organisations seeking to fulfil compliance checkboxes rather than genuinely investing in the development and integration of PWDs into their workforce.

Statistical Snapshot

Prevalence of Disability: As of 2022, approximately 3.3 million individuals in South Africa are living with disabilities, constituting about 7.5% of the population.

Employment Rates: Despite the availability of learnerships, employment rates among PWDs remain alarmingly low. For instance, only 1% of individuals with disabilities are employed, highlighting the ineffectiveness of current initiatives.

Challenges Faced by PWDs in Learnerships

1. Lack of Genuine Employment Opportunities:

Many learnerships do not lead to permanent positions, leaving PWDs in a perpetual state of uncertainty.

2. Inadequate Support and Accessibility:

Challenges such as inaccessible transportation and workplaces hinder the full participation of PWDs in learnership programmes.

3. Stigmatisation and Discrimination:

PWDs often face biases and misconceptions in the workplace, affecting their confidence and performance.

To break the cycle of tokenism and ensure that disability learnerships fulfil their intended purpose, a multifaceted approach is necessary:

1. Policy Reform:

Revise existing policies to ensure that learnerships are not merely compliance tools but are geared towards genuine skill development and employment outcomes.

2. Employer Accountability:

Implement measures to hold organisations accountable for the post-learnership employment of PWDs, ensuring that these programmes lead to sustainable employment.

3. Enhanced Support Systems:

Provide adequate support, including accessible transportation and workplace accommodations, to facilitate the effective participation of PWDs in learnerships.

4. Awareness and Sensitisation:

Conduct training sessions to educate employers and employees about disability rights and the importance of inclusivity, aiming to reduce stigmatisation and create a more supportive work environment.

Disability learnerships in South Africa hold the potential to be powerful tools for empowerment and inclusion. However, to realise this potential, it is imperative to move beyond tokenistic practices and commit to meaningful reforms that prioritise the genuine development and integration of PWDs into the workforce. By doing so, South Africa can set a precedent for true inclusivity and equality in the workplace.


Sources: Supplied 
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About the Author

Ashleigh Nefdt is a writer for Good Things Guy.

Ashleigh's favourite stories have always seen the hidden hero (without the cape) come to the rescue. As a journalist, her labour of love is finding those everyday heroes and spotlighting their spark - especially those empowering women, social upliftment movers, sustainability shakers and creatives with hearts of gold. When she's not working on a story, she's dedicated to her canvas or appreciating Mother Nature.

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