"This publication seeks to support policymakers in promoting accessibility at a policy and practical level. It contains information on relevant global and regional mandates that support and promote disability-inclusive development and accessibility, with a view to demonstrate the multi-faceted value of focusing on disability and accessibility policies to achieve broader development goals. Readers will learn about the core concepts of disability and accessibility, and be empowered with knowledge on standards, tools and means of promoting accessibility. Furthermore, this publication will outline and analyse examples of good practices of accessibility identified in Asia and the Pacific. The majority of the good practices featured in this publication were initially discussed at two international and multi-stakeholder workshops that took place in 2014 and 2015, with a few additional examples drawn from Pacific island member States. The selection of practices for this publication is based on their embodiment of the principles of accessibility, demonstrated success, measurable impact on the community, and their adaptable and replicable nature"
Landmine Monitor 2016 provides a global overview of the landmine situation. Chapters on developments in specific countries and other areas are available in online Country Profiles at www.the-monitor.org/cp. Landmine Monitor covers mine ban policy, use, production, trade, and stockpiling, and also includes information on contamination, clearance, casualties, victim assistance, and support for mine action. The report focuses on calendar year 2015, with information included up to November 2016 when possible.
A Toolkit on Disability for Africa has been developed by the United Nations Department of Economic and Social Affairs (UNDESA), Division for Social Policy and Development (DSPD). It is designed for the African context and aims to:
- Provide practical tools on various disability-related issues to government officials, members of parliament, civil and public servants at all levels, disabled persons organizations (DPOs) and all those with an interest in the inclusion of persons with disabilities in society and development;
- Support the implementation of the UN Convention on the Rights of Persons with Disabilities (UNCRPD) and disability-inclusive development;
- Offer examples of good practices from many countries in the African region.
- UN DESA toolkit on CRPD – Trainers’ tips
- Introducing the UNCRPD
- Frameworks for implementing and monitoring the UNCRPD
- Disability-inclusive development
- Building multi-stakeholders partnerships for disability inclusion
- National plans on disability
- Legislating for disability rights
- Access to justice for persons with disabilities
- The rights of persons with disabilities to work
- Inclusive health services for persons with disabilities
- Participation in political and public life
- Information and communication technology (ICT) and disability
- Culture, beliefs, and disability
- Inclusive education
This report examines why the European Semester should look further into the employment rates of persons with disabilities and which measures should be taken at national level to improve the current situation. An overview is given on employment and the UN CRPD and its meaning for the European Union (EU). What the EU is currently doing when it comes to developing more inclusive labour markets through its Employment policy and the European Semester process is examined. The assessment of the legal, political and economic arguments why the European Commission should do more in regard to the employment of persons with disabilities are presented. The economic arguments are also presented through a Study developed specifically for this report by Professor Stephen Beyer. Several ideas as to how the European Commission could focus more on this issue, with feasible and pragmatic recommendations are presented. Specific national messages from EASPD members are included on what changes are needed to tackle the significant unemployment rate of persons with disabilities throughout Europe; including in Bulgaria, the Czech Republic, Finland, France, Greece, Ireland, Poland, Portugal, Slovakia and Spain.
This Guidance was developed by the Convention on Cluster Munitions Coordinators for 2016 and 2017 on Victim Assistance (Australia, Chile and Italy) and Cooperation and Assistance (Austria, Iraq and Australia), with technical support from Handicap International, through funding provided by the Government of Australia. The Coordinators collected the range of good practices and national examples of effective implementation of an integrated approach presented in the Guidance. The dual imperatives of this integrated approach are to: (1) ensure that as long as specific victim assistance efforts are implemented, they act as a catalyst to improve the inclusion and well being of survivors, other persons with disabilities, indirect victims and other vulnerable groups; and (2) ensure that broader efforts actually do reach the survivors and indirect victims amongst the beneficiaries.
The aim of this study was to examine the perceptions of psychiatrists and health policy directors about the policy to expand mental health care delivery in Ghana through a system of task-shifting from psychiatrists to community mental health workers (CMHWs). A self-administered semi-structured questionnaire was developed and administered to 11 psychiatrists and 29 health policy directors. Key informant interviews were also held with five psychiatrists and four health policy directors. .
Globalization and Health (2016) 12:57
Little is known about the interventions required to build the capacity of mental health policy-makers and planners in low- and middle-income countries (LMICs). We conducted a systematic review with the primary aim of identifying and synthesizing the evidence base for building the capacity of policy-makers and planners to strengthen mental health systems in LMICs.
