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Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Contents Acknowledgements ........................................................................................................ vii Abbreviations .................................................................................................................... viii Executive Summary ........................................................................................................... 1 Chapter 1. Overall context 1.1 General statistics on disability in the Kyrgyz Republic .......................... 8 on disability inclusion 1.2 Main stakeholders working on disability issues...................................... 12 in the Kyrgyz Republic 1.3 Overview of legal frameworks covering disability.................................13 1.4 Overview of national/state programs addressing disability.............15 1.5 Norms and attitudes in society toward people with disability........ 17 Chapter 2. Social protection 2.1 Public spending to support people with disabilities............................. 20 benefits for people with 2.2 Monthly Social Benefit and Disability Pension........................................ 21 disabilities from the perspective of employment 2.3 Social Contract Program ....................................................................................27 Chapter 3. Education for children 3.1 Transition from home to the education system ..................................... 30 and adults with disability 3.2 Inclusion in early childhood development and care settings......... 34 3.3 Inclusion in school settings............................................................................... 36 3.4 The school to work/vocational education transition..........................40 3.5 Main barriers in education (findings from the interviews)............... 42 Chapter 4. Access to employment 4.1 Labor market trends in the Kyrgyz Republic and employment of people with disabilities of people with disabilities............................................................................................ 46 4.2 Key legal framework enabling employment of persons with disabilities............................................................................................................................ 48 4.3 Public programs and services to support employment of people with disabilities.................................................................................................................. 52 4.4 Retraining of adults with disabilities............................................................. 55 Chapter 5. Key barriers 5.1 Key barriers to employment of people with disabilities.....................60 to employment of people 5.2 Employer attitudes towards people with disabilities...........................61 with disabilities and wage employment practices for 5.3 Employing workers with disabilities: recruitment and hiring people with disabilities practices (from an employers’ perspective)..................................................... 64 (qualitative findings) 5.4 Quota implementation from the employers’ perspective................ 66 5.5 Retaining workers with disabilities: training, arranging accessible workplace, occupational health practices (from an employers’ perspective)........................................................................................................................ 67 5.6 Cooperation between the employers and organizations of people with disabilities..................................................................................................................68 5.7 Other activities to support people with disabilities and employers in the labor market........................................................................................................... 69 iv BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Recommendations...........................................................................................................72 Annex 1. Methodology................................................................................................... 78 Annex 2. International best practices to facilitate employment of people with disabilities and support employers........................................81 References........................................................................................................................... 86 List of Figures Figure 1.1 Number of persons registered with disability.............................. 9 Figure 1.2 Children registered with disability by gender (as of January 1, 2022)...................................................................................................... 9 Figure 1.3 Number of households with and without a member with disability by income groups, 2022................................................................10 Figure 1.4 Total number of people registered with disability as a share of population, by regions (as of January 1, 2023)....................11 Figure 1.5. Share of people who consider that the government does enough to help people with disabilities.................................................... 17 Figure 2.1 Adults first registered with disability by degree of disability (as of January 1, 2022)........................................................................ 23 Figure 2.2 Average MSB and disability pensions in comparison with subsistence minimum, 2017 -2022, KGS..................................................24 Figure 2.3 Comparison of MSB and disability pension with other payments, 2023........................................................................................ 25 Figure. 2.4 Average monthly amount in KGS of disability pension in the regions, 2023........................................................................................................ 25 Figure 4.1 Level of total unemployment, 2013-2022, percentage...... 47 Figure 4.2 Level of unemployment by regions in 2022, percentage....... 47 List of Tables Table 1. The interviews and focus group participants’ views on barriers to employment of people with disabilities in specific sectors.......................5 Table 1.1 Overview of legislation by categories...............................................13 Table 1.2. Expenditures for the State Program “Accessible Country”, million KGS........................................................................... 16 Table 2.1 Public expenditures on social protection and disability....... 20 Table 2.2 Budget programs for people with disabilities social assistance and social care, million, KGS.............................................................. 21 Table 2.3 Official degree of disability, 2022......................................................22 Table 2.4 Employer’s mandatory contribution rates to the social insurance system............................................................................................... 26 Table 2.5 Employee’s mandatory contribution rates to the social insurance system ...............................................................................................27 Table 3.1 Special education organizations implementing special education curriculum at the general secondary level (at the beginning of the school year) .................................................................... 36 Table 3.2 Number of children under 18 years of age with disabilities registered with the social protection authorities by sex and territory ........................................................................................................ 37 Table 3.3 Number of educational institutions for children with disabilities by type of impairment and number of pupils for school year 2022-2023 ....................................................................................... 38 Table 3.4 Main indicators of primary vocational education organizations....................................................................................................................... 41 Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic BACK TO CONTENTS v Table 3.5 Main indicators of secondary vocational education organizations ..................................................................................................................... 41 Table 3.6 Main indicators of higher education organizations ............... 41 Table 4.1 Size of labor quota for people with disabilities and its implementation, number of people.................................................................50 Table 4.2 Types of employment support provided through PESA....... 53 Table 4.3 Number of people and type of assistance provided by PESA for people with disabilities, 2019-2023 ......................................... 54 Table 4.4 Number of people with disabilities who received services of the Public Employment Center Authorities (PESA).....................................54 Table 5.1 The interviews and focus group participants’ views on barriers to employment of people with disabilities in specific sectors........................63 Table A1. Conducted FGDs......................................................................................... 78 Table A2. Recruiting plan for Key informant interviews (KII).................. 79 List of Boxes Box 1.1 Definitions of disability.................................................................................... 8 Box 1.2 Key functional limitations in the Kyrgyz Republic..........................11 Box 2.1 Monthly Social Benefit for persons not entitled to pension benefits.................................................................................................................................. 23 Box 3.1 Personal assistant position....................................................................... 33 Box 3.2 Lessons learned from the “Enhancing Resilience in the Kyrgyz Republic” (ERIK) project.............................................................................. 39 Box 4.1 Labor Code overview.................................................................................... 48 Box 4.2 Types of incentives for employers....................................................... 49 Box 4.3 Incentives for compliance – examples from other countries............................................................................................................................... 52 vi BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Acknowledgements This publication contains analytical materials prepared by World Bank staff and consultants in the framework of the analytical and advisory activity on “Supporting the Disability Inclusive Employment and Education in Kyrgyz Republic” (P501658). The report was prepared during the period of November 2023 through June 2024 by a joint team from the Social Protection and Jobs Global Practice and Education Global Practice, comprising Oraz Sultanov (Senior Social Protection Specialist), Gulmira Sultanova (Senior Education Specialist), Marina Novikova (Senior Social Protection Economist), Maria Ustinova (Social Protection Consultant), and Nina Bagdasarova (Education Consultant). The interviews and focus groups were conducted and analyzed by the team of LLC Zerkalo Central Asia, including Elnura Kazakbaeva, Ormon Erkinbekov and Sofiian Ushirova, under the guidance of Berik Kozhomkulov. Hugh Riddell (Country Manager for Kyrgyz Republic) and Paolo Belli (Practice Manager for Social Protection and Jobs Global Practice) provided overall guidance and valuable recommendations to the team. The report benefited from the comprehensive review and recommendations provided by Cristina-Iulia Vladu (Social Protection Specialist) and Solene Marie Paule Rougeaux (Senior Social Protection Specialist). Operational guidance was provided Ngoc-Dung Thi Tran (Operations Analyst) and administrative and logistical support to the team was provided by Aizhan Tursalieva (Program Assistant) and Loan Thi Phuong Nguyen (Program Assistant). The team is grateful for the valuable comments and suggestions provided by Andrey Tretyak (Senior Social Protection Specialist), Vlad Alexandru Grigoras (Senior Social Protection Specialist), and contributions provided by Aibek Ashirov (Poverty and Equity Economist). Finally, the team would like to thank the staff of the Ministry of Labor, Social Security and Migration of the Kyrgyz Republic. The team appreciates valuable comments provided by Solidarity Center, Association of parents of children with disabilities ARDI, and other organizations for people with disabilities during the validation workshop on May 28, 2024, in Bishkek. Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic BACK TO CONTENTS vii Abbreviations CRPD Convention on the Rights of Persons with Disabilities CSO Civil Society Organization ICF International Classification of Functioning, Disability and Health ICT Information and communication technology ILO International Labor Organization FGD Focus Group Discussions GSSP Global Safer School Program KGS Kyrgyzstan Som KII Key Informant Interview MLSSM Ministry of Labor, Social Security and Migration of the Kyrgyz Republic MSB Monthly Social Benefit MSEC Medical and Social Expert Commission NGO Non-government Organization NSC National Statistical Committee of the Kyrgyz Republic OPD Organization of Persons with Disabilities PESA Public Employment Service Authority PMPC Psychological Medical Pedagogical Consultation SDF Skills Development Fund UN United Nations UNDP United Nations Development Program viii BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Executive Summary People with disabilities represent a significant portion of the global population, and their exclusion from employment and education perpetuates cycles of poverty and inequality, undermining economic development efforts. Creating an environment favorable for employment and education for people with disabilities is crucial for multiple reasons, including a) it is essential for upholding human rights and ensuring that all citizens, regardless of their abilities, have equal access to opportunities, b) inclusive employment and education systems contribute significantly to social and economic development and ensuring full participation of people with disabilities in the labor market and education systems can lead to broader economic benefits and a more resilient, inclusive economy and contribute to reducing poverty levels, and c) addressing barriers in these areas fosters social cohesion and reduces inequality. Inclusive policies promote diversity and acceptance within communities, breaking down stereotypes and combating discrimination. This creates a more equitable society where everyone has the opportunity to participate fully and contribute to communal well-being. The analytical report on disability inclusive employment and education in the Kyrgyz Republic aims to analyze the challenges and opportunities faced by people with disabilities in accessing the labor market and receiving education in the Kyrgyz Republic. The report examines the current situation in the Kyrgyz Republic with respect to the recently ratified United Nations CRPD and identifies key barriers to inclusion, including limitations in policy and legislative frameworks and their implementation, expectations and challenges of employers, issues with educational access and attainment of skills, difficulties in accessing workplace and learning environments, as well as social stigma. The findings presented in this report are based on an extensive desk-research review and 20 qualitative interviews, as well as 13 focus groups with key informants, including representatives of organizations of persons with disabilities, people with disabilities, parents with children with disabilities, and employers. The note also presents a range of recommendations for enhancing the participation of people with disabilities in the labor market and education based on best international and local practices. The National Statistical Committee data shows that there are 211,650 people, or about 3 percent of the population, with some form of disability, with the majority of people with disabilities living in rural areas. The majority of disabilities (94 percent) are due to general disease, with the leading causes being diseases of the blood circulatory system, malignant neoplasms, and osteo-muscular and connective tissue disorders. The number of children with a registered disability nearly doubled from an average 10,597 persons in 2009 to an average of 17,090 persons in 2021. The increase is attributed to a number of reasons, including health related, such as prevalence of cardiovascular diseases and injuries, late examination of pregnant women, vitamin and mineral deficiency, socioeconomic related, such as poverty, high costs of diagnostics and treatment, inaccessibility of infrastructure, an increase of social benefit, illiteracy, as well as environment related, including climate-related causes, and the increase of the size of population over the last decade. The number of people with disabilities is predicted to increase. 1 1 https://24.kg/english/259017_Increase_in_number_of_disabled_children_predicted_in_Kyrgyzstan_in_near_future/. Executive Summary BACK TO CONTENTS 1 The disability assessment system of the Kyrgyz Republic assigns adults into groups I, II or III depending on the degree of body functioning and behavioral, educational and work capacity. Group I disability status is assigned for two years, while Groups II and III are assigned for one year. Disability for people under the age of 18, regardless of their disability types, is classified as a “child with a disability” (for the duration of one, two, or five years, or until they reach 18 years old). The majority of people with disabilities in the Kyrgyz Republic belong to Group II, with some 67 percent of the total number of people attributed to this group. Group II is assigned to people who have the ability to perform labor activities in specially created working conditions and equipped workplace, and (or) with the help of other persons and with the ability to learn only in specialized educational institutions for students or at home under special programs using, if necessary, supplementary technical aids and technologies (refer to Table 2.3 in Chapter 2 for detailed classification of Groups). People with disabilities are more at risk due to limited education and employment opportunities, low benefits, and additional expenses that they incur because of their disability. People with disabilities are more vulnerable to poverty, with 35 percent of households with a member with a disability belonging to the bottom 40 percent of the income distribution. Notably, the disability is almost equally distributed across income quintiles. While the Kyrgyz Republic made significant progress in poverty reduction, people with disabilities remain vulnerable to poverty. The Kyrgyz Government continues to make efforts to improve the lives of people with disabilities and to remove various barriers hampering their participation in society. In 2019, the Kyrgyz Republic ratified the UN CRPD, adopted the Concept Document for the Development of Inclusive Education in the Kyrgyz Republic for 2019-2023, and approved the State Program “Accessible Country” for 2023–2030, which focuses on creating an enabling environment for developing labor market and employment opportunities for people with disabilities as well as pursuing the norms and principles of the CRPD with commitment to the long-term strategy of the United Nations Sustainable Development Goals, which emphasizes the people-centered slogan – “leave no one behind.” Furthermore, the Regulations on Personal Assistants to Children and Persons with Disabilities were developed and a Council on Issues of People with Disabilities under the Government of Kyrgyz Republic was established to facilitate policy dialogue on social protection and inclusion of people with disabilities and monitor the implementation of CRPD. Despite these positive developments, there remain contradictions between various legislative documents. The State Program “Accessible Country” for 2023-2030, which aims to improve accessibility and inclusion for people with disabilities, faces challenges in sustainable funding as no extra funding allocations are envisaged to achieve the set goals, relying substantially, instead, on the potential donor funding. Public spending on social protection, including support for people with disabilities, increased in nominal terms by 1.6 times from 2018 to 2022, but decreased as a share of total budget expenditures and remained stable as a share of GDP at 5 percent. Monthly Social Benefits (MSB), which also includes payouts of benefits for people with disabilities, have increased in nominal terms, reaching 15 percent of total social protection expenditures in 2022. The majority of MSB recipients are people with disabilities, suggesting that a significant portion of the budget funding is allocated to this group. As of 2023, the disability pension, which is assigned to people with disabilities contributing to the public social insurance system and not entitled to MSB payment, is still lower than the country's current subsistence minimum and constitutes only 24 percent of the average salary. The same applies to the MSB beneficiaries, which does not meet the adequacy threshold established by the ILO Convention No. 102 stating that disability payments should be at least 40 percent (or 50 percent in 2 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic the case of a work injury) of the average wage. Furthermore, contradictions exist between the payout of MSB and the disability pension, as the current benefits system may discourage formal employment among people with disabilities due to the potential loss of the MSB payout, which, in some cases, is higher than the disability pension. This issue is currently being addressed through proposed introductions to the legislation. There are significant barriers within the education system, including societal attitudes and a lack of infrastructure, which lead to educational neglect and reduced employment opportunities for people with disabilities. There is a significant discrepancy in the detection of disabilities among children of different age groups, indicating that many disabilities are identified late, which delays early intervention. The Psychological-Medical-Pedagogical Consultation (PMPC) plays a critical role in determining educational pathways for children with disabilities, but access to these services is limited, especially in regions outside of Bishkek. The number of children with disabilities attending general education schools is extremely low, indicating that the education system is not sufficiently inclusive. Specialized preschools and kindergartens are essential for preparing children with disabilities for traditional schooling, but access to these institutions is limited, with most being located in Bishkek. There is a lack of specific policies for the provision of advanced technology and habilitation devices to improve impaired functions in children with disabilities. Vocational education and higher education opportunities for individuals with disabilities are limited, with low enrollment numbers and a lack of systematic support for these students. Adult education for people with disabilities is not well organized or accessible, with few government programs and initiatives primarily driven by NGOs and donor projects. The Government approved the Concept of Inclusive Education Development in the Kyrgyz Republic for 2019-2023. In 2023, the Cabinet of Ministers approved the Plan of Actions on Early Intervention Program for 2023-2026. The Action Plan, which follows international best practices for early intervention and prevention of developmental disorders in children, envisages such improvements as legal framework, inter-agency cooperation, establishing new structures, training, and raising public awareness, particularly among parents and teachers, on the importance of new early intervention services. However, as in the case of the State Program “Accessible Country”, a significant share of the activities envisaged by the Plan does not have budget funds earmarked for their implementation, increasing the likelihood of limited interventions.. The Kyrgyz Republic faces a labor surplus due to a high growth rate of the working-age population and slow job creation, with a significant portion of the workforce seeking employment abroad or engaging in self-employment. Large firms contribute the most to employment and GDP, self- employment has slightly decreased, but the number of individual entrepreneurs doubled over the past decade. The Kyrgyz Republic’s labor market is characterized by high informality, with approximately 71.8 percent of workers employed informally, increasing the risk of poverty. While the official unemployment has been decreasing during the last decade, disparities persist across regions, genders, and age groups, with youth and women facing higher unemployment rates. People with disabilities are significantly underrepresented in the workforce, with an estimated 80 to 85 percent of working-age individuals with disabilities being inactive or excluded from the labor market.2 Persons with disabilities in the Kyrgyz Republic receive the same services provided by 2 ILO. 2023. Final Report. Applying design thinking to develop new service models for inclusionof working age persons with disabilities in community and labour market in Kyrgyzstan. ISBN: 9789220390016 (web PDF). Moscow, Russia: International Labour Organization. https://www.ilo.org/sites/default/files/wcmsp5/groups/public/%40europe/%40ro-geneva/%40sro-moscow/ documents/publication/wcms_880407.pdf. Executive Summary BACK TO CONTENTS 3 the Public Employment Service Authority (PESA) as job seekers without disabilities. The PESA offers support in career development, can assign vocational training or reskilling, grant unemployment benefits, send a person to public works and facilitate employment within the established labor quota. Registration at PESA for people with disabilities is also allowed electronically through a dedicated portal. While the legal framework provides for positive discrimination in favor of persons with disabilities, including job quotas, hiring obligations, and reduced work schedules, it lacks incentives for employers to hire persons with disabilities. Labor quota system for people with disabilities has been introduced but remains largely unfilled due to various implementation challenges. The quota for hiring people with disabilities is calculated as 5 percent of the total number of employees (but applicable only if the minimum number of employees is 20 people). There are numerous reasons for the quota system not functioning properly, including lack of legal obligations, applicability of this requirement to the public sector only, availability of mostly low-level jobs, lack of proper infrastructure both at work places and proper urban infrastructure, lack of awareness among employers and lack of knowledge of people with disabilities of their employment rights, and lack of mechanisms to monitor the efficiency of the, and introduce improvements, to the quota system. Results of the qualitative findings conducted in the framework of this analytical report through Focus Group Discussions (FGD) and KII (Key Informant Interviews) suggest that people with disabilities in the Kyrgyz Republic face significant employment barriers, including discriminatory attitudes from employers, physical infrastructure challenges, and institutional hurdles due to legislation that lacks incentives for hiring people with disabilities. Employers generally fall into three categories: those who see insurmountable barriers, those who recognize basic inclusion elements but overlook deeper issues, and those who view people with disabilities as charity cases, often relegating them to low-skilled jobs. Skills and motivation of candidates with disabilities are often questioned by employers, who view them as additional expenses rather than potential assets. The physical design of buildings and office spaces is a major barrier to employment, with employers citing the financial burden of creating accessible environments as a reason for not hiring people with disabilities. Social barriers and stereotypes significantly limit employment opportunities for people with intellectual disabilities and those with hearing impairments, who are often confined to low-skilled jobs. The recruitment and hiring practices of employers in the Kyrgyz Republic do not actively support the inclusion of people with disabilities, with many employers lacking information on how to hire and accommodate them. The quota system for hiring people with disabilities is not effectively implemented, with private enterprises rarely meeting the quota and lacking clarity on the law's requirements. Retention of workers with disabilities is not supported by specialized mechanisms, and employers often do not take measures to retain employees in low-skilled positions. Cooperation between employers and organizations supporting people with disabilities is crucial but not always productive due to a lack of mutual understanding of needs and business objectives. Large companies are motivated to become inclusive to expand their market and solve staffing issues, and NGOs are preparing to recognize the most socially responsible enterprises to encourage the employment of people with disabilities. The qualitative research highlighted the challenges faced by individuals with disabilities in securing employment in these sectors, as well as potential opportunities and accommodations that could facilitate their inclusion (see Table 1). 4 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Table 1. The interviews and focus group participants’ views on barriers to employment of people with disabilities in specific sectors Industry Barriers Opportunities/Potential Security issues, risk of robbery, personal Visually impaired individuals have been hired in this data protection limits the option of sector. The bank installed Jaws software, which allows Banking remote work for people with disabilities, them to read and handle documents securely. The sector possible negative perception of bank’s security department approved the platform for use, customers. ensuring the bank's system's safety. Employers in this sector are open to hiring people with disabilities and may provide additional software. For those with vision impairments, employers are willing to consider hiring if the individual can read Few applicants with disabilities seek IT documents and operate a computer, even though or analyst positions, possibly because additional software may be required. Qualifications ICT sector their education and skill level doesn't are important for those with hearing impairments, equip them for these roles. but fewer difficulties are encountered in finding employment. In fields like business analytics and ICT, mobility limitations are not a barrier to employment, and employers do not discriminate based on physical disabilities. Communication challenges for visually and hearing impaired in sales. Accessibility issues with CRM (Customer Relationship Management) systems for Sales and visually impaired. People with limited mobility can work in call-centers. marketing Perceived lack of motivation among applicants with disabilities. Concerns about client loss due to limitations of employees with disabilities. Limited employment opportunities for people with disabilities in tourism. Few limitations mentioned for office Tourism and Focus on inclusive clientele drives hiring of individuals roles, but significant barriers for roles hospitality with disabilities. like tour guides. Challenges for people with physical and vision disabilities in waiter roles. Employers are concerned about personal appearance and mobility. Wholesale Some opportunities exist for those with minor physical Sales roles require interaction, posing a and retail limitations – individuals with hearing impairments are challenge for people with disabilities. trade hired as loaders. Employers are reluctant to consider remote work options in this sector. Limited remote work options due to large equipment at production sites. Concerns about physical safety and the capability of individuals with disabilities Textile to operate machinery. - production Employers worry about how visually impaired people can handle tasks. Exclusion of individuals with mental disabilities due to perceived unpredictability of behavior. Source: Prepared by the authors based on the results of interviews and FGDs. Executive Summary BACK TO CONTENTS 5 To address the situation and overcome the issues with accessing employment opportunities and education for people with disabilities, the note identifies a set of short-, and long-term recommendations, which include such actions as: • Enhancing data collection on people with disabilities to create a comprehensive profile that includes age, type of disability, limitations, regional distribution, and employment status. • Implementing targeted support and assistance programs for adults with disabilities to facilitate their participation in the labor market and access to adult learning. • Addressing the growing number of people with disabilities by increasing support services, especially in regions with the highest prevalence and poverty levels. • Developing strategies to reduce the poverty risk for families with members with disabilities, including income support and employment opportunities. • Reconciling contradictions in the legal framework to align with the CRPD and ensure the rights of people with disabilities are protected and promoted. • Securing sustainable funding for the “Accessible Country” program, including exploring new funding mechanisms and ensuring government commitment. • Addressing regional disparities in disability prevalence by improving healthcare access, transport infrastructure, and socioeconomic development in affected regions. • Promoting societal change to reduce stigma and discrimination against persons with disabilities through awareness campaigns and education programs. • Ensuring that the Council on the Issues of Persons with Disabilities operates effectively with mandatory decision-making powers and sustainable funding. • Monitoring and evaluate the implementation of the “Accessible Country” program to ensure it meets its goals and addresses the needs of people with disabilities. 