Empowerment of Persons with Disabilities to Access Information and Knowledge 4th Annual International Exhibition and Forum for Education 2014 (IEFE 2014), Riyadh International Convention & Exhibition Center, Riyadh, Saudi Arabia 4 February 2014 Dr Irmgarda Kasinskaite-Buddeberg Knowledge Societies Division, Communication and Information Sector UNESCO’s Headquarters in Paris, France

UNESCO considers education, science, social science, culture and communication and information as the means to achieve the ambitious objective of its founding charter: “Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.” UNESCO Constitution, 1946

Globally, the number of persons with disabilities is not decreasing, but in opposite is increasing. There are over one billion people with disabilities in the world, of whom between 110-190 million experience very significant difficulties. This corresponds to about 15% of the world’s population and is higher than previous World Health Organization (WHO) estimates, which date from the 1970s and suggested a figure of around 10%. http://www.who.int/disabilities/world_report/2011/factsheet.pdf

“Too often, development efforts have been hampered by a lack of the most basic data about the social and economic circumstances in which people live... Stronger monitoring and evaluation at all levels, and in all processes of development (from planning to implementation) will help guide decision making, update priorities and ensure accountability.’’ Post-2015 Development Agenda. Bali Communiqué of the High Level Panel, March 2013.

In order to provide adequate response, we need to know more about those affected and vulnerable.

Women and young girls

Elderly people

Children

People affected by natural disasters

People affected

by conflict and war

Poor people

Who are the most affected and vulnerable?

Women and young girls

Elderly people

Children

People affected by natural disasters

People affected

by conflict and war

Poor people

Common challenges – different solutions

Poverty,

exclusion Unemployment

High cost

Lack of life-long

learning opportunities Negative

attitudes

Digital

divide Illiteracy

Others

Limited

services

Exclusion of Persons with Disabilities has serious economic-socio-cultural implications for societies

Major findings show that economic losses related to the exclusion of persons with disabilities from the labour force are large and measurable, ranging from between 3 and 7 % of Gross Domestic Product (GDP).

ILO study “The price of exclusion: The economic consequences of excluding people with disabilities from the world of work” (2010). http://www.ilo.org/skills/pubs/WCMS_149529/lang--en/index.htm

United Nations Convention on the Rights of Persons with Disabilities (2006)

141 countries have already ratified the UN Convention 79 countries have already ratified optional protocol Articles linked to UNESCO’s mandate:

5. Equality and non-discrimination 6. Women with disabilities 8. Awareness-raising 9. Accessibility 21. Freedom of expression and opinion and access to information 24. Education 27. Work and employment 29. Participation in political and public life 30. Participation in cultural life, recreation, leisure and sport 31. Statistics and data collection 32. International cooperation

Technological revolution

Technology

Greater connectedness, Professionalism, Participation and inclusion

Management

Data

Information

Knowledge

Wisdom

Access

Analyze/Evaluate

Produce/Share

Change/Act

Understanding relations and dependencies

Understanding patterns and structures

Understanding principles, practices and situations

Critical thinking

New (literacy) framework/paradigm

Human Need sand Rights

Knowledge Societies

Cultural and Linguistic Diversity

Education For All

Access to Information

and Knowledge

Freedom of

Expression

Creation Dissemination Access Preservation

Pluralism Inclusion Diversity Openness Participation

Information Knowledge

Human Needs Human Rights

Wisdom

UNESCO’s approach

Lifelong learning - all citizens

Tools and

resources

Strategies, Standards,

Approaches

Context

Professional and institutional training

Mobilization

of resources

and

international

cooperation

Information

and

knowledge

access

ecosystem

Inclusive

ICTs in

education

and other

spheres

Accessible

workplace,

tools, content

and services

Four major topical areas for action for UNESCO to provide access to information and knowledge for persons with disabilities