We searched MEDLINE, Embase, PsycINFO, Web of Knowledge, Web of Science, Scopus, CINAHL, LILACS, ScieELO, Google Scholar and Cochrane databases for studies reporting evidence, experience or evaluation of capacity-building of policy-makers, service planners or managers in mental health system strengthening in LMICs. Reports in English, Spanish, Portuguese, French or German were included. Additional papers were identified by hand-searching references and contacting experts and key informants. Database searches yielded 2922 abstracts and 28 additional papers were identified. Following screening, 409 full papers were reviewed, of which 14 fulfilled inclusion criteria for the review. Data were extracted from all included papers and synthesized into a narrative review.
Only a small number of mental health system-related capacity-building interventions for policy-makers and planners in LMICs were described. Most models of capacity-building combined brief training with longer term mentorship, dialogue and/or the establishment of networks of support. However, rigorous research and evaluation methods were largely absent, with studies being of low quality, limiting the potential to separate mental health system strengthening outcomes from the effects of associated contextual factors.
This review demonstrates the need for partnership approaches to building the capacity of mental health policy-makers and planners in LMICs, assessed rigorously against pre-specified conceptual frameworks and hypotheses, utilising longitudinal evaluation and mixed quantitative and qualitative approaches.
This report contributes to the global discourse on education finance by providing a disability perspective on donor and government investment into inclusive education. The report looks at the benefits of financing disability - inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of Sustainable Development Goal 4 and Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). Representatives of nine leading bilateral and multilateral education donors were surveyed on their agencies’ efforts towards disability inclusive education: DFAT (Australia), DFID (UK), European Union, GIZ (Germany), Global Partnership for Education, Norad (Norway), UNICEF, USAID (USA), and World Bank
"International and national laws and policies on disability have historically neglected aspects related to women and girls with disabilities. In turn, laws and policies addressing women have traditionally ignored disability". "Article 6 serves as an interpretation tool to approach the responsibilities of States parties across the Convention, to promote, protect and fulfil the human rights of women and girls with disabilities, from a human rights-based approach and a development perspective". These general comments take the form of an introduction, normative content, states parties’ obligations, the interrelationship of article 6 with other articles of the Convention (perspectives of women with disabilities in CRPD provisions) and national implementation
"States parties must ensure the realisation of the right of persons with disabilities to education through an inclusive education system at all levels, including pre-schools, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities, without discrimination and on equal terms with others". "The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility". The difference between exclusion, segregation, integration and inclusion is highlighted. Core features of inclusive education are set out. These general comments take the form of an introduction, normative content, states parties’ obligations, relations with other provisions of the Convention and implementation at national level."
"Although efficient spending on health has always been a desirable goal, it is particularly critical in the face of recent threats, such as HIV/AIDS and drug-resistant bacteria, as well as the problems presented by increasing prevalence of chronic diseases, such as diabetes and cardiovascular disease (CVD), that threaten to roll back the significant health gains achieved in the past two decades. This book is an opportunity to assess anew the costs associated with and the health gains attainable from specific interventions and thereby better inform the allocation of new health funding."
"Country case studies were conducted in Uganda and Malawi in order to document and analyse experiences and perspectives on childhood TB integration into other programmes at country level and related health system requirements. The aim was to inform the broader thinking about integration of childhood TB services. The Malawi case study identified and described different approaches to integration and unpacked the integration process. The perspective on TB integration of different relevant health actors at national and district level are described. The case study used a health systems approach and focused on the community and primary levels of the health system, paying attention to factors related to children of different ages in a lifecycle approach. The method for the case study included document review, consultations with key health actors at national and district level, a facility visit and a participatory workshop at national level. An analytical framework approach was used to investigate the extent of integration of childhood TB interventions in multiple dimensions. An assessment tool for the case studies was developed, summarising the assessment questions by theme, combining a number of existing tools and frameworks on health care integration in general and childhood TB and benchmarks for integrated community case management (iCCM)"
"Country case studies were conducted in Uganda and Malawi to document and analyse experiences and perspectives on childhood TB integration into other programmes at country level and related health system requirements. The aim was to inform the broader thinking about integration of childhood TB services. The Uganda case study identified and described different approaches to integration and unpacked the integration process. The perspective on TB integration of different relevant health actors at national and district level are described. The case study used a health systems approach and focused on the community and primary levels of the health system, paying attention to factors related to children of different ages in a lifecycle approach. The methodology for the case study included document review, consultations with key health actors at national and district level, a facility visit and a participatory workshop at national level. An analytical framework approach was used to investigate the extent of integration of childhood TB interventions in multiple dimensions. An assessment tool for the case studies was developed, summarising the assessment questions by theme, combining a number of existing tools and frameworks on health care integration in general and childhood TB and iCCM benchmarks"
The International Commission on Financing Global Education Opportunity was set up to reinvigorate the case for investing in education and to chart a pathway for increased investment in order to develop the potential of all of the world’s young people. To achieve its goals, the Commission proposes a range of measures to finance education and a set of strategic reforms necessary for ensuring finance delivers real learning results. These actions aim to engage domestic and international partners across governments, the private sector, and civil society. This report summarizes the Commission’s findings and conclusions. It draws upon new research by partners around the world, new expert analysis of the existing evidence base, and wide-reaching global consultations with practitioners, education providers, ministers of finance and education, policymakers, and partners in education. More than 300 partners in 105 countries engaged in this process. The report also draws on the conclusions of dedicated expert panels on technology, health and education, and finance, as well as a youth panel. The Education Commission concludes that it is possible to get all young people into school and learning within a generation – despite the scale of the challenge, we can create a Learning Generation.
