This document outlines a strategy for children with disabilities in Rwanda from 2014-2018. It discusses key background information on disability and children's rights. The strategy focuses on three main levels of intervention: community, service delivery, and the political/legal framework. It emphasizes coordination between national and sub-national bodies and promotes an integrated programming approach across sectors to achieve goals related to research, advocacy, programming, and accessibility by 2018. The strategy is guided by human rights principles and aims to transform systems to be inclusive of children with disabilities.
This document discusses social protection and aging in Malawi. It provides background on population issues and policies in Malawi over time, including a past study on challenges facing the elderly. Key findings of the study were that poverty and lack of income severely impact the elderly, abuse is common, and most elderly have no pension support. The document also outlines current government efforts to address issues of the elderly, including establishing a ministry and NGO for persons with disabilities and the elderly. It provides context on global, regional and national debates around social protection and aging populations.
Policy Programmes For Capicity Buildingguestf6f310
The document discusses policies and programs aimed at empowering women and protecting their rights. It outlines the establishment of international agreements like CEDAW and conferences like those in Mexico City, Copenhagen, Nairobi, and Beijing. Key goals included gender equality, increasing life expectancy for women, and reducing violence and discrimination against women. The UN and Indian government have implemented various social and economic programs to achieve these goals and empower women.
The document discusses the Madrid International Plan of Action on Ageing (MIPAA), which is an international agreement endorsed by the UN that recognizes the contributions of older people. It outlines three main objectives: equal rights for older citizens, fair access to resources, and inclusion in decision-making. The document also discusses various initiatives to review and implement MIPAA at national and local levels through partnerships among governments, organizations, and older adults.
This document outlines initial criteria for best practices in mainstreaming disability in development based on the UN Convention on the Rights of Persons with Disabilities (CRPD). It discusses mainstreaming as including persons with disabilities in all development efforts through both disability-specific and inclusive actions. The document presents criteria such as non-discrimination, participation, accessibility, capacity building, data collection, and partnerships to evaluate best practices. It aims to provide case studies illustrating these criteria from different regions and themes of inclusive development.
The document discusses the United Nations Convention on the Rights of the Child (CRC). It provides background on other UN human rights conventions and explains why the CRC was drafted. The CRC was adopted in 1989 and has been ratified by 192 countries. It establishes civil, political, economic, social, cultural rights for children. The CRC takes a holistic approach and is considered the most comprehensive human rights instrument for children.
This document discusses social protection and aging in Malawi. It provides background on population issues and policies in Malawi over time, including a past study on challenges facing the elderly. Key findings of the study were that poverty and lack of income severely impact the elderly, abuse is common, and most elderly have no pension support. The document also outlines current government efforts to address issues of the elderly, including establishing a ministry and NGO for persons with disabilities and the elderly. It provides context on global, regional and national debates around social protection and aging populations.
Policy Programmes For Capicity Buildingguestf6f310
The document discusses policies and programs aimed at empowering women and protecting their rights. It outlines the establishment of international agreements like CEDAW and conferences like those in Mexico City, Copenhagen, Nairobi, and Beijing. Key goals included gender equality, increasing life expectancy for women, and reducing violence and discrimination against women. The UN and Indian government have implemented various social and economic programs to achieve these goals and empower women.
The document discusses the Madrid International Plan of Action on Ageing (MIPAA), which is an international agreement endorsed by the UN that recognizes the contributions of older people. It outlines three main objectives: equal rights for older citizens, fair access to resources, and inclusion in decision-making. The document also discusses various initiatives to review and implement MIPAA at national and local levels through partnerships among governments, organizations, and older adults.
This document outlines initial criteria for best practices in mainstreaming disability in development based on the UN Convention on the Rights of Persons with Disabilities (CRPD). It discusses mainstreaming as including persons with disabilities in all development efforts through both disability-specific and inclusive actions. The document presents criteria such as non-discrimination, participation, accessibility, capacity building, data collection, and partnerships to evaluate best practices. It aims to provide case studies illustrating these criteria from different regions and themes of inclusive development.
The document discusses the United Nations Convention on the Rights of the Child (CRC). It provides background on other UN human rights conventions and explains why the CRC was drafted. The CRC was adopted in 1989 and has been ratified by 192 countries. It establishes civil, political, economic, social, cultural rights for children. The CRC takes a holistic approach and is considered the most comprehensive human rights instrument for children.
Go mena vss session 6_inclusion_ghada.yaser _social protectionBahi Shoukry
The document summarizes a session on the role of social protection systems in fostering social cohesion during the COVID-19 pandemic, with a focus on persons with disabilities. It discusses challenges faced by persons with disabilities in Palestine and Jordan during the pandemic due to lack of inclusive social protection. Recommendations are provided on ensuring disability inclusion in emergency response and building back better through accessible communication, participation of disability organizations, and establishing well-designed social protection systems that can help realize rights of persons with disabilities.
The National Policy for Persons with Disabilities, formulated in 2006, aims to provide physical, educational, and economic rehabilitation for persons with disabilities through prevention programs, rehabilitation measures, and a barrier-free environment. It focuses on women, children with disabilities, social security, data collection, and research. The policy covers prevention of disabilities, physical, educational, and economic rehabilitation, special programs for women and children with disabilities, issues of barrier-free access, disability certification, social security, data collection, research, and sports/cultural activities. Implementation involves collaboration between various ministries and stakeholders led by the Ministry of Social Justice and Empowerment.
The document discusses lessons learned from the implementation of the UN Convention on the Rights of the Child (UNCRC) that could help inform implementation of the UN Convention on the Rights of Persons with Disabilities (UNCRPD). It outlines both successes and challenges of the UNCRC, including its focus on disability issues in Article 23. Key successes included increased scrutiny of government reports, a general comment on disabled children's rights, and greater self-advocacy. However, violations of disabled children's rights persisted due to neglect, abuse, segregation, and lack of participation and disaggregated data. The document recommends improvements like revising Article 23's language, increased collaboration between disability and children's rights groups, and promoting self-adv
Talsky-Stahili Submission for General Comment on children in street situationsJeffrey Van Erp
Stahili Foundation and the Talsky Center submitted recommendations to the Committee on the Rights of the Child regarding children in street situations. Their two key recommendations were: 1) that governments ensure street children have access to care and shelter, but that institutional care should only be a last resort, with family reunification or foster care preferred. 2) That governments invest in access to education, social services, and community development to address the root causes that force children into street situations. The submission argues for family-based solutions and notes that education, along with community development, helps children thrive and reduces factors like poverty that lead them to the streets. It provides the story of "John" as an example of the success of a holistic approach
The UNCRPD is an international treaty that protects the human rights of persons with disabilities. It marks a shift from viewing disability as a medical issue to a human rights perspective. The ratification of the UNCRPD in India was directly influenced by advocacy from two organizations - the National Centre for Promotion of Employment for Disabled People and the Disabled Rights Group. These organizations campaigned to promote the rights of persons with disabilities, including equal access to education, employment, infrastructure and political/social participation. The UNCRPD aims to ensure persons with disabilities can fully and equally enjoy all human rights.
The document provides context on the education agenda between 2000-2015, including the establishment of the Education for All goals and Millennium Development Goals for education. It discusses the growth of the Global Campaign for Education civil society movement during this period from a handful of organizations to over 100 national coalitions and international organizations. The GCE worked to hold governments accountable to their EFA commitments and advance progress across the six EFA goals through activities like an annual Global Action Week.
10% of the world's population has a disability, with 20% of populations affected when including family members. Only 1-2% of people with disabilities receive education or rehabilitation services in developing countries. AAMAL is a non-profit established in 2002 to provide rehabilitation services and advocacy for people with disabilities in Syria. Their programs include academic and vocational training, rehabilitation services for speech, hearing, autism and visual impairments, deaf support, social awareness campaigns, and governmental advocacy to promote inclusion of people with disabilities. AAMAL works to empower people with disabilities and pursue an integrated approach through networking with other organizations.
