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Inclusive practices in disaster risk management. Experiences of social actors and government entities in Latin America

HUMANITY & INCLUSION (HI)
December 2020

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Twelve inclusive practices are presented that explore the application of the inclusive approach to disaster risk management. Collecting and sharing inclusive practices is one axis of the project, “Inclusive Disaster Risk Management: An innovative approach towards inclusion of most vulnerable groups”, which aims to disseminate inclusive disaster risk management in Latin American countries in order to increase protection and resilience in high-risk groups. The project accompanies and strengthens regional, national, and local actors from the following countries: Bolivia, Chile, Colombia, Ecuador, Nicaragua, Paraguay, and Peru.

 

This regional initiative for inclusive disaster risk management is led by Humanity & Inclusion (HI), in partnership with Save the Children International Peru (SCI) and Cooperazione Internazionale Paraguay (COOPI). 

Disability Royal Commission: WWDA’s response to education and learning issues paper

SANDS, Therese
April 2020

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In 2019 the Disability Royal Commission released an issues paper on education and learning. The issues paper asked 13 questions based on some of the key issues and barriers experienced by students with disability.

Women With Disabilities Australia (WWDA) have now submitted their response to the issues paper which highlights key recommendations to improve the lives and experiences of students with disability. The recommendations stem from the following key areas:

  • Inclusive education
  • Intersectionality
  • Inequality and discrimination underpin violence
  • Restrictive practices – torture and ill-treatment
  • Exposing violence – desegregated data and intersectionality
  • Building strengths through inclusive education

Who is being left behind in sub-Saharan Africa, Asia and Latin America? 3 reports from ODI

LYNCH, Alainna
BERLINER, Tom
MAROTTI, Chiara
BHAKTAL Tanvi
RODRIGUEZ TAKEUCHI Laura
et al
February 2016

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The commitment to ‘leave no one behind’ has been a key feature of all the discussions on the Sustainable Development Goals (SDGs). Here are three papers setting out the first step to implementing this agenda - the step of identifying marginalised communities. The focus is on two case study countries for each of the three regions, sub-Saharan Africa, Asia, and Latin America and the papers identify gaps in achieving a number of outcomes relating to key SDGs targets for marginalised groups. The paper on Asia highlights people with disabilities in Bangladesh.

Leave no one behind : the real bottom billion

BHATKAL, Tanvi
SAMMAN, Emma
STUART, Elizabeth
September 2015

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"This paper sets out why the ‘leave no one behind’ agenda should be a key priority (i) in implementing the SDGs in all countries and (ii) in assessing whether or not governments have met them. It underlines how deeply entrenched marginalisation is, how vulnerabilities often overlap to amplify multiple disadvantages, and just how little we know about some groups that are likely to be deprived"

Study on the situation of indigenous persons with disabilities, with a particular focus on challenges faced with regard to the full enjoyment of human rights and inclusion in development

UNITED NATIONS
February 2013

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"The study reviews the situation of indigenous persons with disabilities in the enjoyment of their human rights. It looks at the main relevant legal standards - the Convention on the Rights of Persons with Disabilities and the United Nations Declaration on the Rights of Indigenous Peoples - and how those standards interact to protect relevant rights. The study examines some areas in which, according to indigenous persons with disabilities, there is discrimination in the enjoyment of rights, such as political participation, access to justice, education, language and culture, and issues specific to indigenous women and children with disabilities. It is concluded that more attention should be paid to the rights of indigenous persons with disabilities"
E/C.19/2013/6

The role of registers and databases in the protection of traditional knowledge : a comparative analysis

ALEXANDER, Merle
et al
January 2004

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This report seeks to help inform the debate regarding the potential and limitations of databases and registers for the protection traditional knowledge through the analysis of a number of case studies of existing registers established by indigenous peoples, states, non-governmental organisations and research institutes. Part I of the report discusses a number of underlying concepts regarding the nature of traditional knowledge; Part II presents case studies from Canada, India, Panama, Peru and Venezuela; Part III provides a comparative analysis of the case studies focusing on objectives, scope, procedures and benefits; Part IV considers the role of databases and registers in defensive and positive protection of traditional knowledge and their relationship to sui generis legal regimes, and the possibilities for interim protection of traditional knowledge through use of sui generis database laws and database trusts; and Part V sets down a number of conclusions and recommendations for further study

World declaration on education for all and framework for action to meet basic learning needs

INTERNATIONAL CONSULTATIVE FORUM ON EDUCATION FOR ALL
1990

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In 1990, delegates from 155 countries, as well as representatives from some 150 organisations agreed at the World Conference on Education for All in Jomtien, Thailand (5-9 March 1990) to universalise primary education and massively reduce illiteracy before the end of the decade. This is the World Declaration on Education for All: Meeting Basic Learning Needs, arising from the conference. Amongst other things, it recalls that education is a human right for all and recognises that traditional knowledge and indigenous cultural heritage have a value and validity in their own right and a capacity to both define and promote development

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