General principles requiring contextual adaptation regarding optimal policy related governance of health related rehabilitation in less resourced settings were developed from a literature review and realistic synthesis. A systematic review of literature published since 2003 was carried out. Multiple reviewers selected articles for inclusion in the realistic synthesis. A Delphi survey of expert stakeholders refined and triangulated findings from the realist synthesis. Context mechanism outcome pattern configurations (CMOCs) were identified from the literature and then developed into statements for the Delphi survey, whereby 18 expert stakeholders refined these statements to achieve consensus on recommendations for policy related governance of health related rehabilitation. Several broad principles emerged throughout formulation of recommendations: participation of persons with disabilities in policy processes; collection of disaggregated disability statistics; explicit promotion in policies of access to services for all subgroups of persons with disabilities and service-users; robust inter-sectoral coordination; and ‘institutionalising’ programmes.
For the five year period 2016-2020, UNICEF’s Strategy for Health sets two overarching goals: 1. End preventable maternal, newborn and child deaths 2. Promote the health and development of all children. To achieve these goals, the Strategy considers the health needs of the child at all life stages. It highlights the need for intensified efforts to address growing inequities in health outcomes, including a particular focus on addressing gender-specific needs and barriers that may determine whether boys and girls are able to reach their full potential in health and well-being. Working together with global and local partners, UNICEF will promote three approaches to contribute to these goals: addressing inequities in health outcomes; strengthening health systems including emergency preparedness, response and resilience; and promoting integrated, multisectoral policies and programmes. The three approaches described underpin a "menu of actions” from which country offices can select, based on their situation analysis, country programme focus, and context.
"A guiding lens for CESR's national enforcement work, the OPERA framework allows an assessment that triangulates outcomes, policies and resources to provide a much fuller picture of what a state is doing to promote the realization of specific rights. Importantly, it traces economic and social deprivations and disparities back to the actions or omissions of the state, to make the case that they constitute an injustice and a violation of human rights."
"The steps of the framework represent four broad dimensions (outcomes, resources, policy effects, and assessment), within which an inventory of relevant issues is grouped. They need not be carried out in a strict sequential order and can be adapted to focus on one step or sub-step over another, depending on the context"
"The study undertaken by the Center for Economic and Social Rights (CESR) and the Instituto Centroamericano de Estudios Fiscales (ICEFI) aimed to contribute to a broader reflection on the role of fiscal policy in complying with a state’s economic, social and cultural rights (ESCR) obligations. Despite being a middle-income country with the largest economy in Central America, Guatemala’s social indicators were alarming; with more than half the population living below the national poverty line and one in seven Guatemalans living in extreme poverty. The persistence of systemic inequality and discrimination could be partially explained by the legacy of almost 40 years of armed conflict, which did not end until the signing of the Peace Accords in 1996. Nevertheless, the stark contrasts between rich and poor suggested that the dismal state of ESC rights could not be attributed to limited state resources, but to the way in which they were distributed, this highlighted the need to hold the state accountable for its efforts to generate and manage resources equitably and in accordance with its human rights obligations.... Methodological case study on the use of available resources to realize economic, social and cultural rights in Guatemala
This report was prepared to inform the discussions at the high-level political forum (HLPF) on sustainable development in 2016. The theme chosen for the HLPF is "ensuring that no one is left behind". The report builds on GSDR2014 and GSDR2015. The approach is of an assessment of assessments, documenting and describing the landscape of information on specific issues or nexuses of issues. Specifically, the report keeps the ‘science-policy interface’ and ‘SDGs as integrated system’ as main threads. Main topics include: ensuring that no one is left behind and the 2030 Agenda; the infrastructure – inequality – resilience nexus; perspectives of scientists on technology and the SDGs; inclusive institutions for sustainable development; and identification of emerging Issues for sustainable development. An annex addresses persons with disabilities specifically, highlighting their over-representation in the "furthest behind".
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