JOBS4ALL: Strengthening the employability and basic skills of young people with disabilities through digital transformation and the modernization of youth work

 Corresponding author: Drigas Athanasios. Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0. JOBS4ALL: Strengthening the employability and basic skills of young people with disabilities through digital transformation and the modernization of youth work Drigas Athanasios 1, *, Lykou Paraskevi 1, 2, Bakola N. Lizetta 1, 3, Chaidi Irini 1, 2 and Papagerassimou Ioannis 1 1 Net Media Lab IIT, NCSR "Demokritos", Athens, Greece. 2 Department of Special Education, University of Thessaly, Volos, Greece. 3 Department of Information & Communication Systems Engineering, University of the Aegean. Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 Publication history: Received on 10 March 2025; revised on 26 April 2025; accepted on 29 April 2025 Article DOI: https://doi.org/10.30574/gjeta.2025.23.1.0142 Abstract The independence of the members of a society is shaped, to a critical extent, by the structures and conditions that it provides for equal treatment and the opposite "effort" of citizens for their rights. However, the group of people with special needs in the integration into work, education, and socialization, is not a given and society must ensure the principles of equality and solidarity. The explosion of technological progress, the development of emerging technologies, cutting-edge technologies, and digital transformation enhances their employability and basic skills in the modernization of their work so that they can claim the right to work and well-being! In this paper, the role of technologies in the employed presence of people with disabilities is examined, documenting it through the work Erasmus +: ASSIGNMENTS 4 ALL. Keywords: Youth; Employability; Disabilities; New Technologies; Work 4 All 1. Introduction The labor market is evolving rapidly, influenced by technological developments and digital transformation. However, young people with disabilities still face significant barriers to their professional integration, despite the opportunities offered by new technologies. Digital transformation can act as a lever to enhance their employability, facilitating their access to education, training, and the labor market. The importance of equal professional integration of young people with disabilities is recognized both nationally and internationally, with the European Union promoting strategies to eliminate inequalities. However, challenges remain, such as lack of accessibility, lack of specialized training programs, and prejudices in the workplace. This article analyzes the role of digital transformation in enhancing the employability of young people with disabilities, presenting both the challenges and the businesses that arise. The Treaty on the Functioning of the EU and the aforementioned United Nations Convention promote the human rights and fundamental freedoms of persons with disabilities, establish legislative measures for individuals, and define actions to combat discrimination on the grounds of disability. A single European policy is therefore created, which is also followed by national legislation for the promotion of the rights of persons with disabilities and their social inclusion. With the open method of coordination, the EU has a non-binding cooperation framework, to guide their national policies in areas such as employment, social protection, education, and vocational training. The Lisbon Strategy, which organizes the "Education and Training 2010" program, was also based on the open method of coordination. In the current decade, Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 488 it has been implemented in the Euro2020 program, with the main objectives of implementing lifelong learning, improving the quality of education, promoting equality, social cohesion, and active participation in civic life, as well as strengthening innovation and creativity. More precisely, by implementing creative educational, training, and employment initiatives, the Euro2020 strategy aims to combat discrimination and advance an inclusive development policy. The following is a summary of Euro2020's goals for individuals with disabilities: employment, education and training, social protection, health, accessibility, participation, equality, and external action. Efforts are made to enhance the business environment, create jobs, and increase the skills of individuals with disabilities, specifically with regard to their employment [1]. The UN protects the rights of people with disabilities everywhere through the Convention on the Rights of Persons with Disabilities and the Optional Protocol. Article 24 specifically ensures that human potential is fully realized and that respect for human variety and fundamental rights is strengthened. The parties to the contract are required to make every effort to ensure that people with disabilities can participate in the educational process without any obstacles [2]. Lastly, Article 27 guarantees equitable employment opportunities, professional growth, and fair and comfortable working circumstances for people with disabilities. This includes the right to earn a living through employment that is freely selected or accepted in a labor market and workplace that is accessible, inclusive, and open to people with disabilities. Article 27 of the International Convention on the Rights of Persons with Disabilities (2006) states that among other things, people with disabilities have the inalienable right to work, which includes the right to work in an environment that is accessible, inclusive, and open to all. They also have the right to earn a living through employment that they freely choose or that is acceptable in a market for people [3]. At the same time, UNESCO, [4] through the SDG 4 program (SDG: Sustainable Development Goals) attempts