6 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Chapter 1 Overall context on disability inclusion in the Kyrgyz Republic Chapter 1. Overall context on disability inclusion in the Kyrgyz Republic BACK TO CONTENTS 7 Chapter 1 Overall context on disability inclusion in the Kyrgyz Republic 1.1 General statistics on disability in the Kyrgyz Republic According to the Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Disabilities, disability is a recognized social and legal status based on a specific process and means that a person has lasting physical, mental, or intellectual limitations. Thus, the person is recognized as experiencing long-term health challenges due to diseases, injuries, or defects that affect the functioning of their body. These difficulties limit their ability to participate fully in life and require support and rehabilitation to help them cope and recover. However, the current definition comes from the medical perception of disability and does not fully reflect external environmental or societal barriers as per CRPD that can impact the life of a person (see Box 1.1) Box 1.1 Definitions of disability The Law of the Kyrgyz Republic on the Rights and Definition as per The United Nations Guarantees of Persons with Disabilities Convention on the Rights of Persons with Disability is a socio-legal status established by Disabilities an authorized state body as prescribed by law, Persons with disabilities include those who presupposing that a person has persistent physical, have long-term physical, mental, intellectual mental or mental impairments. Depending on the or sensory impairments which in interaction degree of disorder, disability groups I, II and III are with various barriers may hinder their full and established. Children under 18 years of age are included effective participation in society on an equal in the category “child with disabilities”; basis with others. Source: The Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Disabilities, https://cbd.minjust.gov. kg/202329/edition/805556/ru, The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), https://www. ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities The percentage of the population with disabilities in the Kyrgyz Republic has remained constant at 3 percent over the past decade, even though the absolute number of people with disabilities has steadily increased over the years. 3 In 2022, 211,650 people were registered with some form of disability (as per Figure 1.1), including 34,181 children. The majority—71 percent—live in rural areas 4, while 48 percent are women and 52 percent are men. 5,6 3 According to the share of people with disabilities in the total population between 2012-2022. National Statistical Committee of the Kyrgyz Republic (2022). 5.02.00.27. Number of persons with disabilities receiving pensions and disability benefits: https://www.stat.kg/ru/statistics/download/dynamic/1207/. 4 Latest available data for 2019. 5 Latest available data for 2020. 6 Latest available data for 2021. 8 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Figure 1.1 Number of persons registered with disability 250.000 211.650 200.000 168.679 150.000 114.961 100.000 50.000 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Source: National Statistical Committee of the Kyrgyz Republic (NSC), 2022. Over the past decade, the number of children with registered disabilities nearly doubled. In 2021, 53 percent of girls and 47 percent of boys were assigned a disability status. While the gap between girls and boys was minimal in 2009, a difference in absolute numbers began increasing in 2018. By 2021, significantly more girls were identified with a disability (Figure 1.2). Figure 1.2 Children registered with disability by gender (as of January 1, 2022) 20.000 18.024 15.000 16.157 10.779 10.000 10.415 5.000 0 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 Girls Boys Source: NSC, 2022. In the Kyrgyz Republic, the number of children with disabilities differs significantly across 20.000 18.024 different age groups. Only 1 percent of children between 2 and 4 years old were diagnosed with one or more functional disabilities. However, for children between 5 and 17 years old, this indicator 15.000 16.157 increased to 9 percent. While some people acquire certain health limitations with age, such a gap 10.779 10.000 different age groups of children also indicates that most disabilities are detected rather late. between 7 10.415 According to the National Statistical Committee (NCS), cerebral palsy represents a significant 5.000of all disorders among children with disabilities. In 2020, there were about 33,000 disabled share children under 18, marking an 11 percent increase from 2016. Cerebral palsy affects around one-sixth 0 This rise is largely attributed to better diagnostic methods. of them. 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 The majority of people with disabilities (94 percent) experience some form of disability due to Девочки Мальчики general disease at some point in their adult lives. In comparison, 5 percent of the population has 7 UNICEF. (2023). Children with Disabilities in Europe and Central Asia: A statistical overview of their well-being. https://data.unicef.org/resources/children-with-disabilities-in-europe-and-central-asia-a-statistical-overview-of-their-well-being/. Chapter 1. Overall context on disability inclusion in the Kyrgyz Republic BACK TO CONTENTS 9 been disabled since childhood 8 . In very few cases, people acquire disability status due to occupational and military injuries. The leading causes of disability among the adult population are: diseases of the blood circulatory system, malignant neoplasms, diseases due to injuries, osteo-muscular and connective tissue disorders, as well as endocrine system diseases. Despite significant overall poverty reduction and improved well-being in the country, families with members who have disabilities could be vulnerable to poverty. From 2000 to 2020, the Kyrgyz Republic’s national poverty headcount ratio fell sharply from 62.6 to 25 percent, with extreme poverty nearly eliminated. The reduction mostly happened because of economic growth, labor income, and remittance growth. The improved situation benefitted the people at the bottom 40 percent of the income distribution.9 The difference in poverty among urban and rural populations has also decreased. 10 While the pandemic and economic disruptions caused some setbacks, recent findings suggest that self-perceptions of well-being and socioeconomic status improved between December 2021 and December 2023. 11 People with disabilities face greater risk due to limited education and employment options, low benefits, and additional expenses incurred because of their disability. When a household member provides unpaid informal care without additional support services, household income could be further impacted. Recent statistics show that 35 percent of households in the Kyrgyz Republic with a member with disabilities belong to the bottom 40 percent income group (see Figure 1.3). Notably, the disability is almost equally distributed across income quintiles. Figure 1.3 Number of households with and without a member with disability by income groups, 2022 400.000 332.843 332.432 326.441 325.735 329.471 300.000 200.000 100.000 20.239 22.157 25.834 27.451 27.451 0 Q1 Q2 Q3 Q4 Q5 Households with members with disability Households without members with disability Source: KIHS, 2022. Families with members with disabilities are more vulnerable to shocks. According to the findings of the 2020 report “COVID-19 in the Kyrgyz Republic: Socioeconomic and Vulnerability Impact Assessment and Policy Response”, 68 percent of families with persons with disabilities reported a worsening of their financial situation. Additionally, due to inflation, 65 percent had to opt for cheaper, less nutritious food. 12 Almost all respondents with chronic conditions experienced difficulties in access to specialized care, either due to higher costs, limited physical access, or increased focus of healthcare facilities on patients diagnosed with COVID-19. Fifty-four percent of people with special needs assessed quarantine and related measures as necessary and timely, while only about 5 percent negatively assessed the measures taken by the government to combat the pandemic. 13 8 Disability since childhood – disability groups are assigned during a Medical-Social Commission of Experts (MSEC) examination of individuals who are 18 years old and display signs of disability before reaching adulthood. More details at https://cbd.minjust.gov.kg/93624/edition/1108088/ru. 9 World Bank (2023). Kyrgyz Republic Systematic Country Diagnostic Update From Vulnerability to Resilience. 10 FAO. 2021. Analysis of poverty, food security and nutrition in the context of COVID-19 and the role of social protection in the Kyrgyz Republic. https://www.stat.kg/media/files/532d2907-07e7-474d-96e9-64c1a211e955.pdf. 11 World Bank. (2023). What Does Kyrgyzstan Say? Trends in Household Well-being and Views. Listening to the Kyrgyz Republic Quarterly Brief, Q4, 2023. https://thedocs.worldbank.org/en/doc/63b8819260fd08d4a5741aa242eff697-0080062024/original/L2KGZ-Brief-Q4-2023.pdf. 12 https://www.adb.org/sites/default/files/institutional-document/626021/covid-19-kgz-socioeconomic-vulnerability-impact.pdf. 13 Ibid. 10 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic The statistics indicate regional disparities in the prevalence of disability in the Kyrgyz Republic. The amount of people with disabilities almost doubled in each region from 2007 to 2021, except in Osh City. As a share of the population, the number of people with registered disabilities varied from 4 percent in the Naryn region to 1.8 percent in Bishkek City in 2022. The most significant observed increase in the share of people with disabilities was in the Batken region (from 3.2 percent in 2012 to 3.9 percent in 2022), Jalal-Abad region (from 2.8 percent in 2012 to 3.6 percent in 2022) and Talas region (from 2.7 percent in 2012 to 3.6 percent in 2022). At the same time, there was a decline in Osh City (from 2.5 percent in 2012 to 2 percent in 2022) (see Figure 1.4). Positive trends in demography, level of socioeconomic development, accessibility of transport infrastructure, and healthcare could have contributed to these differences. Figure 1.4 Total number of people registered with disability as a share of population, by regions (as of January 1, 2023) 4,5% 4,0% 3,5% 3,0% 2,5% 2,0% 1,5% 1,0% 0,5% 0,0% 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Batken Region Jalal-Abad Region Issyk-Kul Region Chui Region Bishkek City Naryn Region Osh Region Talas Region Osh City Source: NSC, 2022. The data on disability in the Kyrgyz Republic remains very limited. The NSC conducted a population census in 2022 to analyze people with disabilities for the first time by including questions on functional disabilities developed by the Washington Group on Disability Statistics (WG). 14 Five of 4,5% the 4,0%six recommended questions, covering visual, hearing, walking, memory impairments, and self- 3,5% support ability, were adapted and included. 15 3,0% 2,5% 2,0% Box 1.2 Key functional limitations in the Kyrgyz Republic: 1,5% 1,0% Walking or climbing stairs (0.96%) has the highest overall prevalence among all functional domains, 0,5% suggesting mobility-related and accessibility issues are common. Hearing (0.44%) has the lowest overall 0,0% prevalence. 2012 Seeing (0.67%) 2013 2014 is the second 2015 most prevalent 2016 2018 While 2017 difficulty. 2019difficulties 2020 in remembering 2021 2022 or concentrating (0.50%) and with self-care (0.63%) are moderate in comparison with other domains, Баткенская these issues become область Джалал-Абадская significantly more prevalent and область Иссык-Кульская critical among individuals agedобласть 70 and above. Нарынская область Ошская область This item requires an additional analysis by age groups. Таласская область Чуйская область г. Бишкек г. Ош Source: NSC. 2024. Population and Housing Census of the Kyrgyz Republic 2022. https://stat.gov.kg/ru/publications/perepis- naseleniya-i-zhilishnogo-fonda-kyrgyzskoj-respubliki-2022-goda-kniga-i-osnovnye-socialno-demograficheskie- harakteristiki/. This and above percentages reflect a sum of all responses on difficulty (e.g., "a lot of difficulty," or "cannot do at all"). 14 https://www.washingtongroup-disability.com/fileadmin/uploads/wg/The_Washington_Group_Primer_-_Russian.pdf. 15 https://stat.kg/ru/publications/perepis-naseleniya-i-zhilishnogo-fonda-k yrg yzskoj-respublik i-2022-goda-k niga-i- osnovnye-socialno-demograficheskie-harakteristiki/. Chapter 1. Overall context on disability inclusion in the Kyrgyz Republic BACK TO CONTENTS 11 It is crucial to further analyze this data, especially from the urban and rural, as well as gender and age perspectives. It will help to understand the full scope of disability in the country, which will inform effective policy-making and resource allocation. It is also important to mention that the data presented in this section of the report covers only officially registered people with disabilities (who receive benefits or disability pensions), which most probably under-represent the real situation in the country. 1.2 Main stakeholders working on disability issues National institutions contribute in different ways to the implementation of the CRPD, and specifically the right to education, work and employment as enshrined in Articles 24 and 27 of the Convention. Ministry of Labor and Social Security and Migration The Ministry of Labor and Social Security and Migration (MLSSM) is the main state agency that regulates labor policy and social support for people with disabilities and a focal point for CRPD implementation. This ministry oversees social protection policies, disability assessment and certification systems, rehabilitation center operations, and assistive device provision through its central units and local branches. Under this ministry, the Medical-Social Commission of Experts (MSCE) is responsible for assessing and certifying disability groups. Also, the MLSSM oversees the Republican Institution of Prosthetic and Orthopedic Products (RUPOI), a leading state manufacturer of prosthetic and orthopedic products and rehabilitation equipment for over 80 years. RUPOI specializes in providing prosthetic and orthopedic products, technical aids, and household appliances for individuals with musculoskeletal disorders. It also conducts primary, complex, and atypical prosthetics. Currently, RUPOI serves 13,000 registered persons with disabilities. 16 Ministry of Education and Science This ministry is the central executive agency overseeing education and science policy and practices in the Kyrgyz Republic. The Ministry's Psycho-Medical-Pedagogical Commissions (PMPC) are in charge of assessing and registering children with special education needs and producing recommendations for their further transition into the education system. Ministry of Health The Ministry of Health is the central executive body, pursuing state policy and executing governance in citizens’ health protection in the Kyrgyz Republic. It develops and implements state policies on improving the quality of and access to health care services for all population, including people with disabilities. It is also responsible for improving access to high-quality, effective and safe medicines and medical products. Council on the Issues of Persons with Disabilities under the Government of Kyrgyz Republic In 2020, with the order of the prime minister of the Kyrgyz Republic, a Council on the Issues of Persons with Disabilities under the Government of Kyrgyz Republic was established, with its Secretariat located at the MLSSM. 17 The Council coordinates the interaction between state bodies, local self- government bodies, public associations, scientific organizations, and others when considering the social protection of persons with disabilities. 18 The Council serves as a co-ordination mechanism to oversee the implementation of the CRPD. 19 16 https://mlsp.gov.kg/ru/rupoi/. 17 https://mlsp.gov.kg/ru/polozhenie-o-sovete-po-delam-licz-s-invalidnostyu-pri-pravitelstve-kyrgyzskoj-respubliki/. 18 Ibid. 19 https://unprpd.org/new/wp-content/uploads/2023/12/CR-Kyrgyzstan-2023-780.pdf. 12 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic The Council’s effectiveness is hampered by several factors. First, its decisions are rather advisory than mandatory, limiting their impact to government bodies’ compliance, which in turn do not wholly fulfill their obligations. Second, the infrequent meetings and the lack of a permanent office or working groups hinder its ability to monitor and coordinate disability policy or address the wide range of topics under the CRPD. Finally, the MLSSM's reliance on donor funding for organizing Council meetings raises concerns about the long-term sustainability of the Council’s work. 20 Local governments are responsible for identifying persons with disabilities and underrepresented groups with disabilities, as well as raising awareness of different rights, including access to social services and benefits. The central responsible bodies are commissions on social issues under the mayor's office or ayil okmotu (village administration), line specialists on social issues, and ayil bashchy (head of a village). 1.3 Overview of legal frameworks covering disability The legal framework concerning the rights and protection of people with disabilities in the Kyrgyz Republic includes various laws and regulations, including the provisions within the constitution, the labor code, the foundational law on disability, and key regulatory documents on social protection and education. Below is an overview of key measures related to the employment and education of people with disabilities, which these documents cover. Table 1.1 Overview of legislation by categories Category Legislation Overview Fundamental The Constitution of the Kyrgyz Republic guarantees the prohibition of discrimination rights based on disability, among other characteristics of citizens (Article 24). 21 The Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Limited Health Functions (Disabilities) 22 is the main legal act that regulates different aspects of public policy for persons with disabilities to ensure their rights, opportunities and equality to all other citizens of the Kyrgyz Republic: • The law defines a person with disability as “a citizen (child) with an enduring physical, mental, intellectual, or sensory impairment, which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others, and which causes the need for their social protection and rehabilitation. Depending on the degree of impairment, disability groups I, II, and III are established .”23 One of the most important Definition of considerations of this law is that it regulates disability from a medical perspective. Currently, disability the government is discussing a reform of the Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Limited Health Functions, which aims to move from a medical to a social perspective of disability. • The purpose of the law is presented in Article 2: “realization of rights and freedoms, elimination of restrictions in their life activity, creation of favorable conditions allowing persons with disabilities to lead a full life, actively participate in the economic, political and cultural life of society, as well as to perform their civil duties, provided by the Constitution of the Kyrgyz Republic, generally recognized principles and norms of international law and international treaties.” 24 20 https://unprpd.org/new/wp-content/uploads/2023/12/CR-Kyrgyzstan-2023-780.pdf. 21 The Law of the Kyrgyz Republic of May 5, 2021 No. 59 “On the Constitution of the Kyrgyz Republic”. https://cbd.minjust.gov.kg/112215/edition/1078264/ru. 22 https://cbd.minjust.gov.kg/202329/edition/805556/ru. 23 Ibid . 24 Ibid. Chapter 1. Overall context on disability inclusion in the Kyrgyz Republic BACK TO CONTENTS 13 Category Legislation Overview The Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Limited Health Functions (Disabilities) 25 adopts important principles, such as non-discrimination and accessibility, and recognizes various rights of persons with disabilities in the Kyrgyz Republic, such as the right to social protection, social guarantees, including access to medical care, Provision of provision of prosthetic and orthopedic devices, and special means for training, education, and services for employment. Although the law recognizes the full legal capacity of persons with disabilities people with on an equal basis with other persons (Article 3), it does not include any information on how the disabilities legal capacity of persons with disabilities is protected. The Law of the Kyrgyz Republic on the Fundamentals of Social Services regulates the provision of different social services for vulnerable groups of the population, including people with disabilities. These services include social and legal services, in-kind assistance, social adaptation, and rehabilitation of citizens. 26 At the same time, the law contradicts the Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Limited Health Functions (Disabilities) because it stipulates that free prosthetic and orthopedic care for persons with disabilities is provided only if they live in special care organizations on a permanent or temporary basis. 27 Regarding the right to a free service, partial payment for the service depends on the average per capita income of the people with disabilities or the family in which the people with disabilities live. This is not mentioned in the Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Limited Health Functions (Disabilities). 28 The Law of the Kyrgyz Republic on Guaranteed State Minimum Social Standards regulates the establishment and provision of guaranteed state minimum social standards to ensure the most important needs of the population, especially in the fields of medicine, education, social protection , and labor policy. 29 The Law of the Kyrgyz Republic On Older Citizens in the Kyrgyz Republic covers various aspects of public policy towards older citizens, including creating decent conditions for them to lead a full life, participate in society’s economic and political life, and fulfill their civic responsibilities. The law covers the provision of medical services, rehabilitation and medications to the elderly. 30 The Law of the Kyrgyz Republic on State Social Order/Procurement defines the legal, organizational, and financial conditions for developing, placing , and implementing public social procurement of services, including for people with disabilities. 31 The Law of the Kyrgyz Republic on State Benefits establishes state social benefits and their Payment types and also regulates the assignment and payment of state social benefits to adults and of social children who are not entitled to pension provisions in the form of benefits and lump sum payments. benefits to In relation to people with disabilities, the law covers the payout of monthly social benefits. 32 people with The Law of the Kyrgyz Republic on Guaranteed State Minimum Social Standards defines the disabilities poverty line and subsistence minimum used in calculating various social benefits, which also pertains to adults and children with disabilities. 33 Payment of disability The Law of the Kyrgyz Republic on State Pension Social Insurance regulates pension pensions to payments from the public insurance system and covers old age, survivors, and disability people with benefits. disabilities 25 https://cbd.minjust.gov.kg/202329/edition/805556/ru. 26 https://cbd.minjust.gov.kg/943/edition/109755/ru. 27 https://www.esep.kg/images/docs/Otchet_LOVZ.pdf. 28 Ibid . 29 https://cbd.minjust.gov.kg/202576/edition/956384/ru. 30 https://cbd.minjust.gov.kg/203373/edition/1234888/ru. 31 https://mlsp.gov.kg/ru/gosudarstvennyj-soczialnyj-zakaz/. 32 https://cbd.minjust.gov.kg/111670/edition/3018/ru. 33 https://cbd.minjust.gov.kg/202576/edition/956384/ru. 14 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Category Legislation Overview The Labor Code of the Kyrgyz Republic is the country’s primary law regulating employment Employment policies and mechanisms for its citizens, including employees with disabilities. This code of people establishes requirements for employers to provide appropriate working conditions for with employees with disabilities. It also establishes 5 percent as the minimum quota for employing disabilities persons with disabilities in any public or private organization with 20 or more employees. Selected articles of the Labor Code are reviewed in Chapter 4 of this report. 34 The Law of the Kyrgyz Republic on Promoting Employment of the Population identifies legal, economic, and organizational measures to promote employment, guarantee the implementation of the constitutional rights of citizens of the Kyrgyz Republic to work Employment and regulate social protection from unemployment. The law identifies the responsibility of of people employers to create job placements under the labor quota for people with disabilities and the with rules for cooperation with the public employment authority. 35 disabilities The Law of the Kyrgyz Republic on the Rights and Guarantees of Persons with Limited Health Functions (Disabilities) 36 follows the Labor Code. It aims to guarantee the inclusion of persons with disabilities in the labor market. The Law of the Kyrgyz Republic on Education ensures equal access to education for all students, including people with disabilities, taking into account the diversity of educational Education of needs and individual capabilities. 37 people with The Law of the Kyrgyz Republic on Promoting Employment of the Population stipulates the disabilities right of people with disabilities to receive vocational training, retraining and advanced training as a priority. 38 On February 28, 2024, the Parliament of the Kyrgyz Republic adopted the Law of the Protection Kyrgyz Republic No. 59 “On the ratification of Convention No. 190 of the International Labor from Organization concerning the elimination of violence and harassment in the world of work, violence and adopted on June 21, 2019 in the city of Geneva”, recognizing the right of everyone to a world of harassment work free from violence and harassment, including gender-based violence and harassment. 39 at work Ratification will further lead to the harmonization of existing legislation to promote the protection from violence at the workplace. 40 Source: Compilation by the authors. 1.4 Overview of national/state programs addressing disability State Program “Accessible Country” for 2023-2030 On February 10, 2023, the Cabinet of Ministers of the Kyrgyz Republic approved the State Program “Accessible Country” for persons with disabilities and other groups of people with limited mobility. This program, designed to run from 2023 to 2030, was one of the government's main tasks after ratifying the CRPD. 34 Code of the Kyrgyz Republic dated August 4, 2004 No. 106 “Labor Code of the Kyrgyz Republic”. https://cbd.minjust.gov.kg/1505/edition/5621/ru. 35 The Law of the Kyrgyz Republic dated August 3, 2015 No. 214 “On promoting employment of the population” https://cbd.minjust.gov.kg/111258/edition/1235914/ru. 36 https://cbd.minjust.gov.kg/202329/edition/805556/ru. 37 The Law of the Kyrgyz Republic dated August 11, 2023, No. 179 “On Education” https://cbd.minjust.gov.kg/112665/edition/1273902/ru. 38 Law of the Kyrgyz Republic dated August 3, 2015 No. 214 “On promoting employment of the population” https://cbd.minjust.gov.kg/111258/edition/1235914/ru. 39 C190 - Violence and Harassment Convention, 2019 (No. 190). https://normlex.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:12100:0::NO::P12100_ILO_CODE:C190. 40 https://www.ilo.org/resource/news/kyrgyz-parliament-calls-ratification-ilo-convention-violence-and-harassment. Chapter 1. Overall context on disability inclusion in the Kyrgyz Republic BACK TO CONTENTS 15 According to the document, “The goal of the State Program ‘Accessible Country’ is to achieve social justice and equal access for persons with disabilities and other urban and rural persons with limited mobility to the infrastructure and services of labor and social protection, healthcare, education, financial and credit institutions, judicial and law enforcement agencies, transport, information and communication, culture and sport by 2030”.41 The program prioritizes six main areas: 1. Improvement of the medical and social assessment of disability, 2. Rehabilitation and habilitation, 3. Accessible labor market, including the labor quota reform, 4. Improving the system for the provision of prosthetic and orthopedic services, 5. Accessibility of infrastructure and all types of services, 6. Accessible learning environment and inclusive education. Despite the ambitious scope to enhance accessibility and improve the lives of people with disabilities, the program's funding remains challenging. As a part of the program’s 2023- 2026 Funding Plan, approximately US$7.4 million (642 million KGS) will be provided for all six components (see Table 1.4). However, the funding will be divided between state revenues and donor assistance, equivalent to US$1.9 million (166 million KGS) and US$5.4 million (475 million KGS), respectively. Thus, the government covers only 26 percent of the program. It is important to note that the state funding is not a new allocation but is built from existing budget programs. The government should analyze and develop a sustainable funding mechanism to ensure the program's implementation and effectiveness. Table 1.2. Expenditures for the State Program “Accessible Country”, million KGS 2023 2024 2025 2026 Category State State State State Donors Donors Donors Donors budget budget budget budget Total 13.4 25.9 1.6 9.7 0.794 10.6 0.789 0.573 MSEC improvement 0.146 4.5 0.146 1.5 Rehabilitation and 11.7 4.9 0.421 1.7 0.039 0.063 0.039 0.063 Habilitation Accessible Labor 0.067 1.7 0.052 0.630 - - - - Market Improving the system for providing 0.165 4.1 0.071 2.26 0.005 0.050 - - prosthetic and orthopedic services Accessible 0.347 6.0 0.163 2.07 - - - - Infrastructure Accessible 0.984 4.5 0.776 1.5 0.750 1.2 0.750 1.2 Education Source: Financial plan for 2023-2026 for the implementation of the State Program "Accessible Country". 42 41 https://cbd.minjust.gov.kg/53-323/edition/1237354/ru. 42 https://base.spinform.ru/show_doc.fwx?rgn=148081#A6KF0OHVUG. 16 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic UN CRPD Situational Analysis have highlighted that despite its ambitious goal, the current program has insufficient clarity on how the program will be implemented and does not cover some other aspects of people with disabilities’ needs. It does not fully clarify how accessibility to financial institutions, justice and law-enforcement agencies, transportation, information and communications, culture, and sports for people with disabilities will be achieved.43 Similarly, the ILO calls for more support to develop and fund the “Accessible Country” program for people with disabilities.44 1.5 Norms and attitudes in society toward people with disability According to the Situational Analysis of CRPD implementation, there are high levels of prejudice, social stigma and discrimination against persons with disabilities in the Kyrgyz Republic. 45 The findings of UNDP research on stereotypes toward people with disabilities, which was based on the survey held among general population and students of lyceums in two cities and two regions, reveal that 50 percent of adults reported feeling discomfort and inconvenience when communicating with a person with a disability. In comparison, only 39 percent of lyceum students experienced such feelings. 46 As stated by the UNDP, the population in the Kyrgyz Republic sees a person with disabilities as “dependent” (89 percent of survey respondents), “kind” (84 percent), who “loves life” (82 percent), but at the same time “experiences life as difficult” (79 percent) and lives with “tragedies” (74 percent). General public perception of persons with disabilities is based on a charity approach rather than on equality and rights-based understanding as promoted by the CRPD. 47 According to the Listening to the Kyrgyz Republic survey, approximately 70 percent of the population thinks that the government does enough to help people with disabilities, and this perception remains quite stable. At the same time, evidence suggests that persons with disabilities in the country do not yet have an enabling environment for the realization of their rights as per the CRPD (see Figure 1.5). Figure 1.5. Share of people who consider that the government does enough to help people with disabilities 0,90 0,80 0,70 0,60 0,50 0,40 0,30 0,20 0,10 0,00 2021 2022 2023 Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Source: Listening to the Kyrgyz Republic Survey, 2023. 48 43 UN CRPD. https://unprpd.org/new/wp-content/uploads/2023/12/CR-Kyrgyzstan-2023-780.pdf. 44 https://www.ilo.org/moscow/news/WCMS_872953/lang--en/index.htm. 0,90 45 https://unprpd.org/new/wp-content/uploads/2023/12/CR-Kyrgyzstan-2023-780.pdf. 0,80 46 https://www.undp.org/sites/g/files/zskgke326/files/migration/kg/UNDP-KG_Research_stereotypes.pdf. 0,70 47 World Bank (2022). Country Profile. Kyrgyzstan 2022. Disability Inclusion. 