Students described barriers beyond the classroom
The report identified inaccessible transport, premises, information and communication as obstacles to participation. It also described unmet needs for assistive technology and uncertainty about support in vocational subjects. Students and families contributed experiences of seeking education and entering the open labour market, alongside organisations and service providers. [2]
Individual support should continue into work
Recommendations covered assessment of vocational skills, individual learning plans, adapted equipment and curricula, and additional trained staff. The study also called for stronger links between training institutions, employment offices and employers. Its proposals addressed both learning support and the transition into a job. [2][1]
Civil-society partnerships support wider inclusion
In its later account of the Leave No One Behind programme, UNDP described partnerships with disability organisations and Roma and Egyptian community groups. These involved rights information, service design and advocacy. The programme also supported municipalities and assistant-teacher training, placing education alongside access to local social services.