to promote quality and lifelong education, which must cover logistical requirements and infrastructure, while at the same time not being provided without restriction. To achieve these goals, the following are proposed: • Training programs are continuously provided to people with disabilities. • Identification of knowledge and skills, whether they come from formal or informal structures. • Access to advanced forms of vocational education and training. • Equal participation of people with disabilities in education and vocational training. Self-employment opportunities and support for maintaining employment on equal terms. Terms with others [4]. Significant advancements in ICT and assistive technology have increased the employment rate of working-age individuals with impairments. Technology Accessible and information-enabled aches are those that can be utilized by individuals with a range of skills and limitations. This includes the general design concepts. Every user is free to interact with the technology that works best for them. Accessible technology is either directly accessible, meaning it can be used without standard assistive technology, or it is compatible with it. Products that adhere to accessible design principles can be used by people with a range of skills and disabilities. For example, buildings with ramps and elevators can be used by wheelchair users.[5] 2. Disability and work Despite the declarations on the rights of this population group, it is observed that the possibilities for employment and economic independence of disabled people are minimal. The issue of quality of life and employment integration of disabled people has concerned both Greece and the international and European community. The EU and organizations have taken a series of measures, which promote the encouragement of diversity and respect for diversity. The United Nations Convention on the Rights of Persons with Disabilities has as its primary goal the inherent dignity and autonomy of individuals. In this context, therefore, disabled people must have access to better living conditions and a guarantee of their independence and social and professional participation. Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 489 2.1. Basics data for the disability There are 100 million people with disabilities in the EU and over a billion people worldwide. By 2050, the global number is expected to increase to 2 billion [6]; [7]; [8]. People with disabilities have a much lower socioeconomic status (SES) than the general population, according to the data in Figure 1 organized by several Sustainable Development Goals (SDGs). Figure 1 A summary of the socioeconomic circumstances of individuals with disabilities in relation to the 2030 Agenda and SDGs.[6]; [9], [10] Disability Hub Europe is the source. [11] People with disabilities face numerous risks to their livelihoods during the COVID-19 pandemic for a variety of reasons, such as restricted access to healthcare, mobility limitations, and social distancing measures. These factors exacerbated pre-existing barriers for people with disabilities and created new risks and disruptions to their lives, autonomy, and health [12]. Because employers were "discouraged from hiring people with disabilities due to concerns about properly supporting them during the pandemic" [13], individuals with disabilities who were excluded from employment prior to this crisis may have lost their jobs and had a harder time getting back to work [14]. According to the first piece of specific research conducted in Spain by Fundación ONCE, within the framework of the statistical analysis carried out by ODISMET, 37% of people with disabilities surveyed have been affected by temporary layoff schemes, a much higher percentage than the estimate for the population without disabilities, and 47% consider that it will be very difficult to get a job. [15] The notion that hiring people with disabilities could result in "lost productivity and a negative impact on corporate results" is one of the persistent misconceptions about work and disability, despite efforts and advancements toward inclusive employment of people with disabilities in businesses and organizations [16]. The World Economic Forum's research revealed that inclusive businesses averaged "28% higher revenue, double the net income, and 30% higher financial profit margins over the four years analyzed" [17]. 3. Youth with disabilities The poorest and most marginalized young people in the world, even in emerging countries, are young people with disabilities, numbering between 180 and 220 million worldwide. Approximately 80% of these young people live in lowand middle-income countries 4. Compared with young people without disabilities, young people with disabilities have poorer socio-economic outcomes, including lower employment rates, less education, and higher rates of poverty, Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 490 unemployment, underemployment, and economic inactivity. The Disability Data Review shows that young people with disabilities are 18 percentage points less literate than young people without disabilities (Figure 1). Figure 2 Disability-specific literacy rates (at least 25 years old) Source: Disability Data Review [8] [18], [19]. Figure 2 Disability-specific literacy rates (at least 25 years old) Source: Disability Data Review [8]; [18]; [19] Figure 3 shows the percentage of young people not in education, employment, or training (NEET). It is important to note that there are differences between these groups of young people with and without disabilities. In Vietnam, for example, 72% of young people are not in employment, education, or training, and the gap between young people with and without disabilities is widening. Figure 3 Percentage of young people (aged 15 to 24) without disabilities who are not enrolled in school, employment, or education Source: Disability Data Review [8]; [18]; [19] Low rates of education, training, and employment participation of young people with disabilities lead to high unemployment rates, which average around 28% in some developing countries (Figure 4), with unemployment rates Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 491 for people with disabilities exceeding 80% in some Asia-Pacific countries. Unemployment rates for women with disabilities are higher than those for young men with disabilities (32% and 25%, respectively).