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Disability in Vietnam
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Background
Both men and women in Vietnam can be reproductive people in the society if given a chance. Therefore, it is the responsibility of both developed and developing countries to promote an inclusive society by improving the basic education, vocational training that is connected to their market needs and skills with the necessary adaptations (Gordon, 2012). Many societies have seen the need to get rid of barriers by making the physical environment more accessible and giving necessary information that will help the disabled. There is also an effort to remove attitudes and negative assumptions about people with disabilities. Currently in Vietnam there are more than 6 million people suffering from disability according to 2009 census. However, current statics by WHO show that more than 15% of Vietnam population suffer from disability. Most people suffering with disability in Vietnam live in the rural areas and only a few attend school compared to the non-disabled (Jakupcak, Rushton and Jakupcak, 1996). The literacy rate of people suffering from disability is much lower compared to the non-disabled adults.
In connection to work, few people with disability secure a stable job and most of them earn peanuts hence most of these people stay out of formal employment. People with disability have low participation in the society and most of them do not have jobs. In urban areas, the employment rate of those without disability to those with disability is 3:1. These people have low levels of education hence it is difficult to cover their daily expenses (Rydstrom, 2013). Therefore, the disabled and their families suffer a lot and they have to respond to social allowances and help from relatives.
Problem Statement
The government of Vietnam has initiated various laws, polies and standards to assist people with disability. These include protection of their rights and an opportunity to secure decent work. There are several codes initiated regulating employment of people with disability (Gordon, 2011). The government has ensured that more than 250,000 people with disability get vocational training and later secure better paying jobs. This project has covered various aspects such as accessibility to public transport and buildings, inclusive education and early intervention. The project aims at achieving new targets set to ensure that rights of people with disability are protected.
Objectives
The main goal of this project is to ensure that there are equal opportunities for all people. This ensures that people with disability will secure decent jobs based on security and human dignity. The project hopes to attain its goal of descent work for the disability by implementing labor standards and building knowledge among people (Walsh, 2011). The main purpose of this project is to promote descent work and securing of employment to people with disability. It will try to focus how people with disability can benefit from these effects positively and in return meet their daily expenses. It will also assess successful people with disability to understand how they faced the challenges that come with securing a descent jobs and getting quality education. Offering descent jobs to people with disabilities has many benefits like; increased living standards, increased labor force, highly spread consumer network and economic development.
Research Questions
How will people with disability benefit if the project is successfully implemented?
What risks are associated with successful implementation of the project?
What will Vietnam government do to win public trust of people opposed to the project?
Justification
Offering productive and descent work to people with disability will assist them improve their living standards and be active members of the society. When there is implementation of effective laws that protect rights of people with disability to secure descent jobs, then there is development of the economy and reduction of poverty (Lesko etal 2010). This is also a way for ensuring that people with disability are accepted in the society. People with disability will have to work and avoid being on other people’s mercy. Many communities benefit from inclusion because they get knowledge about disability. It is important for inclusion of people with disability in the society because this helps in breaking down barriers. This is a significant project because people will take disability positively and become more open minded thus creating a favorable environment for people with disability. The community also benefit from having disabled people in the community because they have a chance of interacting personally with people with disability.
Many schools will benefit from the program because there will be diverse methods of teachings such as songs, games and participatory activities. Teachings methods used to educate children with disability benefit all children in the classroom. This is because these methods are students centered as opposed to lecturing. Teachers involved in inclusive education get the advantage of additional training and have exposure outside the country hence children benefit from better-educated children.
Scope
This project will benefit both children with disability and those with out disability. Children with disability will receive quality education that will help them secure decent employment. They will be able to get vocational training that will ensure they get efficient skills for their job. Children without disability will have a chance to interact with the disabled children hence get a chance to understand and appreciate them (Rydstrom, 2013). They will have an advantage of understanding the concepts being taught because diverse teaching methods are used in inclusive education. In addition, teachers in inclusive education have better training compared to regular teachers. The project will cover both rural and urban areas of Vietnam. It will give emphasis in rural areas because most of the disabled children are found here and it is the most affected. In addition there are minimum resources in these areas thus it will be prioritized. The project will address the issue of inclusive education so that both the disabled and non-disabled child shares the same classroom. This will ensure there is exchange of ideas and that both students benefit from each other. The project will also address the issue of descent work and securing jobs. This will ensure that people with disability secure descent jobs hence raising their living standards. They also will have a chance to get vocational training, which will improve their professional skills.
Limitations
The researcher will have to convince the public about the importance of inclusive education and securing decent employment for the disabled. Currently the public strongly oppose inclusive education and securing decent employment for the disabled; hence, it will be difficult to convince them in multitudes of people (Mutepfa, Mpofu & Chataika, 2007). The convincing process will take a lot of time, and the researcher will not be able to cover all the regions. People are different and the preferences of the project may not be the same. People have gone through different pasts and they therefore have different personalities that may bring conflict with the project. The members of the project are ready to face this challenge head on without fear. Meeting deadlines will be a huge challenge because most of the research is based in the rural areas of Vietnam and members of the project will have to travel there or if not, gathering enough information while still here will require a lot of time. To beat this limitation, the researchers plan to start conducting their research early enough so that they do not have to worry about meeting deadlines. Insufficient funds are another limitation because members of the project will take care of all the expenses that will be included in this research. Such expenses might be accommodation and transport fees, food, data collection costs and other miscellaneous costs. The members plan to do their best by getting funding help from family and friends if this research becomes too expensive. It is likely for the researchers to get false information from the public. This is because some people want to be paid in order to give the correct information. It is therefore the obligation of the researcher to conduct a deep investigation to ensure that he has the correct information.
References
Gordon, B. (2011). Inclusive physical education. New Zealand Physical Educator, 44(2), 20-21. Retrieved on May 26 2013 from
Jakupcak, J., Rushton, R., Jakupcak, M., & Lundt, J. (1996). Inclusive education. The Science Teacher, 63(5), 40-40. Retrieved on May 26 2013 from
Lesko, J. J., Ziegler, D. A., Mikailova, U., & Roels, D. C. (2010). Inclusive education in azerbaijan. YC Young Children, 65(6), 56-61. Retrieved on May 26 2013 from
Mutepfa, M. M., Mpofu, E., & Chataika, T. (2007). Inclusive education in zimbabwe. Childhood Education, 83(6), 342-346. Retrieved on May 26 2013 from
Meijer, C., Soriano, V., & Watkins, A. (2007). Inclusive education across Europe. Childhood Education, 83(6), 361-365. Retrieved on May 26 2013 from
Rydstrom, H. (2013). Having ‘learning difficulties’: the inclusive education of disabled girls and boys in Vietnam. Retrieved on May 26 2013 from,
Gordon, B. (2011). Inclusive physical education. New Zealand Physical Educator, 44(2), 20-21. Retrieved on May 26 2013 from
http://search.proquest.com/docview/899273249?accountid=35812
Wu, W. (2007). Inclusive Education in Taiwan. Chinese Education & Society, 40(4), 76-96.
Walsh, J. (2010). Street vendors and the dynamics of the informal economy: Evidence from vung tau, vietnam. Asian Social Science, 6(11), 159-165. Retrieved on may 26 2013 from
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