The Justification of the National Skills Fund Mandating a Minimum of 2% of Beneficiaries in Funded Projects Being Persons with Disabilities.
The National Skills Fund finances the education and training and skills development initiatives to help improve employability and help reduce cross-cutting socio-economic inequalities. In South Africa, one of the main conditions for any National Skills Fund (NSF) sponsored initiatives is that 2% of the beneficiaries will always be persons with disabilities (PWDs). This is no random figure, and in fact, the purpose of this 2% target is a deliberate policy aimed at ensuring the promotion of socio-economic equality and the successful development of human capital.
This is motivated by the need for social, economic, legislative and developmental redress. Disability inclusion in training programs at any level of national development bring many benefits, and this 2% target will help change the lives of those involved and their families and communities.
Promoting Social Inclusion and Equity
At its maximum, the 2% stipulation embodies the basic tenets of social justice. Persons living with disabilities have, for the longest time, been the most underprivileged and marginalized. There are huge gaps in their education, jobs, and social community integration. World Bank and United Nations global studies show that persons with disabilities are even more vulnerable to poverty and unemployment. Environments that are inaccessible and discriminatory practices, as well as a lack of training opportunities, play a significant role in these disparities.
To further encompass all members of society and avoid excluding this often-vulnerable population in our national skills development agenda, we have included in our policies that National Skills Fund beneficiaries and grantees must have at least 2% beneficiaries to be persons with disabilities. Providing skills training and resources allows for balanced participation in our economy, and allows disabled persons the right to earn a living. The 2% ensures that the disabled population is thought of, and included in, a bigger initiative of our economy. Needs planners’ organizations to actively think through this percentage and use it to gauge and develop.
The justification and need to include persons with disabilities in our skills development programs goes beyond the social or moral obligation and is now embedded in our policy, legal, and national and international obligations and frameworks.
A country’s legislation and policies are embraced at the law’s highest levels, with the South African Constitution guaranteeing equality and adherence to non-discrimination, compared to the Employment Equity Act (1998), which calls for affirmative action to include PWD in all opportunities.
UNCRPD in the international domain is a legislation South Africa endorses, which calls for a nation to guarantee the availability of all education, training, and job opportunities.
Article 27 of the Convention specifically promotes the right of PWDs to work on an equal basis with others.
The NSF’s 2% policy is thus a practical translation of these legal commitments. It operationalizes the spirit of inclusion by making sure that public funds directly support the empowerment of persons with disabilities, rather than unintentionally perpetuating exclusion.
Enhancing Economic Participation and Reducing Dependency
The National Skills Fund’s vision is to foster an employable and competent population that stimulates economic activity. This vision is placed at risk when people with disabilities do not receive training. People with disabilities become economically inactive, and society becomes dependent on direct welfare. More importantly, the economy does not realize the value, innovative thinking, and potential contributions of people with disabilities.
By reserving at least 2% of training slots for people with disabilities, the National Skills Fund is promoting economic engagement and the self-reliance of people with disabilities. People with disabilities can obtain skills, training, and competencies anchored in the technical and professional fields to secure formal employment and/or entrepreneurial opportunities.
Economies that embrace and foster inclusivity are also economically resilient. The provision of opportunities to economically inactive and diverse groups enables the economy to diversify the productive use of human capital and the ideas that drive economic activity. The 2% rule must be seen for what it is because it improves productivity and economic growth.
Promoting Institutional Accountability and Change
The NSF’s requirements also serve an important institutional function. It holds training providers, employers, and implementing agencies accountable for the inclusion of persons with disabilities. If no such objectives exist, organizations may exclude persons with disabilities in anticipation of logistical challenges as well as a lack of awareness.
The NSF sets measurable goals and milestones to encourage inclusive advancement and institutional responsiveness. Institutions are expected to plan and finance the removal of barriers and provision of support – both through accessibility structures such as ramps and accessible toilets, with assistive technology such as pads, or learning support. Organizations are encouraged to engage in inclusive design rather than wait for the end.