National policy for persons with disabilities 2006Layanak1
The National Policy for Persons with Disabilities recognizes them as a valuable human resource and seeks to create equal opportunities and participation in society. The policy focuses on prevention of disabilities, rehabilitation measures, ensuring rights of women and children with disabilities, barrier-free access, disability certification, social security support, involvement of NGOs, data collection on persons with disabilities, research, and access to sports and cultural activities. It aims to promote inclusion of persons with disabilities in all aspects of society.
The document summarizes the growth of antipoverty transfer programs in developing countries. It discusses the diversity in program designs, from pure income transfers to integrated poverty reduction programs. Key factors driving growth include crises in the 1980s-90s, democratization, and poverty research innovations. Programs have significantly reduced poverty and inequality in both short and medium-term. Sustainability depends on institutionalization, domestic financing shifts, and strengthening implementation capacity. Antipoverty transfers signify a shift toward social assistance and citizenship over social insurance, renewing social contracts in developing nations.
The document discusses the importance and potential of education. It outlines how education can improve health, create economic opportunities, build infrastructure and create more teachers. It also discusses initiatives by organizations like UNICEF, the World Bank and others to promote education accessibility and gender equality in education.
When the 1938 "Somewhere in Dreamland" cartoon on child poverty during the Great Depression is still relevant today, what does it say about our progress? Read more in our blog!
The document discusses disabilities and human rights for people with chronic dermatological diseases. It provides information on the Vitiligo Research Foundation's mission to help those with vitiligo. It discusses the UN's International Day of Persons with Disabilities and how the UN Economic and Social Council (ECOSOC) works to promote the rights of those with disabilities, including through the Convention on the Rights of Persons with Disabilities. It also lists international events related to disabilities and provides details on the Vitiligo Research Foundation's efforts to have World Vitiligo Day included in the UN calendar of disability events.
BFD is a Yemeni non-profit organization that aims to promote equitable and sustainable development and provide humanitarian assistance nationwide. It focuses on programs in nutrition, health, WASH, education, shelter, protection, and food security. BFD coordinates with clusters and works in multiple governorates to implement projects like distributing nutrition supplies, rehabilitating schools, providing water access, and responding rapidly to displace populations. It emphasizes building local capacity and empowering communities.
2011 Global Social Work Student Conference - Silver School of Social Work – N...IFSW
The document summarizes a 2011 global social work student conference organized by three international organizations. It discusses the vision and purpose of developing a common Global Agenda to address major social challenges. Feedback from the 2010 Hong Kong conference identified four main themes for the Agenda: social and economic inequalities, dignity and worth, environmental sustainability, and importance of human relationships. The document outlines actions taken since 2010 to further develop and consult on the Global Agenda.
a document manual based on the child's rights and protection.
this manual is useful for setting up child protection policies for any organization, institution, or any other body that engage with child advocacy matters
The document provides contextualized guidance for applying the INEE Minimum Standards for Education in Emergencies in Jordan. It was developed through a collaborative process involving the Jordanian Ministry of Education, UN agencies, and NGOs working in education in Jordan. The standards aim to enhance quality, access, and coordination of education during emergencies and recovery phases to ensure the right to education for all children in Jordan, including refugees. The document identifies challenges and good practices and provides context-specific guidance for applying each of the 19 global standards in the setting of Jordan.
This document provides contextualized minimum standards for education in emergencies in Jordan. It summarizes the key points as follows:
1) Jordan has experienced successive influxes of refugees from conflicts in neighboring countries, putting pressure on national systems and threatening the right to education.
2) The Inter-Agency Network for Education in Emergencies developed global minimum standards to ensure quality, access, and coordination in education during emergencies.
3) This document contextualizes those standards for Jordan by involving local authorities and partners, to safeguard the right to education for refugees and Jordanians affected by emergencies.
28th Social Work Day at the United Nations 2011IFSW
Social Work Day at the United Nations focused on developing a Global Social Agenda through collaboration between 3 international social work organizations: IASSW, ICSW, and IFSW. The organizations aim to (1) prioritize social action, (2) create a collective voice on social issues, and (3) develop strategies to implement and monitor actions. They have identified 4 themes for the agenda - social and economic inequalities, dignity and worth, environmental sustainability, and human relationships - and have undertaken consultation efforts and initiatives since 2010 to develop the agenda. The organizations will present the finalized Global Social Agenda to the UN Secretary General on World Social Work Day in March 2012.
Lord Selkirk Regional School in Selkirk, Manitoba, Canada invites international students to study in its safe, rural environment. The school offers a wide range of academic, music, athletic, and vocational programs. Students can enroll for one semester or multiple years and graduate with a recognized Manitoba diploma. The school provides modern facilities, strong academic standards, and support from an on-site counselor. International students live with homestay families and participate in cultural activities organized by the program. Selkirk is located near Winnipeg and offers a lower cost of living alongside outdoor recreational activities and cultural events in a diverse community.
Shane Mann Ruff completed an online non-credit course through Coursera called "Effectively delivering the news to your audience" which was authorized by Michigan State University. The course covered skills for effectively communicating news to audiences and was overseen by journalism specialists and editors from Michigan State University's School of Journalism and Knight Center for Environmental Journalism. Shane Mann Ruff's participation in the course was verified by Coursera.
Go mena vss session 6_inclusion_ghada.yaser _social protectionBahi Shoukry
The document summarizes a session on the role of social protection systems in fostering social cohesion during the COVID-19 pandemic, with a focus on persons with disabilities. It discusses challenges faced by persons with disabilities in Palestine and Jordan during the pandemic due to lack of inclusive social protection. Recommendations are provided on ensuring disability inclusion in emergency response and building back better through accessible communication, participation of disability organizations, and establishing well-designed social protection systems that can help realize rights of persons with disabilities.
The National Policy for Persons with Disabilities, formulated in 2006, aims to provide physical, educational, and economic rehabilitation for persons with disabilities through prevention programs, rehabilitation measures, and a barrier-free environment. It focuses on women, children with disabilities, social security, data collection, and research. The policy covers prevention of disabilities, physical, educational, and economic rehabilitation, special programs for women and children with disabilities, issues of barrier-free access, disability certification, social security, data collection, research, and sports/cultural activities. Implementation involves collaboration between various ministries and stakeholders led by the Ministry of Social Justice and Empowerment.
The document discusses lessons learned from the implementation of the UN Convention on the Rights of the Child (UNCRC) that could help inform implementation of the UN Convention on the Rights of Persons with Disabilities (UNCRPD). It outlines both successes and challenges of the UNCRC, including its focus on disability issues in Article 23. Key successes included increased scrutiny of government reports, a general comment on disabled children's rights, and greater self-advocacy. However, violations of disabled children's rights persisted due to neglect, abuse, segregation, and lack of participation and disaggregated data. The document recommends improvements like revising Article 23's language, increased collaboration between disability and children's rights groups, and promoting self-adv
Talsky-Stahili Submission for General Comment on children in street situationsJeffrey Van Erp
Stahili Foundation and the Talsky Center submitted recommendations to the Committee on the Rights of the Child regarding children in street situations. Their two key recommendations were: 1) that governments ensure street children have access to care and shelter, but that institutional care should only be a last resort, with family reunification or foster care preferred. 2) That governments invest in access to education, social services, and community development to address the root causes that force children into street situations. The submission argues for family-based solutions and notes that education, along with community development, helps children thrive and reduces factors like poverty that lead them to the streets. It provides the story of "John" as an example of the success of a holistic approach
The UNCRPD is an international treaty that protects the human rights of persons with disabilities. It marks a shift from viewing disability as a medical issue to a human rights perspective. The ratification of the UNCRPD in India was directly influenced by advocacy from two organizations - the National Centre for Promotion of Employment for Disabled People and the Disabled Rights Group. These organizations campaigned to promote the rights of persons with disabilities, including equal access to education, employment, infrastructure and political/social participation. The UNCRPD aims to ensure persons with disabilities can fully and equally enjoy all human rights.
The document provides context on the education agenda between 2000-2015, including the establishment of the Education for All goals and Millennium Development Goals for education. It discusses the growth of the Global Campaign for Education civil society movement during this period from a handful of organizations to over 100 national coalitions and international organizations. The GCE worked to hold governments accountable to their EFA commitments and advance progress across the six EFA goals through activities like an annual Global Action Week.