[8], [20], [21], [22], [23], [24], [25] [26] Figure 4 Unemployment rates of young people with disabilities (15–24 years old) Source: Disability Data Review [8]; [18]; [19] 4. Women, disabilities, employment When it comes to full-time employment, the situation is even worse, especially for women with disabilities. In 11 countries, less than 20% of women with disabilities are in full-time employment. These include: Ireland, Belgium, Spain, Italy, Malta, Poland, Hungary, Croatia, Romania, Bulgaria, and Greece. This is even though women with disabilities are, on average, more educated than men with disabilities. The gap between the employment rates of people with and without disabilities – the ‘disability employment gap’ – is clear and varies greatly. The EU average is 24.4 percentage points – but the differences in the worst performing Member States are much greater: Ireland 38.6, Belgium 36.3, Bulgaria 33. The lowest gap (Portugal) is still 18.2 percentage points. The report found several reasons for this gap - including the lack of provision of reasonable accommodations, discrimination and stigma faced by people with disabilities, and lack of access to inclusive and quality education [27]. Finally, it should be noted that households with members with disabilities are more likely to earn less than other households and live below the poverty line.7 The family budget is affected because parents or other family members— mainly women—often take on caregiving duties due to the lack of financial assistance from the state for the person with a disability, which forces them to give up work or other sources of income. According to estimates, the social and economic cost of keeping people with disabilities out of the workforce ranges from 3 to 7% of GDP8. In 2022, 27% of the EU population aged 16 and over had some form of disability. According to Eurostat estimates, this figure is equivalent to 101 people or 1 in 4 members of the EU. Only half of people with disabilities are employed, while the proportion for people without disabilities is 3 in 4. 28.4% of people with disabilities are at risk of poverty or social exclusion compared to 17.8% of people without disabilities. Only 29.4% of people with disabilities have a tertiary education degree compared to 43.8% of people without disabilities. 52% of people with disabilities feel discriminated against. [28] Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 492 4.1. People with disabilities who work in the EU The EU as a whole face a huge gap in quality employment for People with Disabilities (PWDs). Around half of the 42.8 million people with disabilities of working age are currently employed in the European Union (EU)[ 29]’ Inequality - Disability employment gap by gender and degree of activity limitation The difference between the employment rates of people aged 20–64 who have no limitations in their daily activities and those who have some or severe limitations is known as the disability employment gap. The number of people aged 20– 64 who are employed is divided by the total number of people in the same age group to determine the employment rate. EU Statistics on Living Conditions and Income (EU-SILC) is the source [30]; [31]. 4.2. Disability in Greece According to the data collected in the context of the 1st wave of the Labour Force Survey -2022, [32], the population of persons with disabilities aged 15 and over is estimated at 10% of the population. In absolute numbers, persons with disabilities, based on the reference survey and the processing of the Disability Issues Observatory, were estimated at 1,054,735 [1]. 4.2.1. The productive ages 20-64 years: • The percentage of people with disabilities aged 20-64 participating in the active workforce (labor force) was found to be at a particularly low rate of 23.7%. • The percentage of employed people with severe disabilities aged 20-64 is only 18.4% (41,909 people), with the employment gap of people with disabilities, i.e. the difference in employment levels compared to the population without disabilities, not calculated at 50 points. • Of all unemployed people with disabilities (20-64 years old), 65% face long-term unemployment, i.e. unemployment lasting 12 months or more. • Almost 5 out of 10 people with disabilities have a higher educational level up to lower secondary education (High School), while 1/3 of people with disabilities have only finished primary school or have attended a few grades of primary school. • The educational level was found to be even lower among people with disabilities who are not in the labor force (neither working/nor looking for work), compared to the active population with disabilities. • An interesting finding is the differentiation of educational levels between employed and unemployed persons with disabilities, with the unemployed not only not appearing to have a lower educational level in comparison, but also not having higher participation rates in the highest educational levels. In particular, 9% of the unemployed hold a master's degree/degree or doctorate, when the corresponding percentage among employed persons with disabilities is 2%. • Compared to people without disabilities, people with disabilities show greater participation in the sectors of "Agriculture, forestry, fishing", "construction" and "administrative and support activities". On the contrary, they show lower comparative