1.1.10 Contextual factors to consider in addressing barriers to accessing skill building opportunities
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- ExpandIntroduction
- ExpandModule 1: Economic Inclusion
- Economic Inclusion: Introductory RemarksView
- 1.1.1 Introduction to Economic InclusionView
- 1.1.2 What is Economic Inclusion?View
- 1.1.3. Economic inclusion terminologiesView
- 1.1.4 Obstacles to accessing the labour marketView
- 1.1.5 Solutions to accessing the labour marketView
- 1.1.6 The Role of Employers in Promoting Economic InclusionView
- 1.1.7 The role of TVET and Higher Education in Economic InclusionView
- 1.1.8 Examples of Barriers to Accessing Skill Building OpportunitiesView
- 1.1.9 Removing Barriers to Accessing Skill Building OpportunitiesView
- 1.1.10 Contextual factors to consider in addressing barriers to accessing skill building opportunitiesView
- 1.1.11 Barrier Mapping ActivityView
- 1.1.12:SummaryView
- 1.1.13 QuizReceive a gradeReceive a passing grade
- 1.2. Improving Graduate EmployabilityView
- 1.2.1 Market aligned skill buildingView
- 1.2.2. Ways of accessing employmentView
- 1.2.3. Role of Career Services in Diversity, Equity and Inclusion (DEI)View
- 1.2.4. Activity: Understanding the incentives and entry points for partnership between employers and TVET/HE institutionsView
- 1.2.5: SummaryView
- 1.2.6 QuizReceive a gradeReceive a passing grade
- 1.3 Partnering with Employers to Improve Diversity, Equity & InclusionView
- 1.3.1 Introduction to Diversity, Equity & Inclusion (DEI)View
- 1.3.2 Why is DEI Important (Compliance vs Engagement) ?View
- 1.3.3 Incentives for employer to hire inclusivelyView
- 1.3.4 Strategies and entry points for engaging employersView
- 1.3.5 Evaluating employer's commitment level to DEIView
- 1.3.6 Establishing shared goals with employersView
- 1.3.7 Additional ResourcesView
- 1.3.8 Case study on inclusive employment partnershipsView
- 1.3.9 SummaryView
- 1.3.10 QuizReceive a gradeReceive a passing grade
- 1.4.1 Influencing for an Equitable Access to Work for AllView
- 1.4.2 Importance of advocacy and influencing in economic inclusion and access to labour marketsView
- 1.4.3 Organisations of Persons with DisabilitiesView
- 1.4.4 Partnering with OPDsView
- 1.4.5 Building advocacy and influencing strategyView
- 1.4.6 Identifying advocacy goals and targetsView
- 1.4.7 Identifying and prioritising the advocacy goal (problem)View
- 1.4.8 Establishing PartnershipsView
- 1.4.9 Gathering evidence for advocacy and influencing messagingView
- 1.4.10 Effective advocacy strategiesView
- 1.4.11 Building an advocacy and influencing planView
- 1.4.12 Monitoring & evaluation of advocacy and influencing workView
- 1.4.13 SummaryView
- 1.4.14 QuizReceive a gradeReceive a passing grade
- Economic Inclusion: Introductory Remarks
- ExpandModule 2: Gender Equality and Social Inclusion (GESI)
- Gender Equality & Social Inclusion: Introductory RemarksView
- 2.1.1 Gender Equality and Social InclusionView
- 2.1.2 Definition of key terminologiesView
- 2.1.3 What is disability?View
- 2.1.3/2 Disability InclusionView
- 2.1.4 Low Income YouthView
- 2.1.5 IntersectionalityView
- 2.1.6 Policies and LegislationView
- 2.1.7 How GESI applies to the work of skill building institutionsView
- 2.1.8 The Prosperity Fund’s Gender and Social Inclusion FrameworkView
- 2.1.9 SummaryView
- 2.1.10 QuizReceive a gradeReceive a passing grade
- 2.2.1 GESI Responsive Programming and Service DeliveryView
- 2.2.2 Importance of recognising equity in gender and social InclusionView
- 2.2.3 Gender Roles, Stereotypes, Misconceptions and Skill BuildingView
- 2.2.4 GESI Responsive ProgrammingView
- 2.2.5 GESI Responsive PedagogyView
- 2.2.6 TVET and HE Institutions as EmployersView
- 2.2.7 Designing a GESI responsive lesson plan and learning environmentView
- 2.2.8 SummaryView
- 2.2.9 QuizReceive a gradeReceive a passing grade
