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Disability Inclusive Development - Nigeria Situational Analysis

THOMPSON, Stephen
June 2020

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This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Nigeria?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Nigeria. It will be helpful for anyone interested in disability inclusion in Nigeria, especially in relation to stigma, employment, education, health, and humanitarian issues.

No One Left Behind: A review of social protection and disability at the World Bank

KARR, Valerie L
VAN EDEMA, Ashley
SIMS, Jacob
BRUSEGAARD, Callie
2017

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The 2030 Agenda for Sustainable Development cites poverty eradication as both the ‘greatest global challenge’ and an ‘indispensable requirement’ for sustainable development (UN, 2015). Unfortunately, the path between discourse and practice is rarely clear. This is especially true for the estimated one billion people with disabilities around the globe who face barriers and challenges to inclusion in mainstream development efforts; and for whom disability-specific projects and interventions are far and few between. This paper responds to the lack of available data focused on tracking the inclusion of persons with disabilities in mainstream poverty reduction efforts. It reports on work by a multidisciplinary research team in developing and piloting a methodology measuring disability inclusive investments in the World Bank’s active portfolio. The paper focuses specifically on the World Bank’s social protection portfolio, aligned with SDG 1 (End Poverty), and outlines a methodology for analysing project-level documentation, using key word searches, and codes aligned with the Sustainable Development Goals to determine the inclusion of persons with disabilities. Findings indicate that only a small percentage, 5%, of the World Bank’s active social protection portfolio explicitly include persons with disabilities as target beneficiaries. It goes on to argue that this dearth in disability inclusive development efforts exposes a vital need to systematically include the needs of this population in the planning for, provision of, and assessment of development assistance efforts. The paper concludes with a set of recommendations for ensuring future projects are inclusive from program development and implementation through to assessment of outcomes.

 

Disability & the Global South (DGS), 2017, Vol. 4 No. 1

Development for all 2015-2020 : strategy for strengthening disability-inclusive development in Australia’s aid program

AUSTRALIAN GOVERNMENT DEPARTMENT OF FOREIGN AFFAIRS AND TRADE (DFAT)
May 2015

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The objective of Australia’s work in disability-inclusive development is to improve the quality of life of people with disabilities in developing countries by enhancing participation and empowerment of people with disabilities, reducing poverty among people with disabilities and improving equality for people with disabilities in all areas of public life. This strategy document “provides guidance for DFAT’s strategic decision making by articulating key opportunities for strengthening disability-inclusive development where DFAT can make the most difference—addressing the key challenges of disability-inclusive development in the Indo-Pacific, using Australia’s expertise, and aligning our efforts with the priorities of Australia’s aid program. For external stakeholders, this strategy is a non-binding public articulation of the Australian Government’s continued commitment to disability-inclusive development and highlights our approach, principles and priorities”

 

Disability, poverty and education: perceived barriers and (dis)connections in rural Guatemala

GRECH, Shaun
2014

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This paper engages with the impacts of disability on the formal education of disabled people in poor rural areas. Reporting on qualitative ethnographic work in Guatemala, adults with a physical impairment provided retrospective accounts of their educational trajectories. Findings highlight multidimensional and dynamic barriers to education confronted by all poor people, but which often intensified for disabled people. These met a host of disability-specific barriers cutting across social, physical, economic, political and personal spheres. Findings report how in the face of more persistent basic needs and costs, education had a high opportunity cost, and often could not be sustained. Disabled parents also came to prioritise the education of their children translating into limited or no school re-entry for these parents. The paper concludes that engagement with temporal and context specific (but fluid) spaces of poverty is necessary, because it is within these spaces that disability and education are constructed and lived, and within and through which barriers emerge. Cross-sectoral efforts are needed, addressing educational barriers for all poor people indiscriminately, while targeting families to remove obstacles to other basic needs competing with education. Critically, efforts are needed to ensure that educational outcomes are linked to immediate contributions to the family economy and welfare through work.

 

Disability and the Global South (DGS), 2014, Vol. 1 No. 1

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