0,60 48 World Bank (2023). What Does Kyrgyzstan Say? Trends in Household Well-being and Views. Listening to the Kyrgyz Republic 0,50 Quarterly Brief, Q4, 2023. https://thedocs.worldbank.org/en/doc/63b8819260fd08d4a5741aa242eff697-0080062024/original/ 0,40 L2KGZ-Brief-Q4-2023.pdf. 0,30 0,20 0,10 0,00 1. Overall context on disability inclusion in the Kyrgyz Republic Chapter BACK TO CONTENTS 17 2021 2022 2023 Дек Янв Фев Мар Апр Май Июн Июл Авг Сен Окт Ноя Дек Янв Фев Мар Апр Май Июн Июл Авг Сен Окт Ноя Дек Respondents of the focus groups conducted in the framework of this report, also noted that in villages, especially in the south of the Kyrgyz Republic, some children with disabilities were attempted to be hidden out of shame of having such a child. “Oh, in the south, especially in the villages, parents just hide such children because they are ashamed of their children with disabilities. Here we at least talk about it.” (FGD among parents, Bishkek)” Main findings: • The data on people with disabilities is limited and does not allow the creation of a better profile of a person with disability with respect to age, type of disability, limitations in functioning due to disease, regional distribution, and employment. • Around 35 percent of households with a disabled family member belong to the bottom 40 percent of the income distribution. • The legislation concerning the rights of people with disabilities is comprehensive. Still, contradictions remain between the fundamental Law on people with disabilities and legislation on employment, social services provision, and rehabilitation. Gradual alignment needs to be done to ensure CRPD implementation. • The new program, “Accessible Country,” is ambitious but not sustainable in terms of funding.   18 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Chapter 2 Social protection benefits for people with disabilities from the perspective of employment Chapter 2. Social protection benefits for people with disabilities from the perspective of employment BACK TO CONTENTS 19 Chapter 2 Social protection benefits for people with disabilities from the perspective of employment In the Kyrgyz Republic, people with disabilities are entitled to social assistance, social insurance, and active labor market program measures. This chapter reviews the benefits of social assistance and social insurance programs from the perspective of income support and employment incentives but does not analyze different social care services. 2.1 Public spending to support people with disabilities Over the past five years, overall budget spending increased on social assistance cash transfers, which also covers support for people with disabilities. In 2022, the amount of public finance allocated for social protection increased 1.6 times in nominal terms compared to 2018. However, it decreased as a share of total budget expenditures from 19.2 percent in 2018 to 15.5 percent in 2022 and has remained relatively stable as a share of GDP, accounting for 5 percent (see Table 2.1). The share of expenditures allocated to the payment of monthly social benefits (MSB), also provided to people with disabilities, has increased in nominal terms and reached 15 percent of total social protection (SP) expenditures in 2022. However, the data does not allow for disaggregation of expenditures specifically targeting people with disabilities because the program covers other categories of vulnerable individuals. As almost 78 percent of MSB recipients are people with disabilities, it is possible to assume that the biggest part of budget funding goes to this population group. Table 2.1 Public expenditures on social protection and disability49, 50 Type of expenses 2018 2019 2020 2021 2022 Social protection expenses- total, million KGS 30,374.4 32,763.6 34,376.5 36,625.3 48,339.6 % of GDP 5.3 5.0 5.4 4.7 5.0 % of total expenses 19.2 19.5 5.4 17.3 15.5 Monthly social benefits (MSB) for different N/A N/A N/A 4,182.6 7,311.5 categories of people, million KGS % of total social protection expenses N/A N/A N/A 11 15 Social protection of persons with disabilities N/A N/A N/A 1,108 1,258.9 and senior citizens, million KGS N/A N/A N/A 3 2.6 Source: NSC, MLSSM. 49 https://www.stat.kg/ru/news/socialnaya-zash-ita-i-profsoyuzy-v-respublike-cifry-i-fakty. 50 https://mlsp.gov.kg/w p-content/uploads/2022/06/prilozhenie-1-struk tura-na-2023-2025gg.-k-spb_mtsom_russ_ot- 22.04.2022g.-dlya-mf-kr.pdf. 20 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Despite the importance of rehabilitation and the provision of technical aids for people with disabilities, budget expenditures for support in this area are the lowest. The MLSSM operates eight budget sub-programs under the umbrella program “Social protection of persons with disabilities and senior citizens”. The share of expenditures allocated to this program slightly increased in nominal terms but decreased to 2.6 percent of total SP expenses in 2022 (see Table 2.1). The sub-program “Social support for mothers caring for children with disabilities, requiring constant care and supervision” constitutes the biggest share of expenditures at 55 percent of the overall program in 2023. The sub- programs titled “Providing persons with disabilities with technical equipment for rehabilitation (prosthetic and orthopedic products, technical aids and other specialized aids)” and “Rehabilitation of persons with disabilities” remain one of the lowest at 4 and 1 percent respectively (see Table 2.2.). Table 2.2 Budget programs for people with disabilities social assistance and social care, million, KGS 51 Program name 2021 2022 2023 2024* 2025** Social protection of persons with 1,108 1,715 2,508.7 2,894.5 2,923.2 disabilities and senior citizens, total Improving the system of disability assessment and rehabilitation of persons 45.9 71.3 92.1 95.2 95.2 with disabilities Rehabilitation of persons with disabilities 8.1 13.1 20.8 25.5 25.2 Providing services in social inpatient 394.3 618.4 757.8 935.6 939.3 institutions Providing social services to older citizens and persons with disabilities, within public 15.8 21.9 22.3 34 39 procurement Providing technical equipment for rehabilitation (prosthetic and orthopedic 93.6 92.2 123.9 173.4 191 products, technical aids and other specialized aids) Ensuring access to vouchers for sanatorium treatment, and sign language 55.8 87.9 95 155 197 translation service for people with hearing and speech disabilities Social support for mothers caring for children with disabilities, requiring 494.1 1,396.5 1,395.4 1,411 1,429.1 constant care and supervision Source: MLSSM, 2022; 2023 *Planned expenditures **Forecast 2.2 Monthly Social Benefit and Disability Pension According to the Law of the Kyrgyz Republic, “On the Rights and Guarantees of Persons with ” a medical and social expert commission (MSEC) undertakes a medical and Disabilities, social examination that recognizes the disability status of an individual. MSEC identifies 51 https://mlsp.gov.kg/w p-content/uploads/2022/06/prilozhenie-1-struk tura-na-2023-2025gg.-k-spb_mtsom_russ_ot- 22.04.2022g.-dlya-mf-kr.pdf. Chapter 2. Social protection benefits for people with disabilities from the perspective of employment BACK TO CONTENTS 21 the limits of an individual’s capacity to perform life functions, assigns a rehabilitation plan, and supports social protection measures. To recommend specific measures concerning employment, retraining, provision of additional assistance, etc., MSEC may involve representatives from employers or a representative body of workers, local branches of social protection institutions or the Social Fund. Currently, there are 28 territorial offices of MSEC in the Kyrgyz Republic. 52 In the Kyrgyz Republic, the disability assessment system assigns adults into groups I, II or III depending on the degree of body functioning and behavioral, educational and work capacity (see Table 2.3). Group I disability status is assigned for two years. Groups II and III are assigned for one year. A disability status can be reassigned through a new evaluation by the end of this time period or by request of the person. Disability for people under the age of 18 is classified in a different system. Instead, regardless of their disability types, they are classified as a “child with a disability” (for the duration of one, two, or five years, or until they reach 18 years old). For some in rural or remote areas, the annual re-evaluation process can create an additional burden depending on how difficult the procedure is (for example, to have a diagnosis proven by a specialist that is not available in a particular region). Table 2.3 Official degree of disability, 2022 Number Degree of of adults, Work Capacity53 Education Capacity54 disability percent Group I 10.7 Inability to work or impossibility (contraindication) of work Inability to learn/study The ability to learn only in specialized educational institutions for stu- The ability to perform labor activities in specially dents, pupils with developmental created working conditions using auxiliary technical Group II 67.7 disabilities or at home under special aids, a specially equipped workplace and (or) with the programs using, if necessary, help of other persons supplementary technical aids and technologies The ability to perform labor activities in normal working conditions with a decrease in qualifications, severity, intensity and (or) a decrease in the volume of work, the inability to continue working in the main The ability to learn, as well as to occupation, while maintaining the ability to perform obtain a certain level of education labor activities of lower qualifications under normal within the framework of state working conditions in the following cases: educational standards in general Group III 21.6 a. when performing work under normal working educational institutions using conditions in the main profession with a decrease special teaching methods, subject in the volume of production activity by at least 2 to a special training regime and times, a decrease in severity by at least 2 classes; using, if necessary, supplementary b. when transferred to another job of lower technical aids and technologies qualifications under normal working conditions due to the inability to continue working in the main profession The majority of people with disabilities in the Kyrgyz Republic belong to Group II. Among the citizens who were assigned a disability for the first time, this group remained stable from 2006–2021 and constitutes 70–80 percent of the first registered people with disabilities headcount (Figure 2.1). As stressed by the International Labor Organization (ILO), the people with Group I disabilities cannot 52 https://mlsp.gov.kg/ru/adresa-msek/. 53 https://cbd.minjust.gov.kg/93624/edition/1108088/ru. 54 Ibid. 22 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic be employed. People with disabilities in other groups could be employed, but employers do not get financial support, tax breaks, or wage subsidies to accommodate them. 55,56 Figure 2.1 Adults first registered with disability by degree of disability (as of January 1, 2022) 15.000 10.000 5.000 0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 I Group II Group III Group Source: NSC, 2022. In the Kyrgyz Republic, persons with disabilities are entitled to receive two different social protection payments, depending on their employment status and ability to contribute to the social 15.000 insurance system. The first program is a social assistance cash transfer program called Monthly Social Benefit (MSB). Depending on the official level of disability (see Table 1.2), the benefit amount 10.000 changes – Group I beneficiaries receive the largest amount with the remaining two groups receiving 5.000 incrementally less. People with disability since childhood receive higher MSB than people with disability due to general disease (see Box 2.1). MSB is assigned regardless of the average per capita total 0 family income and only 2006 2007 to2009 2008 who 2011 those2010 are not formally 2013 employed 2012 2014 2015 and do not 2016 2017provide earnings-related 2018 2019 2020 2021 contributions to the Social Fund and thus are not entitled to pensions. Группа I Группа II Группа III Box 2.1 Monthly Social Benefit for persons not entitled to pension benefits Citizens who do not have the right to pension provision: 1. Children under 18 years of age 6. Adults with disabilities since childhood with an established disability – • Group I – 8,000 KGS (~90US$) 8,000 KGS (~90US$) • Group II – 6,600 KGS (~74US$) 2. HIV infected or AIDS patients – • Group III – 5,400 KGS (~61US$) 8,000 KGS (~90US$) 7. Adults with identified disabilities (general disease) 3. Born to mothers living with HIV/AIDS until • Group I – 5,500 KGS (~62US$) they reach the age of 18 months – 8,000 KGS (~90US$) • Group II – 3,000 KGS (~34US$) • Group III – 2,000 KGS (~22US$) 4. In case of loss of a breadwinner – 3,000 KGS (~34US$), 3,000 som (~34US$) 8. Mother-heroine, retirement age – 3,000 KGS (~34US$) 5. Orphans – 6,000 KGS (~68US$) 9. Elderly citizens – 2,000 KGS (~20US$) Source: MLSSM 57, 58 55 https://www.ilo.org/moscow/news/WCMS_872953/lang--en/index.htm 56 The data on the distribution of disability among different age groups is not available. However, the research on elderly people completed by the National Committee of Statistics also confirms the prevalence of Disability Group II, especially among people in pre-retirement or retirement age. NSC (2017). Elderly people in the Kyrgyz Republic. URL: https://www.stat.kg/media/ publicationarchive/f008a6e0-09e4-4e0f-b8b1-b1462869ba73.pdf 57 https://mlsp.gov.kg/ru/ezhemesyachnoe-posobie-litsam-ne-imeyushhim-prava-na-pensionnoe-obespechenie-sotsialnoe-posobie/ 58 https://vesti.kg/obshchestvo/item/118913-v-kyrgyzstane-povysheny-razmery-sotsialnykh-posobij.html Chapter 2. Social protection benefits for people with disabilities from the perspective of employment BACK TO CONTENTS 23 People with disabilities constitute the largest receivers of Monthly Social Benefit. The number of people with disabilities receiving MSB is 78,000, or 38 percent of the total number of people with disabilities and 78.3 percent of all MSB recipients. 59 Those people with disabilities who contribute to the public social insurance system receive disability pensions instead of MSB. These payments are provided for the period established by the MSEC. The amount of the disability pension depends on the disability group and the length of service (minimum 1–5 years, depending on the age when the disability occurred). The people with disabilities in Groups I and II receive 100 percent of the base and insurance part of the old age pension, while those in Group III receive 50 percent. The mandatory funded pension component does not depend on the disability group and is assigned in full.60 Since 2017, a minimum guarantee has been established for pensioners with Group I disabilities: their pension amount shall not be lower than the pensioner's subsistence minimum in the previous calendar year.61 The Social Fund operates the disability pension payout. People entitled to receive pensions for several reasons (e.g., disability and old age) are assigned one pension of their choice. Working pensioners receive full disability pensions without fiscal deductions based on their earnings.62 The amount of MSB and disability pension remains low. As highlighted by the ILO, before the MSB for people with disability increased in 2021, all monthly benefits for people with disabilities in the Kyrgyz Republic were lower than the country’s subsistence minimum (SM).63 The current average MSB level is still lower than the disability payments threshold of at least 40 percent (or 50 percent in the case of a work injury) of the average wage, as ILO Convention No. 102 established.64 After the increase in 2021, only MSB for disability since childhood is slightly higher than the subsistence minimum, while other payments remain low. Figure 2.2 Average MSB and disability pensions in comparison with subsistence minimum, 2017 -2022, KGS 9000 8000 7000 6000 5000 4000 3000 2000 1000 0 2017 2018 2019 2020 2021 2022 Disability pension MSB disability due to general disease MSB disability since childhood Subsistance minimum Sources: Based on the data from Social Fund, 2023, Ministry of Finance, 2023, NSC, 2022. 59 Forthcoming. World Bank (2024). Comprehensive Assessment of the System of Social Protection of the Population of the Kyrgyz Republic 9000 60 https://cbd.minjust.gov.kg/557/edition/3016/ru 8000 61 7000 https://cbd.minjust.gov.kg/557/edition/3016/ru 62 6000 Article 28 of the Law of the Kyrgyz Republic “On State Pension Social Insurance” dated July 21, 1997, No. 57 5000 63 https://www.ilo.org/moscow/news/WCMS_872953/lang--en/index.htm 4000 64 Ibid. 3000 2000 1000 0 24 2017 BACK TO CONTENTS 2018 2019 2020 Employment2021 Supporting Disability-Inclusive 2022Republic and Education in the Kyrgyz Пенсия по инвалидности ЕСП по инвалидности (общее заболевание) ЕСП по инвалидности с детства Прожиточный минимум In 2023, the average disability pension was lower than the country’s subsistence minimum (both total and for pensioners) and constituted 24 percent of the average salary (see Figure 2.3). As estimated by the ILO, despite the recent increases in disability benefits and pensions, they need to rise a further 25 percent against 2022 levels to meet the living standard needs 65 Figure 2.3 Comparison of MSB and disability pension with other payments, 2023 $400 $304 $350 $300 $250 $200 $150 $100 $90 $88 $78 $74 $73 $61 $62 $50 $34 $22 $27 $0 MSB disability MSB disability Disability Minimum Subsistence Subsistence Average since childhood due to general pension wage minimum minimum for salary disease pensioner Disability Group I Disability Group II Disability Group III Source: Author’s calculation based on NSC data. The size of the average disability pension varies regionally, ranging from the lowest in the Talas region to the highest in Bishkek and Osh cities (see Figure 2.4). Figure. 2.4 Average monthly amount in KGS of disability pension in the regions, 2023 7.500 6974 6935 7.000 6583 6558 6459 6.500 6348 6309 $400 6237 $304 5933 6.000 $350 $300 5.500 $250 5.000 Bishkek Batkent Chuiy Issyk-Kul Naryn Talas Osh Osh City Dzhalal- $200 Abad Source: Author’s calculation based on NSC data. $150 However, the Kyrgyz legislation contradicts itself regarding the payout of the MSB and disability $100 $90 $88 $78 $74 pension. If a person starts working officially and makes $73 withholdings to the Social Fund (registered 7.500 $61 $62 in$50 payments will be stopped. $27 the Tunduk system 66), then MSB $34 A disability pension can be lower than 6974 $22 6935 7.000 $0 65 6583 ЕСП по инвалидности ЕСП 6558 по инвалидности Пенсия по Минимальная Прожиточный Прожиточный Cpeдняя https://www.ilo.org/moscow/news/WCMS_872953/lang--en/index.htm. с детства (общее заболевание) 6459 6.500 66 6348 инвалидности 6309 зарплата минимум минимум зарплата Tunduk – State Portal of Electronic Services. пенсионера 6237 Инвалидность 1-й группы Инвалидность 3-й группы Инвалидность 2-й группы 5933 6.000 5.500 Chapter 2. Social protection benefits for people with disabilities from the perspective of employment BACK TO CONTENTS 25 5.000 Бишкек Баткен Чуй Иссык- Нарын Талас Ош г. Ош Джалал Куль -Абад MSB, potentially demotivating a person from entering formal employment and making pension contributions to the Social Fund. Parliament is reviewing amendments to the laws “On State Pension Social Insurance” and “On State Benefits in the Kyrgyz Republic” to resolve this situation. According to the proposed bill, if the amount of the expected or assigned disability pension is lower than the amount of the MSB, then a person entitled to a disability pension can make a one-time choice to go with a disability pension or an MSB. An MLSSM expert confirmed in an interview that everyone would naturally choose the MSB benefit since it currently has a higher amount. But in the future, if the disability pension increases, the person will not have a second choice to change the source of benefits. The suggested amendments also propose to approve a minimum insurance period to grant citizens the right to receive appropriate social benefits automatically.67 Employers with employees with disabilities in groups I and II pay fewer contributions to the social insurance funds, which can serve as a tax incentive for some firms. The amount of the mandatory contribution rate might vary depending on the size of the company and the industry (see Table 2.5). Interestingly, the enterprises under the Kyrgyz Society for Blind and Deaf that provide sheltered employment to people with visual impairments pay the full contribution rate the same as the other firms. The focus groups' respondents interviewed for this report confirmed that this tax incentive is particularly important for big firms with a significant number of employees. Additionally, employees also make contribution to the social insurance system and the contribution rates also vary depending on whether or not the employee has a disability or reached retirement age (see Table 2.6). Table 2.4 Employer’s mandatory contribution rates to the social insurance system Employer’s contributions rate for Employer’s contributions rate for workers without disability works with disability groups I and II Firms 17.5 percent 15.25 percent Firms in the textile industry 2 percent 2 percent (more than 50 employees) (from 40 percent of average salary) (from 40 percent of average salary) Small and medium enterprises 8 percent 12 percent (5 employees and more) (only to the Pension fund) Small and medium enterprises 2 percent 4 percent (15 employees and more) (only to the Pension fund) Kyrgyz Society for Blind and Deaf 17.5 percent 17.5 percent 13 percent Non-Profit Organizations 17 percent (only to the Pension Fund) Farms (with legal entity) 17.5 percent 15.25 percent Farm-cooperatives 2 percent 2 percent Source: The Law of the Kyrgyz Republic On tariffs of insurance contributions for state social insurance http://socfond.kg/ru/support/payer/O-tarifakh-strakhovykh-vznosov-po-ghosudarstviennomu-sotsialnomu-strakhovaniiu/. 67 People with disabilities are to be given the right to choose a pension or benefit. November 11, 2023. https://kaktus.media/doc/488743_ludiam_s_invalidnostu_predlagaut_dat_pravo_vybirat_pensiu_ili_posobie.html. 26 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Table 2.5 Employee’s mandatory contribution rates to the social insurance system Employee’s contributions rate Employee’s contributions rate for for workers without disability workers with disability groups I and II Workers at firms 10 percent 2 percent (to the Pension Fund Workers at firms in the textile industry 10 percent 2 percent (more than 50 employees) (from 40 percent of average salary) (from 40 percent of average salary) Workers at small and medium 2 percent 10 percent enterprises (5 employees and more) (only to the Pension fund) Workers at small and medium 2 percent 10 percent enterprises (15 employees and more) (only to the Pension fund) Workers at the enterprises under the 2 percent Kyrgyz Society for Blind and Deaf 9.5 percent (only to the Pension Fund) network Workers at the Non-Profit 2 percent 10 percent Organizations (only to the Pension Fund) Workers at the farms 2 percent 10 percent (with legal entity) (only to the Pension Fund) 2 percent Workers at the farm-cooperatives 10 percent (only to the Pension Fund) Source: The Law of the Kyrgyz Republic On tariffs of insurance contributions for state social insurance http://socfond.kg/ru/support/payer/O-tarifakh-strakhovykh-vznosov-po-ghosudarstviennomu-sotsialnomu-strakhovaniiu/ 2.3 Social Contract Program A social contract is an agreement concluded between a low-income family (or a low-income citizen living alone) and the social welfare authority within the framework of the Resolution of the Cabinet of Ministers of the Kyrgyz Republic No. 385 dated July 15, 2022 “On the Provision of Social Assistance Based on a Social Contract”.68 Under its terms, the state provides money free of charge, and citizens are obliged to improve their family’s well-being. Social assistance payments under this social contract for one family are set at 100,000 KGS (US$1,136).69 In 2022, 2,800 families participated in the project, while in 2023, this number was 10,000 families, with allocation for this program reaching 1 billion KGS (US$11,363,636). According to MLSSM, among the eligible applicants the priority is given to families with three children or more or those that include persons with disabilities.70 For 2024, the government has already allocated 2 billion KGS with plans to cover up to 20,000 families with Social Contract.71 68 https://umc.kg/novosti/332-socialnyj-kontrakt.html. 69 https://bishkek.gov.kg/ru/post/25113. 70 https://kaktus.media/doc/499238_v_mintryda_rasskazali_kto_i_kak_mojet_polychit_ot_gosydarstva_100_tys._somov.html. 71 https://kabar.kg/news/sotcial-nyi-kontrakt-v-2024-godu-planiruetsia-okhvatit-20-tys-maloimushchikh-semei/. Chapter 2. Social protection benefits for people with disabilities from the perspective of employment BACK TO CONTENTS 27 Main findings: • The majority of adults with disabilities belong to Group II and have select employment and educational capacity limitations. This group usually requires support to perform work-related activities. • Monthly Social Benefits and Disability Pension are lower than the subsistence minimum, and the average payments constitute around 24 percent of the average wage. • Social assistance expenditures primarily benefit people with disabilities, specifically those who are not working in the formal market (or not able to work). • Incoherence in the benefits system can encourage people with disabilities to work informally because formal employment can lead to MSB cancellation. In some cases, MSB is higher than disability pension, which could motivate people with disabilities to remain unemployed or work informally. • Depending on the type of firm, the employers pay a lower contribution rate to the social insurance system, which can serve as a potential tax incentive for people with disabilities. • Among the existing budget programs, the rehabilitation and technical aid provision constitutes the lowest share of expenditures. 28 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Chapter 3 Education for children and adults with disability Chapter 3. Education for children and adults with disability BACK TO CONTENTS 29 Chapter 3 Education for children and adults with disability 3.1 Transition from home to the education system Early detection and intervention principles are outlined in recent policy documents of the Kyrgyz Republic. In August 2023, the government adopted a Program and Activity Plan to implement early detection and intervention in the Kyrgyz Republic from 2023 to 2026.72 This plan follows international best practices for early intervention and preventing developmental disorders in children. Interdepartmental cooperation is a key principle of this plan and involves training medical and education staff, as well as active involvement from local governments in supporting families with disabled children. Another important aspect is having multidisciplinary teams that include specialists from medical fields and social work, child psychology, assistive technology, and rehabilitation. The Activity Plan covers improving the legal framework, inter-agency cooperation, establishing new structures, and training. It also includes a separate section on raising public awareness about the importance of new early intervention services, particularly among parents and teachers. It is crucial for the effectiveness of these new services and for enhancing the quality of inclusive education, as well as improving the overall social and physical environment for inclusivity. Parents of children with disabilities say that developmental delays and disabilities are often not identified at birth because of insufficient screening, medical expertise, or equipment. Health professionals are skilled at identifying and treating early childhood development issues that can lead to disabilities. While this is very important, to identify actual disabilities, they need to work closely with other experts, such as physiotherapists, speech therapists, assistive technology specialists, and others with relevant skills for child development. Unfortunately, doctors who diagnose children with disabilities or delays often don’t refer them to other specialists. This is true even for conditions like Down syndrome, which are evident at birth but might not be diagnosed until years later, delaying crucial intervention and development support. The same goes for children with cerebral palsy and other disabilities, where early support can be much more effective than later in life.73 Early detection is crucial but needs to be supported by habilitation and advanced technology to improve impaired functions. Devices like cochlear implants and assistive prostheses can lessen the impact of impairments and reduce disability levels. However, there’s a lack of specific policies in this area. Additionally, even basic devices like wheelchairs provided to children may not be well- suited ergonomically and could cause harm.74,75,76 72 This Program and Plan were approved to support the implementation of the State Program “Accessible Country” approved in 2023. It was preceded by a Concept of Inclusive Education for 2019-2023. 73 UNICEF (2021), Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan, p. 33. https://www.unicef.org/kyrgyzstan/ media/7251/file/Situation%20Analysis%20of%20children%20and%20adolescents%with%20disabilities%20in%20Kyrz_Rgyian.pdf. 74 https://www.stat.kg/ru/news/lica-s-ogranichennymi-vozmozhnostyami-zdorovya-vazhnye-cifry-i-fakty/ (29.02 2024). 75 Ibid. 76 UNICEF (2021), Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan, p. 48. 30 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Very little attention is paid to the economic efficiency of early intervention, which may complicate the dialogue between public officials and interested stakeholders (parents, doctors, teachers). However, the positive economic effects of early support are widely recognized globally and are often used to shape policies.77 Thus, in the Implementation Plan of the Early Intervention Program for 2023-2025, special attention should be paid to the real mechanisms and resources that will ensure systematic implementation and will not just form the basis for a few meetings and reports. Unfortunately, more than half of the Plan’s activities are not budget-funded, which immediately reduces the likelihood of the full policy implementation. In the Kyrgyz Republic, the decision of Psychological, Medical, Pedagogical, Consultation (PMPC) is crucial for children with disabilities entering the education system. The PMPC analyzes the mental and physical characteristics of a child with disabilities and determines the possibilities and conditions for the child’s admission and learning in an educational institution (mainstream or specialized). The PMPC functions under the Ministry of Education and Science. The main PMPC is interregional, overseeing cities and regional bodies. Admission criteria for children with disabilities are based on diagnoses. For many children with disabilities, attending a specialized preschool educational organization is the only chance to receive special rehabilitation services for speech, intellect, vision, hearing, and musculoskeletal systems.78 While the Republican and Municipal (Bishkek) PMPCs are always open, regional ones are only open a week before and after the school year. Currently, there are 18 regional PMPCs across the country and two PMPCs offices in Bishkek.79 The PMPC comprises various specialists, mainly doctors, special teachers, and psychologists. Specialists from specialized schools and other consultants may be invited for different occasions, both on the recommendation of PMPC members and at the parents' request. The PMPCs decide on the best educational approach for each child based on Ministry guidelines. 80,81,82 Many families in the regions have limited access to these PMPC services. These consultative commissions are only available for a short period of time and in specific locations. To access them, parents must make arrangements precisely one week before the start of the school year. If they can’t, they have to travel to Bishkek to consult the City PMPC or the Interregional PMPC. This travel might incur financial and logistical burdens for parents of children with disabilities. Additionally, the parents might experience some challenges in caring for the children during the journey, ensuring their safety in unfamiliar places, and managing their specific needs. The recommendations from the PMPCs are just suggestions and may not always be fully answering children’s needs. Usually, parents who are serious about sending their child to a 77 One can consider as an example material: Vaughan, A. (2022). Is early intervention COST effective? https://upweegrow.com/is-early- intervention-cost-effective/ https://upweegrow.com/is-early-intervention-cost-effective/, Warfield, M. E. (1994). A Cost-Effectiveness Analysis of Early Intervention Services in Massachusetts: Implications for Policy. Educational Evaluation and Policy Analysis, 16(1), 87–99. https://doi.org/10.2307/1164385, Valentine, K., & Katz, I. (2007). Cost Effectiveness of Early Intervention Programs for Queenslan. 78 UNICEF (2021), Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan - p. 37. 79 https://k ak tus.media/doc/476174 _det i _ godami _nahodiatsia _v_ specinter natah _ potomy_chto_ih _diag noz y_ne_ peresmatrivaut.html. 80 Ministry of Education of the Kyrgyz Republic. (2021). Charter of the Inter-Regional Psychological-Medical-Pedagogical Consultation. https://continent-online.com/Document/? doc_id=30309432#pos=0;0. 