10% of the world's population has a disability, with 20% of populations affected when including family members. Only 1-2% of people with disabilities receive education or rehabilitation services in developing countries. AAMAL is a non-profit established in 2002 to provide rehabilitation services and advocacy for people with disabilities in Syria. Their programs include academic and vocational training, rehabilitation services for speech, hearing, autism and visual impairments, deaf support, social awareness campaigns, and governmental advocacy to promote inclusion of people with disabilities. AAMAL works to empower people with disabilities and pursue an integrated approach through networking with other organizations.
National policy for persons with disabilities 2006Layanak1
The National Policy for Persons with Disabilities recognizes them as a valuable human resource and seeks to create equal opportunities and participation in society. The policy focuses on prevention of disabilities, rehabilitation measures, ensuring rights of women and children with disabilities, barrier-free access, disability certification, social security support, involvement of NGOs, data collection on persons with disabilities, research, and access to sports and cultural activities. It aims to promote inclusion of persons with disabilities in all aspects of society.
The document summarizes the growth of antipoverty transfer programs in developing countries. It discusses the diversity in program designs, from pure income transfers to integrated poverty reduction programs. Key factors driving growth include crises in the 1980s-90s, democratization, and poverty research innovations. Programs have significantly reduced poverty and inequality in both short and medium-term. Sustainability depends on institutionalization, domestic financing shifts, and strengthening implementation capacity. Antipoverty transfers signify a shift toward social assistance and citizenship over social insurance, renewing social contracts in developing nations.
The document discusses the importance and potential of education. It outlines how education can improve health, create economic opportunities, build infrastructure and create more teachers. It also discusses initiatives by organizations like UNICEF, the World Bank and others to promote education accessibility and gender equality in education.
When the 1938 "Somewhere in Dreamland" cartoon on child poverty during the Great Depression is still relevant today, what does it say about our progress? Read more in our blog!
The document discusses disabilities and human rights for people with chronic dermatological diseases. It provides information on the Vitiligo Research Foundation's mission to help those with vitiligo. It discusses the UN's International Day of Persons with Disabilities and how the UN Economic and Social Council (ECOSOC) works to promote the rights of those with disabilities, including through the Convention on the Rights of Persons with Disabilities. It also lists international events related to disabilities and provides details on the Vitiligo Research Foundation's efforts to have World Vitiligo Day included in the UN calendar of disability events.
BFD is a Yemeni non-profit organization that aims to promote equitable and sustainable development and provide humanitarian assistance nationwide. It focuses on programs in nutrition, health, WASH, education, shelter, protection, and food security. BFD coordinates with clusters and works in multiple governorates to implement projects like distributing nutrition supplies, rehabilitating schools, providing water access, and responding rapidly to displace populations. It emphasizes building local capacity and empowering communities.
2011 Global Social Work Student Conference - Silver School of Social Work – N...IFSW
The document summarizes a 2011 global social work student conference organized by three international organizations. It discusses the vision and purpose of developing a common Global Agenda to address major social challenges. Feedback from the 2010 Hong Kong conference identified four main themes for the Agenda: social and economic inequalities, dignity and worth, environmental sustainability, and importance of human relationships. The document outlines actions taken since 2010 to further develop and consult on the Global Agenda.
a document manual based on the child's rights and protection.
this manual is useful for setting up child protection policies for any organization, institution, or any other body that engage with child advocacy matters
The document provides contextualized guidance for applying the INEE Minimum Standards for Education in Emergencies in Jordan. It was developed through a collaborative process involving the Jordanian Ministry of Education, UN agencies, and NGOs working in education in Jordan. The standards aim to enhance quality, access, and coordination of education during emergencies and recovery phases to ensure the right to education for all children in Jordan, including refugees. The document identifies challenges and good practices and provides context-specific guidance for applying each of the 19 global standards in the setting of Jordan.
This document provides contextualized minimum standards for education in emergencies in Jordan. It summarizes the key points as follows:
1) Jordan has experienced successive influxes of refugees from conflicts in neighboring countries, putting pressure on national systems and threatening the right to education.
2) The Inter-Agency Network for Education in Emergencies developed global minimum standards to ensure quality, access, and coordination in education during emergencies.
3) This document contextualizes those standards for Jordan by involving local authorities and partners, to safeguard the right to education for refugees and Jordanians affected by emergencies.
28th Social Work Day at the United Nations 2011IFSW
Social Work Day at the United Nations focused on developing a Global Social Agenda through collaboration between 3 international social work organizations: IASSW, ICSW, and IFSW. The organizations aim to (1) prioritize social action, (2) create a collective voice on social issues, and (3) develop strategies to implement and monitor actions. They have identified 4 themes for the agenda - social and economic inequalities, dignity and worth, environmental sustainability, and human relationships - and have undertaken consultation efforts and initiatives since 2010 to develop the agenda. The organizations will present the finalized Global Social Agenda to the UN Secretary General on World Social Work Day in March 2012.
Lord Selkirk Regional School in Selkirk, Manitoba, Canada invites international students to study in its safe, rural environment. The school offers a wide range of academic, music, athletic, and vocational programs. Students can enroll for one semester or multiple years and graduate with a recognized Manitoba diploma. The school provides modern facilities, strong academic standards, and support from an on-site counselor. International students live with homestay families and participate in cultural activities organized by the program. Selkirk is located near Winnipeg and offers a lower cost of living alongside outdoor recreational activities and cultural events in a diverse community.
Shane Mann Ruff completed an online non-credit course through Coursera called "Effectively delivering the news to your audience" which was authorized by Michigan State University. The course covered skills for effectively communicating news to audiences and was overseen by journalism specialists and editors from Michigan State University's School of Journalism and Knight Center for Environmental Journalism. Shane Mann Ruff's participation in the course was verified by Coursera.
Gianfranco Campana has completed a Specialization in Big Data from 2015 consisting of 6 courses: Introduction to Big Data, Hadoop Platform and Application Framework, Introduction to Big Data Analytics, Machine Learning With Big Data, Graph Analytics for Big Data, and a Capstone Project. The Specialization trained students to process, analyze, and extract meaningful information from large, complex data through scalable analysis and advanced analytics. Students applied these skills in a Capstone Project partnered with Splunk to analyze big data in their field of choice.
The document proposes the design of a mechanical paper shredder that is hand or leg operated and does not require electricity. It would be aimed at areas without reliable access to power. The goals are for it to be portable, environmentally friendly, and inexpensive while competing with electric shredders. It will shred paper, credit cards, and CDs. Design concepts will be evaluated and two concepts selected for further analysis based on meeting the constraints of costing less than $100, shredding 10 sheets per use at 36 sheets per minute within a volume of 5 cubic feet and noise level under 65dB. A quality function deployment analysis and house of quality planning were used to design the proposed mechanical system.
Blyth Academy part-time-private-brochure web-final1iamprosperous
Blyth Academy offers part-time, private, and semi-private courses on evenings, weekends, and Saturdays to allow students to take courses independently from their home schools. Courses are available in a wide range of subjects from grades 10-12, and preparation for SATs is also offered. Students can enroll individually or in small groups of 2-3 students per teacher to benefit from personalized instruction. Courses run in fall and winter semesters according to the schedules provided.
Vroom's expectancy theory of motivation proposes that individuals are motivated to behave or act in a certain way based on the expectation that their efforts will be followed by a given outcome and the attractiveness of that outcome to them. The theory suggests that motivation is a product of expectancy, instrumentality, and valence. It characterizes workers as rational beings who are motivated based on choices between alternatives that vary in expected outcomes and values. However, the theory is complex and abstract, making it difficult to fully test. Some critics argue it has led researchers in different directions rather than providing a unified model of motivation.
edX Data Science and Engineering with Spark XSeries I - Introduction To Apach...Folco Bombardieri
Results for the "Introduction to Apache Spark" Course from edX - 1st Course of the Data Science and Engineering with Spark XSeries (offered by UC Berkeley)
Duration: 3 weeks
Apache Spark is rapidly becoming the compute engine of choice for big data. Spark programs are more concise and often run 10-100 times faster than Hadoop MapReduce jobs. As companies realize this, Spark developers are becoming increasingly valued.