participation in "professional, scientific and technical activities" and "Education". • 57% of employed people with disabilities found work through friends, relatives, or acquaintances, compared to the corresponding percentage of 38% of people without disabilities. • The percentage of people with disabilities who found work through OAED, as well as others who turned to employers, is particularly low. The percentage of people with disabilities who report responding to an advertisement as a successful way of finding work is almost zero. 4.2.2. Young people and people with disabilities in their early adulthood (15-44 years old): • The labor force participation rate among young people and adults up to 44 years of age is at a low level of 16%. • The employment rate of young people and adults up to 44 years of age is only 12.5%, while in the same age group, people without disabilities are included at a rate of 58%. • A particularly worrying finding for young people and people in early adulthood is that the vast majority of them, not only constitute an economically inactive population but are also outside the educational process, either formal or informal. More specifically, 82% of inactive people with disabilities aged 15-44 do not attend any education or training program, either outside the formal education system. The percentage of people with disabilities aged 20-64 who participate in the active (labor force) is 23.7% and of employed people with severe disabilities aged 20-64 only 18.4%! Of all unemployed people with disabilities (20-64 years old), 65% face long-term unemployment. Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 493 The vast majority of young people with disabilities are not only out of the workforce at 84%, but at the same time they are also out of the educational process: 82% of economically inactive people with disabilities aged 15-44 do not attend any education or training program. The population of people with disabilities aged 15 and over is estimated at 10% of the population. In absolute numbers, people with disabilities, based on the reference survey and the processing of the Disability Issues Observatory, were estimated at 1,054,735. 4.2.3. The productive ages 20-64 years The percentage of people with disabilities aged 20-64 participating in the active workforce (labor force) was found to be at a particularly low rate of 26%. The percentage of employed people with severe disabilities aged 20-64 is only 18.4% (41,909 people), with the employment gap of people with disabilities, compared to the population without disabilities, not estimated at 50 points. 4.2.4. Young people and people with disabilities in their early adulthood (15-44 years old) The labor force participation rate among young people and adults up to 44 years old is just 16%. The employment rate of young people and adults up to 44 years of age is only 12.5%, while in the same age group, people without disabilities are included at a rate of 58%. A particularly worrying finding for young people and people in early adulthood is that the vast majority of them, not only constitute an inactive population but are also outside the educational process, either formal or non-formal. More specifically, 82% of inactive people with disabilities aged 15-44 do not attend any education or training program, either outside the educational system. For people with disabilities who are employed, the analysis of the data leads to the conclusion that finding a job in this category of citizens depends to a significant extent on the functioning of social networks, family, and social environment. More specifically, 57% of employed people with disabilities found a job through friends, relatives, or acquaintances, compared to the corresponding percentage of 38% of people without disabilities. The percentage of people with disabilities who report responding to an advertisement as a successful way to find a job is almost zero. Figure 5 Youth and adults 15-44 years old: Employment and unemployment indicators and disability status (EEA, 2022) Figure 5 Youth and adults 15-44 years old: Employment and unemployment indicators and disability status (EEA, 2022) [31] Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 494 A particularly worrying finding for young people and people in early adulthood is that the vast majority of them not only constitute an inactive population but are also outside the educational process, whether formal or informal. More specifically, 82% of inactive people with disabilities aged 15-44 do not attend any education or training program, either outside the formal education system. Figure 6 Percentage of inactive population (Outside the labor force), not in education and training (formal or informal) and disability status (EEA, 2022) [32] 5. Youth with disabilities face unique challenges in accessing jobs Young people with disabilities face a double burden when entering the workforce. They face barriers that young people face in entering labor markets and face additional barriers of infrastructure, institutional, and attitudinal barriers related to their disability. They are often disadvantaged and enter the labor market with a skills deficit and a lack of prior work experience. When they do work, they are more likely to be in low-paid jobs with poor career prospects and poor working conditions. The common challenges that young people with disabilities face in terms of accessing jobs – employment and entrepreneurship – are summarised below (Table 1). [33] Table 1 Common challenges faced by youth with disabilities in accessing jobs [8]; [34]; [35]; [36]; [37]; [38] Inaccessible physical and digital infrastructure • Barriers in classrooms, workplaces, and public spaces such as toilets and cafeterias (including lack of signage, and navigation). Digital tools, platforms, and other technological products and services often exclude young people