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WBU External Resource Paper
Blindness, Poverty, and Development
Author: WILLIAM ROWLAND
Updated by: Penny Hartin, CEO
Replaces: External Resource Paper, approved by WBU Executive December 2004, Cape Town South Africa
Date Reviewed:
Approval:
INTRODUCTION
In every part of the world, blind people are amongst the poorest of the poor. Only a multi-sectoral approach to poverty reduction can change this; nothing less than a comprehensive and coherent strategy, country by country, for the socio-economic integration of blind people. This paper therefore sets out the things that must be done by governments, international agencies, and the WBU and its members as their contributions to any such strategy.
- KEY CONCEPTS AND INSIGHTS
The purpose of this section is to provide a conceptual framework to underpin the comprehensive strategy for poverty reduction which is to follow.
1.1Poverty reduction
The term poverty reduction is used in this paper to advocate for a systematic approach to the reduction of poverty among blind and partially sighted people. It is also the preferred term used by the ILO, other UN Agencies and many governments in the formulation of policies and programmes to deal with poverty. Of course, the long-term goal is poverty eradication, but this can only be achieved through the step-by-step implementation of a multi-sectoral strategy within a given timeframe. Poverty alleviation refers to particular measures taken by governments and relief agencies to lighten the burden of poverty under acute conditions, for example, in the form of basic income grants and food distribution.
1.2The system aspect
What the ILO calls “the system aspect” is decisive. Employment promotion programmes will remain ineffective if policies and programmes to ensure access to education and vocational training and the provision of assistive devices are not simultaneously put in place in a coherent manner. Each element depends on all the others and all of them are directly or indirectly elements of a strategy for the socio-economic integration of blind and partially sighted people. It is no use introducing one or other isolated element into the poverty reduction programme: only a comprehensive and coherent whole will have any significant and lasting impact.
1.3Statistics
Statistics are important for planning purposes and for advocacy. However, exact numbers and percentages are less important than the fact that the vast majority of blind people are unemployed.
According to the World Health Organization there are 285 million blind and partially sighted people in the world, of whom some 90 percent live in developing countries. In low-income countries only about 2 percent of children receive education and of these no more than 5 percent will ever have gainful employment. In rural areas unemployment rates approach 100 percent. Even in industrialized countries unemployment rates from 50 to 75 percent are reported. The rate of employment among blind and partially sighted persons is significantly less than for the general population as a whole and also tends to be less than for many other disability groups.
1.4Poverty as cause and consequence
According to the World Disability Report (2010), poverty is both a cause and a consequence of disability, including blindness. Poverty and blindness reinforce each other, contributing to increased vulnerability and exclusion. The majority of blind people find that their situation negatively affects their chances of going to school, obtaining work, and enjoying family and social life. Problematic attitudes in society and lack of opportunity are the determining factors, and not lack of ability. This concept is further explored in the World Disability Report released in 2010 by the WHO and World Bank. The report can be accessed at:
1.5Differential determinants
There exists a tendency to include blind and partially sighted people in the broader grouping of “disabled people” and this grouping in turn in the yet broader categories of “vulnerable groups”, “marginalized groups”, or “disadvantaged groups”. These broader categories or generalizations, though useful at certain levels of analysis, obscure the essential differences in poverty determinants for various groups.
1.6Decent work
Insisting on decent work is especially important for extremely poor and excluded groups within the population, such as blind persons in developing countries, as for them access to any work is often considered to be an achievement. The possibility of finding decent work is enhanced by promoting rehabilitation, vocational skills development and employment opportunities.
1.7Social protection versus social integration
Social protection, for example in the form of social grants or basic income grants, alleviates poverty, but creates dependency and erodes dignity. Progressive governments therefore place greater emphasis on spending that stimulates growth and promotes the integration of previously disadvantaged individuals into the economy. However, short- and long-term solutions need to exist side by side for the time being and are here regarded as complementary strategies to deal with poverty.
1.8Country-driven strategy
In contrast to the donor-driven, prescriptive, top-down approaches of the past, the approach to poverty reduction advocated here has to be country-driven, fostered by domestic and external partnerships, and based on broad consultation by government with all sectors of society, including blind people living in poverty and their organizations. These principles of the human rights based and social approach are well-enshrined in the UN Convention on the Rights of Persons with Disabilities adopted by the UN in 2006 and reinforced in the World Report on Disability, referenced above.