81 Regulation on Psychological and Medical-Pedagogical Consultation at the Department of Education of the Bishkek City Hall. https://edubish.kg/w p-content/uploads/2018/03/o-psihologo-mediko-pedagogicheskoy-konsultatsii-pri-upravlenii- obrazovaniya-merii-g.-bishkek.pdf. 82 Instruction on admission and education of children with disabilities in general education schools, pre-school organizations working on the ideas of inclusive education. https://soros.kg/wp-content/uploads/2019/08/Instruktsiya-po-priemu-i- obucheniyu-detej-s-ogranichenny mi-vozmozhnost yami-v-obshheobrazovatelnye-shkoly-doshkolnye-organizatsii- rabotayushhie-na-ideyah-inklyuzivnogo-obrazovaniya.pdf. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 31 specialized school or k indergarten are the ones who interact the most with the PMPCs because these institutions often require a referral from the PMPC. On the other hand, if parents are still deciding on their child’s education or prefer an inclusive school, their child’s placement might depend on negotiations with the administration, sometimes influenced by corruption. A “consultation” at the PMPC is intended to provide support to help parents make decisions about their child’s education or review decisions based on their child’s progress. PMPCs not only diagnose but also monitor a child’s condition. For example, in the 2023 report from the Bishkek City PMPC, 754 out of 2,150 examined children were recommended for additional or repeated examinations, which could change the initial findings of PMPC and delay a decision. Regular consultations are important for children in specialized classes or speech therapy k indergartens to prepare them for regular classes after successful rehabilitation. Unfortunately, many parents in the regions don’t have access to supportive counseling. The opinion of the PMPC can feel final and unchangeable, mak ing it hard for parents to access services that may seem unnecessary for PMPC experts (for example, extracurricular activities for the children with mental disabilities). As a result, parents often turn to specialized NGOs or more open-minded professionals like teachers, psychologists, and doctors for advice on their child’s education options. 83,84 Despite some progress, many PMPC members, especially in the regions, still follow the medical disability model, which reviews the disability and health limitations purely from the medical point. The transition to a social model requires not only agreement with its key principles and concept, but a complete change of how to understand a child of disability and his/her life situation. This is not always easy for people who have worked in completely different professional settings and received certain qualifications, especially basic medical training. Among positive developments, the Republic and Bishkek City PMPCs have been active in reskilling their experts, as well as the teachers and methodologists from various educational institutions. 85 Since ratifying the CRPD, children have gained better access to different educational places thanks to the introduction of “personal assistants” for kids and people with severe disabilities. Mothers or other family members often take on this role, helping kids with activities outside the home. Personal assistants are paid around 7,000 to 9,000 KGS depending on the area and are required to submit reports. With this help, many kids have become more active in classes, going to schools and kindergartens with a responsible adult. However, this support and payment are only for children with severe disabilities or adults in disability Group I (see Box 3.1). Families of kids with less severe disabilities don’t get this help, and some with severe disabilities might not be able to join regular schools fully. It is also crucial to enhance education for children and adults in disability groups II and III, helping them learn skills within their capabilities. Across the country, parents, with help from local authorities, have set up various preschool and sometimes school-age education centers. These centers often get training from the MLSSM. 83 Report of the Psychological and Medical-Pedagogical Consultation of Bishkek. (2023). 84 (UNICEF-2020) United Nations Children’s Fund. Report on the results of the study of relations to children with disabilities and their families. p.35. 85 Report of the Psychological and Medical-Pedagogical Consultation of Bishkek. (2023). 32 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Box 3.1 Personal assistant position Personal assistants can be a parent, legal representative (adoptive parents, guardians), close relatives (grandparents, full-fledged and incomplete siblings, adoptive parents) or other persons not older than 65 years of age, person without disabilities (except parents) and criminal records. Children with disabilities who do not live in a boarding school are entitled to a personal assistant. This service is also available to adults with disabilities from childhood under Group I classification. People with disabilities from general illness are not entitled to this service. In order to become a personal assistant to a child with disabilities, it is necessary to submit an application to the territorial unit of the MLSSM in the place of their actual residence and provide the required set of documents. According to the law, the conditions of payment for personal assistant services to a child and/or a person with a disability in need of constant external care and supervision (Resolutions of the Government of the Kyrgyz Republic of August 24, 2020, 433, of the Cabinet of Ministers of the Kyrgyz Republic of May 31, 2022, 283 86) the personal assistant shall: • Complete child/disability care skills at the recommendation of the territorial unit; • Ensure quality and fair care and attention to the child/person with disabilities; • Strictly observe the medical requirements specified in the individual rehabilitation plan developed by the Medical-Social Expert Commission; • Comply with medical requirements for the care of a child/person with disabilities, to carry out appointments with a family doctor or specialists according to medical documents (outpatient map of development, prescribed epicrisis, medical report, etc.); • Ensure timely feeding of children and persons with disabilities; • Comply with all necessary hygiene and sleep requirements of the child/person with disabilities; • If necessary, provide primary health care; • Ensure safety; • To make every effort to integrate and adapt the child and adult with disability into the society; • Correct deficiencies in the work of care for a child/person with disabilities at the request of the territorial unit; • Observe the terms of this contract; • In case of temporary departure (up to 6 months) of the recipient of services and personal assistant outside the Kyrgyz Republic 5 days prior to departure, notify the territorial subdivision in writing; • Monthly and timely purchase of voluntary patient and insurance policy. 14,000 personal assistants in the Kyrgyz Republic care for persons with disabilities (February 10, 2024). Since the beginning of the year (December 8, 2023), more than 970 million KGS has been paid to personal assistants. The salaries of personal assistants have increased by almost 30 percent, from 4,900 KGS to 6,268 KGS. “This service will allow parents of children with disabilities in the future to receive a pension” – this was announced at a press conference at MLSSM. According to the Minister, more than 14,000 persons with disabilities receive this service. In the first half of 2023, the number of personal assistants providing services to adults and children with disabilities increased significantly. This is shown in the MLSSM data. According to the statistics, 13,657 personal assistants were registered in the Kyrgyz Republic as of August 8, 2023. This is 63 percent more than in the same period in 2022, when 8,366 people provided such services. The demand for assistants is growing because, since the beginning of June 2022, their services have become available not only to children with disabilities but also to adults with disabilities. Source: See the reference for more details. 87 86 https:/cbd.minjust.gov.kg/12819/edition/1164488/ru. 87 More details at https://24.kg/obschestvo/276405_kak_stat_personalnyim_assistentom_rebenka_sinvalidnostyu_napomnili_vmintruda/; https://mlsp.gov.kg/ru/2023/04/10/mintrud-kak-stat-personalnym-assistentom-rebenka-s-invalidnostyu/; https://www.akchabar.kg/ru/news/za-god-na-63-vyroslo-kolichestvo-personalnyh-assistentov-dlya-lyudej-s-invalidnostyu/; https://24.kg/obschestvo/283604_vkyirgyizstane_uslugi_personalnyih_assistentov_poluchayut_bolee_14tyisyach_lovz/; https://kg.akipress.org/tag:персональный%20ассистент/?from=kgnews&place=newstagplace. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 33 Children with so-called “combined impairments” have issues receiving support. For example, some children have both poor vision and hearing quality. Each impairment is not severe enough on its own to be assigned a disability group and receive appropriate assistance, but together, both impairments can cause even more significant disruption in the learning process. They are identified as “without special educational needs” and can study with everyone but tend to lag behind their peers. The needs of such children should also be reflected in the new editions of state educational standards and in the approaches to teacher training in preschools and schools. 88 3.2 Inclusion in early childhood development and care settings The Concept Document on Inclusive Education outlines requirements for preschool education: all preschools in the Kyrgyz Republic have to follow an inclusive approach, considering the diverse needs of children’s learning and development. To achieve this, minimum standards are being developed for preschools, including curriculum, to implement inclusivity. This involves creating an inclusive environment, using suitable educational programs, teaching methods, and materials, and training educators on inclusive approaches. Children who need special equipment will be given the opportunity to acquire it. However, these requirements are more focused on the future and don’t fully reflect the current situation, even though the Concept Document was valid until 2023. 89 When children with disabilities reach preschool age, many parents have to choose some form of education. Research shows this choice is very difficult and often involves fluctuating between the desire for early identification of a child’s educational needs and the fear of stigmatization of a child in a peer group and a new circle of adults.90 A recent study on how society views children with disabilities found that many parents lack knowledge about their children’s right to education. The study explains that most parents and their children are influenced by a medical approach guided by traditional attitudes from service providers. They don’t realize their role in interacting with society and service providers, nor do they know how to expand recognition and support because there isn’t enough systematic support for parents or specialized training. Additionally, the choice of a preschool is often tied to the first encounter with PMPCs. These consultations assess a child’s readiness for school and advise parents. Many people complain about how these consultations operate; additionally, they aren’t accessible to everyone. This is similar to the availability of kindergartens, which are less than 50 percent nationwide compared to the total number of preschool-age children. 91 Thus, many parents are not ready to fight the system in defending their children’s right to preschool education. Unfortunately, there is evidence that this interaction is a struggle: first for adequate information and advice about educational opportunities and then for access to the appropriate specialized agency. While preschool education is not inclusive, specialized preschools aim to prepare children for mainstream schooling. These schools have specialists and small class sizes, which help children get ready for regular school. The number of children in these specialized preschools hasn’t changed 88 From an interview with Interoblast PMPC. 89 Concept of development of inclusive education in the Kyrgyz Republic for 2019-2023. (2019). https:/cbd.minjust.gov.kg/14591/edition/960183/ru. 90 World Education Monitoring Report (GEM). UNESCO (2021). Central and Eastern Europe, the Caucasus and Central Asia - Inclusiveness and Education: For All Means for All. - p. 17 https://unesdoc.unesco.org/ark:/48223/pf00377711. 91 (UNICEF-2020) United Nations Children’s Fund. The Report on the Results of the Study on the Relationship to Children with Disabilities and Their Families. p. 64. 34 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic much, with about 2,359 children attending in 2022. Most of them, around 1,642, go to speech therapy kindergartens, which are not seen as stigmatizing. Parents often choose these kindergartens because of the excellent teachers and small classes, even if their children have serious disabilities. Different groups of children with disabilities attend these kindergartens: 211 with intellectual impairment, 178 with visual impairment, 167 with musculoskeletal disorders, 111 with hearing impairment, 21 who are deaf, and 29 with other health issues. The number of children in kindergartens for hearing impairment has increased significantly over the last four years, while the number of deaf children has decreased, possibly due to changes in how these institutions are structured. There’s also been a slight change in the number of professionals working with children with special needs: fewer special educators and slightly more speech therapists.92 Accessing preschool education for children with disabilities remains a major challenge. Attending a specialized or inclusive preschool is crucial for their continued education, whether in special or regular schools. However, getting into these kindergartens is very hard. Most specialized preschools are in Bishkek, with 12 out of 14 located there. Even in the capital, many children struggle to get into these preschools. For example, in 2023, the Bishkek Psychological-Medical-Pedagogical Consultation reported that only 581 children were enrolled in preschools. The standards mandate a certain number of children per group, but high demand makes it hard to meet these standards. In 2023, 1,286 children were assessed and 560 were referred to specialized preschools. From 2021 to 2023, the number of children in these kindergartens increased from 1,253 to 1,661. However, the situation is worse in rural areas. To address this issue, there needs to be a focus on expanding access to inclusive kindergartens across the country, especially with the trend of reducing children in specialized boarding schools. 93 , 94 According to interviews with parents and employees of kindergartens, many parents try to solve the issue of access by placing the child in a private kindergarten/preschool groups, in which they are ready to accept a child with disabilities, often bypass the PMPC by agreement with the kindergarten administration. In this case, however, there are a number of questions about the qualifications of the educators and other personnel in such preschool organizations. It is not only about providing quality preschool education, but also about some of the risks that may arise in this situation. It is known that not all private kindergartens have the necessary basic education, not to mention professional development in the field of disabilities-inclusion, although there are private preschool institutions where teacher qualifications are given special attention. The choice of the appropriate kindergarten and payment for its services is not available to all parents with children with disabilities.95 Non-governmental organizations for people with disabilities try to provide counseling and educational services to children with different needs, but their programs are limited (examples , “San Terra” include “Hand in hand” , “Hazelnut”). These organizations work , “Umut Hope” more with individual children, than at scale (with the exception of a kindergarten under “Umut- Nadezhda” and group work practice in other centers such as “Orekhovo”). The services of private firms that practice individual and group work with children with special educational needs are also quite expensive. 92 National Statistics Committee of the Kyrgyz Republic, UNICEF. (2023). Education and Science in the Kyrgyz Republic.- p.54 https://www.stat.kg/ru/publications/sbornik-obrazovanie-i-naukav-kyrgyzskoj-publike/. 93 Report of the Psychological and Medical-Pedagogical Consultation of Bishkek. (2023). 94 Ibid. 95 UNICEF (2021), Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 35 The system may require an additional level of inclusive or specialized preschool facilities (such as specialized nursery groups for children under three years old) to prepare children to enter a group environment with higher requirements (such as kindergarten). According to many parents, specialized preschools do not provide children with the full range of basic skills needed, and professional intervention may need to start earlier. Inclusive nursery groups or groups in kindergartens may not even be designed to stay throughout the day. In many families, children attend individual classes with special teachers, but a flexible combination with early experience in a group can play a big role in improving preschool education for children with special needs. There is sufficient experience and expertise in the Kyrg yz Republic that can be used to promote inclusion in preschool education, but specific strategies are lacking. To some extent, the expertise could be developed through the courses delivered at the Republican Institute for Advanced Training and Retraining of Pedagogical Workers. Neighboring countries such as Kazak hstan and Russia are work ing on solving similar problems and it’s worth look ing at their experience of retraining the teachers and preschool experts. For several years, the American University of Central Asia has been work ing on a student-led information hub on inclusive education (with links and original content) that could be used by parents, educators and other stakeholders. This initiative is not complete but such an information aggregator could be extremely useful, especially in the early stages of intervention and in preschool years. 3.3 Inclusion in school settings Access to general education for children with disabilities in the Kyrgyz Republic is still limited. Reports show that twice as many children with disabilities don’t go to school compared to other students. This means the school system isn’t very inclusive for them. While fewer children are in residential institutions now, there aren’t enough support systems for educating children with disabilities in mainstream schools. Additionally, inclusive classes for disabled children in regular boarding schools have been closed, with the latest data from 2019-2020 showing 52 children affected).96,97 Table 3.1 Special education organizations implementing special education curriculum at the general secondary level (at the beginning of the school year) 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 Number of organizations 17 18 18 17 18 Including organizations for children: with issues of intellectual development 11 12 12 11 12 Visually impaired 2 2 2 2 2 Deaf 2 2 2 2 2 Hearing impaired 1 1 1 1 1 Speech impaired 1 1 1 1 1 Total number of students 3,283 3,495 3,430 3,430 3,476 96 World Education Monitoring Report (GEM). UNESCO (2021). Central and Eastern Europe, Caucasus and Central Asia - Inclusiveness and Education: For All means for all. p. 11. 97 National Statistics Committee of the Kyrgyz Republic, UNICEF. (2023). Education and Science in the Kyrgyz Republic. p. 77. 36 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Table 3.1 Special education organizations implementing special education curriculum at the general secondary level (at the beginning of the school year) 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 Including students: with issues in 1,809 2,008 1,973 1,936 2,020 intellectual development Visually impaired 354 345 330 346 326 Deaf 483 497 474 492 492 Hearing impaired 320 308 312 314 289 Speech impaired 317 337 341 342 349 In addition, at inclusive classes for children 54 52 - - - with disabilities at boarding schools Source: NSC, “Education and Science in the Kyrgyz Republic”, p. 77. Significant discrepancies exist in registering children with disabilities, depending on the evaluation methodology and the organization that collected the data. Most experts use data from the NSC for their analysis because it includes children based on the benefits they receive from the social protection system. The NSC's latest report, “Education and Science in the Kyrg yz Republic”, published in 2023, recorded 36,441 children under 18 with disabilities registered in 2022. Out of these, 19,612 were girls and 16,829 were boys. Nine percent of them are school age (Table 3.2). 98 ,99 Table 3.2 Number of children under 18 years of age with disabilities registered with the social protection authorities by sex and territory 2017 2018 2019 2020 2021 2022 Kyrgyz Republic 29,948 29,834 32,013 32,634 34,181 36,441 Girls 15,284 14,969 1,917 17,479 18,024 19,612 Boys 14,664 14,865 15,096 15,155 16,157 16,829 Source: NSC, “Education and Science in the Kyrgyz Republic”, p. 22. At the beginning of the school year 2022-2023, there were 18 general educational organizations for children with special needs, with 3,476 pupils. Among these, only two are private schools, hosting 51 students. This leaves 3,425 students attending 16 state specialized institutions. Comparatively, in 2019, there were 19 public institutions serving 3,574 students. Presently, there are 10 such schools in urban areas with 2,083 students and eight in rural areas with 1,393 students. 100 The following statistics are available for the school year 2022-2023, by type of disability (Table 3.3). 101 According to the Education Management Information System Open Data Site, there are 562 students with disabilities in general education schools out of 1,110,808 students, which is just 0.05 percent. However, the reliability of this data seems questionable. With such low numbers, it's clear that general school education isn't very inclusive. Also, the information about the people with disabilities who are older 18 years old and enter general education system is non-existent. 98 UNICEF (2021), Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan. p. 27. 99 UNICEF (2023). Children with Disabilities in Europe and Central Asia: A statistical overview of their well-being - с.16. https://data.unicef.org/resources/children-with-disabilities-in-europe-and-central-asia-a-statistical-overview-of-their- well-being/. 100 National Statistics Committee of the Kyrgyz Republic, UNICEF. (2023). Education and Science in the Kyrgyz Republic. p. 63-64. 101 National Statistics Committee of the Kyrgyz Republic, UNICEF. (2023). Education and Science in the Kyrgyz Republic. p. 77. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 37 Table 3.3 Number of educational institutions for children with disabilities by type of impairment and number of pupils for school year 2022-2023 School for children Number of educational institutions Number of students Intellectual development problems 12 2,020 Visually impaired 2 326 Deaf 2 492 Hearing impaired 1 289 Speech impaired 1 349 Total 18 3,476 Source: NSC,“Education and Science in the Kyrgyz Republic”, p. 77. Including children with severe disabilities in regular school settings could improve their education, but there are numerous challenges, both in infrastructure and teaching methods. For instance, most special schools don't cater to children with motor impairments unless they also have intellectual or sensory issues, like blindness or deafness. These children could potentially learn alongside their peers without disabilities. However, only 8 percent of mainstream schools in the Kyrgyz Republic have the required infrastructure for children with disabilities. 102 Accessibility to educational facilities for children with disabilities remains low. According to a 2021 survey called “Accessibility of Vulnerable Youth to Key Services in the Kyrgyz Republic," only 6.5 percent of respondents said they had full physical accessibility. This means having special facilities like ramps, wide elevators, and accessible bathrooms for people with disabilities. The report also found that 28.3 percent of urban residents with disabilities, 28.1 percent of rural residents, and 21.6 percent of suburban residents lacked access to schools. Additionally, young people with disabilities mentioned that transportation infrastructure completely ignored their needs and abilities. This problem was even worse in rural areas. 103 The development of accessible school facilities may require an analysis of the existing school network and the development of a strategic approach to changing designs (see Box 3.2). Box 3.2 Lessons learned from the “Enhancing Resilience in the Kyrgyz Republic” (ERIK) project The World Bank has financed improvements in school safety and functional conditions in areas with the highest seismic hazards in the Kyrgyz Republic through the IPF project “Enhancing Resilience in Kyrgyzstan” (ERIK). The school network analysis completed under this project also sheds light on how certain school facilities can put pupils with disabilities at risk. The review completed by the Global Safe School program shows that among almost 4,000 schools, three major building typologies are prevalent in the country and vulnerable (complex masonry, complex masonry with concrete framing, and precast frame). The technical characteristics and conditions of these types of buildings can pose a risk to the safety of all pupils, with and without disability, as well as teachers. 102 WorldEducation Monitoring Report (GEM). UNESCO (2021). Central and Eastern Europe, Caucasus and Central Asia - Inclusiveness and Education: For all means for all. 103 UNDP.(2021). Access of vulnerable youth to key services in the Kyrgyz Republic. - c.25 https://kyrgyzstan.unfpa.org/sites/ default/files/pub-pdf/dostup_uyazvimoy_molodezhik_k_klyuchevym_uslugam_kr_kr_ru.pdf. 38 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Box 3.2 Lessons learned from the “Enhancing Resilience in the Kyrgyz Republic” (ERIK) project In addition, a significant part of existing buildings were built in the 1970s and 1980s (both in rural and urban areas), while some rural schools were built in the1950s and 1960s. Some were even built before the 1950s. Some of these buildings have remote wash facilities (outdoor latrines) and no access to hot water. They lack proper ventilation and wall insulation, meaning the existing physical learning environment could create barriers for pupils with disabilities and not be fully adapted to their needs. Based on the experience of Global Safer School Program's work on improving the resilience of school facilities, the development of accessible educational facilities and the implementation of universal design principles could require the same holistic approach to comprehensive diagnostics, analysis, and planning process for the existing network. The GSSP identifies that it is important to focus on developing institutional and technical capacity to implement new approaches to school infrastructure design and network analysis, involve the community in the decision-making process, and also increase their awareness about the conditions of school facilities. The suggested solutions can be expensive in comparison with local costs, which can be a barrier to implementation. Improving the technical capacity and securing funding for adequate maintenance of new facilities is also important. Source: Enhancing Resilience in Kyrgyzstan​(P162635, AF: P172761). Inclusive learning involves specialized teaching methods. Creating an educational environment that uses adapted teaching techniques, personalized lesson plans, and flexible assessments is crucial for children with varying degrees of intellectual or mental impairments. A significant step towards inclusive education is the approval of the “State Educational Standard for General Schools of the Kyrgyz Republic on July 22, 2022”. This aligns the state education system with the Law of the Kyrgyz Republic “On Education”, specifically Article 5, which addresses inclusive education. It emphasizes providing materials like Braille books and teaching aids. The decision also suggests including sections on inclusive approaches in all subject standards, making it mandatory for future updates. Currently, this guidance (4.2. Inclusive Teaching) was included in the educational curricula for Russian language for grades 5-11 in 2022. 104 Since the legal framework and job descriptions for most stakeholders align with the Inclusive Education Concept, the main challenge lies in putting existing norms and approaches into practice. Many studies highlight the readiness of schools for inclusion, not just in terms of infrastructure, but also in teacher training and the learning environment. Surprisingly, the lack of methodological materials isn't the main issue; there are plenty available in the Kyrgyz Republic and online, particularly in Russian. The real problem largely stems from the attitudes of teachers, administrators, and parents (including school boards) toward inclusive education. The medical model of disability still holds sway in society, exacerbating this challenge. 105 Two thirds of parents have nothing against their children studying alongside classmates with disabilities, while only almost a tenth prefer the opposite. 106 However, a quarter of parents didn’t give a clear answer, suggesting possible unpredictable situations. Some support co-education due to the importance of accommodating the needs of children with disabilities, fostering empathy and support among peers, and complying with the law. At the same time, others argue that special conditions may be lacking or impossible to create, and that including children with disabilities 104 https://kao.kg/wp-content/uploads/2023/09/ПС-Рус.яз.-5-11-русс.pdf. 105 UNICEF (2021), Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan; (UNICEF-2020) Report on the results of the study on attitudes towards children with disabilities and their families; UNDP (2018). Report on the identification of negative stereotypes regarding women and men with disabilities and rural women. 106 UNDP (2018). Report on the identification of negative stereotypes regarding women and men with disabilities and rural women. C.-35 https://w w w.undp.org/sites/g/files/zskgke326/files/migration/kg/UNDP-K_Research_stereotypes.pdf. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 39 could place a heavy burden on them physically, mentally, and emotionally. There's also concern about the risk of neglect or violence from other students. Some worry that having a child with a disability in the classroom could divert attention away from other students, negatively affecting their education, and that other students might feel uncomfortable. 107, 108 , 109 Many parents and experts at inclusive schools think there should be a more adaptable system to meet children's special needs. For instance, extra support classes could extend beyond primary school, and extra subjects could be taught alongside regular classes. But making this flexible system work would mean developing new strategies for inclusive schools, which might need more funding. 110 Information on inclusive education is an essential part of professional teacher training. The National Institute for Advanced Training and Retraining of Teaching Staff (IPC&RP) offers a 72-hour general course which provides teachers with models of disability, the International Classification of Functioning, Health and Disability (ICF), and basic skills for inclusive interaction. 111 The main obstacle to inclusion in regular schools is the lack of awareness and positive attitudes toward diversity and inclusion among all groups, including teachers. Also, there's no official education standard for children with special needs, which means they often receive a reference note instead of a regular school certificate. Having a clear standard could help administrators at vocational schools and colleges set guidelines for admitting graduates with disabilities. 3.4 The school to work/vocational education transition After finishing school, students with disabilities either seek employment or pursue further education to gain a profession. The latest Education and Science 2023 report shows that fewer than 500 students with disabilities were enrolled in vocational education across different levels. The quotas for admitting these graduates aren't officially defined and are typically determined by education institutions. Many activists argue that these students often face lower entry requirements for continuing education due to the inadequate quality of schooling they received. 112 In 2022, out of 24,634 students in vocational high schools, only 146 were enrolled, making up just 0.6 percent of all students (see Table 3.4). Available statistics don't specify the number of disabled individuals by age, except those under 18 years old and over, it's hard to gauge what proportion of individuals with disability have access to primary vocational education. However, given the large overall number of young people with disabilities, it's likely a very small percentage. 113 At the same time, the current education system has no mechanism in place to track graduates with disabilities after they finish college or university and to understand their employability and professional pathways. 107 UNDP (2018). Report on the identification of negative stereotypes regarding women and men with disabilities and rural women. C.-35 https://www.undp.org/sites/g/files/zskgke326/files/migration/kg/UNDP-K_Research_stereotypes.pdf. 108 Ibid., p. 36. 