This statistics and data analysis course will teach you the basics of working with Spark and will provide you with the necessary foundation for diving deeper into Spark. You’ll learn about Spark’s architecture and programming model, including commonly used APIs. After completing this course, you’ll be able to write and debug basic Spark applications. This course will also explain how to use Spark’s web user interface (UI), how to recognize common coding errors, and how to proactively prevent errors. The focus of this course will be Spark Core and Spark SQL. The course assignments include word counting and Web Server Log Mining using real world datasets and parallel processing with PySpark.
Hadoop platform and application frameworkAhmed Gamil
A course certificate from May 26, 2016 confirms that Ahmed Gamil Abbass successfully completed an online non-credit Hadoop Platform and Application Framework course through Coursera and authorized by University of California, San Diego. The certificate was issued and signed by representatives from the San Diego Supercomputer Center and Coursera to verify Ahmed Gamil Abbass's identity and participation in the course.
This document summarizes an NLP analysis of French legal decisions about asylum rights. It found evidence of bias in rejection rates for some judges, with rates for the same court varying widely. The analysis used word embeddings and RNNs to classify decisions. Legal standards require impartiality, but bias would be difficult to address from statistics alone. The results are published on a website to increase transparency around asylum decisions.
The document provides a situation analysis of children with disabilities in Bangladesh. It finds that while Bangladesh has made progress in promoting the rights of these children, significant challenges remain. Discrimination is widespread and many children lack access to adequate health care, education, and participation in community life. The analysis recommends a shift from viewing children with disabilities as having limitations to focusing on their abilities. It also calls for more inclusive mainstream programs and improved data collection to make children with disabilities visible.
Intervention Presentation Educationn of CWD Barriers13 Aug 2022 final.pptxAyishetumikey
The document discusses challenges to educating children with disabilities in Ghana, including negative attitudes, lack of accessibility, and inadequate support services. It notes that while laws and policies support inclusive education, implementation remains a challenge. The proposed intervention aims to improve social accountability for disability inclusion through community mobilization, capacity building, and information sharing to ensure all stakeholders fulfill their roles in realizing inclusive education policies on the ground. The goal is to increase educational access and participation of children with disabilities by addressing barriers at multiple levels from community to national.
2013 report mbk in msia policies programme interventionsylvester simin
This document provides an overview of policies, programs, interventions and stakeholders related to children with disabilities in Malaysia. It begins with an introduction and outlines its objectives to map stakeholders, services, and identify gaps. It then reviews Malaysia's international commitments under the CRC and CRPD, as well as national laws and policies related to children and persons with disabilities. Key points identified include reservations made upon ratifying the CRC and gaps in protection for persons with disabilities. The document goes on to analyze statistical data on children with disabilities, identify government and non-government stakeholders, and examine programs and services across areas such as healthcare, education, rehabilitation and protection. It concludes with recommendations to improve policies and coordination of services for children with disabilities in an integrated and
Risks, Vulnerabilities and the Social Protection System in JamaicaFAO
Coverage
Jamaica
NIS, NHIS,
CSPS
PATH, Poor
Relief,
Disability
Grants,
Social
Pensions
PATH:
17.3% of
population
Chile
Pensions,
Health
Chile Solidario,
Subsidios
Chile
Solidario:
10% of
population
Brazil
Pensions,
Health
Bolsa Familia,
Continuous
Cash Benefit
Bolsa
Familia:
12.4% of
population
Mexico
Pensions,
Health
Oportunidades
O
Bakar Fakih and Mwifadhi Mrisho (2016). Hear my voice: old age and disability...Sightsavers
This document summarizes the findings of a participatory research study conducted in Tanzania with persons with disabilities and older persons. The study aimed to understand their experiences of inclusion and exclusion from their own perspectives. Key findings included challenges with access to education, health services, poverty due to lack of income, negative attitudes towards those with albinism, relationship and marriage issues, and sexual and physical violence against women with disabilities. Based on these findings, the peer researchers recommended empowering families, implementing disability policies, making infrastructure accessible, educating communities, and legislating policies to protect the rights of older persons and those with disabilities. The document concludes that when given a voice, these marginalized groups can identify important policy issues to promote their inclusion and
The State of the World's Children: Children with Disabilities (Executive Summ...UNICEF Publications
The State of the World’s Children 2013: Children with Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with disabilities of their rights and keep them from participating fully in society. The report also lays out some of the key elements of inclusive societies that respect and protect the rights of all children, regardless of disability, and progress in helping all children to flourish and make their contribution to the world.
This document discusses child sensitive social protection. It begins by providing context on global poverty levels and demographics in sub-Saharan Africa. It then defines social protection according to various organizations and provides examples of social protection instruments targeted at different life stages. The document discusses how social protection correlates to the Sustainable Development Goals and reviews intended and unintended impacts of programs in India, Ethiopia, and Peru. It concludes by defining child sensitive social protection as policies and programs that address children's specific vulnerabilities and poverty patterns while maximizing positive impacts on children.
UNCRPD, UNICEF, SDG goals, Histroy and IntroducationAmbuj Kushawaha
UNICEF was founded in 1946 and works to provide humanitarian and developmental aid to children worldwide. Its mission is to ensure children's basic needs for nutrition, health, and education are met and that children have opportunities to reach their full potential. UNICEF focuses on areas like child protection, education, health, and social policy. It provides emergency aid and supports innovation, logistics, and research to advance children's rights globally.
All Things Being Equal, perspectives on disability in developmentJonathan Flower
This document discusses perspectives on disability and development. It notes that an estimated 600 million people worldwide have disabilities, yet disabled people are often invisible and excluded from society. While international agreements have established disabled people's rights, in reality many social barriers prevent them from fully participating in community activities. The document calls for a more inclusive approach to development that sees disabled people as active participants rather than helpless recipients, and ensures their rights to participate in decisions, access appropriate care, and be included in everyday community activities.
Dailogue Meeting for Children Parliament May 20th 2010Patrick Obita
The document discusses establishing a Children's Parliament in Arua District to promote meaningful participation of children in community development issues that affect them. It outlines the importance of child participation, including that it upholds children's rights, harnesses their ideas and skills, and helps develop their leadership abilities. The document proposes a vision for a Children's Parliament that would allow children to advocate on issues like child protection, development projects, and budgets. It suggests the Parliament could work by having children elected at village and parish levels to represent issues and advocate for vulnerable children. Establishing this would help scale up children's participation in the district's development process.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on children with disabilities in humanitarian settings.
18940_Insight-plus-towards-inclusive-education_Nusrat Zerin write up on BrailleNusrat Zerin
This document summarizes Sightsavers' work promoting inclusive education for visually impaired children in Belize. Key points:
1) Sightsavers' partner BCVI takes a "life cycle approach" to ensure visually impaired people of all ages can access services and live independently.
2) BCVI works to identify visually impaired children early through eye clinics and schools to provide early stimulation and support mainstream education inclusion.
3) BCVI's early stimulation program prepares young visually impaired children for school through activities at home and summer camps to build skills like Braille.
4) With BCVI's support, all visually impaired children in Belize are now identified and placed in mainstream primary schools with individualized
This document provides an introduction to the Adolescence Education Programme in India. Some key points:
- India has over 225 million adolescents aged 10-19, the largest cohort transitioning to adulthood.
- The program aims to address adolescents' reproductive and sexual health concerns including HIV/AIDS and substance abuse.
- India has ratified several international agreements supporting adolescent health and rights.
- Multiple government ministries and programs impact aspects of adolescent lives and development.
- Facts presented show many adolescents face early marriage, pregnancy, gender-based violence, and lack of sexual and reproductive health information and services. The education program seeks to improve outcomes for adolescents.
This document summarizes the key points from a paper on global migration and development presented at the 2007 Global Forum on Migration and Development. It discusses how migration has potential benefits for development but also risks, and the importance of policies that enhance the benefits and mitigate the risks. It focuses on the concerns of UNICEF and UNDP regarding sustainable human development, migrants' rights, and impacts on women and children, such as those left behind. More research is needed to understand how migration affects children and inform better protection policies.