1.9Involvement of organizations of blind and partially sighted people
The formulation, implementation, monitoring, and evaluation of the poverty reduction strategy must take place with the full participation of the social partners. The social partners include employers, workers, and the community. Within the community constituency specific provision must be made for the self-representation of blind and partially sighted people.
1.10Multi-dimensional nature of poverty
Poverty is multi-dimensional in nature and for blind people it is not only monetary poverty. Amongst the dimensions put forward in recent conceptions of poverty, “voicelessness” and “powerlessness” are particularly important in understanding the specific determinants of the poverty of blind persons.
1.11Twin-track approach
The twin-track approach to poverty reduction combines attempts to take account of the needs and rights of blind and partially sighted people in the mainstream of development with specific initiatives aimed at empowerment and meeting the specific technical needs of blind and partially sighted persons. The more focused initiatives include the establishment and strengthening of organizations of and for blind and partially sighted people and specific efforts to enhance empowerment and skills development.
- POVERTY REDUCTION STRATEGY
The following list enumerates the main sectoral strategies and programmes to be included in a comprehensive and coherent strategy for the socio-economic integration of blind and partially sighted people. The WBU hereby endorses the multi-sectoral approach advocated by numerous UN agencies, while at the same time adapting it for its own use:
2.1Access to education for blind and partially sighted children
2.1.1Understand that obtaining a good education is often a predictor of socio-economic success among blind and partially sighted persons with respect to their future employment success, relationships and inclusion in society and community life.
2.1.2As outlined in Article 24 of the UNCRPD, that blind and partially sighted children be included in the general education system
2.1.3That blind and partially sighted children have the option to attend special schools for specialized education and skill training or special classes within regular schools
2.1.4That blind and partially sighted students have access to specialist teacher trained to teach braille and other skills related to visual impairment;
2.1.5That students have access to textbooks and other learning materials in accessible formats, including braille, audio and so forth;
2.1.6That blind and partially sighted students have access to technical aids and devices that will facilitate their education and the necessary training for effective use of the equipment and tools
2.1.7Establishment/reinforcement of a Special Education Service in the Ministry of Education
2.1.8Provision of independence skills training such as Orientation & Mobility, daily living skills(CBR or IBR programmes)
2.2Improve access to employment and livelihoods for blind and partially sighted persons
2.2.1That blind and partially sighted persons have access to vocational training programs to acquire the technical and job related skills needed for inclusion in the formal and informal labour market
2.2.2Where vocational program specifically oriented to meet the needs of blind and partially sighted persons are not available or easily accessible, ensure that the vocational training programs that are available are inclusive of the needs of blind and partially sighted persons; including adequately trained personnel, access to technical devices and equipment, accessible information and so forth.
2.2.3Inclusion of specialized vocational training structures and courses in the policy, programming, and budgeting of the ministry responsible for vocational training
2.2.4The Development of employment policies in compliance with Article 27 of the UNCRPD and which seek to eliminate all forms of discrimination against blind and partially sighted people and other people with disabilities in employment.
2.2.5Provision of specialized services for individual blind job seekers requiring additional support via ordinary employment services, covering formal and non-formal work opportunities and including training opportunities and access to credit
2.2.6Encourage the development of a multi-sectoral framework for consultation amongst the ministries responsible for education, vocational training, employment, social development, and finance.
2.2.7Collection, analysis, and publication of statistical data on poverty and blindness and on the participation of blind persons in the world of work.
2.3Promoting an Adequate Standard of Living and Social Protection for Blind and Partially Sighted Persons
2.3.1Promotion of the implementation of Article 28 of the UNCRPD that calls upon States Parties to recognize the right of persons with disabilities, including blind and partially sighted persons, to an adequate standard of living.
2.3.2Introduction of blindness-related issues into the general framework of economic and social regulations (labour code, etc.), including regulations on access to information and on standards for workplace adjustment; access to the legal system; and affirmative action measures such as realistic quotas.
2.3.3Ensure the availability of Social assistance schemes for blind individuals unable to engage in productive Work
2.3.4Ensure that all information related to social protection measures are available to blind and partially sighted persons in accessible formats in order that they can understand and enjoy their rights.