- 2.3.1 GESI MainstreamingView
- 2.3.2. Gender and social inclusion in the workplaceView
- 2.3.3. Organisational change frameworksView
- 2.3.4. Structural ChangeView
- 2.3.5. Cultural ChangeView
- 2.3.6. Behavioural ChangeView
- 2.3.7. Stakeholder involvement in organisational changeView
- 2.3.8.Building an Inclusive OrganisationView
- 2.3.9. Organisations working on Gender Equality and Social InclusionView
- 2.3.10 SummaryView
- 2.3.11 QuizReceive a gradeReceive a passing grade
- 2.4.1 GESI Institutional Assessments and Action PlansView
- 2.4.2. GESI assessment findingsView
- 2.4.3. Importance of conducting GESI assessmentsView
- 2.4.4. Core areas of a GESI assessmentView
- 2.4.5 GESI MeasurementView
- 2.4.6 Self-Assessments vs. External AssessmentsView
- 2.4.7 Assessing GESI at a Structural LevelView
- 2.4.8 Other GESI Assessment ToolsView
- 2.4.9 SummaryView
- 2.4.9 QuizReceive a gradeReceive a passing grade
- Gender Equality & Social Inclusion: Introductory Remarks
- ExpandModule 3: Safeguarding
- Safeguarding : Introductory RemarksView
- 3.1.1. What is safeguarding?View
- 3.1.2. Safeguarding PrinciplesView
- 3.1.3. Definitions and examples of harm and abuseView
- 3.1.4. Identifying harm and abuseView
- 3.1.5. Indicators of abuseView
- 3.1.6. Intersectionality between safeguarding and disabilityView
- 3.1.7. Scenario Analysis 1View
- 3.1.8. Scenario Analysis 2View
- 3.1.9. SummaryView
- 3.1.10 QuizReceive a gradeReceive a passing grade
- 3.2.1. Introduction to Safeguarding ContextView
- 3.2.2 Safeguarding Laws and RegulationsView
- 3.2.3. Interagency Standing Committee Principles on Sexual Exploitation and Abuse (SEA)View
- 3.2.4. National Safeguarding LawsView
- 3.2.5. Institutional ContextView
- 3.2.6. How to create a healthy safeguarding cultureView
- 3.2.7. Growing a healthy safeguarding cultureView
- 3.2.8 Making Safeguarding Personal: Safeguarding roles and responsibilitiesView
- 3.2.8.1 Making Safeguarding Personal: Board & Senior Leadership ResponsibilitiesView
- 3.2.8.2 Making Safeguarding Personal: Individual ResponsibilitiesView
- 3.2.8.3.Making Safeguarding Personal: Institutional Partner’s ResponsibilitiesView
- 3.2.8.4. Making Safeguarding Personal: Safeguarding Focal Point Persons ResponsibilitiesView
- 3.2.9 SummaryView
- 3.2.10 QuizReceive a gradeReceive a passing grade
- 3.3.1. Preventing Harm in Learning EnvironmentsView
- 3.3.2. Safeguarding Policies and ProceduresView
- 3.3.3. Safe RecruitmentView
- 3.3.4. Safe DesignView
- 3.3.5. Safeguarding Risk AssessmentsView
- 3.3.6. Risk Assessment ProcessView
- 3.3.7. Common risks exposure areasView
- 3.3.8. Monitoring Safeguarding ActionsView
- 3.3.9. Safeguarding Review & LearningView
- 3.3.10 SummaryView
- 3.3.11 QuizReceive a gradeReceive a passing grade
- 3.4.1. Reporting ConcernsView
- 3.4.2. Reporting MechanismsView
- 3.4.3. Guiding Principles in Reporting Safeguarding ConcernsView
- 3.4.4. Barriers to Reporting ConcernsView
- 3.4.5 Handling DisclosuresView
- 3.4.6. Responding to Safeguarding ConcernsView
- 3.4.7. SummaryView
- 3.4.8. ScenarioView
- 3.4.9 QuizReceive a gradeReceive a passing grade
- 3.5.1. Introduction to Digital SafeguardingView
- 3.5.2. Harm in Online ContextsView
- 3.5.3. Digital Learning and Safeguarding Implementation ChallengesView
- 3.5.4. Preparing Your Digital Safeguarding ResponseView
- 3.5.5. Digital Safeguarding Strategies for Higher Learning InstitutionsView
- 3.5.6. SummaryView
- 3.5.7 QuizReceive a gradeReceive a passing grade
- Safeguarding : Introductory Remarks
- ExpandCourse Evaluation
- ExpandCourse certficate
- ExpandAcknowledgements
About this course
- 24 hours study
- 2Level 2: Intermediate
- Course description
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Safeguarding, Economic Inclusion and Gender Equality and Social Inclusion (GESI)
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