The NSF also aids in reframing the stereotypical views of disability and transforms the ethos of the institution. Engaging persons with disabilities in a training and work context supports the acceptance and shifts attitudes. This develops an empathetic culture in the organization that generates respect, understanding, and inclusion as part of its values.
Creating Universal Design and Accessibility in Training Programs
Through universal design for learning, we include all learners in the expectation that education and training contexts are accessible to all. Accessible designated spaces for persons with disabilities (PWD) helps more learners be able to access the flexible and responsive system.
As an example, think about the many ways in which you can provide learning resources and materials in different formats – printed, audio, and video. Or, adjustable (folding) tables and focused spaces – these aspects not only address access issues for your learners who are experiencing disabilities – but also to others who are experiencing temporary access issues, challenges in their situational context, and with disabilities. So, in connection to the NSF 2% policy, learn creative and inclusive ways to frame curriculum, pedagogy, and learning technologies in your practice.
Addressing Skills Gaps in Underrepresented Sectors
In certain professional and technical sectors, notably, information technology, engineering, and healthcare, persons living with disabilities continue to be underrepresented. The licensing body’s inclusion requirement thus provides a unique opportunity to support the needed framework to integrate PWD in training in marked areas of underrepresentation.
By employing people with disabilities in these sectors, you also give them visibility as role models that can redirect societal stereotypes. Furthermore, with their professional training and inclusion, they contribute to diversity in the workforce, and that contributes positively to innovation and performance for the organization.
Support National Development Goals and the Building Back Better Agenda
The NSS’s ADI policy contributes to the National Development Goals and the Sustainable Development Goals. Most notably we contribute to the:
Goal 4: Quality Education – Ensuring inclusive and equitable quality education.
Goal 8: Decent Work and Economic Growth – Achieving inclusive and sustainable economic growth and decent work for all.
Goal 10: Reduced Inequalities – Progressing social, economic and political inclusion.
In achieving the 2% inclusion mark, we ensure that we are living by the mantra and ethos of no one left behind.
Changing Attitudes and Building an Inclusive Community
NSFs inclusion of the 2% requirement moves beyond the finances and regulations of policy. It also contributes to changing the public’s attitudes toward disability. When persons with disabilities are incorporated into training, classrooms, and jobs direct evidence counteracts the assumption that disability equals incapacity.
When people are accustomed to inclusive training settings, they are able to infer the capabilities of people with disabilities and it will alter their assumptions. It shows that every person can prosper given the right conditions. Every person can help achieve socially constructive goals, reinforcing and ideal inclusive society, and demonstrating the power of differing divisive attributes to unite.
Influence of the Requirement for Two Percent Inclusion
The inclusion of a minimum of 2% of persons with disabilities into National Skills Fund supported projects has a significant impact on individuals, institutions, and society as a whole. It translates into empowerment for persons with disabilities through providing access to education and training and employment opportunities, which has the potential to contribute to individuals’ independence and economic participation.
At the institutional level there is an incentive for training providers and employers to include inclusive practices, invest in accessible infrastructure, and embody and promote diversity as a core value. On a wider social level the policy framework reduces social and economic inequality through the inclusion of people with disabilities into the economy and into a contribution to national productivity and sustainable development. Ultimately, the requirement promotes a culture of fairness, dignity and social cohesion indicating inclusion is a human rights obligation and a resource for growth and transformation.
Conclusion
The National Skills Fund’s requirement that 2% of the beneficiaries of every project are people living with disabilities is far more than a compliance requirement – it is an economically strategic, and a moral quagmire. It guarantees that public resources are utilized in ways that promote equity, enhance empowerment and facilitate transformational change in institutions and communities.
The NSF’s commitment to optimizing the participation of persons with disabilities in skills programs is a tangible way to contribute to the dismantling of the cycles of marginalization, poverty, and dependency. Supporting and participating in the workforce creates a more innovative economy and society, promotes the achievements of all, and contributes to the formation of a more equitable and inclusive society. Finally, this policy represents the vision of a country in which every person regardless of physical development or mental ability is able learn, earn, and succeed.