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Guatemala National Disability Study ENDIS 2016 Report

DONICIO Carlos
GRECH Shaun
Islay MACTAGGART
Jonathan NABER
Dr Ana Rafaela SALAZAR DE BARRIOS
Gonna ROTA,
Sarah POLLACK
April 2017

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The Guatemala National Disability Study (ENDIS 2016) was undertaken to address a need for up to date reliable data on disability in Guatemala.

Through a population based survey:

* To estimate the national disability prevalence among adults and children in Guatemala, and to provide regional estimates for 5 broad regions

* To disaggregate the prevalence of disability in Guatemala by age, sex, type of functional limitation and socio-economic status

* To explore the impact of disability on: poverty, quality of life, participation, health and opportunities to go to school and to work amongst children and adults respectively

Through a qualitative study:

* To explore cultural, ideological, and social interpretations and responses to disability; provide insight into the disability and poverty relationship; and examine social, political, and economic dimensions operating within this relationship.

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.

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

GRECH, Shaun
2014

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

 

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

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

2014

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Articles include:

  • EDITORIAL :  Introducing Disability and the Global South (DGS): we are critical, we are open access!
  • Youth with Disabilities in Law and Civil Society:  Exclusion and inclusion in public policy and NGO networks in Cambodia and Indonesia
  • Performing the Stare in Indra Sinha’s Animal’s People  
  • Disability Sport in Sub-Saharan Africa: From Economic Underdevelopment to Uneven Empowerment
  • Does Africa Dream of Androids?
  • Mendicidad y discapacidad en la Ciudad de Buenos Aires: un síntoma de nuevas formas de  vulnerabilidad social
  • Facilitating Disability Inclusion in Poverty Reduction Processes: Group Consensus Perspectives from Disability Stakeholders in Uganda, Malawi, Ethiopia, and Sierra Leone
  • Disability, poverty and Education: perceived barriers and (dis)connections in rural Guatemala 

Sexual-health communication across and within cultures : the clown project, Guatemala

SAVDIE, Anthony
CHETLEY, Andrew
June 2009

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This paper puts forward an argument in favour of careful and critical analysis of culture in formulating communication strategies with and for specific groups, based on experience drawn from the Clown Project in Guatemala and other countries in Central America. The Clown Project uses labour-intensive face-to-face street theatre and dialogue, participatory workshops, and symbolic communication such as print-based material to reach those most vulnerable to the spread and impact of HIV and AIDS . The analysis takes into account relations of power within and between vulnerable groups, examining the centre-periphery dynamic between classes, genders, ethnicities, age groups, and other social identities. Both appropriately supported insider perspectives and appropriately processed outsider knowledge are recommended, along with ways of bridging science and the field, theory and practice

Advocacy for change : lessons from Guatemala, Brazil, and USA

LEON, Rosario
Ed
2009

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This resource summarises a systematization of advocacy experiences related to the status of youth (in Guatemala), the right to education (in Brazil) and farming (in the United States). The systematizations allowed the actors involved to consider the evolution of the experiences and to identify lessons and insights for future interventions. The Guatemala systematization product was documented in writing and film, the US experience in writing, and the Brazil experience in film

Multiple disadvantages of Mayan females : the effects of gender, ethnicity, poverty, and residence on education in Guatemala

HALLMAN, Kelly
June 2006

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Although access to primary education in Guatemala has increased in recent years, particularly in rural areas, levels of educational attainment and literacy remain among the lowest in Latin America. Problems include late entry, grade repetition, and early dropout. Inequalities in school access and grade attainment linked to ethnicity, gender, poverty, and residence remain. Age trends show that Mayan females are the least likely to ever enroll, and, if they do enroll, to start school the latest and drop out earliest. Mayan females are not a homogeneous group, however. Summary statistics indicate that the one-fourth of Mayan girls who are non-poor have primary school entry rates, school entry age, and grade-for-age levels equal to those of Ladina females, and, conditional upon primary school completion, have secondary school enrollment levels about 80 percent of those of Ladina females. The one-quarter of Mayan girls who are extremely poor, on the other hand, have the worst educational outcomes of all. Multivariate results indicate that being Mayan and female is a barrier to enrollment, particularly among those who are poor. Enrollment rates drop sharply at age 12, and the dropout curve is steepest for Mayan females. While age 12 would be a time of transition from primary to secondary school for children who entered school on time and made regular progress, most nonenrolled children aged 12 and older, especially those who are Mayan, have very low grade attainment and few have completed primary school. The main constraint to Mayan educational achievement therefore appears to be primary school completion. Among nonenrolled young people aged 13-24, household duties and lack of money were the constraints most frequently mentioned by females. Early marriage did not appear to directly affect female enrollment, but related qualitative findings indicate that Mayan parents’ expectations of daughters’ future roles may reduce parental incentives to invest in education beyond the age of puberty. For adolescent males, regardless of ethnicity, market work was by far the most frequently cited cause for nonenrollment, followed by lack of money. Lack of physical access to school was not a frequently cited constraint for children in any age group. In addition to poverty-reduction programs, mechanisms to encourage poor families to start their children’s schooling at age 7 may lead to fewer competing interests with regard to time allocation as children approach puberty and are compelled to assume adult work roles

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