Workplace Inclusion for the Persons with Disabilities in Dhaka, Bangladesh: Exploring the Context from Vocational Training Perspective
Col Md Altaf Ali, psc1 Mahbuba Akter2 Shahriar Pranto3
1 Executive Director and Principal, Proyash Institute of Special Education and Research (PISER), Dhaka Cantonment, Dhaka-1206, Bangladesh 2 Assistant Professor, Department of Education, Proyash Institute of Special Education and Research (PISER) 3 Senior Lecturer, Department of Education, Proyash Institute of Special Education and Research (PISER)
PISER JOURNAL | Volume 2 | Issue 1 | 2025
Abstract
This study examines workplace inclusion for persons with disabilities (PWDs) in Dhaka, Bangladesh, focusing on the role of vocational training in enhancing employability and fostering inclusive work environments. Despite legal frameworks like the Rights and Protection of Persons with Disabilities Act (2013) and international commitments such as the UN Convention on the Rights of Persons with Disabilities (CRPD), PWDs in Bangladesh face significant barriers to employment, including limited access to education, vocational training, and workplace accommodations, as well as societal stigma and discrimination. The study aims to explore current workplace inclusion practices, identify challenges faced by PWDs, and assess how vocational training can prepare and retain PWDs in the workforce. Using a qualitative approach, the study conducted 18 interviews with PWDs, their colleagues, and workplace authorities, along with one focus group discussion (FGD) involving vocational training instructors. Thematic analysis revealed that while workplace accessibility has improved with ramps, Braille-enabled lifts, and assistive technologies, these adaptations are not universally available. PWDs actively participate in workplace activities but face challenges in communication, promotion, and acceptance. Vocational training programs are crucial for preparing PWDs for employment, but there is a mismatch between training curricula and job requirements, and a lack of follow-up support post-placement. Key barriers to inclusion include inadequate infrastructure, employer reluctance to hire PWDs, limited awareness programs, and initial resistance or bullying from coworkers. Vocational training centers often fail to provide sufficient post-placement support, leaving trainees to navigate workplace challenges independently. The study recommends establishing clear disability-inclusive recruitment policies, improving physical accessibility, implementing accessible communication methods, and conducting regular disability awareness training. Vocational training programs should align with industry needs, incorporate soft skills training, and provide ongoing support to trainees and employers. By addressing these gaps, organizations can create more inclusive workplaces, empowering PWDs and contributing to a diverse, productive workforce. This study highlights the importance of vocational training and calls for greater collaboration among stakeholders to ensure effective implementation of workplace inclusion policies, moving Bangladesh closer to achieving the Sustainable Development Goals (SDGs).
Keywords: Workplace Inclusion, Persons with Disabilities, Vocational Training, Special Education, SDG.