+

One of the scenarios for empowerment

Medical Approach

Social – Charity based Approach

Human Rights Based Approach

Integrated Approach

Harmonization of Public Policies

Health care

Employment Education

Enabling environment

Procurement / Universal design for All ICTs and AT

Few concrete examples…

Inclusion of the rights of Persons with Disabilities in the Post-2015 development agenda High Level Meeting on Disability and Development (HLMDD) 2 3 S e p t e m b e r 2 0 1 3

UN Inter-agency support group for the implementation of the UN Convention on the Rights of Persons with Disabilities

Promotion of rights of Persons with Disabilities at global level

High Level Meeting on Disability and Development (HLMDD) 2 3 S e p t e m b e r 2 0 1 3

A meeting of UN Member States, observers and representatives of entities of the United Nations system, as well as representatives of civil society, organizations of persons with disabilities and the private sector. Resulting in an action-oriented Outcome Document in support of development goals for persons with disabilities, agreed upon by the global community and outlining actions to be taken.

(e) Ensure accessibility, following the universal design approach, by removing barriers to the

physical environment, … services, information and assistive devices, such as ICTs, …

to achieve the fullest potential throughout the whole life cycle of persons with disabilities; (o) Encourage the mobilization of public and private resources on a sustainable basis to mainstream disability in the development at all

levels, … including by facilitating access to and sharing accessible and assistive technologies …;

This action-oriented document includes

strong provision on ICTs, urging states to. . .

Model Policy on Inclusive ICTs in Education for Persons with Disabilities (February 2014)

Joint report ‘The ICT Opportunity for a Disability-Inclusive Development Framework’ (September 2013)

UNESCO World Report ‘Opening New Avenues for Empowerment: ICTs to Access Information and Knowledge for Persons with Disabilities’ (February 2013)

Major documents, studies and reports published recently

Policy recommendations for UNESCO‘s Member States on

accessible, adoptive and affordable ICTs in education for

Persons with Disabilities:

• National/regional education and information policies

• Linkages with other policies

• Existing Open Educational Resources

• Gender issues

• Open document format

• Web accessibility standards

• Impact and sustainability issues

• Budgetary implications and funding sources

• Succesful cases studies at grassroot level

Asia-Pacific Regional Report (10)

Eastern Europe and Central Asia Regional Report (11)

North Africa and Arab States Regional Report (8)

Latin American and Caribbean Regional Report (20)

African Regional Report (11)

http://unesdoc.unesco.org/images/0021/002197/219767e.pdf

There was a particular focus on policy level

But there also is a complementary focus on the ways in which ICTs are enabling tools for innovatory practice by various stakeholders at the local, national, regional and global levels

The ways in which the policy is enabling practice

Focus of the report

1. Recognition of disability related characteristics goes first and only then planning of concrete interventions.

2. ICTs transform teaching and learning environment of Persons with Disabilities. Promotion and mainstream of inclusive education at all levels, all teacher training programmes should include disability and assistive technologies as an integral components of their curriculum.

3. There is a need for policies that allow holistic and coherent interventions which are gender sensitive and culturally appropriate. Accessibility is included in many national documents. But, it is a low priority for many stakeholders.

4. Economic and budgetary pressures serve as a pretext of inaction (financial crisis): accessibility, affordability and adaptability.

5. Lack of accurate statistical data is needed for formulating appropriate policies and strategies. 6. Learning and teaching process using ICTs takes place in any stage of life and in all contexts. 7. There is a need for diverse technological solutions for persons with disabilities, including Free and

Open solutions. 8. Awareness raising and capacity building of media, information and culture-related professionals to

provide access to information and heritage which is accurate, affordable and accessible. 9. Accessible digital archiving and preservation of cultural heritage. Amendment of copyright laws

including an exception permitting conversion and sharing of books in accessible formats without cumbersome procedural requirements or delay. Promotion of content sharing (open and accessible), such as virtual library networks for sharing accessible content.