109 Same place, p. 36. 110 According to the interview conducted with Tatiana Romanova (MOMPK) and Anara Asanalieva (co-founder of the organization “Hand in Hand” and other projects). 111 Information about the course “Teacher in inclusive education”. 112 http://precedentinfo.kg/2014/09/08/problemy-lovz-v-poluchenii-vysshegogo-obr/ https://cabar.asia/kyrgyzstan-lyudi-s-ogranichennymi-zhnobniya. 113 National Statistics Committee of the Kyrgyz Republic, UNICEF. (2023). Education and Science in the Kyrgyz Republic. p. 119. 40 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Table 3.4 Main indicators of primary vocational education organizations 2018 2019 2020 2021 2022 Number of VET organizations 98 99 99 99 100 Number of students 29,870 29,684 32,042 34,039 32,907 Number of female students 8,966 8,960 10,008 7,724 7,943 Accepted students 34,424 30,320 28,582 27,039 24,634 Number of students with disabilities 184 183 183 164 146 114 Source: NSC, “Education and Science in the Kyrgyz Republic”, p. 119. The situation is even worse at the college level, with 115 students with disabilities out of 108,186 (0.1 percent). There are 121 students out of a total of 227,582 (0.05 percent) (Table 3.5).115, 116 Table 3.5 Main indicators of secondary vocational education organizations 2018 2019 2020 2021 2022 Number of organizations 148 144 138 141 142 Number of students 91,535 91,531 95,600 98,066 108,186 Number of students who attend during the day 76,294 76,059 81,054 82,775 90,072 Number of remote students 15,241 15,472 14,546 15,291 18,114 Number of students with limited enrolment 96 76 74 105 115 due to health conditions Number of students who are girls 44 39 31 50 67 Source: NSC, “Education and Science in the Kyrgyz Republic”, p. 125. It's extremely difficult for people with disabilities to get into vocational education, mostly because of issues with infrastructure, money, and the quality of their earlier schooling. This difficulty especially affects their chances of going to college, despite the efforts of some legislation trying to help. Even though the official statistics show a slight increase in the number of disabled students attending universities lately, the numbers are still very low (Table 3.6). Table 3.6 Main indicators of higher education organizations 2018 2019 2020 2021 2022 Number of organizations 51 55 57 60 61 Number of students 164,585 183,778 214,157 230,206 227,582 Number of students attending: Day school 113,996 125,380 141,276 141,646 135,762 Evening school 1,444 1,210 1,469 1,736 1,723 Correspondence school 28,749 36,727 49,468 68,233 71,653 Distance learning schools 20,396 20,461 21,944 18,591 18,444 Number of students with disabilities 88 116 108 110 121 Among them female students 39 29 43 51 64 Source: NSC, “Education and Science in the Kyrgyz Republic”, p. 139. 114 National Statistics Committee, Education and Science in the Kyrgyz Republic https://www.stat.kg/media/publicationarchive/20f9c650-734c-4865-884b-c19000f82a87.pdf. 115 Ibid., p. 125. 116 Ibid., p. 139. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 41 Usually, each university sets its own quota for admitting students with special needs, and it's linked to their performance in national exams. The problem is many disabled high school grads don't know about the extra help they could get, such as grants or special admissions slots. Some universities make some effort to recruit students with disability and have support systems in place. For example, the International University of Kyrgyzstan has info about this on its website. Graduates with disabilities say that bachelor's programs are possible to access as long as you know where to look, however no active outreach activities to attract students with disabilities has been recorded. The Ministry of Education announces test score cutoffs each year, including info for students with disabilities. Getting into master's programs is harder; they don't have the same support. 117, 118 , 119, 120, 121 Hence, helping graduates with special needs get further education isn't just about making laws; it's also about active outreach. Nearly all young people with disabilities who've gone to university or vocational schools confirm there are issues with the accessibility of educational buildings and transportation. 3.5 Main barriers in education (findings from the interviews) In addition to the desk research findings the focus-group discussions with parents of children with disabilities and people with disabilities revealed a set of barriers that prevent access to high quality education. This information shed the light on the implementation of existing legislation or policy documents and show existing practices of educational attainment. Participants in the study stated that laws about inclusive education are mostly formalities. They said society generally lacks awareness about different types of disabilities and the traits of people with disabilities, which typically limits their access to education opportunities. Parents of children with disabilities talked about their fears regarding their children's future. Both parents and individuals with disabilities mentioned fears that a person with a disability usually is not enabled to live independently as an active member of the community and rather forced to rely on goodwill. In the educational sphere, people with disabilities are mainly trained in technical specialties (locksmith, welder, hairdresser, baker, seamstress, carpenter), which often do not require additional qualifications. Moreover, for children with hearing impairments who have graduated from special institutions, no diplomas are issued based on a 9th-grade education; they only receive certificates of completion from special schools. Children with intellectual disabilities receive only a 4-year education. Educational institutions report low performance by children with disabilities and significant barriers in the education process. Parents of children with disabilities often have no expectations for their children. The study shows that even at preschool, children with disabilities are excluded from the education process, making them fall further behind children without disabilities. Participating parents of children with disabilities confirmed that they often face rejection when applying to regular preschools. In their opinion, preschool educational institutions fear the responsibility and 117 https://kaktus.media/doc/492845_kryto_ty_popal_na_budjet..._kak _to_ety_frazy_mogyt_proiznesti_ludi_s_ludi_ nostu.html; https://cabar.asia/ru/kyrgyzstan-lyudi-s-ogranichennymi-vozmozhnostyami-polucheniyaobrazniya. 118 https://ism.iuk.kg/ru/studentam-ru/inklyuzivnoe-obrazovanie/; https://ism.iuk.kg/ru/abiturientam-ru/priem-studentov-s- ogranichennymi-vozmozhnostyami-zdorovya/. 119 https:/ism.iuk.kg/wp-content/uploads/2021/09/PolozhenieLOVZ.pdf. 120 https://kabar.kg/news/v-kyrgyzstane-ob-iavlen-porogovyi-ball-dlia-postupleniia-v-vuzy-1/. 121 https://cabar.asia/ru/kyrgyzstan-lyudi-s-ogranichennymi-vozmozhnostyami-polucheniya-obrazovaniya. 42 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic are unprepared to handle such children. They refuse them admission due to unprepared staff and non-adapted buildings. There is also a shortage of specialists working with children with disabilities. Meanwhile, special preschools for children with disabilities are often overcrowded. "I tried to enroll my child in a preschool, but as soon as they found out about autism, the doors closed. I even paid money, but the child just sat in place and cried. Then they asked me to pick him up in a couple of hours, and I ended up taking him to three different preschools. Then I was told about specialized preschools, but we didn't get into them in the first or second year. The child is already 5 years old. He needs to go to school." (Mother of a child with autism, FGD) School-age children with disabilities face segregation when enrolling in general education institutions. Currently, all participating schools have noted that they admit children based on the conclusion of the PMPC, which often determines a child's educational potential based on an external observation. The PMPC itself reports a lack of preparedness in the educational systems to include individuals with disabilities, which can influence the overall academic performance of these schools. Furthermore, members of the PMPC note that parents who dispute the decisions of the consultation often misunderstand the concept of inclusion. Educators emphasize that the role of schools is to educate rather than to socialize children, and they point out that the recommendations of the PMPC are usually advisory rather than mandatory. However, children with disabilities are often assigned to home-based education following the PMPC's decision. This often depends on the commitment of teachers from general education institutions, whose travel expenses to visit students are not reimbursed. According to the study, children with physical limitations but without mental impairments should receive the same quality of home-based education as children in general education settings, but these requirements are not always met. “In the winter, I was assigned to home-based education because I couldn't move around with a walker and it was dangerous. All the teachers from my school were supposed to come to me, but honestly, only the Russian language teacher consistently did.” (FGD with people with disabilities) Research participants confirmed that individuals with visual disabilities have better conditions for education. Among all individuals with sensory, mental, and physical impairments, only the people with visual disabilities receive a complete secondary education, allowing them to pursue higher education. This happens due to the existing support provided by the “Kyrgyz Association of the Blind” There are known cases where visually impaired individuals have obtained legal and economic degrees, as well as vocational education specialization in medicine. Despite the existence of specialized schools and vocational institutions for the blind and deaf, the program materials, didactic base, and educational materials of these institutions are often outdated and in need of improvement. Training with outdated equipment and materials can make children with disabilities less competitive in the labor market. Furthermore, special schools that educate children with hearing disabilities report a lack of employment opportunities for their graduates in the fields of catering and hairdressing services. They noted that they often cannot place their students in internships and most graduates end up working at the same schools. A major reason that people with hearing disabilities have employment difficulties of is the lack of sign language interpreters for communication with employees. Chapter 3. Education for children and adults with disability BACK TO CONTENTS 43 Individuals with mental disorders have the least opportunities for employment or education and often remain under the care of their parents throughout their lives. The INCOOM study (Promoting the Development of a Fair and Inclusive Community in Kyrgyzstan) 122 shows that girls with disabilities are more likely to be completely deprived of education. This demonstrates the dual pressure faced by girls with disabilities, linked to gender inequality in society. The main reasons children with disabilities do not receive an education are financial difficulties, parental reluctance, lack of documentation, family circumstances, and lack of transportation. For children with mental disorders, a different, simplified educational curriculum is proposed. Main findings: • Barriers within the education system – including the mentality and attitudes of parents in society – make people with disabilities face inadequate levels of socialization, educational neglect, a lack of proper preparation for fulfilling work duties, and low self-esteem, which further reduces their employment opportunities. • There is a very low rate of children with disability who have access to education (inclusive or specialized), and it gets worse with the level of education. • The policy framework and pedagogical tools exist and are quite robust, but the level of adoption by the education workforce is low and slow despite adequate training. • The way the PMPC commission works does not allow adequate access and support for parents of children with combined impairments. • Personal assistant support is important for children with disabilities; however, later on it is available only for the adults with disability group I. • Societal norms are a huge constraint for children with disability accessing education, especially more for girls. • There is a lack of specialized services for parents and children with disabilities in the region, with the majority of such services being available only in Bishkek. 122 https://sta.kg/en/news-single-page-for-the-incoom-project/?pub_id=2094. 44 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Chapter 4 Access to employment of people with disabilities Chapter 4. Access to employment of people with disabilities BACK TO CONTENTS 45 Chapter 4 Access to employment of people with disabilities 4.1 Labor market trends in the Kyrgyz Republic and employment of people with disabilities A significant challenge of the Kyrgyz Republic labor market is the surplus of labor. This is driven by a combination of sluggish job creation, averaging less than one percent annually, while the working-age population has been rapidly growing, with roughly 67,000 individuals entering each year over the past five years. This imbalance creates a situation where new job seekers significantly outnumber new job opportunities. As a result, many individuals are forced to pursue self-employment or to seek for employment abroad. 123 The Cabinet of Ministers of the Kyrgyz Republic intends to create additional jobs in response to surplus of labor at the labor market. The Cabinet of Ministers has recently announced 124 its plans to create 250,000 jobs through commissioning about 100 industrial enterprises covering all regions of the country but also through creating jobs in small and medium enterprises, temporary jobs and self-employment opportunities, including through the Social Contract project. However, the details of the proposed program are yet to be announced. The largest share of formal employment is at large firms. In 2022 majority of employed individuals were engaged in wage employment at a (formal) firm or individual entrepreneur (registered as a legal entity). This share has increased from 53 percent in 2013 to 65 percent in 2022. However, the share of working-age adults who engage in self-employed activities has slightly decreased from 29 percent in 2013 to 24 percent by 2022.125 The number of individual entrepreneurs has doubled over the past decade. Still, the largest contribution to employment comes from large firms, at 66 percent of GDP. 126 The highest share of employment is concentrated in the private sector. During the COVID-19 pandemic, many workers were self-employed. However, with the elimination of pandemic rules, governmental jobs and private sector jobs interchangeably started to constitute the highest share of employment. Private sector employment has been on the rise since April 2023. There are significant differences between men and women in the distribution across sectors. On average, most men with a formal job work in the private sector, while most women are formally employed in government jobs.127 A very small number of people with disabilities are employed in the public sector. According to the official statistics from the State Personnel Service under the President of the Kyrgyz Republic, as of 123 https://documents1.worldbank.org/curated/en/099062123120520664/pdf/BOSIB1cf4714711c50814256196431a9383d7e5012.pdf 124 https://kabar.kg/news/akylbek-zhaparov-v-2024-godu-my-dolzhny-sozdat-ne-menee-250-tys-rabochikh-mest/. 125 NSC (2022). Employment and Unemployment. https://www.stat.kg/ru/publications/zanyatost-i-bezrabotica-itogi- integrirovannogo-vyborochnogo-obsledovaniya-byudzhetov-domashnih-hozyajstv-i-rabochej-sily-v-2013g/. 126 Ibid. 127 World Bank. (2023). What Does Kyrgyzstan Say? Trends in Household Well-being and Views. Listening to the Kyrgyz Republic Quarterly Brief, Q4, 2023. 46 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic 2018, only 103 out of more than 180,000 persons with disabilities were employed in state services.128 The demand for labor is volatile across sectors. The fastest-growing sectors are services, const- ruction, and mining, with emerging financial and ICT sectors. However, the Kyrgyz Republic is under- exploiting the potential of ICTs due to substantial gaps in internet access, mobile development, and access to services. Agriculture experienced a massively reduced labor force for much of 2015- 2019.129 The labor market in the Kyrgyz Republic is characterized by high level of informality. According to different estimates, the share of the informal economy has varied from 25 to 50 percent in recent years, and currently, approximately 71.8 percent of workers are employed informally.130 Trade, services and construction are among the key sectors affected by informality. It is important to note, that having an informal job increases the probability of falling into poverty by 20 percent compared to having a formal job.131 Job availability and employment sustainability remain the most significant concerns for the population. According to the Listening to the Kyrgyz Republic survey, in the last quarter of 2023, the share of families that experienced a job loss marginally increased: from 2.1 percent in October to 2.8 percent in December. About 53 percent of the respondents reported that a lack of jobs was the most pressing challenge in December.132 Official unemployment has steadily decreased from 2013 to 2022, while regional and gender disparities remain. In 2022, there were about 131 600 unemployed people in the Kyrgyz Republic or 4.9 percent of the total economically active population. Unemployment among youth has been decreasing throughout the decade but remains at 13.2 percent – the highest level among all age groups. To a greater extent, women suffer more from unemployment than men (6.1 percent vs 4 percent). Unemployment in rural areas is higher than in urban (5.6 percent against 3.7 percent, accordingly). Interestingly, unemployment levels for the age group 40-49 remained almost unchanged in rural areas (2013 – 5.7 percent and 2022 – 5.8 percent). There are significant differences in official unemployment levels between regions, ranging from 1.5 percent in Osh to 10.8 percent in Jalal-Abad in 2022. Figure 4.1 Level of total unemployment, Figure 4.2 Level of unemployment by regions 2013-2022, percentage in 2022, percentage 10 12 10 8 8 6 6 4 4 2 2 0 Batkent Dzhalal- Abad Issyk-Kul Naryn Talass Chuyi Bishkek City Osh City Osh 0 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Source: NSC, 2023. 128 World Bank (2022). Country Profile: Kyrgyz Republic – Disability Inclusion. 129 https://documents1.worldbank.org/curated/en/099062123120520664/pdf/BOSIB1cf4714711c50814256196431a9383d7e5012.pdf. 10 130 12 Better social justice for workers, higher sustainability for Tilekeev K. (2021). Understanding informal Economy in Kyrgyzstan. the country. Fridrich Ebert Stiftung. 10 8 131 Poverty Profile: 8 https://documents1.worldbank.org/curated/en/099062123120520664/pdf/BOSIB1cf4714711c50814256196431a9383d7e5012.pdf 132 6 6 World Bank (2023). What Does Kyrgyzstan Say? Trends in Household Well-being and Views. Listening to the Kyrgyz Republic 4 Quarterly Brief, Q4, 2023. 4 2 2 0 Баткенская Иссык- Кульская область Джалал- Абадская область область Нарынская область Ошская область Таласская область Чуйская область город Бишкек город Ош 0 Chapter 4. Access to employment of people with disabilities 47 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 BACK TO CONTENTS Women are very often excluded from the labor market or have limited access to it. The share of young NEET133 women and men aged 15-24 is about 30 and 12 percent, respectively. This could be linked to a growing share of children in the households, low access to childcare, and the need to care for other family members. Women spend nearly twice as much time on unpaid domestic and care work as men. Inequal treatment towards persons with disabilities is obvious in the labor force participation. Approximately 40 percent of people with disabilities are people of working age. According to various estimates, in 2018, from 80 to 85 percent of people with disabilities of working age were excluded from the labor market. 134 The labor force participation rate of persons with disabilities in the Kyrgyz Republic is more than two times lower than persons without disabilities. 135 Disability data are scarce in the Kyrgyz Republic and do not describe the scale and quality of people with disability-inclusive employment. Only the National Population Census 2022, which uses the Washington Group questions on disability, has included questions on disability, and little fragmented information exists on the characteristics of persons with disabilities in the country. The country lacks an up-to-date and objective database on the structure and dynamics of people with disability-inclusive employment. 4.2 Key legal framework enabling employment of persons with disabilities As per Article 27 of the CRPD, all persons with disabilities must be allowed to utilize and grow their qualifications and skills while also realizing their creative and productive capacities through access to a freely chosen job in an inclusive, accessible work environment that is appropriately adapted and provides a decent standard of living. The legal framework should be enabled to ensure these and other changes are in line with the CRPD. Relevant legislation on the access of persons with disabilities to the labor market in the Kyrgyz Republic can be found in Box 4.1. Box 4.1 Labor Code overview • Type of Jobs. According to Chapter 25 of the Kyrgyz Republic Labor Code, persons with disabilities have the right to work under normal working conditions, in specialized organizations, in workshops, and on sites employing persons with disabilities, as well as individual entrepreneurs (Article 313). • Labor Quota. The code also includes in Article 314 the existence of job quotas for persons with disabilities in public employment service authorities: the quota should be at least five percent of the total number of employees if the number of employees is at least 20 people. • Hiring. The Labor Code establishes that employers are obligated to accept persons with disabilities who are referred by public employment services, and employers are obligated to create working conditions adapted to the needs of each of the employees (Article 59, Article 317). • Probation test. People with disabilities must not pass any test during hiring (Article 316). • Reduced work schedule. Articles 91, 95, and 317 mention that persons with disabilities in Groups I and II should not work more than 36 hours per week, and the duration of a working day should not exceed the recommended number of 7 hours and be based on a medical certificate. 133 Not in Education, Employment, or Training. 134 International Labour Organisation (2023), “Enhancing disability - inclusiveness of social protection system in Kyrgyzstan”, https://w w w.ilo.org/projects-and-partnerships/projects/enhancing-disability-inclusiveness-social-protection-system- kyrgyzstan. 135 World Bank (2022). Country Profile: Kyrgyz Republic – Disability Inclusion. 48 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Box 4.1 Labor Code overview • Longer holidays. People with disabilities are allowed to have 30 days of holiday. Even if the disability group is removed during the working year, they reserve the right to keep longer holidays for that year. (Article 118). People with disabilities can arrange the holidays at their convenience (Article 134). They also have a right to receive 60 days of holidays without salary penalty (Article 133). • Salary Payment. Workers temporarily transferred to lower-paid jobs due to injury or other work- related health damage receive the average amount of pre-injury wages until work capacity is restored (Article 242). • Incentives for employers. Article 320 states the importance of incentives for employers to hire people with disabilities but does not provide any detail. The legislative framework to support employers in hiring people with disabilities still needs to be developed. After the CRPD was ratified, the Labor Code promoted several provisions, such as hiring rules, shortened work schedules, longer vacations, and limitations on business trips for people with disabilities. However, apart from the legislative provision about the right of an employer to use the available incentives, additional measures to support employers in hiring people with disabilities were not introduced. International experience suggests that different types of stimuli could be available to employers of persons with disabilities. Box 4.2 Types of incentives for employers. • Wage subsidies for workers with disabilities, • Subsidies to promote accommodation, suitable equipment, workplace adaptation, • Tax exemptions/deductions, • Exemption from or reduction of social security contributions, • Grants for training, workplace adaptation, including the provision of equipment, • Statutory compensations, including allowances for probationary employment, integration, and internship, when organizations employ persons with disabilities, • There can also be incentives for employers who hire more women with disabilities than men with disabilities (South Korea, Albania). Source: ILO, 2019. People with disabilities also have a set of legal rights that cover self-employment and entrepreneurial activities in the Kyrgyz Republic: • Persons with disabilities can engage in entrepreneurial activities with or without forming a legal entity (Article 32 of the Law of the Kyrgyz Republic on People with Disabilities). • Local authorities have a duty to support people with disabilities, including providing premises, facilitating the acquisition of raw materials, and selling products (Article 32 of the Law of the Kyrgyz Republic on People with Disabilities). • When carrying out entrepreneurial activities, disabled people are given priority in obtaining patents, certificates, and other documents that allow them to engage in entrepreneurial activities, as well as free consultations (The Law of the Kyrgyz Republic “On the Fundamentals of Social Services for the Population in the Kyrgyz Republic” dated December 19, 2001, No. 111). Chapter 4. Access to employment of people with disabilities BACK TO CONTENTS 49 Implementation of legislative provisions on the labor quota for people with disabilities Labor quota for people with disabilities Despite the introduction of anti-discrimination legislative norms, as well as an employment quota, persons with disabilities face barriers to employment. Public employment services, with the participation of organizations of people with disabilities, develop requirements for quotas of jobs for people with disabilities. Local government bodies and local state administrations then approve these requirements. 136 The requirement is that employers are required to hire at least 5 percent employees with disabilities (if the total number of employees is at least 20 employees). Part-time work can also be offered to fulfill this quota. 137 The Code stipulates that the public employment services are to inform the employers about the quota requirements not less than three months before the beginning of each calendar year. This is likely an indication that the quota requirement is not universal to all employers. Nevertheless, a key obstacle is the lack of incentives for employers to meet the quota. Most placements under this quota remain unfilled, while data on the few people employed according to the quota suggests lack of job stability. As of January 1, 2024, the number of approved placements in the Kyrg yz Republic doubled compared with the 2017 level and accounted for 1,421 jobs (see Table 4.1). At the same time, the majority of these placements were not filled with applicants. And even in 2021, there were no placements at all. Table 4.1 Size of labor quota for people with disabilities and its implementation, number of people Year Planned labor quota The number of people employed according to the quota 2019 615 97 (15 percent) 2020 1,037 41 (3 percent) 2021 929 0 2022 669 128 (19 percent) 2023 1,425 12 (0.8 percent) Source: MLSSM, 2024. The difficulties with quota implementations include a lack of enforcement measures, a mismatch between the needs of employers and the expectations of applicants with disabilities, and poor awareness and accessibility issues. The MLSSM confirms that labor quotas for persons with disabilities are not fully met for several reasons:138 , 139 1. Employers are not liable for not hiring people with disabilities because there are no legal penalties. 2. Many people with disabilities find employment without contacting Public Employment Services, i.e., their employment goes through local administration.140 At the same time, employers prefer to find applicants with disabilities themselves and do not apply for PESA services. 3. People with disabilities who contact PESA services mostly have higher or secondary specialized education 141, and there is no suitable placements for them at firms. 136 Articles 314, 315 of the Labor Code of the Kyrgyz Republic. 137 Code of the Kyrgyz Republic dated August 4, 2004, No. 106 "Labor Code of the Kyrgyz Republic" https://cbd.minjust.gov.kg/3-22/edition/1220610/ru. 138 2018. Employment quota for people with disabilities not effective in Kyrgyzstan, Labor Minister says. AKIPRESS. https://akipress.com/ news:607997:Employment_quota_for_people_with_disabilities_not_effective_in_Kyrgyzstan,_Labor_Minister_says/. 139 2023. Quota systems for employment of people with disabilities discussed in Kyrgyzstan. ILO. https://www.ilo.org/moscow/news/WCMS_857742/lang--en/index.htm 140 Kyrgyz Ministry of Labor. 2019. Information on the ongoing work to promote the employment of persons with disabilities for the third quarter of 2019. https://mlsp.gov.kg/ru/informacziya-o-provodimoj-rabote-po-sodejstviyu-trudoustrojstvu-lovz. 141 Ibid. 50 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic 4. Firms offer mainly blue-collar professions under quotas; due to the low wages in these places, people with disabilities refuse the positions offered. 5. Employers do not offer high-paying jobs because think that some jobs require special skills, but people with disabilities do not have these types of qualifications. 6. Most employers do not create necessary working conditions for people with disabilities that require improved accessibility – ramps, handrails, and accessible toilets. 7. There are also difficulties with public transport accessibility between people with disabilities at home and work. People have problems reaching their places of work, especially in bad weather, and taxis are not affordable to all. 142 Measures to adequately support employers and people with disabilities in quota implementation and monitoring are lacking. People with disabilities are unaware of their employment rights. 143 There is no mechanism to monitor the implementation of quotas, to assess its effectiveness and make necessary adjustments, nor are fines levied for non-compliance. Insufficient attention is paid to the capabilities of people with disabilities or the level of support they would need to perform work tasks. There are no awareness-raising campaigns urging employers to fulfill their quota. 144 Private recruiters advertise a growing number of labeled vacancies - specific jobs that they consider would be suited for people with disabilities. According to research by HeadHunter, the number of open vacancies labeled as being for people with disabilities started to increase in 2023 compared to the previous year. The largest number of vacancies in the Kyrgyz Republic for people with disabilities were open in the sales sector – 48 percent of all labeled vacancies advertised at HH. In addition, employers are ready to accept potential applicants in information technology, marketing, logistics, construction, and science. Every third job offer does not require relevant experience. 145 However, labeling vacancies may be considered contradictory to the CRPD norms in some circumstances, while some countries are promoting such an approach (for example, in the UK, employers who participate in Disability Confident scheme can add this badge to the vacancy announcement; in the US, the vacancy can be labeled for a specific group of people with disabilities— e.g., veterans with disabilities; in Australia, it is recommended to indicate that applications for the position are open for people with disabilities). 146 International experience suggests that labor quota schemes must be complemented with other measures that facilitate the compliance of employers with quota obligations, such as: • financial incentives for employers who comply with quotas, • employment-related support services, • recognition of employers complying with quotas, • fees for non-compliance, • antidiscrimination/persuasion measures.147 142 2023. Kyrgyzstan: How Disability Affects Employment. CABAR Asia. https://cabar.asia/en/kyrgyzstan-how-disability-affects-employment. 143 Shevchenko L. (2018). Implementation of rights of people with disabilities through activation of sleeping law provisions. Soros Foundation. 144 https://www.ilo.org/moscow/news/WCMS_872953/lang--en/index.htm. 145 https://kaktus.media/doc/491344_v_kyrgyzstane_rezko_vyroslo_kolichestvo_vakansiy_dlia_ludey_s_invalidnostu.html. 146 See RNID for more details: URL: https://rnid.org.uk/information-and-support/work-job-employment/making-recruitment- accessible/advertising-jobs-to-reach-disabled-people/; See JobAccess for more details. https://www.jobaccess.gov.au/ node/77761#transcript; See AbilityJobs for more details. https://abilityjobs.com/. 