The document discusses several key topics related to global migration and development:
1) It summarizes UNICEF and UNDP's focus on sustainable human development, migrants' rights, and the impacts of migration on women and children.
2) It discusses how migration can benefit development through remittances but also introduces new vulnerabilities for migrants and their families.
3) It calls for more research on how migration impacts children, including those left behind and those migrating alone. Greater data is needed on the magnitude and demographics of children affected by migration.
This paper addresses the effect of entrepreneurship education on growth of enterprises owned by entrepreneurs with disabilities(EWDs) in Bungoma County. Data was collected from Entrepreneurs with Disabilities (EWDs) using structured questions. The researcher sought to answer questions about the effect of acquisition of entrepreneurship education towards achieving growth. Key findings were that the majority of the EWDs are involved in retail trade. Most of them had started their own businesses using their own savings and had previously closed a business because it wasn’t profitable. The results show that two thirds of the EWDs lacked entrepreneurship education and did not have any business skills training with the majority that received training saying that it was through apprenticeship. Two thirds of the EWDs claimed not to belong to any association thus starving their businesses of the benefits of these networks. A majority of the EWDs hoped to grow their businesses with most of them hoping to hire between 1 and 3 employees in the next 5 years. This paper will provide a realistic and important benchmark for EWDs research. It gives an excellent view of the environment and the mindsets of these entrepreneurs.
HARMFUL TRADITIONAL PRACTICES IN UGANDA PRESENTATIONThomas Owondo
Traditional cultural practices: They reflect values & beliefs held by members of a community for periods often spanning generations. Some are beneficial, some have neither benefits nor harms, and some are harmful to a specific group e.g. Female Genital Mutilation & child marriage.
Female genital mutilation (FGM): Any procedure that involves the partial or total removal of external genitalia or other injury to the female genital organs for non-medical reasons.
Child marriage: Formal marriage or informal union before the age of 18 years.
Harmful traditional practices among adolescents are an important problem:
Over 200 million girls & women are estimated to be living with the effects of FGM which is predominantly performed on girls under the age of 18 years.
Every year, about 12 million girls are married before the age of 18.
Harmful traditional practices among adolescents can have serious health & social consequences:
FGM has no known health benefits,. It can cause immediate health consequences - hemorrhage, shock, infections & death & can cause long-term health & social consequences such as post-traumatic stress disorder & menstrual health problems. Women with type III FGM have an increased likelihood of experiencing problems during child birth. Babies born to children with FGM are at increased risk of neonatal complications.
Child marriage often leads to early childbearing in young girls which is associated with an increased risk of pregnancy-related mortality & morbidity and of increased risk of mortality and morbidity in babies born to a adolescent mothers. Child marriage is also associated with an increased risk of intimate partner violence. Finally, it has a negative effect on educational attainment.
#WCIP IASG - thematic paper reproductive health rev1Dr Lendy Spires
This document discusses the sexual and reproductive health and rights of indigenous peoples. It notes that indigenous peoples face numerous obstacles to realizing these rights, including discrimination, lack of access to healthcare, and lack of recognition of their collective rights. The document advocates for intercultural approaches to healthcare that respect indigenous traditions and knowledge, as well as programs that target issues like maternal health, HIV prevention, and the needs of indigenous adolescents. It argues that recognizing indigenous peoples' rights and participating them in healthcare policy and services is key to improving outcomes.
Rights Of Child And Laws and Special Ordinance Related To Children..pptxpratikjoshi294448
This document provides an overview of children's rights and laws in India presented by Mr. Pratik Joshi. It discusses the objectives of understanding children's rights and related laws. Key points covered include the United Nations Declaration of the Rights of the Child, rights enumerated in the Indian Constitution, national policies for children, laws around child labor, education, nutrition, and protection from abuse and exploitation. Important acts discussed are the Integrated Child Protection Scheme, Right to Education Act, Food Security Bill, and Prohibition of Child Marriage Act.
2. Contents
I. Introduction 3
II. Background 7
2.1. Guiding Principles 7
2.2. Rwanda’s Socio-Economic Context 11
2.3. Programmatic Framework 15
III. Key Levels of Interventions 16
3.1. The Community 16
3.2. Service Delivery (including facilities) 17
3.3. Political & Legal Framework 17
IV. Coordination 18
4.1. National Level 18
4.2. Sub-National Level 19
4.3. Internal Coordination: Ability Task Force 20
V. Thematic Focus Areas 21
5.1. Research & Knowledge Management 24
5.2. Advocacy, Communication & Partnerships 24
5.3. Programme 25
5.4. Environment 27
6. Strategic Priorities 2015 – 2018 29
7. References
3. “Striving to have all children with disabilities
realise their full potential to the best of their ability
through inclusion, participation and accessibility at all levels.
We endeavor to get all people to acknowledge disability
as another face of human diversity!”
Antony Lake, UNICEF Executive Director
Section I, II
Introduction and
Background.
Approximately 650 million
people live with disabilities.
Of these, children represent
more than 90 million.
Children with disabilities
are amongst the most
marginalised and excluded
groups.
Planning for “Children with
Disabilities” is a priority for
the Government of Rwanda.
Human rights fundamentals
are at the centre of planning
and programming for children
with disabilities.
Section III
Key Levels of
Interventions.
This strategy focuses
on three main levels of
interventions.
the Demand side,
(or community),
the Supply side
(or service delivery),
and the Environment
(or political/ legal framework):
Section IV
Co-ordination of Activities.
At national level, two main
government bodies are
responsible to oversee
interventions in favour of
children with disabilities.
The National Council of
Persons with Disabilities
(NCPD), and the National
Commission for Children
(NCC).
In UNICEF, the Ability Task
Force constitutes the main
forum for internal coordination
of UNICEF ‘s interventions
for children with disabilities.
Section V
Thematic Focus Areas
Evidence based information
is necessary in order to
progressively improve the
well-being of children with
disabilities, based on real facts
and needs.
The Programme Cooperation
Agreement Review Committee
(PCARC) will play an important
role in ensuring that all UNICEF
supported projects are clearly
delivering results for children
with disabilities.
4. Approximately 650 million people live with disabilities. Of these, children represent more than 90 million, with 80% of them coming from
the developing world (WHO, 2012). Despite great efforts since the institution of the UNCRPD (2006) and its ratification by member
states. Children with disabilities are still facing discrimination and exclusions that cause them difficulties in embracing opportunities for
their full human functioning in society. The limitations associated with the impairment are too often recognised before their potential.
This leads to exclusion and invisibility that exacerbates their vulnerability, with greater exposure to the violation of their rights.
Children with disabilities are amongst the most marginalised and excluded groups, experiencing widespread rights violations.
They encounter a high level of vulnerability to physical and sexual abuse and neglect in all development settings. The impact
of discrimination against children with disabilities often means they are denied access to basic services and opportunities
such as education, health care, play, family life, participation, adequate standards of living and protection from violence.
According to the World Development Report (2010), there is a close link between disability and poverty. Persons with disabilities
often have limited access to income. The lack of basic needs such as health care and adequate nutrition exposes individuals
to increased body dysfunction and impairments. Children living in poverty are more likely to experience developmental delays,
than children from higher socio-economic backgrounds, because they are disproportionately exposed to a wide range of risks.
1989
UN Convention on
the Rights of the Child
(1989) ratified.
2008 2011
UN Convention on the
Rights of Persons with
Disabilities ratified.
National Council of
Persons with Disabilities
(NCPD) was established
Children with Disabilities
I. Introduction
5. When the United Nations General Assembly adopted the Convention on the
Rights of Persons with Disabilities (CRPD) in 2006, it reflected a major shift
in addressing disabilities.
Moving towards disability inclusive development, from charity-based to
a rights-based approach. Rwanda ratified the UNCPRPD in 2008 and is
progressing well in placing a legal framework conducive to realisation of the
rights of people with disabilities.
However, more effort is needed in order to ensure that the rights of children
with disabilities are fulfilled as equally as others.
DID YOU KNOW?
