Securing the transition to labor market for persons with disabilities through the supported apprenticeship scheme (SAS project)

"<< Background >>The transition to employment is particularly challenging for people with disabilities (PwD), despite legislative advancements. Employment and activity rates for PwD remain significantly lower than those of the general population, with young PwD facing higher levels of discrimination. To support this transition, LADAPT has developed an innovative framework, the ""Supported Apprenticeship Scheme"" (SAS), which was field-tested in Brittany and is now available as a ""Referential to Implementing Supported Apprenticeships."" This scheme offers a step-by-step methodology for integrating PwD into the open labor market through apprenticeship contracts, addressing the entire ecosystem surrounding the apprentice (trainers, employers, vocational integration counselors, etc.). Support begins before the contract is signed and continues through to integration into the workplace. Following a testing phase, this scheme has been piloted in seven European countries to address the need for comprehensive support, adapted policies, and a shift in attitudes toward PwD, thereby enhancing their autonomy and reducing contract terminations. The aim is to make the individual an active participant in their support and professional path. << Objectives >>EU employment statistics for people with disabilities (PwD) reveal a significant gap compared to non-disabled individuals: 50.6% of PwD are employed, compared to 74.8% of others. This disparity was highlighted in the evaluation of the European Disability Strategy 2010-2020, underscoring the lack of equal opportunities in the labor market. The objectives of the SAS project were therefore as follows:1- Securing the transition to employment: The framework aims to ensure a smooth transition from education to employment, taking into account the entire ecosystem around the apprentice. Support begins before the contract is signed and continues into employment and beyond, involving various stakeholders (counselors, trainers, employers, etc.).2 - Shifting professional attitudes and empowering young people: The scheme requires a change in the mindset of stakeholders, fostering the empowerment of apprentices with disabilities, who are placed at the center of the process.3 - Raising awareness among a network of stakeholders: The pilot phase raised awareness among apprentices, trainers, employers, and counselors while also providing policy recommendations to promote this model at both national and European levels.<< Implementation >>The implementation of the project involved several specific actions to ensure the effectiveness of the process. PR4 facilitated the deployment of the pilot phase over 18 months, during which vocational integration counselors (VICs) followed and supported people with disabilities according to the methodology outlined in the reference framework. This included the use of logbooks to track beneficiaries' progress every three months and the organization of experience-sharing workshops. PR3 involved the creation of training modules for VICs, equipping them with the necessary skills and educational materials for implementing the methodology. Additionally, good practice exchanges were facilitated through regular workshops, where stakeholders from the different partner countries could discuss the challenges and successes encountered. Finally, the analysis of the pilot phase was integrated throughout the project, with data collection on the progress made, enabling continuous evaluation and the production of reports every six months to adjust actions based on the observed results.<< Results >>The project results achieved several concrete objectives. PR1 led to a European report comparing the employment situations of the seven partner countries concerning the employment of people with disabilities and the benefits of supported apprenticeships. PR6 enabled the adaptation of the methodology and the common framework to different national contexts, with translations into seven languages, allowing for broader dissemination. PR3 resulted in the creation of training modules for vocational integration counselors (VICs), complete with educational and explanatory materials, and the support of 29 apprentices and 14 VICs trained in the methodology. PR4 implemented a pilot phase over 18 months, with regular follow-ups of the 29 beneficiaries and an evaluation based on quarterly reports from VICs. The final evaluation revealed that 80% of the apprentices had secured employment within 18 months. Finally, The PR5 facilitated the production of regular reports on the pilot phase and a final report with policy recommendations based on field results, thereby strengthening the impact and dissemination of best practices."