with disabilities. • Due to the lack of accessible public transportation, young people with disabilities often face additional costs in accessing skills programs. • Measures to address barriers usually only concern people with physical/mobility disabilities. Training design and implementation • Young people with disabilities are often placed in skills training programs in segregated settings where the curriculum is not linked to labor market requirements9, making them less marketable to employers. The occupations taught often do not meet labor market requirements. Programs often make restrictive assumptions about the capabilities of people with disabilities. • Criteria for accepting training candidates, such as age, minimum educational qualifications, and previous work experience, often unintentionally discriminate against candidates with disabilities. • Educators must be trained and equipped to diversify their strategies and incorporate different types of learning into their classes/training. Educators who are not certified Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 495 in these adapted approaches may perpetuate stereotypes and cause further alienation/harm to people with disabilities. • Training programs are usually in urban areas, often remote from where people with disabilities live and disconnected from accessible transportation. • Lack of reasonable modifications to performance appraisal and evaluation processes may inadvertently prevent learners from demonstrating their learning and competence. Lack of inclusive business development services • People with disabilities are often denied access to bank accounts, loans, and start-up capital due to inaccurate assumptions about their productivity. Financial institutions often lack disability sensitivity and training and accessible frontline staff materials. • Support services, including web-based services, may not be available in accessible formats such as Braille and sign language. • Venues where support is provided may not be accessible. Accessible transportation options may be limited or expensive, limiting people with disabilities from meeting new customers, discovering new products, etc. • Funders face pressures to move quickly to the next case rather than providing longerterm support to those being helped (“tick-box culture”). • Access to new markets to grow their businesses: It may take more work for an entrepreneur with a disability to gain potential customers due to stigma and lack of faith in the abilities of an entrepreneur with a disability Stigmatization • Social norms, stereotypes, and prejudices, including those held by immediate family members, negative assumptions of productivity, and in some cases low self-esteem. Negative perceptions by employers that young people with disabilities are less productive than their non-disabled peers and need additional assistance can raise concerns about the initial costs of recruitment (e.g. ramp buildings, accessible IT). • However, studies have shown that most accommodations do not impose a significant financial cost on the employer and individual without a disability. • Use and benefit from supportive policies and practices in the workplace.10 Young people with disabilities are given little room for error and are quickly labeled as unemployed. Cross section • The intersection of disability with other identities such as gender, ethnicity, indigenous identity, and migrant or refugee status can exacerbate the disadvantages young people face in accessing jobs. • Educated young women with disabilities are reported to take longer to find work11. 6. ICT and disability Digital transformation refers to the use of advanced technologies, such as artificial intelligence, teleworking, and online learning platforms, to improve services and working conditions. For people with disabilities, technology can offer significant benefits, such as: • Accessible tools and assistive software: Voice recognition applications, Braille displays, augmented reality (AR) technologies, and accounting to assist users in interacting with the digital environment. • Education and training through online platforms: MOOCs (Massive Open Online Courses) Open Online Courses) and customized e-learning platforms provide access to knowledge beyond physical limitations. • Teleworking and flexible forms of employment: The ability to work from home eliminates many of the barriers to mobility and protection, allowing people with disabilities to participate more actively in the labor market. 7. Opportunities through Digital Transformation Technology offers solutions that can facilitate the integration of young people with disabilities into the labor market • Education & Skills Development: Digital education tools in adapting to the needs of people with disabilities. For example, e-learning enables flexible learning, while artificial intelligence can adapt content based on the capabilities of each individual. Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 502 -Increasing consciousness: Videos about business inclusion and incentives—tax, legal, financial, organizational, social, etc.—to encourage employment and give companies incentives to hire individuals with disabilities and educate them about the needed employee culture and work environment. 