147 ECOTECH 2000; ILO 2019a. Chapter 4. Access to employment of people with disabilities BACK TO CONTENTS 51 Box 4.3 Incentives for compliance – examples from other countries Austria: Germany: • Integration subsidies • Subsidies for the barrier-free design of • Wage subsidies workplaces • Job safeguarding subsidies • Integration allowances • Grants for wage/training costs • Allowances for probationary employment and • Subsidies to adapt facilities (make barrier-free) internships Croatia: Lithuania: • Wage subsidies • Wage subsidy up to 12 months • Subsidized contributions • Partial compensation of employer’s mandatory • Grants for architectural and technical adaptation state social insurance contributions of the workplace • Subsidies to support recruitment of people • Co-financing interest on credit funds with disability by establishing new jobs • Co-financing of work therapist expenses (adjusting current jobs) France: Portugal: • Grants to employers hiring people with • Wage subsidies disabilities for over 12 consecutive months. • Job and workplace adaptation grants • Subsidies towards cost of equipment, • Subsidies for personalized support training, transport • Accessibility support South Korea: Egypt: • Disability employment subsidy if workers with • Tax exemption and/or reductions disabilities are more than 2.7 percent of the • Financial benefits increase with the number of workforce, and to companies with newly hired people with disabilities employed  workers with disabilities Source: ILO, 2019b. The Government of the Kyrgyz Republic has decided to change the Labor Code and introduce a new labor quota for people with disabilities. The new amendments have already been submitted to the Parliament for consideration. The MLSSM highlights that the current code, adopted in 2004, no longer meets modern realities. It is also proposed to reduce labor quota to 4 percent.148 4.3 Public programs and services to support employment of people with disabilities Employment support to people with disabilities in the Kyrgyz Republic is provided through mainstream active labor market programs (ALMPs). According to OECD assessments, the share of ALMPs budget in 2020 was less than 1 percent of the total social protection budget. Annual coverage of ALMPs was about 30–40,000 beneficiaries, which amounted to less than 10 percent of the potential demand for employment programs during the crisis in 2020. 149 The scope of ALMPs is limited and includes job counseling, vocational training, and wage subsidies. There is also a shortage of activities for self-employed and small-scale entrepreneurship development programs. The Kyrgyz government implemented the following programs: • A program for promoting employment and regulating internal and external labor migration 148 2024. A new Labor Code has been developed in Kyrgyzstan. What changes does the document contain? https://rus.azattyk.org/a/32957663.html. 149 https://www.stat.kg/media/files/532d2907-07e7-474d-96e9-64c1a211e955.pdf. 52 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic until 2020. 150 The program covered a set of different measures, such as retraining, wage subsidies, microloans, internships, and career development. It also included activities on supporting people with disabilities in self-employment and finding a job, which aimed to increase the share of employed people with disabilities among the employed population to 5 percent. 151 • A budget program “Employment support for population and social assistance to the unemployed” (2023-2027 and 2024-2028).152 The program has three pillars: (i) passive and active labor market measures, (ii) integration of unemployed people into the labor market, and (iii) provision of maternity benefits. Public employment services to support people with disabilities and employers Persons with disabilities in the Kyrgyz Republic are entitled to the same mainstream services provided by the Public Employment Service Authority (PESA) to job seekers without disabilities. The PESA offers support in career development, can assign vocational training or reskilling, grant unemployment benefits, send a person to public works and facilitate employment within the established labor quota (see Table 4.2). To receive these services, a person must apply to PESA, requesting to be registered in the PESA system and granted the status of unemployed. This is a voluntary choice for people with disabilities. Currently, people with disabilities can apply for a job seeker status electronically. In September 2019, the MLSSM developed and implemented a labor market information system and career development portal Zanyatost.kg and the “Electronic application for registration as a job seeker” to facilitate and automate the employment of the population, including people with disabilities. 153 The portal is intended for a wide audience of users of social networks; it is also adapted for people with disabilities. Table 4.2 Types of employment support provided through PESA Wage subsidy programs are the largest labor market policy in terms of coverage and expenditure, but even they operate on a small scale. They are carried out at Wage subsidies the local level, without a national policy framework, and participants are not linked to other social protection instruments. Unemployment benefits exist, but their low levels result in low coverage. Unemployment benefit Unemployment benefits are paid for up to 12 months over a period of 3 years. The period of receiving benefits is counted towards the insurance period. Assigned by PESA to different officially unemployed persons who have no Vocational training, profession, need to change their profession due to a mismatch between job retraining, and advanced demand and skills level, or lost their ability to perform work, including people with training disabilities. During the training, people can receive a scholarship. Source: Zanyatost.kg, OECD (2017). The number of people with disabilities registered by PES remains low. The number of people with disabilities who applied to PESA increased from 830 individuals in 2019 to 962 persons in 2023, while it decreased during the pandemic (see Table 4.3). Women constituted 44 percent of applicants in 2023. Most applicants request unemployment status, which allows them to receive 150 https://cbd.minjust.gov.kg/94692/edition/598256/ru. 151 https://cbd.minjust.gov.kg/94687/edition/1144574/ru. 152 https://mlsp.gov.kg/w p-content/uploads/2023/04/prilozhenie-1-na-2024-2028gg-spb_mtsom_zayavka-svod-russk.- ot_03.04.23g.-ok.pdf. 153 https://emgek.kg/tpost/p640pdje51-ministr-truda-rasskazala-kak-litsam-s-in. Chapter 4. Access to employment of people with disabilities BACK TO CONTENTS 53 unemployment benefits and low-income benefits for children, while only 30 percent received employment assistance in 2023. According to MLSSM, the number of persons with disabilities applying to territorial PES in the regions is insignificant. As it was mentioned before, many people with disabilities find employment without contacting PESA, i.e., their employment goes through local administration. 154 Table 4.3 Number of people and type of assistance provided by PESA for people with disabilities, 2019-2023 Received Received Got employment Applied to PES consultation unemployment status assistance Year Including Including Including Including Total Total Total Total women women women women 2019 830 431 1,229 616 615 315 240 152 2020 609 285 1,318 600 405 209 175 80 2021 782 352 1,573 758 495 229 232 109 2022 869 407 1,782 918 545 258 263 151 2023 962 427 2,080 1,014 653 290 292 158 Source: MLSSM, 2024. Table 4.4 Number of people with disabilities who received services of the Public Employment Center Authorities (PESA) Type of measures 2018 2019 Applied to PESA 487 (248 women) 631 (332 women) Received job placement 115 (15%), (51 women) 169 (27%), (109 women) Training 68 (14%) 94 (15%) Wage subsidy/Public works 60 (12%) 108 (17%) 155 Source: MLSSM, 2019. PES should also assist employers; however, private sector and start-up firms prefer to find applicants on their own. According to its mandate, PESA can provide labor market analytics, support employers in finding workers, fill vacancies, organize retraining based on employer demand, and provide placement within the wage subsidy program. 156 However, PESA does not support employers in organizing personal assistants for people with disabilities at work. At the same time, research shows, that some employers prefer to find applicants with disabilities themselves and do not apply for PESA services. 157 Creating a personal assistant position in the workplace to support people with disabilities, particularly those with mental disabilities, could be an essential objective for PESA toward fostering an inclusive and equitable work environment. Personal assistants can provide tailored support, ranging from task management to emotional support, enabling employees with disabilities 154 MLSSM 2019. Information on the ongoing work to promote the employment of persons with disabilities for the third quarter of 2019. https://mlsp.gov.kg/ru/informacziya-o-provodimoj-rabote-po-sodejstviyu-trudoustrojstvu-lovz/?s. 155 https://mlsp.gov.kg/ru/informacziya-o-provodimoj-rabote-po-sodejstviyu-trudoustrojstvu-lovz/. 156 https://zanyatost.kg/Page/PageShow/1003. 157 Shevchenko L. (2018). Implementation of rights of people with disabilities through activation of sleeping law provisions. Soros Foundation. 54 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic to perform their roles effectively and confidently. International experience highlights the success of such initiatives: Sweden's personal assistance program, which provides government-funded personal assistance to individuals with disabilities, has significantly improved workplace integration and productivity. 158 Similarly, the UK's Access to Work scheme offers employers financial support to cover personal assistants' costs, thereby reducing the economic burden on businesses and encouraging the employment of individuals with disabilities. 159 Promotion of inclusive employers " which is dedicated to The MLSSM supports the national championship competition "Cheksiz, employers who hire people with disabilities. This championship is held annually to draw public attention to the challenges in the employment of people with disabilities, motivate employers to hire them and expand access to employment opportunities and tools that facilitate the acquisition of professional skills. 160 4.4 Retraining of adults with disabilities Unfortunately, it's really hard to find information about adult education for people with disabilities since it's not well organized or easily accessible. The only official source is the Skills Development Fund (SDF) website (frn.kg), which is part of the MLSSM. This fund was set up in 2016 as part of an Asian Development Bank project. One of its main goals is to prioritize training for socially vulnerable groups, including people with disabilities and promote the involvement of employers/ investors in this process. They work with 98 education institutions across the country, offering a wide range of courses accessible to everyone, regardless of where they live or their social status. They also cooperate with the Public Employment Service Authorities (PESA) to offer vocational courses in key industries. 161 The Fund offers 127 different specialties, and the cost of courses varies based on the profession and the duration of the course. On average, it's between 4,500 and 12,500 KGS for the whole course. However, the Fund helps cover some of these costs. The rest can be paid by the individual or an employer if they're arranging training for their staff. 162 According to statistics from 2017 to 2023, the SDF trained 28,813 people nationally, including 815 with disabilities, which makes up 2.8 percent of those trained in six years. 163 Considering that about 3 percent of the population has disabilities, this might seem positive. However, people with disabilities might actually need more of these courses compared to others to gain independence and a better standard of living. For comparison, a project sponsored by the US Embassy in 2021 trained over 400 unemployed young people and those with disabilities in IT skills through three-month free online courses. While not all 400 participants had disabilities, these short-term programs reached a broad audience. Considering that about 3 percent of the population has disabilities, this might seem positive. However, people with disabilities might actually need more of these courses compared to others to gain independence and a better standard of living. For comparison, a project sponsored by the US Embassy in 2021 trained over 400 unemployed young people and those with disabilities in IT 158 https://easpd.eu/fileadmin/user_upload/Publications/easpd-sweden_fact_sheet.pdf. 159 https://www.gov.uk/access-to-work. 160 BishkekCity Office for Employment Promotion. 2023. The Cheksiz National Championship took place in Bishkek! http://bsz.kg/ru/news/208-V-ghorodie-Bishkiek-proshlo-Natsional-noie-piervie.html. 161 https://frn.kg/?s=%D0%9B%D0%9E%D0%92%D0%97. 162 https://frn.kg/? page_id=1698. 163 https://frn.kg/?s=накопительно+за+2017-2023 . Chapter 4. Access to employment of people with disabilities BACK TO CONTENTS 55 skills through three-month free online courses. While not all 400 participants had disabilities, these short-term programs reached a broad audience. 164 Another important initiative in adult education is supported by the Federal Ministry for Economic Cooperation and Development of Germany (BMZ). It is carried out by the Institute for International Cooperation of the German Association of People’s Universities (DV V International – IIZ/DV V). DV V International partners with various organizations in the Kyrgyz Republic, including government, non-government, and international entities. 165,166 The program regularly shares updates on its projects through newsletters, including details about training for people with disabilities, like in the 2023 bulletin. They've also released key documents that have boosted the quality of adult education, including education for people with disabilities. One important document is the "Analysis of Policy of Central Asian Countries in the Field of Adult Education and Training," which provides a strategic development foundation. They've also created a comprehensive guide called "Curriculum GlobALE" for adult education 167,168,169 The program works hard to make adult learning easier to access, even by making more spaces available. For example, one project focused on using public libraries to expand access to adult education ("Optimizing the library space for adult and youth education, expanding access to non-formal adult education through Kyrgyzstan’s public libraries"). Overall, the program is effective because it takes a systematic approach and partners with both public and non-governmental organizations. 170 Unfortunately, donor projects lack a systematic approach and mainly aim to encourage the government to support specific initiatives and make them a regular part of the system, but examples of this are rare. Typically, professional or useful skills courses are organized by social organizations and donor projects. One active organization in this area is an NGO called “Equality”. They not only organize various courses for young people (including in-demand professions like social media marketing specialists), but also provide spaces where children and people with disabilities can learn various skills, understand their rights, and receive personal development services. One valuable initiative they undertake is establishing Independent Living Centers. 171 ,172 Equality programs have lasted a long time because of their dedication to their mission and the 164 https://kg.usembassy.gov/ru/u-s-embassy-provides-it-job-sk ills-to-morthan-400-young-people-and-pele-withwith- disaties--Bop/. 165 Government partners include the State Penitentiary Service, the Agency for Initial and Vocational Education, and the Institute for the Further Training and Retraining of Personnel at M.R. Rakhimova Kyrgyz State University named after I. Arabaev. Non-governmental partners include the Kyrgyz Association for Adult Education and its members, such as Adult Education Centers in seven regions of the Kyrgyz Republic. Additionally, non-governmental organizations like the Institute of Youth Development, Youth of Osh, Public Fund AIDS East-West Foundation in the Kyrgyz Republic, AFEW Kyrgyzstan, and the Association of Adult Education of Tajikistan are also involved. 166 https://www.dvv-international-central-asia.org/ru/kyrgyzstan/partnjory. 167 Institute for International Cooperation of the German Association of People’s Universities. (2023). Информационный бюллетень DVV International Кыргызстан 2023. – с.4-6 https://www.dvv-international-central-asia.org/fileadmin/files/ central-asia/images/images_kg/Publications/Media_data_2023/Newsletter_2023_RU_Compressed.pdf. 168 Institute for International Cooperation of the German Association of People’s Universities. (2022). Analysis of Central Asian Countries' Policy on Adult Education and Training (SEN) as a basis for the strategic development of Kyrgyzstan. https://wwww.dvv-international-central-asia.org/fileadmin/files/central-asia/images/kg/Publications/Newsyrer/ALE_in_ Kgyzstan_ru.pdf. 169 Institute for International Cooperation of the German Association of People’s Universities. (2022). Curriculum globALE. ht t ps://w w w w.dv v-i nter nat iona l-cent ra l-a sia.org/f i lead m i n/f i les/cent ra l-a sia/i mages _ k g/P ubl icat ion s/Ne w ser/ Curriculum_GlobALE_manual_in_ian_2022.pdfrussian_2022.pdf. 170 https://wwww.dvv-international-central-asia.org/fileadmin/files/central-asia/images/kg/Publications/Media_data_2023/ Newsletter_2023_RU_Compressed.pdf. 171 http://ravenstvo.kg/курс-smm-для-людей-с-инвалидностью/. 172 http://ravenstvo.kg/%d0%bf%d1%80%d0%be%d0%b3%d1%80%d0%b0%d0%bc%d0%bc%d0%d1%8b/ https://wwww.vb.kg/doc/418474_centr_gde_obychaut_nezavisimosti.html. 56 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic active involvement of their members. However, these initiatives can't be systematically compared to government programs and plans. Unfortunately, there aren't well-organized programs for lifelong vocational training for people with disabilities in the Kyrgyz Republic. This deficiency largely explains why people with disabilities face difficulties in the job market and have a lower standard of living. Main findings: • The labor market in the country is highly informal and is likely to stay informal as only a few new formal jobs are being created every year. The lack of wage opportunities makes it particularly challenging for people with disabilities to find decent and good employment. • The data on people with disabilities' employment is limited. Still, it is estimated that around 80 percent of working-age people with disabilities are excluded from the labor market. Youth, women with disabilities, and people with disabilities in rural areas have a higher risk of unemployment. • Labor quota placements for people with disabilities have increased but are not fulfilled. • Labor legislation for people with disabilities is comprehensive and provides job flexibility (work schedule, hiring, redundancy, holidays) for people with disabilities. However, the contradictions with other legislative norms (e.g. law on employment) remain. At the same time, these positive discrimination norms (especially on work schedules, annual leave, and redundancy rules) create reasons for employers not to pursue the hiring of people with disabilities. • People with disabilities experience attitudinal, institutional, and physical barriers to employment. • L abor legislation states employers can use the Labor Code's incentives, but these benefits are not identified. • ALMPs are very limited in the country. People with disabilities can receive training and employment support from PESA, but the majority get registered to receive certifications on unemployment for social benefits. • Employers rarely use PESA services to attract people with disabilities. PESA does not offer good intermediation services that allow employers to hire new staff. Chapter 4. Access to employment of people with disabilities BACK TO CONTENTS 57 Chapter 5 Key barriers to employment of people with disabilities and wage employment practices for people with disabilities (qualitative findings) Chapter 5 Key barriers to employment of people with disabilities and wage employment practices Chapter Key barriers 5. with for people to employment disabilities of people with disabilities (qualitative findings) (qualitative findings) BACK TO CONTENTS 59 Chapter 5 Key barriers to employment of people with disabilities and wage employment practices for people with disabilities (qualitative findings) The following section presents the results of qualitative research on employers’ practices. The aim of the research was to understand barriers to employment for people with disabilities, identify common employer practices in hiring and retaining workers with disabilities, and identify overall attitudes towards people with disabilities. The study included 20 quantitative interviews with firm representatives and 13 focus groups conducted with employers, OPDs, presents of children with disabilities, educational organizations, and people with disabilities. The research has limitations because it analyzes only one type of employment – a “so-called” wage employment that represents almost 65 percent of all labor activities in the country). The interviews and focus groups didn’t cover self-employment and informal employment practices. Hence it does not give a full picture of the opportunities for inclusive employment in the country. 5.1 Key barriers to employment of people with disabilities People with disabilities face numerous barriers to employment. These include negative attitudes towards disabilities, unfair policies or practices that unintentionally discriminate, physical obstacles like inaccessible buildings, difficulties accessing information, and technological barriers. Additionally, limited participation and consultation with disabled individuals further hinder their inclusion in employment and society. Both supply and demand sides contribute to the employment gap: disabled individuals may require higher wages due to added costs or loss of benefits, while employers may offer lower wages due to perceived productivity issues or discrimination. Previous studies identified the following barriers to employment for people with disabilities in the Kyrgyz Republic: There are several barriers for people with disabilities that can be identified in the Kyrgyz Republic: • Attitudinal. A 2018 survey on the employment of persons with disabilities revealed that 71 percent of employers exhibit an openly discriminatory attitude toward job applicants with disabilities.173 • Physical. In 46 percent of cases, the main criterion for employers when hiring appears to be the 173 Shevchenko L. (2018). Implementation of rights of people with disabilities through activation of sleeping law provisions. Soros Foundation. 60 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic physical health of the job applicant with a disability. Twenty-five percent of employers explain their refusal to employ persons with disabilities with the burden of creating job accommodation translated into adaptations of the physical space.174 • Institutional. According to the labor code and the legislation on disability, people with disabilities should have access to employment. However, given the positive discrimination restrictions the law imposes on employers, there are no incentives to hire them.175 Current research further confirms the existence of infrastructural and attitudinal barriers for people with disabilities. Employers’ most commonly cited reason for not hiring people with disabilities is the current design of buildings and company offices. Some employers mentioned that they tried to install a ramp for the office but faced the need to purchase additional land from the municipality, which was financially challenging for small businesses. Other employers raised concerns about the lack of elevators in buildings or very narrow elevators (typical for old construction) and inconvenient office locations requiring employees with disabilities to make multiple transfers on public transport. Temporary or improvised parking spots can hinder building access for people with disabilities, for example, wheelchair users. Additionally, constant commuting to work by taxi may be disproportionate to the employee’s pay. Some employers also mentioned that they lease office spaces, making installing an elevator without one already in place impractical. People with physical disabilities might experience different accessibility issues. Those who can move around, like those with upper body disabilities or who use a cane, have better job prospects than wheelchair users. Even available urban infrastructure hinders the lives of people with disabilities, forcing them to stay at home, which diminishes their social and soft skills. People with vision problems find it hard to use buses without audio announcements at stops or sidewalks with potholes. But many adapt and recognize stops by memory, especially if they travel the same route often. Sadly, many employers don’t even think about hiring visually impaired people, saying their business can’t handle it. It’s important to mention that those with some vision have better job prospects than those completely blind. Participating employers don’t think about hiring people with mental disabilities. They believe these individuals need constant care, often from a family member. Also, employers worry about being responsible if someone with an intellectual disability gets hurt at work. This shows there aren’t enough ways to include and work with people with intellectual disabilities. Barriers to the employment of people with disabilities are often associated with their low level or lack of education. The majority of employed individuals with disabilities work in physically demanding jobs. A low level of education determines the main areas of employment for people with disabilities in low-skilled or physical labor sectors. For example, people with hearing impairments can easily get low-skilled jobs, but participating employers didn’t express clear career expectations for this group. 5.2 Employer attitudes towards people with disabilities Amongst the research participants, there was a shared perception that they do not discriminate against people with disabilities, yet detailed discussions identified different attitudes towards this type of potential job seeker/employee. In general, the participating employers typically fall into three categories: 174 Ibid. 175 Ibid. Chapter 5 Key barriers to employment of people with disabilities and wage employment practices Chapter Key barriers 5. with for people to employment disabilities of people with disabilities (qualitative findings) (qualitative findings) BACK TO CONTENTS 61 (i) Those who see many barriers for people with disabilities and believe that they can’t work in their sector of information and communication, in professions such as bank cashiers, retail, and offline sales because it would require significant financial investment, responsibility, and constant assistance and support from their side; employers from this category have no expectations of people with disabilities and generally do not include them in their business processes; (ii) Those who point out the basic presence of inclusion elements in the workplace such as ramps, but do not always delve into the root causes of problems – such as the inconvenience of these ramps and the lack of equipped restrooms; and (iii) T hose who treat people with disabilities as objects of charity with the aim of helping and often emphasize the need for a condescending attitude towards employees with disabilities; employers in this category mainly include people with disabilities in low-skilled positions but may partially attempt to improve conditions, although assistance mainly depends on the charity and is not always commensurate with the needs of the workers. Focus group discussions reveal that employers look at skills first. Some employers cite job requirements and a lack of candidate motivation as barriers to hiring people with disabilities. Participants currently view individuals with disabilities as extra expenses and don’t see their potential because training them is seen as difficult, and hiring employees without disabilities is quicker. “In my case, people with disabilities are an additional burden because I have a sewing workshop, and they do the work much slower. And for health reasons, they cannot withstand the load.” (sewing, FGD) “In general, businesses need a solution to a problem here and now. We pay huge sums to electronic technicians from Türkiye and our expensive robot installers from Italy and compensate them for flights, accommodation in Kyrgyzstan, and cars because we do not have such specialists. We cannot invest in the education of the local population and people with disabilities and wait because it takes a lot of time. For business people, time is as important as money. But I think if people with disabilities were such specialists, employers would pay attention to them.” (manufacturing, FGD) Employers also said they’re not here to educate; they’re focused on making money. Even if they employ people with disabilities, they expect them to have basic skills already or be quick learners, as they’re not willing to teach someone starting from zero. As one participant mentioned, “We are not educational institutions. We cannot train people from scratch; we need people with skills that can at least work immediately.” (ICT, KII) Society’s prevailing charitable and medical perspectives often hinder employers from considering social aspects of disability inclusion. The opportunities and barriers for employment of people with disabilities exist in each sector. Table 5.1 summarizes the views of interview and focus group participants regarding barriers and sector-specific opportunities for employing people with disabilities across six industries. The main aim is to highlight the challenges faced by individuals with disabilities in securing employment in these sectors, as well as potential opportunities and accommodations that could facilitate their inclusion. Interestingly, that in ICT sector which consider to be one of the most prominent for disability employment, employers report a lack of skills among potential applicants. This highlights the critical need for relevant educational programs on ICT specifically designed for students with disabilities. 