10. Involvement of multi-stakeholder participation to oversee monitoring and implementation.

Major findings…

Available in English on UNESCO’s website: http://unesdoc.unesco.org/images/0021/002197/219767e.pdf

Workplace Society

Individual

+ 18 major recommendations for action

Community

Lifelong learning

Inclusive and affordable ICT and policies

Capacity building

Accessible content

Accessible infrastructure

International cooperation : WSIS, IGF

23

A unique opportunity for strategic debate and action

oriented partnerships among various stakeholders

An opportunity to

collaboratively seek, identify, analyze, share,

and create effective and durable solutions

An open virtual space

established for the promotion of the UN Convention on the Rights

of Persons with Disabilities

http://www.wsis-community.org/

Other Knowledge communities: (i) 2013 WSIS+10 Review; (ii) Open Educational Resources (OER); (iii) Open Access (OA), and (iv) Gender Equality in Free and Open Source Software (FOSS).

24

Accessible ICTs and personalized learning for

students with disabilities

• The report summarizes the multi-stakeholder discussion

organized by UNESCO in cooperation with Microsoft

in Paris from 17 to 18 November 2011.

• It is now available in English, French, Spanish, Russian,

Arabic, Chinese and Portuguese languages.

• The discussion focused on challenges of and practical

solutions for promoting personalization through

technology in the classrooms for students.

• Successful case studies and recommendations show

on how educators and students could use existing

technological solutions in classrooms, and how

UNESCO’s ICT Competences Framework for Teachers

could be applied for teachers’ capacity building on issues

related to the accessibility.

• The key recommendations on practical solutions for the

use of accessible ICTs contained in the report target

teachers, policy makers and administrators.

http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/accessible_ict_personalized_learning_2012%20.pdf

Accessible digital office document project

http://adod.idrc.ocad.ca/

The Model Policy is an adaptable model designed

to assist Member States to promote the effective use of

inclusive ICTs in education for learners with disabilities.

Guiding principles:

• Social inclusion oriented approach

• Reasonable accommodation of special needs

• Active and effective involvement of learners with disabilities

Critical Aspects:

• Multi-stakeholder engagement and participation; • Cross sectorial and inter-governmental agency co-operation

and co-ordination; • Multi-level policy objectives; • Progressive policy implementation based upon prioritisation

of strategic actions; • Continuous monitoring and evaluation of policy

implementation and achievement of targets and milestones.

FOR A DISABILITY- INCLUSIVE DEVELOPMENT FRAMEWORK

THE ICT OPPORTUNITY

150 EXPERT INPUTS

30% Civil Society Organizations 21% Organizations of Persons with Disabilities 17% Governments 16% Private Sector 9% Academic Institutions 7% International Organizations from 55 countries

THAT COLLECTED OVER A GLOBAL CONSULTATION ON ICTs, DISABILITY AND

DEVELOPMENT

The consultation outlines the most impactful ICTs for social and economic activities currently

THE CURRENT ICT OPPORTUNITY

…in education

P r i m a r y e d u c a t i o n

WEB SITES

S e c o n d a r y e d u c a t i o n

Mobile device & services

TV set & services Other & Emerging technologies

Te r t i a r y, p r o f e s s i o n a l , l i f e l o n g e d u c a t i o n

WEB SITES

Mobile device & services WEB SITES

THE WAY FORWARD

CSOs

GOVERNMENT

PRIVATE SECTOR

Raising Policy Makers, Awareness and Standards Advocacy to Policy Makers

Enabling Environments Procurement policies and Legislation

Price, Training, R&D, Employment

The consultation also recommended the following actions to expand the ICT opportunity to all persons with disabilities:

UN SYSTEM Operational Activities, Monitoring and Evaluation, Policy Analysis, Mobilization Campaigns

DPOs Training, Raising awareness DPOs in Policymaking

International Standardization Bodies R&D Promotion Raising Policy Makers Awareness

ORGANIZATIONS

Structure of the event: • International conference • Film festival on disabilities • Exhibition for ICT & AT solutions • Media event • Social media campaign

International conference “From Exclusion to Empowerment: Role of ICTs for Persons with Disabilities” 24-27 November 2014, New Delhi, India

Thank you for your attention.

Ms Irmgarda Kasinskaite-Buddeberg

i.kasinskaite@unesco.org

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/access-for-people-with-disabilities/