16. Conclusion The right to work and education is the cornerstone of social participation, as career advancement is one of the key issues in a person's adult life. The possibility of employment for people with disabilities offers, among other things, income benefits, social contacts, social recognition, and moral competence. People with disabilities must be able to obtain all of the above on the same terms as any other citizen. The state must allow them to be guided in a meaningful way toward independent living, electronic social inclusion, and improved quality of life. The EU, together with other global organizations and the legislation of the Member States, attempts to examine all kinds of restrictions and discrimination. The main members are the human rights approach and the understanding of harm and disability, seeking to create a strengthened position for people with disabilities, and recognizing the discrimination and inequality they suffer. Perceptions of disability, especially in the Greek area, still have a long way to go to align with these policies. It is therefore necessary to have universal and global vigilance on this issue, as well as to inform citizens about the elimination of any discrimination. Ana Belén del Campo is a project manager: "I think the key is good communication between the labor manager and the employee about the job they have and what they might need. The company should reflect what society is." The "Digital Talent" program trains people with disabilities in new technologies, where there are many others, as David explains to us. Alonso, head of vocational training at ONCE: "We are taking advantage of our specialized position in the labor market to train people who will be just as productive as a person without a disability. People with disabilities must be present in all areas of society." Partly funded by the European Social Fund, this program has trained more than 5,000 young people in 2021. It aims to launch a new course in the new Improving effort and financial support, as well as implementing social inclusion policies at work, are for Monika the ways to remove obstacles: "I think the key is education and awareness-raising of all employees so that there is no exclusion and that they think of other people as they would think of themselves. There are more and more people with disabilities around us, and like me they deserve the right countries at work, to be active and to live their lives to the fullest," emphasizes Monika Jankowska-Rangelov. Enhancing the employability of young people through the use of digital transformation is a crucial issue for the implementation of an inclusive society. The European Disability Strategy 2021-2030 recognizes that the accelerated digital transformation and transition offer opportunities to harness information and communication technologies (ICT) to improve access to employment and education for people with disabilities. Developing appropriate skills is a key dimension of employability. Research suggests that acquiring appropriate and correct skills is crucial for the integration of vulnerable groups, including people with disabilities, into the labor market. Overall, leveraging digital transformation in combination with targeted policies and actions can significantly contribute to enhancing the employment of young people with disabilities, promoting their equal participation in society and the economy. Technology can act as a bridge to enhance the employability of young people with disabilities, but full utilization requires collaboration between governments, products, and educational institutions. Suggestions Challenges in the Employment of Youth with Disabilities Despite technological developments, young people still face significant obstacles to their professional integration, such as: Global Journal of Engineering and Technology Advances, 2025, 23(01), 487-507 503 • Limited accessibility to education and training: Although digital technologies have reduced the gap in access to knowledge, many programs are not fully accessible or do not provide appropriate accommodations for people with disabilities. • Lack of tailored skills development programs: Traditional education methods do not always accommodate the specific requirements of people with disabilities, resulting in a lack of specialized skills needed in the job market. • Prejudices and obstacles in the workplace: Despite legal regulations for the inclusion of people with disabilities, many businesses still maintain stereotypes and do not provide the necessary adjustments to positions. Suggestions for improvement • Adapting educational programs to make them more accessible and flexible. • Enhancing accessibility to digital technologies through financing and tax incentives for businesses. • Raising awareness among employers and promoting integration practices in the labor market. Digital transformation has the potential to create a more inclusive work environment, where young people with disabilities can showcase their potential. And participate equally in society and the economy. UNESCO • Through the sdg 4 initiative (sdg: sustainable development goals), • It strives to support high-quality lifelong learning, which should take into account infrastructure and accounting requirements while it is offered without restrictions, by: • There are educational initiatives that will provide continuous opportunities to those in exceptional need. • It is knowledge and skills, whether they come from formal or informal organizations, that are accredited. • It is access to advanced vocational education and training programs. • Equal access to vocational education and training for people with disabilities continues: • Illegal • Discrimination, • Defense of rights, • Access to jobs in the public and private sectors training opportunities for self-employment and assistance in maintaining a job on an equal basis with others. Compliance with ethical standards Acknowledgments This publication has been developed with the financial support from the European Commission in the framework of Erasmus+ programme. The information and views set out in this publication are those of the authors. The European Commission and the Hellenic National agency may not be held responsible for the use, which may be made of the information contained herein. Project number agreement: 2021-2-EL02-KA220-YOU-000049207 Disclosure of conflict of interest The Authors proclaim no conflict of interest. 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