Children living in poverty are disproportionally exposed
to increased risk of disability due to;
INADEQUATE NUTRITION.
POOR SANITATION.
EXPOSURE TO INFECTIONS AND ILLNESSES.
LACK OF ACCESS TO HEALTHCARE.
INSTITUTIONALISATION.
INADEQUATE STIMULATION DURING EARLY CHILDHOOD.
“Just Imagine a World
where all children are
included, involved.
Where their talents
are celebrated, where
their contribution are
recognised.
That’s the World
towards which
UNICEF is working”
- Antony Lake,
UNICEF Executive Director
6. Protecting the rights of children with disabilities is not a new theme for UNICEF.
It has been an integral part of our programming since the Convention on the Rights
of the Child (CRC). This is the first international treaty to explicitly recognize the
rights of children with disabilities. With the passing of the Convention on the
Rights of Persons with Disabilities (CRPD), our work in disability has gained
momentum.
Disability inclusive responses need to consider the increased risk to multi-
dimensional deprivations experienced by children with disabilities.
Responses need to address: (1) reduction of discrimination, (2) improving
accessibility to services, (3) preventing family separation, (4) mitigating
vulnerability of exposure to violence and abuse, (5) increasing national budget
allocation for inclusion.
Planning for “Children with Disabilities” is a priority for the Government of
Rwanda. In order to adequately support the Government, UNICEF Rwanda
Country Office, established an internal coordination mechanism known as the
“Ability Task Force”, with representation from all sectoral programmes in order to
foster multi sector strategies and coordinate integrated programming for children
with disabilities.
7. December 03 2013
International Day of
Persons with Disability is
celebrated every year in
Rwanda.
The UNICEF ATF
Ability Task Force was
established
2011 2013
Enactment of Law n°
054/2011 Related to the
rights and protection of
a child:
The First NCPD
Strategic Plan
2013-2018 developed
On September 10, 2014, the UNICEF Rwanda Country Office organised an Ability Task Force Day Away, to allow members of
the Ability Task Force to reflect on UNICEF’s contribution to the well being of children with disabilities in Rwanda.
The Day Away resulted in the development of a detailed outline with integrated technical input, to elaborate the UNICEF
Rwanda Co Strategy-Vision for children with disabilities (2015-2018).
Guided by the UNICEF Rwanda Country Office principle, “We cannot divide a child”, the strategy for children with disabilities
is structured around four key thematic areas addressing the main issues preventing children with disabilities realizing their full
potential . It indicates goals to be achieved by 2018 with an integrated programming approach.
The thematic areas were identified during the Ability Task Force, Day Away on 10th September, 2014.
The National Population Census, The socio-economic characteristics of people with disabilities, NISR 2012
8. The United Nations Convention on the Rights of People
with Disabilities (UNCRPD, 2006), the Convention on the
Rights of the Child (CRC, 1989), the World-Fit-for-Children
(WFFC, 2002), and the Convention on the Elimination of
Discrimination Against Women (CEDAW, 1979) are the
main instruments directing this strategy.
Article 7 of the UNCRPD insists on Government responsibility
to protect the rights of children with disabilities, so that they
are able to actively participate in societal life.
Article 23 states clearly, the rights for persons with
disabilities to have a home and be in a family.
The CRC applies to all children, including those living
with a disability. Article 2 highlights the principle of non-
discrimination and explicitly includes disability as a ground
for protection from discrimination.
2.1 Guiding Principles
Article 23 indicates that special effort needs to be deployed
to ensure accessibility for children with disabilities to
education, health and rehabilitation.
In addition, the CEDAW places particular emphasis on
gender sensitive programming for girls with disabilities,
highlighting the increased risk of exploitation and abuse
with associated effects for girls.
Human rights fundamentals are at the centre of planning
and programming for children with disabilities. These
principles highlight that all children have the right to survive
and develop while reaching full potential, regardless of
gender, race, religious beliefs, income, physical attributes,
geographical location or other status.
II. Background
9. DID YOU KNOW?
APPROXIMATELY 87,900 CHILDREN WITH DISABILITIES
ARE BETWEEN AGE 5 AND 18 YEARS OLD. (NISR, 2012)
11. Dignity: Children with disabilities are treated with dignity. Cognizance of their potential, they are competent and able to make
decisions, rather than being seen as victims of any impairment.
Equity: Disability is an issue of human rights and poverty. The equity principle does not mean that children with disabilities have
more rights than their peers. It simply points to additional obligations on duty bearers, so that persons with disabilities are able to
take advantage of existing opportunities on an equal basis with others, to realise their full potential.
Participation: Children with disabilities are recognised as equal participants in development processes. Their voices count in
the design of policies and programs. This includes the participation of children with disabilities in ways that are appropriate to age
and capacity.
Diversity: Disability is seen as part of human diversity, instead of being portrayed as “abnormal” or as a “human failure”.
Disability is diverse and belongs to different gender, age, culture, race and origin, religious, educational, socio-economic and family
backgrounds. Persons with disabilities also have different types and degrees of impairment, and these should be taken into account
for programming, decision-making and targeting for special needs.
Respect: People and children with disabilities should always be treated equitably, in ways that every person would want to be
treated. They deserve the right to fully exercise their autonomy. To be recognised and given full consideration and esteem for their
abilities and limitations. All means should be manifested for their voices to be heard.
Social Model of Disability: This principle stems from the perception that the rights of children with disabilities can be
violated by attitudinal, institutional or environmental barriers that exist in society, rather than by an individuals impairments or any
functional limitations.
12. Rwanda has made great advances in ensuring that the
rights of persons living with disabilities are protected and
promoted. Notably through the adoption and ratification
of laws and policies, with a specific focus on children with
disabilities.
Rwanda has ratified the Convention on the Rights of the
Child, as well as the Convention on the Rights of Persons with
Disabilities, which stipulates that States should recognize
that children with disabilities have the right to enjoy a full
and decent life with adequate access to services (Art. 23).
At national level, the adoption of the 2003 National Policy
on Disability, as well as the enactment and dissemination of
the Law No. 54/2011 relating to the Rights and Protection of
the Child, have been major milestones.
Under these provisions, children with disabilities are entitled
to special protection from the Government, without being
subjected to any forms of discrimination. The 2011 Integrated
Child Rights Policy and Strategic Plan, further outlines clear
guidance for all interventions related to children across
various thematic areas, with specific provisions for children
living with disabilities.
Sector policies are also gradually including disability in
their provisions. The 2013-2018 national HIV strategic plan
outcome, on reduction of new HIV infections, includes the
development of appropriate IEC materials customised to
each specific category of persons (including children) with
disabilities, as well as sensitization campaigns intended
to reduce stigma and discrimination against persons with
disabilities.
2.2. Rwanda’s Socio-Economic Context
13. DID YOU KNOW?
Despite national efforts to advance the rights of persons with disabilities
in Rwanda, access to appropriate healthcare and adequate education
remains a challenge. While persons with disabilities rate well in gaining
health insurance coverage (Mutuelle de Santé) in Rwanda (85% compared
to a national average of 88%), access to aid and rehabilitative support for
visual, hearing and physical impairments is limited.
The National Population Census,
The socio-economic characteristics of people with disabilities, NISR 2012
NISR (2012): The National Population Census,
The socio-economic characteristics of people with disabilities, Thematic Report, April 2012.
90% OF CHILDREN WITH DISABILITIES
IN DEVELOPING COUNTRIES DO NOT ATTEND SCHOOL
“Disability doesn’t
define a child,
but ability and
potential do …
Rather than seeing
a burden, let us see
opportunity”
Noala Skinner,
UNICEF Rwanda
14. The Ministry of Education, through the Rwanda Education Board (REB), has started
the revision of curriculum for inclusive education.
Disparities in the sector between children with disabilities and others are still
significant. Primary net attendance rate for children with disabilities is 68% against
89% for their peers without a disability.
Only 25% of children with disabilities complete the primary cycle, while their
secondary net attendance is 12% versus 22% for children of the same age without
a disability .
There is a general perception that children with disabilities are often stigmatized and
hidden away in their homes, but the social norms associated to this stigmatization
are not completely known.