2.4Promote the inclusion of blind and partially sighted persons in International Development and cooperation programs
2.4.1Consistent with Article 32 of the UNCRPD, ensure that international cooperation programs are inclusive of blind and partially sighted persons.
2.4.2As articulated in the World Report on Disability (2010), “Disability is a development issue and it will be difficult to improve the lives of the most disadvantaged people in the world without addressing the specific needs of persons with disabilities.
2.4.3Promote a twin-track approach to international cooperation in that development programs geared towards the general population need to be inclusive of blind and partially sighted persons and there is also a need for specialized development programs that meet the unique needs of blind and partially sighted persons.
2.4.4Include blind and partially sighted persons and their representative organizations in the design, implementation and evaluation of any development programs that affect them.
2.4.5Any international development agenda that is formulated and adopted must be specifically inclusive of persons with disabilities including and blind and partially sighted persons and that such development programs, parameters, targets and indicators are inclusive of disability.
(It should be noted that the Millennium Development Goals adopted in 2000 did not contain specific provisions related to disability and consequently the program implementation did not adequately address the needs of persons with disabilities including blind and partially sighted persons)
- ROLE OF THE WBU
Given that only a multi-sectoral approach to poverty reduction can succeed, can WBU activities make any kind of difference whatsoever?
The answer is yes. And in affirming this, we take up the twin-track approach advocated in section 1.11 of this paper.
3.1Strengthening organizations of blind people
The most important task of the WBU is to establish and strengthen organizations of blind people everywhere. Such organizations empower blind people and give them a strong and united voice in public affairs. Each organization has a dual role to play: on the one hand, to lobby government for the introduction and strengthening of all the elements of poverty reduction enumerated in this paper and, on the other hand, to promote advocacy and skills development for blind and partially sighted people. Indeed the empowerment and inclusion of persons with disabilities in any aspect of life that affects them are fundamental principles enshrined within the UNCRPD – Nothing about us without us. One of the priorities of the WBU is to build the capacity of these organizations.
3.2Advancing advocacy
To have a strong and effective voice in the arena of poverty reduction, blind and partially sighted people must be skilled in the methods of advocacy and understand the issues of importance to blind people. The WBU, its regional unions, and partner organizations have a joint responsibility to assist with relevant training and to advice in policy development. Policy papers such as this one, as well as Fact Sheets and toolkits prepared by the WBU and posted on the WBU website, at: available to organizations on the ground as useful tools of advocacy. In particular, a number of tools related to implementation and monitoring of the UNCRPD facilitate our members’ advocacy work by providing them with key messages of relevance to blind persons and help to develop their understanding of the different human rights instruments and how they can employ them to the benefit of blind and partially sighted people.
3.3Promoting literacy and skills development
Learning Braille and acquiring independence and job-related skills give dignity to blind people and enable them to act on their own behalf and participate meaningfully in economic life. The WBU is not a service provider and cannot train blind people on a worldwide scale; however, many of our WBU members do provide direct services to blind and partially sighted persons. In addition, the WBU does have the role of raising awareness on these issues and of advocating for appropriate interventions by governments, development agencies and others. WBU Committees and working groups, together with partner organizations, also have a part to play in defining appropriate delivery mechanisms, developing curricula and materials, and identifying replicable programme models for teaching and training in urban and rural settings. The transfer of skills between peers has not been sufficiently emphasized in the past.
Given the advances in technology that has facilitated the delivery of goods, services and programs over the past number of years, the WBU has an important role to play in ensuring the blind and partially sighted persons can also benefit from these technological advances to enhance their literacy, learning and skills development. We need to ensure that new product development considers the access needs of blind and partially sighted persons in the initial design and that access technology, for braille, speech and low vision access is available and affordable.
3.4Building a human rights culture
The WBU is an active participant in the work of the United Nations and several of its agencies and the purpose of this work over time is to create a society for all in which blind people and people with disabilities can enjoy the full rights of citizenship, including socio-economic and development rights. The adoption of the World Programme of Action Concerning Disabled Persons (1982), the Standard Rules for the Equalization of Opportunities for Persons with Disabilities (1993) and the UN Convention on the rights of persons with disabilities (UNCRPD), (2006) were important steps along the way. But this work at the international level has to be cascaded down to the regional level, as well as to the organizations on the ground in every country. In this way we will establish a formidable advocacy network and a force for change that cannot be resisted.
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