62 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Table 5.1 The interviews and focus group participants’ views on barriers to employment of people with disabilities in specific sectors Industry Barriers Opportunities/Potential Security issues, the risk of robbery, and Visually impaired individuals have been hired in personal data protection limit the option of this sector. The bank installed Jaws software, Banking remote work for people with disabili-ties, as which allows them to read and handle documents sector well as the possible negative perception of the securely. The security department approved the bank’s customers. platform, ensuring the bank’s system’s safety. Employers in this sector are open to hiring people with disabilities and may provide additional software. For those with vision impairments, employers are willing to consider hiring if the Few applicants with disabilities seek IT or individual can read documents and operate a analyst positions, possibly because their computer, even though additional software may ICT sector education and skill level don’t equip them for be required. Qualifications are important for those these roles. with hearing impairments, but fewer difficulties are encountered in finding employment. In fields like business analytics and ICT, mobility limitations are not a barrier to employment, and employers do not discriminate based on physical disabilities. Communication challenges for visually and hearing impaired in sales. Accessibility issues with CRM systems for Sales and the visually impaired. People with limited mobility can work in call marketing Perceived lack of motivation among centers. applicants with disabilities. Concerns about client loss due to limita-tions of employees with disabilities. Limited employment opportunities for people with disabilities in tourism. Focus on inclusive clientele drives the hiring of Tourism and There are few limitations for office roles but individuals with disabilities. hospitality significant barriers for roles like tour guides. Challenges for people with physical and vision disabilities in waiter roles. Employers are concerned about personal appearance and mobility. Wholesale Some opportunities exist for those with minor Sales roles require interaction, posing a and retail physical limitations – individuals with hearing challenge for people with disabilities. trade impairments are hired as loaders. Employers are reluctant to consider remote work options in this sector. Limited remote work options due to large equipment at production sites. Concerns about physical safety and the capability of individuals with disabilities to Textile operate machinery. - production Employers worry about how visually impaired people can handle tasks. Exclusion of individuals with mental disabilities due to perceived unpredictability of behavior. Source: Prepared by the authors based on the results of interviews and FGDs. Chapter 5 Key barriers to employment of people with disabilities and wage employment practices Chapter Key barriers 5. with for people to employment disabilities of people with disabilities (qualitative findings) (qualitative findings) BACK TO CONTENTS 63 5.3 Employing workers with disabilities: recruitment and hiring practices (from an employers’ perspective) Employers revealed limited experience in recruiting people with disabilities. They mentioned rarely receiving applications from people with disabilities, and the few who do apply are more likely to do so for physically demanding or low-skilled positions. Employers and HR specialists emphasized the openness of the recruitment process, stating that any applicant can submit their resume. In general, the job applicants are not asked questions about their disabilities. If they successfully pass the interview, some companies may ask employees to undergo a medical examination, where their disability may be determined. Some applicants try to conceal their disability. However, employers point out that they need to know about the characteristics of their employees to allocate responsibilities and comply with the legislation properly. The research participants noted that they do not request certificates from the Medical-Social Expert Commission (MSEC) indicating a disability. Also, there are cases when prospective employees are hired under a labor contract without a medical examination. "When people come to apply for a job with us, we look at the PRP and MSEC certificates. There, doctors indicate that some people with disabilities can work, but special conditions need to be created for them. However, they do not specify what these special conditions are. As employers, we do not know what they need; they do not expand on what conditions they need. But I think this is how doctors absolve themselves of responsibility." (retail trade, KII 176) “We thought about hiring people with disabilities to help them in some way. But in general, we did not specifically look for people with disabilities. We employ them if they apply for a job. Mostly, our employees had no serious disabilities and belonged to Groups 2 and 3.” (sewing, FGD) Another reason for concealing disabilities may be related to the loss of social benefits for people with disabilities. Not all participating employers knew about the benefits received by people with disabilities. However, it should be noted that in low-skilled positions where the payment ranges from 10,000 to 20,000 KGS, it is sometimes more advantageous for people with disabilities to work informally. It could also be a reason for an employer to hire a person informally to avoid taxes and contributions. Moreover, employment on the labor market reflects general attitudinal barriers, where even job applicants without a disability may also face discrimination based on appearance, gender, and age. "I am part of a group of HR specialists, and you know, sometimes they send such requirements even for non-disabled people, like applicants should be young, good-looking, or they specify only male candidates. I think if such requirements exist, then our society is not inclusive, and in such conditions, how will society perceive a person with disabilities if we place them at the forefront of customer service? We don't know. This could primarily affect our customer base." (financial sector, KII) Due to the current situation and fear of discrimination, job seekers with disabilities often try not to disclose their disability in their resumes and, if possible, hide it. "Recently, an employee came to me after a promotion and confessed that she has a physical disability in her hand. She cannot lift heavy objects, but after the promotion, she was afraid she couldn't handle the responsibilities. We talked and are now considering creating working conditions where she will feel comfortable." (hospitality industry, KII) 176 Key informant interview. 64 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic However, hiding a disability sometimes complicates the work process, even at the level of communication within the team. "We hired two employees who hid their disabilities during the recruiting process. We only found out later when we started experiencing difficulties. One person with vision problems was in the production sector, where good eyesight was required. We had to ask him to transfer to another position. But he refused and left. As for the other employees, we created better working conditions for them." (food production, KII) Many associations and educational institutions have started to create their own workshops and businesses to find independent employment due to the lack of opportunities for regular employment. Interestingly, employers with disabilities point out that in building their businesses, they were guided not by the idea of adapting society to their needs but rather by the need to change themselves and be flexible in society. “In both my education and current work, I always said there’s no need to try to reshape society for yourself. We must be flexible and adaptable. When I entered university, the professors had questions about how I would study and whether I could manage. I told them to treat me like everyone else; I would adapt and learn. At first, I transcribed lectures into Braille, but then, because I couldn’t keep up, I recorded lectures on a dictaphone and transcribed them into Braille at home, and that’s how I finished university.” (food production, KII) Overall, an employer with a disability noted that their small-scale production was adapted to the needs of people with disabilities and did not incur significant costs. The main challenge was to train people with disabilities and make them believe in themselves. Research participants noted that employers often offer jobs to people with disabilities that do not require special skills. In some cases, individuals with disabilities are hired for low-skilled jobs with low pay, which primarily affects those with hearing impairments. This low-skilled work often involves heavy lifting. Some employers noted that employees with disabilities left because they were dissatisfied with the pay or physical demands. Individuals with physical disabilities often find employment in call centers. In rare cases, they become entrepreneurs by organizing their own public organizations. Job seekers with visual impairments may become massage therapists. In some cases, they pursue higher education thanks to the possibility of obtaining a certification. For example, individuals with visual impairments may become lawyers or musicians. However, individuals with hearing impairments have few alternatives other than working in physically demanding jobs. They are often hired as loaders or workers or may be employed to respond to written messages in bank chats. People with hearing and visual impairments also find employment thanks to the Kyrgyz Association of the Blind and Deaf (KABD), which has its own production workshops established during the Soviet era. However, the main challenge of these workshops is their dependence on government orders. Typically, these enterprises produce uniforms and specialized clothing for government agencies and don’t have private clients. Individuals with intellectual disabilities most often do not work or receive education. The focus group discussion with people with disabilities and parents revealed people with mental disorders are most vulnerable to unfair treatment by employers and are often exploited without pay for their work. This may be because employers do not see them as employees capable of advocating for their rights. "For my son, who has autism, I arranged a job at a restaurant. They told us we would be interns, but we interned for a whole year. Blind girls also worked with my son. I don't know why they were paid, but my son wasn't paid at all for a whole year. It turns out that blind people are well aware of their rights, and their organization negotiates with employers to ensure they are paid." (Parents of children with disabilities, FGD) Chapter 5 Key barriers to employment of people with disabilities and wage employment practices Chapter Key barriers 5. with for people to employment disabilities of people with disabilities (qualitative findings) (qualitative findings) BACK TO CONTENTS 65 From a gender perspective, women often do not receive education and remain at home, so they have fewer opportunities for employment, even in low-skilled positions such as loaders or waitresses. However, in the city of Bishkek, specialized institutions train women as hairdressers and pastry chefs. There are isolated cases of women being employed as pastry chefs or vegetable cleaners. Data collection has shown that despite existing labor code norms, some employers noted that it is not advantageous for them to hire people with disabilities because they cannot subject them to a probationary period due labor code provisions and do not know how to motivate them in the workplace. Overall, employers indicated they do not have an equivalent exchange from a business perspective. In other words, they hire a person with a disability just to meet the quota when may not have the required qualifications, and they still have to pay taxes. While there is a small chance for them to find employment in administrative positions in enterprises or companies in urban areas, such opportunities are entirely absent in rural areas. However, most people with disabilities reside in rural regions of the country. Presently, associations and organizations working with people with disabilities are considering mainly attracting them to work in call centers. 5.4 Quota implementation from the employers’ perspective During data interviews with employment center staff, it was found that compliance with this quota mainly falls on municipal enterprises (public sector institutions), while private enterprises do not even hire people with disabilities within the quota. This may be due to the absence of mechanisms and specifics for implementing the quota system in the current version of the Labor Code, which lacks clarity and details on the quota requirement. Questions arise about whether the quota should be based on the total number of disabled employees over the entire period of the enterprise's operation or on the current number of such employees. It was noted that this provision of the legislation is based on the regulation “on the quota for job placement in enterprises, institutions, and organizations for persons in need of social protection and facing difficulties in finding employment”, dated January 9, 1992, No. 6, which end in 1994. This provision did not specify the exact number of enterprise employees from which the quota percentage is calculated. Still, it provided subsidies and tax incentives for enterprises where about 50 percent of the employees were disabled. Field research showed that private enterprises experience a lack of awareness about the quota. Among 20 participants in qualitative interviews, only 6 knew about the quota, and out of 5 focus groups, around 6 participants knew about the quota – some even asked if there is a quota law. The employers emphasized that staff turnover in professional areas where people without disabilities have low interest to work made them hire people with disabilities. At the same time, the employers highlight those workers with disabilities need part-time employment and demonstrate greater loyalty and commitment to the company than workers without disabilities. However, the number of such positions that employers are able to open is often insufficient to meet the 5 percent quota. "I think that if the quota becomes a punitive method, employers will use many methods to avoid punishment and implement the quota through various corrupt measures. And in our country, there are many such methods, such as false certificates of disability and so on. Therefore, the initiative to employ people with disabilities should come from the employers themselves." (marketing, FGD) “I also think that for small and medium enterprises, it might be interesting to have tax breaks for hiring people with disabilities, but since it's no secret that most of the small and medium enterprises are part of the informal economy, it would be possible to consider the possibility of incentives such as reducing the social fund for two other employees without disabilities for one hired person with disabilities.” (sewing production, FGD) 66 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic “Our company is quite big, we have more than 500 employees, and for us, the motivation to hire people with disabilities was also in the payment of social funds. For one person with disability, we pay 4 percent of the social fund. For one person without disability, we pay 17 percent to the social fund. I don't know how it is for small companies, but for big companies, it is a significant difference.” (production of plastic products, FGD 177 Responses regarding the stimulation of hiring people with disabilities were also divided among employers. Many point out that, on the one hand, tax incentives can serve as a stimulus for employing people with disabilities, but they have concerns about the qualifications of both the employees and how profitable it is to keep a disabled employee. Others indicate that incentives may only lead to artificial violations when hiring employees with disabilities because, according to legislation, cardiovascular diseases and diabetes are also considered disabilities. Punitive measures to enforce the quota were also deemed impossible by employers given the current economic situation and the level of qualifications of applicants with disabilities. At the same time, employers from large companies say that the 5 percent quota is significant for them, and the level of preparedness and qualification of people with disabilities is not always sufficient for work. “The quota itself doesn’t work now. For example, according to the quota, we will be looking for an employee with a disability just to close this gap and avoid fines. Even the employee will feel psychologically bad when he realizes that he was hired not because of his skills but because of the quota, or when he is unable to perform his job.” (infomation and communication, KII). 5.5 Retaining workers with disabilities: training, arranging accessible workplace, occupational health practices (from an employers’ perspective) According to the field data collected, companies in the Kyrgyz Republic often lack a developed educational base for training their employees. Only some large and innovative enterprises (e.g., Ololo, Beeline, Eco Islamic Bank, Mbank, and Plastic Products Factory) note a high level of support for their employees in terms of coordination at work, psychological assistance, and training based on various workshops. Some small textile, retail, marketing, and online selling companies provide their employees with an educational base such as training with working instruments, but preference is mostly given to experienced employees. Currently, there are no established mechanisms for retaining people w ith disabilities that differ from the general standard support mechanisms for employees, such as f lexible management and additional rewards for skills development. These types of support may be available to people with mild disabilities who work in positions not associated with low-sk illed labor. However, for people with disabilities work ing in low-sk illed positions, such mechanisms practically do not work. The wages for such workers are typically low, and employers generally do not take special measures to retain them. This often applies to positions such as loaders or specialists work ing in physically demanding jobs. "I don't employ people with disabilities, but my training for employees is about what is important for my field. For example, I work in logistics and it is important for me that employees understand customs, so that is what I mainly teach." (logistics, FGD) 177 While contributions for people with disabilities are indeed lower, the contribution depends on the size and the type of the company, and the contribution amounts do not fully correlate with this response provided during the interview. Refer to table 2.4 “Employer’s mandatory contribution rates to the social insurance system” under chapter 2 of this report for details on the contribution rates. Chapter 5 Key barriers to employment of people with disabilities and wage employment practices Chapter Key barriers 5. with for people to employment disabilities of people with disabilities (qualitative findings) (qualitative findings) BACK TO CONTENTS 67 "I think the adaptation measures for an employee with a disability will still be different from those for employees without disability. For a person with a hearing impairment, it is elementary we need to write everything and have written information everywhere.” (sales, FGD) Some companies mention that if an employee gets a work-related injury, they try to transfer the employee to less strenuous tasks and keep the employee within their organizations. This was mainly stated by factories and the textile industry. Additionally, employers noted that in physically demanding jobs, there were cases where people with disabilities left due to family circumstances or low wages. “We are reclassifying the professionals we have injured into the security guard category. We work with guards who have shorter working hours.” (production, KII) The production sector, particularly food processing and manufacturing, often presents challenges in employing people with physical and visual disabilities because of industry specificities. Employers cited health and safety concerns as reason for not hiring. The more diverse range of roles within the production sector was not referenced in interviews. Despite the employment opportunities for individuals with hearing impairments, there are often limited opportunities for advancement. Employers frequently cite the inability of such individuals to communicate effectively with managers and teams as a barrier to promotion, and they almost completely rule out the possibility of promotion even if a sign language interpreter is available. Employers also noted that career advancement for people with disabilities is further hindered by the lack of certifications or diplomas. The research showed that not all employers are willing to train people with disabilities and incur financial costs, but many companies want to have trained professionals. Moreover, many organizations have general methods of skills enhancement for all employees. In this regard, it is suggested that PES assess socially responsible employers based on criteria for employing people with disabilities, training people with disabilities every six months, and creating a list of conscientious organizations on the employment center's website and publishing this list in the media to encourage more companies to engage. 5.6 Cooperation between the employers and organizations of people with disabilities Research demonstrates the importance of non-governmental organizations (NGOs) that support people with disabilities, acting as a bridge between employers and individuals with disabilities. Employers in the banking sector note that when the issue of hiring people with disabilities arose in their companies due to staff turnover in certain positions, such as call centers and mechanical work, they turned to organizations that work with people with disabilities because they were not informed about the specifics of this category of people and did not know how to hire them. In this regard, organizations such as Nazik Kyz, New Age, and Ravenstvo, which work with people with disabilities, gather the necessary individuals, assist them in filling out resumes, and provide support. “Since at some office and call centers positions, we have staff turnover, we started considering people with disabilities for these reasons. Oscar from New Age is helping us now, because we do not know where to look for people with disabilities. Oscar gathers them, helps them with resumes and we look through them. If there are ten suitable people for call centers and all of them need ramps, we will consider building it.” (banking, KII) 68 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic However, some employers mention that collaboration with various organizations working with people with disabilities is not always productive. This may be because these organizations do not always understand what businesses really need or have difficulties meeting business tasks aimed at profitability. "Organizations working with people with disabilities are probably used to knocking on the doors of international organizations, but they don't quite understand how business works yet." (information and communication, KII) Nevertheless, the work of various large organizations dealing with people with disabilities allows employers to advocate for the needs and rights of disabled applicants at the employer level. 5.7 Other activities to support people with disabilities and employers in the labor market Employers, especially large companies that have already passed the survival stage and established themselves in the market, are motivated to become inclusive to expand their market, enter the company's stocks into international markets, increase brand recognition, and solve staffing turnover issues in certain positions. They are willing to consider hiring employees with disabilities. In this regard, the NGOs, which work with people with disabilities, are preparing to create a list or nominations of the most socially responsible enterprises in the Kyrgyz Republic to increase employers' involvement in solving the employment problems of people with disabilities. Main findings: • People with disabilities often do not receive education due to the unpreparedness and inaccessibility of the educational infrastructure. Women with disabilities are at a higher risk of not receiving education due to the double pressure they face in society. • Pedagogical neglect and lack of socialization, as well as soft skills, lead to people with disabilities mainly finding employment in low-skilled positions or remaining at home under the care of relatives, relying on social assistance. • Individuals with certain physical limitations, such as upper limb impairments, as well as persons with hearing impairments, may find it easier to secure employment because, from the employers’ perspective, they might require fewer workplace adaptations. However, deaf individuals often earn their living through jobs with less favorable conditions, which typically involve strenuous physical labor. • Employers have concerns regarding the level of skills of people with disabilities and provide low-skilled and low-paying jobs. • Employers have concerns regarding the physical health of employees and impact on productivity loss and prefer not to hire people with disabilities. • Employers experience issues in creating accessible workplaces as they lack information, guidance and resources. • Employers emphasize the importance of computer literacy training and sector-specific software training for people with disabilities, increasing familiarity of the people with disabilities (especially graduates) with office work, provision of work-related psychological support for people with disabilities, training in soft skills and motivation development. Chapter 5 Key barriers to employment of people with disabilities and wage employment practices Chapter Key barriers 5. with for people to employment disabilities of people with disabilities (qualitative findings) (qualitative findings) BACK TO CONTENTS 69 Recommendations Recommendations BACK TO CONTENTS 71 Recommendations Increasing institutional capacity to realize the rights of persons with disabilities Short-term measures 1. The Government of Kyrgyz Republic should create an employer working group under the Council on People with Disabilities under the Government of Kyrgyz Republic, which can discuss employer needs and possible support measures, especially in terms of HR retraining, reasonable accommodation development, and measures to increase employer awareness and compliance. Ensure the Council's financial and operational sustainability. 2. The Government of the Kyrgyz Republic should ensure that the focal point for implementing the CRPD (MLSSM) is granted sufficient staff and financial resources to facilitate the coordination of implementation as per the CRPD. 3. MLSSM should work jointly with the NSC to make available the latest 2022 National Census data, which includes a Washington set of questions on disability, and increase awareness of the findings among MLSSM, PESA specialists, OPDs, and employers. 4. MLSSM and the Ministry of Health should work jointly on conducting a performance assessment of the disability assessment system with the aim of aligning it to a functional definition of disability. Long-term measures 5. Relevant line ministries should develop public awareness campaigns together with employers’ associations and OPDs to focus on changing the perception of disability. 6. MLSSM should consider expanding the service of personal assistance to other groups of adults with disability (Groups II and III) and evaluate the needs for educational and employment assistance for these groups. 7. The Ministry of Education and Science, jointly with the Ministry of Finance, should conduct an economic analysis of early intervention financing models and the cost-effectiveness of investing public finance in early education intervention activities compared to the subsequent costs of organizing specialized education. 8. MLSSM should cooperate with the NSC in designing and implementing an annual nationwide employer survey to understand the needs and attitudes of employers toward people with disabilities and use data to inform disability employment policy. 9. The NSC should consider including questions on people with disabilities in the regular Time-Use and Time-Budget data it collects. 72 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Enhancing access to physical infrastructure and transportation Short-term measures 1. The State Agency for Architecture, Construction and Housing, and Communal Services under the Cabinet of Ministers of the Kyrgyz Republic in cooperation with the Ministry of Education and Science, Ministry of Health and MLSSM should conduct post-occupancy evaluations regarding the inclusion and accessibility of various public, residential and office buildings 2. The State Agency for Architecture, Construction and Housing, and Communal Services under the Cabinet of Ministers of the Kyrgyz Republic in cooperation with the Ministry of Education and Science, Ministry of Health and MLSSM should develop a set of measures (harmonizing existing regulatory norms in line with international practices on universal design, developing guidelines for architects, designers, and public officers, and developing funding options for such adaptations) to improve the accessibility of buildings, also focusing on water and sanitation facilities in public, residential, and office buildings. 3. The State Agency for Architecture, Construction and Housing, and Communal Services under the Cabinet of Ministers of the Kyrgyz Republic in cooperation with the Ministry of Education and Science should work on improving school infrastructure nationwide to prevent overcrowding, supporting the accessibility of buildings (especially by introducing ramps and improving the quality of restroom/WASH facilities), and providing modern equipment for training and educational materials. 4. The State Agency for Architecture, Construction and Housing, and Communal Services under the Cabinet of Ministers of the Kyrgyz Republic should develop a set of measures to improve the accessibility of public spaces and public infrastructure, including public transport, roads, pavements, installation of traffic lights with sound warning. 5. Ministry of Transport and Communication in cooperation with MLSSM should develop public transport services or transport vouchers for people with disabilities from rural areas. Enhancing access to education Short-term measures 1. Ministry of Education and Science in cooperation with the Ministry of Health should develop an awareness campaign for specialists (doctors, educators, experts) and the population in the framework of the Action Plan for implementing the Early Intervention Program in the Kyrgyz Republic for 2023-2025. 2. Ministry of Education and Science should establish real mechanisms to ensure systematic implementation of the Action Plan for the implementation of the Early Intervention Program in the Kyrgyz Republic for 2023-2025. 3. Ministry of Education and Science should work on enhancing the qualifications of PMPС (Psychological-Medical-Pedagogical Consultation) representatives. A reskilling program for PMPС representatives should include CRPD fundamental concepts and explain the needs, characteristics and rights of children with various types of disabilities. 4. Ministry of Education and Science should create detailed instructions/guidelines for PMPC experts with specific examples on working with children with “co-occurring disorders” to support their educational and professional pathways. Recommendations BACK TO CONTENTS 73 5. Ministry of Education and Science should develop a universal regulation governing PMPCs of different levels, making them accessible to people year-round. Exploring opportunities for remote PMPС assessments for parents from remote regions should also be considered. 6. Ministry of Education and Science should develop requirements for the “tutor” and “teacher assistant” major in pedagogical universities and colleges and start training specialists. Long-term measures 7. Ministry of Education and Science should update programs and existing courses on inclusion in teacher training colleges and universities, and expand professional development opportunities for preschool and school teachers, school principals, university professors. 8. The Ministry of Education and Science, in cooperation with the State Agency for Architecture, Construction and Housing, and Communal Services under the Cabinet of Ministers of the Kyrgyz Republic, should organize training sessions on creating an inclusive environment for kindergarten, school, and university directors/rectors, centers, and methodologists who support educational organizations. 9. The Ministry of Education and Science and pedagogical universities/colleges should promote/ use the results of the latest neuropsychology research to build and enhance the capacity of personnel working in the teacher education system. 10. The Ministry of Education and Science in cooperation with the Ministry of Finance should investigate and develop options for financial support for the Republican Center for Reskilling and Retraining of Pedagogic Staff, which will use the results of the latest neuropsychology research to create relevant national resources and materials on inclusion in the Kyrgyz and Russian languages. 11. The Ministry of Education and Science in cooperation with the Ministry of Finance should investigate and develop the possibility of using professional development vouchers or co- payments for professional development for teachers and tutors. 12. The Ministry of Education and Science should create long-term programs of cooperation with well-known and reputable international centers of neuropsychology to improve the capacity building of personnel working in the teacher education system. 13. The Ministry of Education and Science in cooperation with MLSSM should encourage the recruitment of people with disabilities to work in kindergartens, schools, universities, and adult learning centers in various positions, both pedagogical, methodological, and administrative. 14. The Ministry of Education and Science in cooperation with MLSSM and PESA should provide targeted information support for school graduates on vocational education opportunities in professional lyceums, colleges and universities. 15. The Ministry of Education and Science should develop a policy to support the education of students with disabilities at the master's programs level (scholarships and benefits at admission). 16. The Ministry of Education and Science should ensure that each university's policy on working with students with disabilities is recognized during university accreditation. Include this parameter in the list of necessary criteria for accreditation commissions. 74 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Enhancing access to employment Short-term measures 1. MLSSM should conduct performance assessments of existing social assistance, social insurance, and unemployment benefit programs to analyze coverage, targeting, and adequacy of support provided to people with disabilities, as well as the efficiency of public expenditures for these programs. 2. MLSSM should conduct an impact assessment of recent and existing ALMPs, actively involving persons with disabilities, employers, and OPDs. 3. MLSSM should conduct an impact assessment of the accessibility and capacity of Public Employment Centers to work with persons with disabilities, especially from rural areas. 4. MLSSM should analyze the skills and employment opportunities of people with disabilities living in rural areas, especially with high unemployment. Long-term measures 5. MLSSM should define a mechanism for employment centers to subcontract NGOs/OPDs to provide additional employment support to persons with disabilities. 6. MLSSM should conduct an impact assessment of the new quota design on how the quota implementation affected the overall employment rate, wage comparison, the practice of reserving jobs to identify options of opening jobs for persons with disability to all candidates, costs and benefits from the perspective of employers. 7. MLSSM, in cooperation with the Ministry of Finance and the Ministry of Economy, should design tax incentives for hiring people with disabilities. 