Accessibility to Education and Vocational Training of Women and Girls with Disabilities in Vietnam

This study aimed to investigate how to strengthen Vietnamese women and girls with disabilities (WGDs) to access their rights and opportunities in education and vocational training. To fulfill the objectives of the article, the author implemented the collection, analysis, and interpretation of the data by desk review and semi-structured interview. The theoretical framework of the research was covered by the concept of intersectionality and three models of disabilities, including the social model, the identity model, and the rights-based model. The researcher employed three case study research approaches to investigate the challenges encountered by GWDs in Vietnam and their strategies for addressing these impediments. Furthermore, the author discussed the significance of education for WGDs. Accordingly, the study used a sample of three case studies, including two women with disabilities (WWDs) and one girl with disabilities (GWDs) through the convenience sampling method. This research was based on three case studies, and some key factors were found that can profoundly impact the paths of WGDs in Vietnam in obtaining their opportunities and rights to education. Nevertheless, the research demonstrated some critical factors for WGDs to get schooling and careers. This investigation offered no claim to completely generalize the complicated situation of opportunities and rights of marginalized WGDs in Vietnam.