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This report was presented to Member States at the World Health Assembly in May 2016 and is to be read in conjunction with A69/38: Draft global strategy on human resources for health: Workforce 2030. Report by the Secretariat. The vision of this work and report is to "Accelerate progress towards universal health coverage and the UN Sustainable Development Goals by ensuring equitable access to health workers within strengthened health systems". Objectives are "To optimise performance, quality and impact of the health workforce through evidence-informed policies on human resources for health, contributing to healthy lives and well-being, effective universal health coverage, resilience and strengthened health systems at all levels",  "To align investment in human resources for health with the current and future needs of the population and of health systems, taking account of labour market dynamics and education policies; to address shortages and improve distribution of health workers, so as to enable maximum improvements in health outcomes, social welfare, employment creation and economic growth", "To build the capacity of institutions at sub-national, national, regional and global levels for effective public policy stewardship, leadership and governance of actions on human resources for health" and "to strengthen data on human resources for health, for monitoring and ensuring accountability for the implementation of national and regional strategies, and the global strategy".  Global milestones by 2020 and 2030, policy options of Member States, responsibilities of the WHO Secretariat and recommendations to other stakeholders and international partners are discussed for each objective.

In the preparation of this study, a questionnaire was sent to Member States, national human rights institutions, agencies of the United Nations system, civil society organizations, and persons with disabilities and their representative organisations. As at 22 December 2015, 144 responses were received. The report covers the participation of persons with disabilities in political and public life (right to vote and be elected, right to access public service and right to participate in the conduct of public affairs). The report also covers participation of persons with disabilities in public decision making (importance of effective and meaningful participation, ensuring the participation of representative organisations of persons with disabilities, promoting consultation and the active involvement of persons with disabilities, and key areas for participation). Recommendations are presented.

This study sets out the standards concerning the human rights of persons with disabilities in situations of risk and humanitarian emergencies, and presents a harmonized understanding of existing international humanitarian law under article 11 of the Convention on the Rights of Persons with Disabilities. The aim of the study is to clarify the scope of the Convention in the context of ongoing global discussion relating to disasters and humanitarian emergencies, to identify good practices, and to make recommendations

"The mhGAP Humanitarian Intervention Guide contains first-line management recommendations for mental, neurological and substance use conditions for non-specialist health-care providers in humanitarian emergencies where access to specialists and treatment options is limited. It is a simple, practical tool that aims to support general health facilities in areas affected by humanitarian emergencies in assessing and managing acute stress, grief, depression, post-traumatic stress disorder, psychosis, epilepsy, intellectual disability, harmful substance use and risk of suicide....This new tool is an adaptation of WHO’s mhGAP Intervention Guide, a widely-used evidence-based manual for the management of these conditions in non-specialized health settings."

While humanitarian organizations are increasingly recognizing women and girls with disabilities in policies and guidelines, there are still significant gaps in operationalizing this. Their needs and capacities are often under-represented in gender, protection and disability forums. Furthermore, organizations of women with disabilities, which can play a critical role in bridging the development/humanitarian divide, are not meaningfully included in humanitarian coordination and decision-making.

This report documents findings and recommendations from a participatory action research project on disability inclusion in GBV programming in humanitarian settings, conducted with communities affected by crisis and conflict.

This toolkit was created with the input and participation of persons with disabilities, as well as GBV practitioners,
over the course of the project. It is intended to support GBV staff to build disability inclusion into their work, and
to strengthen the capacity of GBV practitioners to use a survivor-centered approach when providing services to
survivors with disabilities. The tools are designed to complement existing guidelines, protocols and tools for GBV
prevention and response, and should not be used in isolation from these. GBV practitioners are encouraged to
adapt the tools to their individual programs and contexts, and to integrate pieces into standard GBV tools and
resources.

This pilot version of the Minimum Standards for Age and Disability Inclusion in Humanitarian Action has “been developed for use by all practitioners involved in humanitarian response, including staff and volunteers of local, national, and international humanitarian agencies, with the expectation that the inclusion of people with disabilities and older people is feasible at every stage of the response and in every sector and context. The Standards are intended to inform the design, implementation, monitoring and evaluation of humanitarian programmes; to strengthen accountability to people with disabilities and older people; and to support advocacy, capacity-building and preparedness measures on age and disability across the humanitarian system

The Standards are drawn from a wide-ranging review of existing guidance and standards developed by humanitarian actors over recent years. This includes material from organisations with a special focus on disability and/or older age, together with key documents, including the Sphere Handbook, the Sphere Companion Standards and the Core Humanitarian Standard on Quality and Accountability (CHS). The Minimum Standards for Age and Disability Inclusion do not create entirely new demands on humanitarian actors; rather, they clarify and reinforce what is already required if broader standards of impartial humanitarian programming and the principles of the Humanitarian Charter are to be upheld”

UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

Action and commitments required to implement the agenda are presented.

All Under One Roof wants to transform the way humanitarian organisations approach inclusion and accessibility in their shelter and settlement programmes and aims to bridge the gap between good intentions and practical implementation by offering technical guidance for disability-inclusive shelter and settlement support in emergencies. It is the result of a collaborative process that started in 2013, involving CBM, Handicap International and IFRC. It draws upon existing guidelines from these and other institutions as well as relevant national and international standards and the expertise of practitioners. 

There are three sections:

Inclusion in phases of disaster management

Technical guidance for shelter and settlements

Promoting participation and equal opportunities

A set of training modules has been prepared based on this document

"The present study, developed under Human Rights Council resolution 25/20, is focused on the right to live independently and be included in the community, and the enjoyment, protection and promotion of that right as a substantive means for the realization of other rights, as a condition for avoiding institutionalization and segregation in health and social settings, and as a prerequisite to provide for the full development of the capabilities of persons with disabilities and their meaningful participation in, and contribution to, society"