Areported general lack of awareness amongst the population and limited information
on the prevalence or incidence of disability in Rwanda remains a challenge for
implementing effective interventions.
“It is high time
that children with
disabilities enjoy the
same rights as other
children.”
Honourable
Dr. Alvera Mukabaramba,
Minister of State,
Ministry of Local Government
15. The recent 2014 thematic report on the socio-economic characteristics of people
with disabilities in Rwanda, revealed an approximate number of 87,900 of children
with disabilities are between age 5 and 18 years old.
The number of children with disabilities below the age of 5 is not reported. This
can constitute a significant lost opportunity for early recovery, rehabilitation for
impairments that could be cured or mitigated during early childhood.
Insufficient adequate data and information on children with disabilities triggered
UNICEF Rwanda to consider research and knowledge management as one of the
priorities in the strategy. This would include future investment in data collection
and analysis to identify bottlenecks and address gaps in programming for children
with disabilities.
16. UNICEF Programme Guidance directs the strategy for
children with disabilities.
ThisincludesChildrenwithDisabilities,EndingDiscrimination
and Promoting Participation, Development and Inclusion
(2007), as well as the UNICEF Strategic Plan 2014 – 2017.
It seeks to adopt context specific strategies to accompany
the Government of Rwanda in addressing existing barriers
to full inclusion of children with disabilities. These barriers
may be attitudes and prejudices of society, policies and
practice, or structures of health, education and other
socio-economic systems, so that any discrimination and
exclusion are systematically addressed through multi-sector
interventions.
The strategy aims to transform systems to be inclusive
of children with disabilities, instead of seeking to include
disability elements into pre-shaped systems that do not
necessarily accommodate the needs of children with
disabilities.
The office strategy is adapted to the child life cycle, to
ensure that issues related to prevention, healthcare and
inclusive education are all tailored to the needs of children
with disabilities as per particular age group.
As is the case for many countries, there are still knowledge
gaps on disability in Rwanda. This strategy will generate
considerable effort, working with the government to generate
data for evidence-based interventions, which will have a
sustainable and positive impact the lives of children with
disabilities.
2.3. Programmatic Framework
17. Interventions at community level, aim to build responsibility and capacity
of communities and families in providing adequate support to children with
disabilities.
Interventions include diagnosis, referral and addressing social norms and social
change, for acceptance of these children and their disability as an aspect of
human diversity.
Empowered families are able to provide adequate care for their children with
disability, with on-going direct support from community outreach workers,
such as health workers and ‘Friends of the Family’ who are good assets for
interventions at community level.
THIS STRATEGY FOCUSES ON THREE MAIN LEVELS
OF INTERVENTIONS.
THE DEMAND SIDE (OR COMMUNITY)
THE SUPPLY SIDE (OR SERVICE DELIVERY)
AND THE ENVIRONMENT (OR POLITICAL / LEGAL FRAMEWORK)
“It is now the right
time to have adequate
coordination of all
interventions to support
children with disabilities.
I call upon all Government
institutions, Civil
Society Organizations,
Development partners,
academia and all other
institutions to mainstream
children with disabilities
into their programming”
Honourable
Dr. Alvera Mukabaramba,
Minister of State,
Ministry of Local Government
III. Key levels of interventions
3.1. The Community
18. Empowering families and the community, means there is expectation of increased demand for services, which calls for enhanced
strengthening of systems to deliver adequate services. Key actions at this level seek for innovations to improve service delivery,
so that children with disabilities and their families are assured equal access to services, information, communication and are
provided with additional appropriate services in response to their specific needs.
Disability sensitive political and legal frameworks are necessary if sustainability is to be achieved. Advocacy for Inclusion and
Knowledge Management are key to informed decision making and in providing adequate guidance to front-line workers in a
systematic way, to improve the delivery of quality services to children with disabilities.
Considering the selection of these societal structures is not informed by rigorous existing data. A bottleneck analysis will be
prioritized as one of the preliminary activities in the strategy, in order to identify particular factors at each level and to have strong
evidence based plans of action.
3.2. Service Delivery (including facilities)
3.3. Political & Legal Framework
19. At national level, two main government bodies are responsible to oversee interventions in favour of children with disabilities. The National
Council of Persons with Disabilities (NCPD), and the National Commission for Children (NCC).
NCPD: To ensure a comprehensive implementation of the above-mentioned laws and policies, the Government of Rwanda instituted the
National Council of Persons with Disabilities in 2011. The Council has a mandate to ensure that the rights of persons with disabilities are
respected, with a specific focus on coordination and advocacy for adequate interventions at all levels.
UNICEF has been working closely with the NCDP to provide support in the development of NCPD’s first Strategic and Operational Plan,
that was launched in November 2013. The strategic objectives of the plan include (i) mobilizing and representing the views of persons
with disabilities, (ii) monitoring the application of laws, (iii) preventing causes of disability (iv) and strengthening networks between key
partners to harmonize initiatives in achieving results for children with disabilities.
NCC: The mandate of the National Commission for Children is to advance child rights and protection by coordinating, implementing,
overseeing and monitoring all child-related interventions implemented in Rwanda. This institution is playing an increasingly crucial role
to ensure that children with disabilities are included in the child protection system under development. The NCC is ensuring that their
rights are realised just as those of other children, avoiding marginalization or discrimination.
In order to effectively maximize the return on investment in favour or children with disabilities and promote to coordination, a National
Partnership for Children with Disabilities (NPcwd) will be established in Rwanda, to ensure that all partners intervening for children with
disabilities are coordinated to work together towards sustainable actions. The National Partnership will be co-chaired by the NCPD and
NCC. The two institutions will report respectively to the Ministry of Local Government and the Ministry of Gender and Family Promotion.
4.1. National level
IV. Coordination
20. The NCPD has a representative in each District who is appointed
to represent and safeguard the interests of persons with
disabilities at peripheral level.
The NCPD representatives will be entrusted to coordinate
with the social workforce at district level, so that children with
disabilities are clearly cared for in the child protection system, at
the decentralized level.
At the sub-district level, a community-based para-professional
workforce is being introduced to include children with disabilities
in its attributions.
The “Friends of the family” or “Inshuti z’Umuryango” will ensure
case management of all vulnerable children, with particular
emphasis on children living with disabilities so that their needs
are catered for.
4.2. Sub-National level“People with
disabilities can also
do what able bodied
people can do”
Emmanuel Ndayisaba,
Executive Secretary for NCPD
21. In UNICEF, the Ability Task Force constitutes the main
forum for internal coordination of UNICEF ‘s interventions
for children with disabilities. The Ability Task force will
coordinate the implementation of the strategy and will
report to the Country Management Team.
4.3. Internal Coordination:
Ability Task Force
22. V. Thematic Focus Areas
The office strategy for children with disabilities is grounded on the conviction that all children should be equally valued, as mandated
by the UN Convention on the Rights of Persons with Disabilities (CRPD) and the CRC of which the government of Rwanda is signatory.
Rwanda has made significant progress on many Millennium Development Goal (MDG) targets including progress on reducing poverty,
maternal mortality, child mortality, under-nutrition, increasing enrolment in primary education and achieving gender parity in education,
as well as increasing access to safe water.
The National Population Census (2012) shows a limited number of children with disabilities have been impacted by this progress.
There is evidence to suggest that people with disabilities, including children, often lag behind national averages of progress on MDG
targets due to various social, cultural and economic barriers.
In Rwanda as in many developing countries, there is a growing realization that the main constraint faced by children with disabilities is
not the child’s impairment, but rather widespread societal and structural barriers including prejudice and discrimination. Children with
disabilities and their communities would both benefit if the focus is on what those children can achieve, rather than what they cannot.
This office strategy commits to providing adequate support to the Government of Rwanda in making the lives of children with disabilities
more visible. For many children with disabilities, exclusion begins in the first days of life, with their birth going unregistered. Lacking
official recognition, they are cut off from the social services and legal protections that are crucial to their survival and realization of
their potentials.
