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Global education monitoring report, 2020, Latin America and the Caribbean: inclusion and education: all means all

GLOBAL EDUCATION MONITORING REPORT TEAM
LABORATORY OF EDUCATION RESEARCH AND INNOVATION FOR LATIN AMERICA AND THE CARIBBEAN (SUMMA)
UNESCO OFFICE SANTIAGO AND REGIONAL BUREAU FOR EDUCATION IN LATIN AMERICA AND THE CARIBBEAN (OREALC/UNESCO)
2020

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This regional report on inclusion and education in Latin America and the Caribbean offers a deep dive into the core challenges and key solutions for greater inclusion, in a region characterized for having the largest and most challenging socio-economic inequalities in the world.

In the framework of this report, 29 in-depth case studies from the region covering 8 dimensions of exclusion were prepared. The Report covers access to education of Venezuelan migrants in Colombia and Haitians in Dominican Republic; remoteness in Suriname and Brazil; disability in Nicaragua; girls in Peru and boys in Jamaica; sexual orientation in Mexico and Chile; and youth incarceration in Uruguay. It also explores how the Covid-19 pandemic has further exposed and deepened the disparities that already existed in education.

Chapter 2 analyses the role of legal tools in supporting the development of inclusive education. Chapter 3 addresses governance and finance. Chapter 4 discusses the politically complicated issue of how curricula and learning materials are adapted to the principles of inclusive education. Chapter 5 looks at ways teachers can support the case for inclusion, considers their needs, and examines how well governments help them prepare to meet the inclusion challenge.  Chapter 6 examines school-level factors. Chapter 7 examines communities’ crucial role in achieving inclusive education. After these chapters addressing the main inclusion challenges, Chapter 8 looks at them all through the lens of COVID-19. 

Aid out of reach: A review of the access to humanitarian aid for women and men, girls and boys with disabilities affected by Cyclone Idai, Mozambique

BAART, Judith
WESTER, Mirian
2019

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The objective of this study is to generate empirical evidence on the barriers to accessing aid for women and men, girls and boys with disabilities in a post-Cyclone Idai context. By doing so, it also seeks to contribute to policy development for an inclusive humanitarian response in Mozambique

The research followed a qualitative design, using interviews and focus group discussions followed by inductive analysis to reveal dominant themes and stories. Data was collected in 30 in-depth interviews with women and men, girls and boys with disabilities and/or caregivers in communities (Beira), as well as in resettlement sites (Dondo).

4th global report on adult learning and education: leave no one behind: participation, equity and inclusion

UNESCO INSTITUTE FOR LIFELONG LEARNING
2019

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This report explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE (Global Report on Adult Learning and Education) survey; the second offers a detailed thematic analysis of participation, drawing on the survey findings, but also a wide range of other relevant sources. The findings of GRALE 4 are based on survey responses supplied by 159 countries.

“They Stay until They Die” A lifetime of isolation and neglect in institutions for people with disabilities in Brazil

RIOS-ESPINOSA, Carlos
et al
May 2018

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This report documents a range of abuses against children and adults with disabilities in residential institutions in Brazil. The research is based on direct observations during visits to 19 institutions (known in Brazil as shelters and care homes), including 8 for children, as well as 5 inclusive residences for people with disabilities. In addition, Human Rights Watch researchers interviewed 171 people, including children with disabilities and their families, adults with disabilities in institutions, disability rights advocates, representatives of non–governmental organizations, including disabled persons organizations, staff in institutions, and government officials.

 

Research was carried out between November 2016 and March 2018 in the states of São Paulo (including São Paulo and Campinas), Rio de Janeiro (including Rio de Janeiro, Duque de Caxias, Niteroi and Nova Friburgo), Bahia (Salvador) and Distrito Federal (including Brasilia and Ceilândia).

Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

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“The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

The Convention on Cluster Munitions: A treaty to end decades of civilian suffering

INTERNATIONAL COMMITTEE OF THE RED CROSS
October 2017

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In May 2008, more than 100 States adopted the Convention on Cluster Munitions, which prohibits the use, development, production, stockpiling and transfer of such munitions. It also requires States Parties to destroy their stockpiles, clear remnants, and assist victims.

This brochure provides an overview of the cluster munitions problem, the main provisions of the Convention and the steps required to meet its commitments.

Guide for business on the rights of persons with disabilities

WYNHOVEN, Ursula
et al
August 2017

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A guide to help improve business’ understanding of the rights of people with disabilities, including how to respect, support and give them an opportunity to improve their competitiveness and sustainability in alignment with relevant United Nations (UN) conventions and frameworks.

 

This guide is the result of an international collaborative effort spanning over 12 months. Its findings and recommendations are based on the following: desk research, a review of publically available information, literature and case studies, ongoing consultations with an international multistakeholder expert group constituted specifically to advise on and shape the development of this guide, good practice examples submitted by companies across the world to the partner organizations, and an extensive global consultation with interested businesses and other stakeholders. 