8. MLSSM should develop a program with components of capacity building and research activities, as well as tax incentives and additional funding to support employers in creating reasonable accommodations for employees with disabilities. 9. MLSSM should develop a set of social support measures for people with children with disabilities: psychological support, career growth, opportunities for retraining and retraining. 10. MLSSM and PESA should link the school-to-work transition with social protection through mandatory registration with the public employment service for youth with disability and provision of career guidance and reference to vocational services. 11. MLSSM, in cooperation with the Ministry of Finance, should develop financial measures to support the position of personal assistant at the firms, who can support the presence of a person with a disability at the workplace (especially for people with mental disabilities). 12. The Government of the Kyrgyz Republic should support employers in monitoring/assessing working conditions, recruiting people with disabilities, and improving overall employee awareness about different types of disabilities in the company in cooperation with OPDs. 13. The Government of the Kyrgyz Republic, in cooperation with employer associations and OPDs, should develop a collection of best practices for recruiting/training people with disabilities and facilitate the transfer of best practices among employers and OPDs. Recommendations BACK TO CONTENTS 75 Annexes Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic BACK TO CONTENTS 77 Annex 1 Methodology General information about the respondents A total of 20 in-depth interviews have been conducted with employers from various sectors including business analytics, information technology, construction, marketing, hospitality, banking, sewing and manufacturing. Companies were selected based on their size, regional representation, and industry type. Sample distribution by companies: • Big companies operating in the Kyrgyz Republic – 5 • Enterprises employing people with disabilities – 12 • Enterprises with labeled vacancies for employing people with disabilities – 3 • Enterprises providing employees with remote work opportunities – 4 It is important to note that all companies participating in the study hire employees with disabilities mainly for low-skilled positions, predominantly individuals with hearing impairments. Consequently, they have fewer opportunities for remote work. More favorable conditions for remote work are available only to individuals with upper limb impairments and cane users who can move around and perform office tasks. Additionally, 13 focus group discussions (FGDs) were conducted with parents of children with disabilities, associations and organizations working with people with disabilities, employers (28 employers), education sector workers, as well as individuals with disabilities. Respondents were invited based on disability group, age, employment experience, and other relevant parameters within the scope of the study. Study limitations The primary limitations of the study are associated with the fact that not all people with disabilities and the companies themselves operating in the market are willing to engage and share data regarding the expansion of access for people with disabilities to the labor market. To engage as many employers as possible the research team conducted additional 4 FGDs with employers. Table A1. Conducted FGDs Date Conducted FGDs by audience Location 07.03.2024 Parents of children with disabilities Bishkek 13.03.2024 People with disabilities Bishkek Public organizations involved in promoting the rights of 14.03.2024 Bishkek people with disabilities, service organizations 17.03.2024 People with disabilities Osh 17.03.2024 People with disabilities Osh 78 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Table A1. Conducted FGDs Date Conducted FGDs by audience Location 18.03.2024 Employers working under a quota Osh 19.03.2024 Education organizations Bishkek 19.03.2024 Education organizations Bishkek 20.03.2024 Business associations Bishkek 19.04.2024 Employers (mixed sectors) Bishkek 20.04.2024 Employers (mixed sectors) Bishkek 21.04.2024 Employers (sewing and sales) Bishkek 22.04.2024 Employers (bank and medicine) Bishkek Table A2. Recruiting plan for Key informant interviews (KII) Labeled Employ vacancies, Big people Remote # Name of the company which employ SME Working sphere companies with work people with disabilities disabilities Private companies Green Telekom Service (O! компания, telecommunication 1 located in different Yes N/A Yes Yes No services regions of the Kyrgyz Republic) Khalyk Bank (located 2 Yes N/A Yes Yes No finances in Bishkek) Yandex Go (office in 3 regions of the Kyrgyz Yes Yes Yes Yes No taxi services Republic) Codify (located in IT education and 4 Yes N/A Yes Yes No Bishkek) consulting providing medical FarmKomplex (ОсОО drugs for public and 5 ФармКомплекс)(office No N/A Yes No Yes private hospitals in the in Bishkek) country Ask Consulting (office consultation on 6 No N/A Yes No Yes in Bishkek) education abroad traveling around the 7 Kyrgyz Discovery No N/A Yes No Yes Kyrgyz Republic Positive Contact Plus (Позитив- Контакт Плюс, office located 8 in Bishkek, but No N/A Yes Yes Yes outsourced call center it seems to be a Russian company’s representative office) Futuro Hotel (located hospitality service, 20 9 No N/A Yes No Yes in Bishkek) rooms in a hotel 10 Swim kids No N/A Yes Yes Yes swimming services 11 Solomon Sandwiches No Yes Yes No Yes food and catering Annex 1. Methodology BACK TO CONTENTS 79 Table A2. Recruiting plan for Key informant interviews (KII) Labeled Employ vacancies, Big people Remote # Name of the company which employ SME Working sphere companies with work people with disabilities disabilities ABC home ( Азбука furniture 12 No N/A Yes N/A Yes дома) manufacturing 13 Kulikovskiy No N/A Yes N/A Yes confectionery windows 14 Window Factory No Yes Yes Yes Yes manufacturing Yes (very 15 Oma Juice No Yes - - small juice production business) 16 Epam Kyrgyzstan Yes Yes No IT 17 Coca- Cola Yes Yes Yes N/A No food 18 KFC Yes Yes Yes N/A No food Governmental organizations and enterprises (had a quota for hiring people with disabilities) people with disabilities Centers for family 19 No Yes Yes No Yes work as massage medicine (№6) therapists selling products 20 Social village Manas No Yes Yes Yes Yes made by people with disabilities Companies with potential to hire people with disabilities 21 MegaCom Yes N/A N/A N/A No telecommunications 22 Novotel No N/A N/A NA Yes hospitality 23 Hotel Bridges No N/A N/A N/A Yes hospitality service renting the offices for 24 Business Center 79 No N/A N/A N/A Yes business 25 Dodo Pizza Yes N/A N/A N/A No food processing 26 Technopark No N/A N/A N/A No coworking space 80 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Annex 2 International best practices to facilitate employment of people with disabilities and support employers Vocational Education – School-to-Work Transition Austria Austria supports young people who complete compulsory education with apprenticeships programs. These initiatives connect young individuals, including those with disabilities, with employers, trainers, and social pedagogues. The program spans three years, providing participants with a monthly grant of EUR 354 in the first year and EUR 817 in the second. Moreover, young people with disabilities can extend the program by another year to complete their apprenticeship successfully. Japan Under the Japanese Law for Employment Equality for Persons with Disabilities, enterprises with five or more employees with disability should get a vocational consultant. These consultants provide workers with disability with comprehensive advice and support concerning various aspects of their professional lives when needed. Japan Organization for Employment of the Elderly, Persons with Disabilities and Job Seekers (JEED) organizes training courses to qualify individuals for this role. Cooperation with Public Employment Service (PES) Austria The Austrian Ministry of Social Affairs supports the Netzwerk Berufliche Assistenz (NEBA), which is a service provider that administers six programs in collaboration with coaches, schools, and potential employers. One of their initiatives, "Youth Coaching," focuses on individuals aged 15-24 (15-19 for those without disabilities or special needs), offering career guidance and assistance in securing internships through the Public Employment Service (PES). 178 Another program, "Education Fit," targets young adults, helping them prepare for employment and give access to vocational training opportunities. 179,180 In 2020, these two programs collectively served 30 percent of 54,000 participants, with 67 percent of the 5,000 participants having at least one disability or impairment. 178 ht t ps://w w w.sozia l m i n ister iumser v ice.at/Jugendl iche_und _ junge_Er w achsene/Jugendcoach i ng/Jugendcoach i ng/ Jugendcoaching.de.html. 179 https://w w w.sozialministeriumser v ice.at/Jugendliche_und_ junge_Er wachsene/NEBA/NEBA-Net z werk-Berufliche- Assistenz.de.html#:~:text=Das%20%22Netzwerk%20Berufliche%20Assistenz%22%2C,Unternehmen%20k%C3%B6nnen%20 diese%20Angebote%20n%C3%BCtzen. 180 http://www.nordiclabourjournal.org/i-fokus/in-focus-2015/theme-april/article.2015-04-13.3881817727. Annex 2. International best practices to facilitate employment of people with disabilities and support employers BACK TO CONTENTS 81 The Austrian PES also offers a program helping young people, including those with disability, find vocational education with the Education-up-to-18 program. 181 Sweden UngKOMP is a collaboration between the Public Employment Service (PES) in Sweden and selected municipalities that offers a comprehensive support network to individuals seeking employment assistance. It includes access to an employment and education advisor, a psychologist, and a social worker who address the needs of young people and facilitate their integration into the workforce. Netherlands The Netherlands’s Regional Registration and Co-ordination Centre provides support to young people with disabilities coordinating data from schools, PES and municipalities. Employers Awareness Japan JEED creates special manuals, which provide information on employment management of persons with disabilities, and reports on best practices of workplace improvement. Moreover, JEED has established a platform showcasing successful disability employment cases and reasonable accommodations provision. This platform, titled "Reference Service for Successful Cases of Disability Employment," serves as a repository for insights and inspiration in fostering inclusive workplaces. United Kingdom Disability Confident employer scheme The Disability Confident scheme supports employers who employ and keep people with disabilities in work. The scheme has three levels and an employer has to pass self-assessments and external evaluations to move from one level to another. Participation in this scheme helps to in the analysis of current recruiting and retention practices related to people with disability and receiving a recognition as inclusive employer. • Level 1: Disability Confident Committed – The employer has to sign up to the Disability Confident commitments and identify at least one thing that will make a difference for disabled people. • Level 2: Disability Confident Employer – The employer has to conduct a self-assessment of the business against the themes of recruiting, retaining and developing people with disabilities. • Level 3: Disability Confident Leader – pass an external evaluation and become a champion in local and business communities.182 Business Disability Forum The Business Disability Forum is a key non-government organization that helps businesses hire and work with people with disabilities. Its members include many UK companies that employ almost 20 percent of the workforce, and it brings together business leaders, people with disabilities, and the government. They work to make sure people with disabilities are treated fairly and can be successful at work. The NGO offers support like sharing knowledge, giving advice, offering training, and 181 https://w w w.sozialministeriumservice.at/Jugendliche_und_junge_Erwachsene/Ausbildung_bis_18/AusBildung_bis_18/ AusBildung_bis_18.de.html. 182 https://www.gov.uk/guidance/disability-confident-how-to-sign-up-to-the-employer-scheme. 82 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic creating networking opportunities. They conducted the Great Big Workplace Adjustments Survey in 2019 and 2023, which explored the process, experience, and impact of workplace adjustments. From this they prepared recommendation for employers on developing reasonable accommodation. Recruitment Japan Local Vocational Centers for Persons with Disabilities offer structured assistance to employers in addressing specific challenges related to employment management. These centers support prospective employers looking to hire individuals with disabilities and those already employing them. They develop a tailored Support Plan for Employers by analyzing each employers’ unique needs and issues in managing disabled workers. Additionally, the centers provide systematic assistance, including job coaching and regular follow-up services, to ensure ongoing support and success in integrating workers with disabilities into the workforce. Retention Japan The Central Information Center for Disability Employment, located in Sumida-ku, Tokyo, offers counseling and assistance tailored to the scale and specific industrial needs of enterprises. Additionally, the Center deploys "Disability Employment Management Supporters," who are experts from diverse fields. They provide specialized assistance to enterprises requiring support in managing the employment of individuals with disabilities. United Kingdom Access to Work scheme Access to Work is a program designed to assist individuals with physical or mental health conditions or disabilities in finding or maintaining employment. The type of support provided is tailored to each individual's needs. This can include: • Grants to cover the cost of practical support needed for work (including specialist equipment and assistive software, support workers, like a British Sign Language interpreter, a job coach or a travel buddy, costs of travelling to work, adaptations to a vehicle, physical changes to workplace). • Assistance with managing mental health while at work (including a tailored plan to help a person with a disability get or stay in work, and one-to-one sessions with a mental health professional. • Funding for communication support during job interviews (for example, British Sign Language interpreter or lipspeaker).183 Reasonable Accommodation/Workplace Australia Employment Assistance Fund (EAF) This fund provides workers with a disability or mental health condition with funding for workplace modifications, equipment or services they need to perform their job. It is available to eligible people with disability who are about to start a job, are self-employed or who are currently working. The fund also can conduct a Workplace Modification Assessment, which is a free workplace evaluation, that 183 https://www.gov.uk/access-to-work. Annex 2. International best practices to facilitate employment of people with disabilities and support employers BACK TO CONTENTS 83 helps to identify key barriers for the employee with disability and help an employer make a workplace more inclusive. The Fund also provides financial assistance for these services: • The cost of making adjustments to physical workplace, • Modifications to work vehicles, • Special equipment for the workplace, • Information and communication devices, • Auslan interpreting services, • Specialist services for employees with specific learning disorders and mental health conditions, • Disability awareness training for the workplace (including deafness awareness), • Mental health awareness and first aid training.184 Japan JEED provides employers and employers' organizations with assistive equipment for a specified duration. During the lending process, counseling services are offered to ensure the correct selection of suitable equipment, taking into account workplace conditions and the specific disability traits of their employees. Regarding funding, financial resources for reasonable accommodation for workers with disabilities are obtained through contributions from companies that have not met the quota employment rate for persons with disabilities. New Zealand Financial assistance for reasonable accommodation is provided in the format of a Modification Grant, which is a payment to support persons with disabilities so that they can afford necessary workplace adjustments to help them access or remain in employment.185 Payments are commonly used for items such as ramps and handrails, visual aids, and computer equipment. United States The Job Accommodation Network (JAN) website provides information on accommodations solutions through its Searchable Online Accommodation Resource (SOAR), guides for employers and employees on steps to developing accommodations, and other resources (http://www.jan.wvu.edu). JAN also offers free individualized technical assistance for professionals, employers, and people with disabilities about accommodations issues. Norway Norway's Public Employment Service provides various grants and assistance programs to support both jobseekers and employers. These initiatives include grants for jobseekers in need of mentoring, funding to promote workplace inclusivity, and expert guidance for employers managing employees frequently on sick leave. By offering financial support to employers, these programs aim to mitigate risks and alleviate initial investments associated with creating more inclusive workplaces. 184 https://www.jobaccess.gov.au/employment-assistance-fund-eaf. 185 Modification Grant, New Zealand Ministry of Social Development http://www.workandincome.govt.nz/individuals/a-z-benefits/modification-grant.html. 84 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Accessible Public Infrastructure Spain In 1988, the Spanish Organization for the Blind established the Fundación ONCE fund to help the visually impaired. Over time, the foundation broadened its mission to foster social inclusion for all disability groups. It advocates for Design for Everyone and universal accessibility to ensure equal opportunities. Collaborating with stakeholders and city administrations, the foundation works to enhance public urban infrastructure for inclusivity. Norway The city of Oslo plans to integrate universal design into mainstream city planning by 2025. The policy of universal design covers three main areas: (i) transport and communication; (ii) planning of construction, property and outdoor areas; (iii) information and communication technology (ICT). $1.85 million was allocated for year-long projects to coordinate redevelopment and ensure the city of Oslo is inclusive. During this time, public transport systems were updated and official websites were adapted for easy access to information. Now all metro stations, buses and many ferries are wheelchair friendly, and equipped with tactile surfaces and audio announcements. Germany Berlin's commitment to accessibility earned it the prestigious Access City Award from the European Union in 2013. Most public buildings, including cinemas, theaters, cafes, and restaurants, are fully wheelchair accessible. The city boasts a well-developed network of sidewalks and public transport, ensuring easy movement for all residents and visitors. In 2018, the city administration implemented the Mobility Act, guaranteeing safe and independent mobility for everyone, regardless of age or ability. This legislation aims to enhance connectivity through improved bus, rail, and cycle routes. Furthermore, the city hosts the “Barrier-free City” round table, spearheaded by the Secretary for Transport. This platform brings together government officials, businesses, and disability organizations to prioritize initiatives aimed at increasing accessibility across various sectors, including tourism, hospitality, industry, commerce, and transportation.. Annex 2. International best practices to facilitate employment of people with disabilities and support employers BACK TO CONTENTS 85 References Bishkek City Office for Employment Promotion. 2023. The Cheksiz National Championship took place in Bishkek! http://bsz.kg/ru/news/208-V-ghorodie-Bishkiek-proshlo-Natsional-noie-piervie.html Best Practices for Including Persons with Disabilities in all Aspects of Development Efforts. April 2011. https://www.un.org/disabilities/documents/best_practices_publication_2011.pdf Building Regulations of the Kyrgyz Republic from December 13, 2018 https:/cbd.minjust.gov.kg/200296/edition/924636/ru Code of the Kyrgyz Republic dated August 4, 2004. No. 106 "Labor Code of the Kyrgyz Republic" https://cbd.minjust.gov.kg/3-22/edition/1220610/ru Central Asian Forum of People with Disabilities. 2017. Analytical report on the rights of persons with disabilities in Central Asia and Azerbaijan. ILO. 2023. Final Report . Applying design thinking to develop new service models for inclusion of working age persons with disabilities in community and labour market in Kyrgyzstan. ISBN: 9789220390016 (web PDF). Moscow, Russia: International Labour Organization. https://www.ilo.org/sites/default/ files/wcmsp5/groups/public/%40europe/%40ro-geneva/%40sro-moscow/documents/publication/ wcms_880407.pdf Institute for International Cooperation of the German Association of People’s Universities. 2022. Analysis of Central Asian Countries' Policy on Adult Education and Training (SEN) as a basis for the strategic development of Kyrgyzstan. https://wwww.dvv-international-central-asia.org/fileadmin/files/central- asia/images/kg/Publications/Newsyrer/ALE_in_Kgyzstan_ru.pdf Institute for International Cooperation of the German Association of People’s Universities. 2023. Информационный бюллетень DV V International Кыргызстан 2023. https://www.dvv-international- central-asia.org/fileadmin/files/central-asia/images/images_kg/Publications/Media_data_2023/ Newsletter_2023_RU_Compressed.pdf Institute for International Cooperation of the German Association of People’s Universities. 2022. Учебно-методическое пособие Curriculum globALE. https://www.dvv-international-central-asia.org/ fileadmin/files/central-asia/images/images_kg/Publications/Newsletter/Curriculum_GlobALE_ manual_in_russian_2022.pdf Institute for International Cooperation of the German Association of People’s Universities. 2023. DV V International в Кыргызстане 2002-2023. https://www.dvv-international-central-asia.org/fileadmin/ files/central-asia/documents/Publications_and_other_media/Publications/DV V_International_ in_Kyrgyzstan_2002-2023_Ru.pdf Isakov, T. Suyunalinva, B. Sh., Mambetalieva, M. Y. 2017. Analysis of financial expenditures for the implementation of State programmes for persons with disabilities Concept of development of inclusive education in the Kyrgyz Republic for 2019-2023. (2019). https:/cbd.minjust.gov.kg/14591/edition/960183/ru ILO. 2016. Promoting diversity and inclusion through workplace adjustments: a practical guide / International Labour Office. – Geneva ILO. 2023. Quota systems for employment of people with disabilities discussed in Kyrgyzstan. https://www.ilo.org/moscow/news/WCMS_857742/lang--en/index.htm 86 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic Improving Labour Market Participation of Persons with Disabilities. A Review of Barriers to Employment and Innovative Products and Practices. MQO Research. https://www.gov.nl.ca/isl/files/Best-Practices-Report.pdf Japan Organization for Employment of the Elderly, Persons with Disabilities and Job Seekers https://www.jeed.go.jp/english/disability/support_for_emp_dis.html Japan National Assembly of Disabled Peoples' International (DPI-Japan. A written submissions for the public General Discussion (on 22 and 24 March 2021) of drafting a General Comment on CRPD Art. 27 (the right to work and employment) Kolybashkina, N., Sukhova, A., Ustinova, M., Demianova, A., Shubina, D. 2021. Barriers and Opportunities to Employment for Persons with Disabilities in the Russian Federation. http://hdl.handle.net/10986/36627 The Law of the Kyrgyz Republic on Education. 2023. https:/cbd.minjust.gov.kg/4-3419/edition/1273902/ru Loprest, P., 2007. Strategic Assessment of the State of the Science in Research on Employment for Individuals with Disabilities. Urban Institute. https://www.urban.org/sites/default/files/publication/46606/411518- Strategic-Assessment-of-the-State-of-the-Science-in-Research-on-Employment-for-Individuals- with-Disabilities.PDF MLSSM. 2019. Information on the ongoing work to promote the employment of persons with disabilities for the third quarter of 2019. https://mlsp.gov.kg/ru/informacziya-o-provodimoj-rabote-po-sodejstviyu- trudoustrojstvu-lovz/?s MLSSM. 2023. “Ministry of Labor: How to Become a Personal Assistant to a Child with Disabilities”. https://mlsp.gov.kg/ru/2023/04/10/mintrud-k ak-stat-personalny m-assiststentom-rebenk a-s- invalidnostyu/ MLSSM. 2022. Structure of budget programs and measures for 2023-2025. https://mlsp.gov.kg/wp- content/uploads/2022/06/prilozhenie-1-struk tura-na-2023-2025gg.-k-spb_mtsom _russ_ot- 22.04.2022g.-dlya-mf-kr.pdf MLSSM. 2023. Structure of budget programs and measures for 2024-2027. https://mlsp.gov.kg/wp- content/uploads/2023/04/prilozhenie-1-na-2024-2028gg-spb_mtsom _zayavk a-svod-russk .- ot_03.04.23g.-ok.pdf Ministry of Education of the Kyrgyz Republic. 2021. Charter of the Inter-regional Psychological-Medical- Pedagogical Consultation. https://continent-online.com/Document/? doc_id=30309432#pos=0;0 M-vector, Handicap International. 2013. Report on the Inclusive Vocational Education (TVET) and Employment Study: Understanding the situation of persons with disabilities in VET and employment in Kyrgyzstan. Model Regulation on Special Educational Institutions. 2007. https:/cbd.minjust.gov.kg/36688/ edition/308408/ru National Statistical Committee of the Kyrgyz Republic (2022). 5.02.00.27. Number of persons with disabilities receiving pensions and disability benefits. https://www.stat.kg/ru/statistics/download/ dynamic/1207/ National Statistical Committee of the Kyrgyz Republic. 2022. Number of educational organizations by type. https://www.stat.kg/ru/opendata/category/279/ OECD (2018). Social Protection System Review of Kyrgyzstan. https://www.oecd-ilibrary.org/ development/social-protection-system-review-of-k yrg yzstan/social-protection-coverage-in- kyrgyzstan_9789264302273-6-en References BACK TO CONTENTS 87 Posarac, A., Bickenbach, J. 2020. Lithuania – Disability Policy and Disability Assessment System. h t t p s ://d o c u m e n t s .w o r l d b a n k . o r g //e n / p u b l i c a t i o n /d o c u m e n t s-r e p o r t s / documentdetail/099310106132231429/p171647016fc0e0b70b0b90bf17dc1b97bd OECD. 2022. Disability, Work and Inclusion: Mainstreaming in All Policies and Practices. OECD Publishing, Paris. https://doi.org/10.1787/1eaa5e9c-en. Optional Protocol to the UN Convention on the Rights of Persons with Disabilities. https://wwwww. undp.org/sites/g/files/zskgke326/files/2023-10/broshyura_fakultativnyy_protokol_rus.pdf Program for Education Development of the Kyrgyz Republic for 2021-2040. 2021. https://cbd.minjust.gov.kg/158226/edition/1070459/ru Posarac, A., Celmina, E., Bickenbach, J. 2020. Latvia – Disability Policy and Disability Assessment System. h t t p s ://d o c u m e n t s .w o r l d b a n k . o r g //e n / p u b l i c a t i o n /d o c u m e n t s-r e p o r t s / documentdetail/099310306132234252/p1716470e9f0a20be0996100b15852cadd3 Report of the Psychological and Medical-Pedagogical Consultation of Bishkek. 2023 Plan Of Measures To Implement The Early Intervention Programme For 2023-2025. Regulation on Psychological and Medical-Pedagogical Consultation at the Department of Education of the Bishkek City Hall. https://edubish.kg/wp-content/uploads/2018/03/o--psihologo-mediko- pedagogicheskoy-konsultati-pri--pri-avlenii-obovaniyameri--g.bishkek.pdf On approval of the State Educational Standard of General School of the Kyrgyz Republic. 2022. https:/cbd.minjust.gov.kg/96691/edition/1182293/ru On approval of the State Program "Accessible Country" for Persons with Disabilities and Other People with Limited Mobility in the Kyrgyz Republic for 2023-2030. 2023. https:/cbd.minjust.gov.kg/53-323/ edition/1237354/ru On approval of the Regulations on the Conditions of Payment for the Services of a Personal Assistant to a Child and/or Person with Disabilities in Need of Permanent External Care and Supervision of 23 November 2018, 556 https://cbd.minjust.govkg/12818/edition/1164482/ru; with Annex Regulation on payment in the editorial office of the Cabinet of Ministers of the Kyrgyz Republic dated 31 May 2022 283 https:/cbd.minjust.gov.kg/12819/edition/1164488/ru State Programme “Accessible Country” for Persons with Disabilities and Other People with Limited Mobility in the Kyrgyz Republic 2022-2030. 2023. https://cbd.minjust.gov.kg/53-323/edition/1237354/ru Soros Foundation. 2019. Instruction on admission and education of children with disabilities in general education schools, pre-school organizations working on the ideas of inclusive education. ht t ps://soros.k g/w p-content/uploads/2019/08/Inst r uk tsiya-popriemu-i-obuchen iy u-detej-- ogranichenni-vozmozhnostyami-vvõhobshefalnydosnyshyhknynynynynynynynyyushnyi The concept of development of education in the Kyrgyz Republic for 2021-2030. https://edu.gov.kg/ media/files/118d4b79-d6ea-4648-9c1c-56280444e7fd.pdf The Equal Rights Trust. 2016. In the Search for Harmony: Addressing Discrimination and Inequality in Kyrgyzstan. https://www.equalrightstrust.org/ertdocumentbank/Kyrgyzstan_RU_0.pdf UNESCO. 2021. Impact of COVID-19 on education of people with disabilities: problems and prospects of distance education. https://unesdoc.unesco.org/ark:/48223/pf00378404_rus; https://unesdoc.unesco. org/ark:ark/48223/pf00008404 UNESCO IIT, IGSP. 2022. Analytical review of the development and implementation of inclusive information and communication technology solutions for the education of persons with disabilities in inclusive, special schools and resource centres. https://iite.unesco.org/wpcontent/uploads/2022/05/UNESCO_MPGU_ Analytical-Repdf 88 BACK TO CONTENTS Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic UNESCO. 2016. Learning for All: Guidelines on the Inclusion of Learners with Disabilities in Open and Distance Learning. https://unesdoc.unesco.org/ark:/48223/pf0000244355 UNICEF. 2023. Children with disabilities in Europe and Central Asia: A statistical overview of their well-being. https://data.unicef.org/resources/children-with-disabilities-in-europe-and-central-asia-a-statistical- overview-of-their-well-being/ UNICEF. 2019. Cluster survey for many indicators. Kyrgyz Republic, 2018. https://www.unicef.org/kyrgyzstan/ media/6226/file/Кластерное%20обследование%20по%20многим%20показателям%20Russian.pdf UNICEF. 2023. National Statistical Committee, Education and Science in the Kyrgyz Republic. https://www.stat.kg/ru/publications/sbornik-obrazovanie-i-naukav-kyrzzskoj-respublike/ UNICEF. 2021. Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan. https://wwww.unicef.org/kyrgyzstan/media/7251/file/Situation%20Analysis%20of%20children%20 and%20adolescents%with %20disabilities%20in%20Kyrgyz_Russian.pdf UNDP. 2021. Access of vulnerable youth to key services in the Kyrgyz Republic. https://kyrgyzstan.unfpa.org/ sites/default/files/pub-pdf/dostup_uyazmoy_molodezhik_k_klyuchevym_uslugam_v_kr_ru_.pdf UNDP. 2018. Report on the identification of negative stereotypes regarding women and men with disabilities and rural women. https://wwww.undp.org/sites/g/files/zskgke326/files/migration/kg/ UNDP-KG_Research_stereotypes.pdf UNDP. 2014. Manual for social workers. Personalized social support for people with disabilities: Promoting inclusion in vocational education and economic activities UNDP. 2013. Promoting the Rights of Persons with Disabilities in Central Asia: Institutional Experiences and the Way Forward. https://www.undp.org/sites/g/files/zskgke326/files/migration/eurasia/Promoting- the-Rights-of-Persons-with-Disabilities-in-Central-Asia.pdf UNFPA. 2022. Assess policies and practices on access to reproductive health and gender-based violence services for women and girls with disabilities. United Nations Partnership for the Rights of Persons with Disabilities. 2023. Situational analysis of the rights of persons with disabilities in Kyrgyzstan. https://unprpd.org/new/wp-content/uploads/2023/12/ CR-Kyrgyzstan-2023-780.pdf Valentine, K., & Katz, I. 2007. Cost Effectiveness of Early Intervention Programs for Queensland https://wwww.arts.unsw.edu.au/sites/default/files/documents/42_Report_QCOSS_ReviewPaper.pdf Vaughan, A. 2022. Is early intervention COST effective? Up Wee Grow. https://upweegrow.com/is-early- intervention-cost-effective/ Warfield, M. E. 1994. A Cost-Effectiveness Analysis of Early Intervention Services in Massachusetts: Implications for Policy. Educational Evaluation and Policy Analysis, 16(1), 87–99. https://doi.org/10.2307/1164385 World Bank (2021). Disability Inclusion: Country Brief Kyrgyzstan World Bank (2023). What Does Kyrgyzstan Say? Trends in Houshold Well-being and Views. WHO & World Bank. 2011. World report on disability. Geneva: WHO. http://www.who.int/disabilities/ world_report/2011/report.pdf World Diabetes Foundation. 2018. Final evaluation report “BEST FUTURE FOR OUR CHILDREN” World Education Monitoring Report, UNESCO. 2021. Central and Eastern Europe, Caucasus and Central Asia - Inclusiveness and Education: For all means for all. https://unesdoc.unesco.org/ark:/48223/pf0000377711 https://en.unesco.org/gem-report/Eurasia2021inclusion References BACK TO CONTENTS 89 Supporting Disability-Inclusive Employment and Education in the Kyrgyz Republic