23. Children with disabilities are the least likely to receive healthcare or go to school. They are among the most vulnerable to violence,
abuse, exploitation and neglect. Particularly if they are hidden or put in institutions, because of social stigma or the economic cost of
raising them. Children living in poverty are among the least likely to attend their local school or clinic but those who live in poverty with
a disability are even less likely to do so. Gender is a key factor. Girls with disabilities are less likely than boys to receive appropriate
care such as food and other material support.
This strategy acknowledges that much work still needs to be done to fully realise the rights of children with disabilities in Rwanda.
It is henceforth always necessary to recognize that addressing disability calls for a holistic approach in tackling existing bottlenecks
in accessing opportunities. Therefore, more should be done to foster political will and strengthen systems at all levels so as to put
into practice the most effective actions in preventing disabilities and responding to related special needs for prevailing impairments.
Data generation is key so as to effectively continue measure the results and have evidence-based responsive plans that maximize the
return on investment for children with disabilities with increased policy revision, public budgeting and effective programme planning
and design of services aimed at improving the lives of children with disabilities at all levels for more effectiveness and sustainability
of interventions.
24. UNICEF Rwanda shall carry out necessary research in order to understand the situation of children with disabilities for better
prioritization in programming. Evidence based information is necessary in order to progressively improve the well-being of children
with disabilities, based on real facts and needs.
Monitoring of results for children with disabilities is equally necessary. The inclusion of disability indicators in existing regular
administrative data, as well as periodic surveys and research to improve data generation on children with disabilities, including
evidence-based programme interventions is critical. The Programme Cooperation Agreement Review Committee (PCARC) will play
an important role in ensuring that all UNICEF supported projects are clearly delivering results for children with disabilities.
The Monitoring of Results for Equity System (MoRES) will accompany the entire planning and review process, so that information
on children with disabilities is progressively tracked to inform future direction of efforts and resources and ensure the continuous
reduction of bottlenecks in accessing services.
Assuring equitable access and benefit from health, education, prevention and response to exploitation, abuse and neglect, local
government services, and participation in the community, is UNICEF’s objective for all children including those with disabilities.
Specific approaches include the raising of awareness of child rights. Promoting positive attitudes of parents and communities towards
children with disabilities. Facilitation of inclusion and participation, of children with disabilities in development processes.
5.1. Research & Knowledge Management
V. Thematic Focus Areas
5.2. Advocacy, Communication & Partnerships
25. Programmes and projects will focus on inclusiveness and accessibility for children with disabilities. Disability equality orientation and
refresher training will be provided to stakeholders including UNICEF staff. This will promote attitude and behavioural changes in order
to eliminate discrimination against persons with disabilities by UNICEF staff and within UNICEF’s programmes. Wherever possible,
disability training will be provided by, or in co-operation with organizations of persons with disabilities.
Partnership: UNICEF shall continue to work alongside the Government of Rwanda, organizations for persons with disability and
other institutions, to ensure long-term and accessible service provision. The Rwanda National Partnership on Children with Disabilities,
shall be strengthened to mainstream disability in policy formulation and implementation in all sectors. Discussion forums and advocacy
events will be used to raise awareness and improve mainstreaming of disability in national priorities.
Inclusive programming: All UNICEF Rwanda programmes support full, equal and meaningful participation of children and
adults with disabilities, by identifying and removing barriers for participation. Multi-sector programme integration will be the cornerstone
of this strategy for effective programming.
UNICEF Rwanda shall ensure that programmes have adequate capacity to facilitate disability mainstreaming. Where UNICEF works
with local government to provide basic services to a general population in an area, UNICEF shall ensure that persons with disabilities
have equitable access to those services.
5.3. Programme
26. Prevention is key to UNICEF work: Through regular programming
in child protection, health, nutrition, and other areas, UNICEF
Rwanda shall promote primary and secondary prevention and
the rehabilitation and mitigation of new disabilities, by mitigating
the main risk factors that can lead to impairments. At the same
time addressing societal facets that inhibit active participation.
The preventive efforts are combined with a response to special
needs for those children already living with disabilities, so that
they are capable of realizing their full potential.
Early screening and diagnosis must be linked to the provision of
timely and appropriate support and advice to families, combined
with the design and orientation of a corresponding intervention
plan for more complex problems and for developmental delays.
The prevention aspect is also around social norms and
discrimination that marginalize children with disabilities. This
includes family separation and any form of exclusion from
enjoying socio-economic opportunities.
Empowered families are able to provide adequate care for
their children with disability, with on-going direct support from
community outreach workers, such as health workers and
‘Friends of the Family’ who are good assets for interventions
at community level.
27. Inaccessible facilities are a major contributing factor for limited accessibility to
services like education and health.
Universal access, or disability access as appropriate, will be stipulated for all
re/construction and infrastructure works. Persons with disabilities and their
organizations will be involved in the assessment, design, monitoring, and
evaluation of construction projects.
An inaccessible environment can also lead to new disabilities if children are
exposed to the risk of physical injuries.
This strategy will seek to establish and endorse standards for all UNICEF
supported construction projects such as child-friendly schools, health facilities,
and UNICEF office buildings.
Job advertisements should always carry a note encouraging persons with
disabilities with desired qualifications to apply to UNICEF.
“We need to work
harder to ensure that
infrastructure and
services support
inclusive, equitable
and sustainable
development for all”
Ban-Ki-Moon,
UN Secretary General
5.4. Environment
28. ALL FOUR THEMATIC FOCUS AREAS ARE CROSS-CUTTING AND CONTRIBUTE TOGETHER
FOR IMPROVED EFFICIENCY AND EFFECTIVENESS OF STRATEGIC INTERVENTIONS
35. 7. References
1. Palab K. et.al (2014): Childhood Disability in Low and Middle Income Countries: Overview of Screening, Prevention, services, legislation and Epidemiology
Pediatrics Official Journal of the American Journal Academy of Pediatric
2. Save the Children (2013): Alternative Care in Emergencies - Toolkit
3. United Nations (2006): Conventions on the Rights of People with Disabilities – UNCRPD
4. United Nations (2010): Guidelines for the Alternative Care of Children with Disabilities – General Assembly Resolution, A/RES/64/142
5. United Nations Development Group (2011): Including the Rights of Persons with Disabilities in United Nations Programming at Country Level.
A guidance for Country Teams and Implementing Partners
6. United Nations Educational, Scientific, and Cultural Organization (2003):Overcoming Exclusion through Inclusive Approaches in Education.
A Challenge and a Vision - Conceptual Paper, 2003
7. United Nations Educational, Scientific, and Cultural Organization (2004): Changing Teaching Practices.
Using Curriculum Differentiation to Respond to Students’ Diversity - July, 2004
8. United Nations Educational, Scientific, and Cultural Organization (2009): Inclusion of Children with Disabilities.
The Early Child Imperative – UNESCO Policy Brief on Early Childhood – n° 46/ April – June 2009 / Rev.
9. United Nations Children Emergency Fund (1989): Conventions on the Rights of the Child – CRC
10. United Nations Children Emergency Fund (2005): Children and Disability in Transition in CEE/CIS and Baltic States:
A Discussion Paper- Innocenti Research Center, 2012
11. United Nations Children Emergency Fund (2010): At Home or in A Home?
Formal Care and Adoption of Children in Eastern Europe and Central Asia – CEE/CIS - Sept, 2010
12. United Nations Children Emergency Fund (2011): Children in Informal Alternative Care – Child Protection Section, New York, 2011
13. United Nations Children Emergency Fund (2012): Towards an AIDS-FREE Generation.
Promoting Community-based Strategies for and with Children and Adolescents with Disabilities
14. United Nations Children Emergency Fund (2012): The Rights of Children with Disabilities to Education.
A Rights-Based Approach to Inclusive Education – Position Paper, 2012
15. United Nations Children Emergency Fund (2013): Children and Young People with Disabilities – Factsheet, May 2013
16. World Health Organization (2012): Early Childhood Development and Disability – A Discussion Paper, 2012
17. World Health Organization (2012): Development Difficulties in Early Childhood.
Prevention, Early Identification, Assessment and Intervention in Low and Middle Income Countries
18. World Bank (2010) : The World Disability Report ….