Vocational training centres in target provinces of the Skills Development Programme (SDP) often struggle to provide safe, supportive and inclusive learning environments for all students. Many centres have limited facilities, particularly dormitories, kitchen and sanitation facilities, as well as insufficient health and nutrition services, with few opportunities for recreation or social activities. Girls and disadvantaged young people, particularly those from rural areas, often encounter additional obstacles that prevent them from fully participating in training. Without support, students may struggle to succeed, miss out on opportunities, or leave programmes early. Addressing these challenges is therefore crucial in helping young people, especially women learners, to build skills, find employment and contribute to their communities.
To address these issues, the SDP, a project of the Swiss Agency for Development and Cooperation (SDC) and co-funded by the Liechtenstein Development Service (LED), has developed a practical manual on SIW. The manual shares SDP’s experience of creating training environments that welcome and support all learners. Emphasising gender equality and the specific needs of disadvantaged groups, it provides centres with clear guidance to follow even after the first phase of the SDP ends.
The key message of the manual is clear: creating inclusive and supportive learning environments takes more than good intentions. It requires strong structures, adequate resources, and ongoing efforts in terms of facilities, health and safety, and recreation. The SDP's experience demonstrates that, with the right guidance, training centres can transform the learning experience for all students, particularly those who are disadvantaged or marginalised.
The manual is designed for several groups. The main users are SIW Focal Points, who are responsible for leading inclusion activities at training centres. Centre directors and staff also benefit, as they play a key role in supporting and embedding these practices in everyday operations. Additionally, the manual serves as a valuable resource for donors, government partners, and other stakeholders who are committed to promoting inclusive education and youth development.
The manual focuses on five key areas, each designed to improve the learning experience:
Building the Right Structures: Training centres need strong systems to promote inclusion. This involves appointing a SIW Focal Point with defined responsibilities, establishing internal committees to oversee activities and incorporating SIW into budgets and plans. Centres are also encouraged to track progress and results, enabling them to identify effective practices and make adjustments as necessary.
Improving Facilities: Safe and clean facilities are essential for learning. The manual guides centres on providing gender-segregated dormitories and bathrooms, proper furniture, mosquito nets, lockers, and clean kitchens. It also emphasises the importance of regular cleaning, security and waste management. A well-maintained space helps students to focus, learn and feel secure.
Health and Nutrition: Healthy students are better learners. The manual recommends providing first aid kits and clean water, as well as running gardening programmes to grow fresh vegetables and promote a nutritious diet. These measures help students to stay healthy and ready to participate fully in training.
Recreation, Safety, and Security: Students need safe spaces to grow beyond the classroom. The manual encourages structured after-school activities, such as sports and social events, to build teamwork and confidence. It also provides guidance on protecting students from violence, discrimination and other risks to ensure that every learner feels valued and safe.
Resources and Budget: Lasting change requires funding. Training centres are encouraged to allocate part of their annual budget to SIW activities. Additional donor support may be needed for larger projects, such as building new facilities, and this should be planned. This ensures that inclusion and well-being become permanent features of the centre’s work, rather than temporary initiatives.
The manual is based on the lessons learned during the first phase of the SDP. Drawing on real successes, challenges and solutions, it provides practical strategies that can be applied immediately. Centres that follow this guidance are better able to support learners in achieving their goals, thereby strengthening communities and local economies.
SDP’s Social Inclusion and Wellbeing manual shows that real change is achievable when inclusion is combined with clear action. It offers centres a roadmap for adopting and sustaining practices that help all learners to thrive. By focusing on people and skills, SDP demonstrates how vocational training can create opportunities, promote equality and build stronger communities.
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