CPI 2 is a follow on project from the highly successful Career Paths Inclusive (2019 – 2021) project to design, develop and test digital multimedia career guidance tools in sign language. The overall objective is to contribute to deaf youth empowerment and the realisation of articles 21 and 24 of the UN CRPD. The specific goal remains to inform and empower deaf youth, enabling them to plan their own career paths unaided or within a training setting through the provision of accessible career guidance information in their first language (sign language). We developed the Career Paths toolkit during the first project phase, which consists of an interest profile in Sign Language and numerous career orientation videos in 4 Sign Languages. CPI 2 augments the existing toolkit, adding additional resources and languages. We developed four work packages: Output 1 consists of step-by-step explanation. Output 2 consists of 40 videos in sign language about additional professions. Output 3 is a training course about deepening the topics of IO1. Output 4, the partnership developed an evaluation and guidelines on how to assess the quality of sign language.
The aim of Career Paths Inclusive 2.0 (CPI 2) was to design, develop and test digital multimedia career guidance tools in sign languages. Deaf youth can plan their career paths unaided or in a supported setting (training) in their first language (sign) and are empowered and informed in their choice of future career. Through CPI 2, we want to address the priorities, particularly relevant for deaf youth: Strengthening employability, inclusion and addressing digital transformation. They experience linguistic barriers to participation in education and training systems throughout their lives (WHO 2021, p.46). Structural and linguistic limitations in education systems mean little or no bilingual instruction is available in schools throughout Europe. Most deaf children learn reading and writing without reference to sign language. Deaf youth often finish compulsory schooling with low literacy levels and few qualifications. Deaf students often demonstrate a lack of career planning (WHO 2021, p.46f), a lack of information about the job application process and a lack of employed deaf role models (Accessible Work 4 All 2020, Napier et. al. 2020, Hoogeveen 2015).