Compendium of accessible WASH technologies

JONES, Hazel
WILBUR, Jane
2014

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This compendium of accessible WASH technologies is designed for use by staff, such as health workers and community volunteers, working directly with communities in rural areas of sub-Saharan Africa. A few examples of technologies are presented that families can adapt to suit their needs and budgets with many more options possible. Most of the ideas are geared towards disabled and older people, but are suitable for anyone who may have difficulty using standard facilities, such as pregnant women, children and people who are ill. The main focus is on household facilities, although some ideas might be useful for institutional facilities as well

Human development report 2013|The rise of the south : human progress in a diverse world

MALIK, Khalid
et al
2013

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This report "examines the profound shift in global dynamics driven by the fast-rising new powers of the developing world and its long-term implications for human development....The report identifies four specific areas of focus for sustaining development momentum: enhancing equity, including on the gender dimension; enabling greater voice and participation of citizens, including youth; confronting environmental pressures; and managing demographic change

Good practices in inclusive education of children with disabilities in Cape Verde : study report

HANDICAP INTERNATIONAL
November 2012

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“This study has been carried out to promote practical recommendations, based on experience, on how to include children with disabilities in regular primary and secondary education in Cape Verde. Underpinning this objective is the goal to promote the effective implementation of article 24 of the CRPD in Cape Verde.” This study used the Making It Work approach in order to document and promote good practice in line with the principles of the Convention on the Rights of Persons with Disabilities (CRPD)

Information and communications for development 2012 : maximizing mobile

THE WORLD BANK
2012

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"This report analyzes the growth and evolution of applications for mobile phones, focusing on their use in agriculture, health and financial services, as well as their impact on employment and government. It also explores the consequences for development of the emerging "app economy", summarizing current thinking and seeking to inform the debate on the use of mobile phones for development. It’s no longer about the phone itself, but about how it is used, and the content and applications that mobile phones open"

Of course we can : report on the rights of persons with disabilities in Timor-Leste

UNITED NATIONS INTEGRATED MISSION IN TIMOR-LESTE (UNMIT)
OFFICE OF THE UNITED NATIONS HIGH COMMISSIONER FOR HUMAN RIGHTS (OHCHR)
September 2011

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From 2010 to 2011, UNMIT’s Human Rights and Transitional Justice Section (HRTJS) conducted research on the rights of persons with disabilities. This report presents an overview of the research and highlights that, even though progress has been made in Timor-Leste to protect the rights of persons with disabilities, further steps are still needed. The report gives priority recommendations for the government, donors and the United Nations for these steps to be implemented

Chapter 4: "Rehabilitation", in World Report on Disability - p.93-134

The World Bank
World Health Organisation
2011

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Article 26, Habilitation and Rehabilitation, of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) calls for: “… appropriate measures, including through peer support, to enable persons with disabilities to attain and maintain their maximum independence, full physical, mental, social and vocational ability, and full inclusion and participation in all aspects of life”. The Article further calls on countries to organize, strengthen, and extend comprehensive rehabilitation services and programmes, which should begin as early as possible, based on multidisciplinary assessment of individual needs and strengths, and including the provision of assistive devices and technologies. This chapter examines some typical rehabilitation measures, the need and unmet need for rehabilitation, barriers to accessing rehabilitation, and ways in which these barriers can be addressed.

100 voices : southern perspectives on what should after the millennium development goals

POLLARD, Amy
et al
March 2011

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"This joint research from the Catholic aid agency CAFOD and the Institute of Development Studies (IDS) seeks to broaden the conversation, and to ensure that the voices of those directly involved in fighting poverty in the South are heard. (The) research describes the perspectives of 104 representatives from civil society organisations, in 27 developing countries from across the world"

World report on disability

WORLD HEALTH ORGANIZATION
WORLD BANK
2011

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This report "reviews evidence about the situation of people with disabilities around the world. Following chapters on understanding disability and measuring disability, the report contains topic-specific chapters on health; rehabilitation; assistance and support; enabling environments; education; and employment. Within each chapter, there is a discussion of the barriers confronted, and case studies showing how countries have succeeded in addressing these by promoting good practice. In its final chapter, the report offers nine concrete recommendations for policy and practice which if put in place could lead to real improvements in the lives of people with disability"

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

Gender and climate change : three things you should know

THE WORLD BANK GROUP
2011

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Through gender analysis, this report presents ways to mitigate possible risks that may exacerbate gender inequality, and highlights opportunities to enhance positive outcomes in the context of climate change. It features three key implications: women are disproportionately vulnerable to the effects of natural disasters and climate change where their rights and socio-economic status are not equal to those of men; empowerment of women is an important ingredient in building climate resilience; low-emissions development pathways can be more effective and more equitable where they are designed using a gender-informed approach. This report is useful to anyone interested in gender and climate change

The right to political participation of persons with mental health problems and persons with intellectual disabilities

EUROPEAN UNION AGENCY FOR FUNDAMENTAL RIGHTS (FRA)
November 2010

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This report provides the first results from a legal study carried out by the European Union Agency for Fundamental Rights (FRA) in the context of its project on the "Fundamental rights of persons with intellectual disabilities and persons with mental health problems." It begins with an analysis of the key international and European principles relating to the right to political participation. The situation in EU Member States is summarised and compared in Section 2. The report then presents the legal situation in the EU Member States and concludes with some possible ways forward
Note: This report is also available in easy read format

Preventing intimate partner and sexual violence against women : taking action and generating evidence

WORLD HEALTH ORGANIZATION (WHO)
LONDON SCHOOL OF HYGIENE AND TROPICAL MEDICINE
2010

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"This document aims to provide sufficient information for policy-makers and planners to develop data-driven and evidence-based programmes for preventing intimate partner and sexual violence against women. Chapter 1 outlines the nature, magnitude and consequences of intimate partner and sexual violence within the broader typology of violence. Chapter 2 identifies the risk and protective factors for such violence and the importance of addressing both risk and protective factors in prevention efforts. Chapter 3 summarizes the scientific evidence base for primary prevention strategies, and describes programmes of known effectiveness, those supported by emerging evi-dence and those that could potentially be effective but have yet to be sufficiently evaluated for their impact. Chapter 4 presents a six-step framework for taking action, generating evidence and sharing results. In the closing section, several future research priorities are outlined and a number of key conclusions drawn"

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