World Blind Union Office
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E-mail: info@wbuoffice.org
www.worldblindunion.org
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.
1.
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.
1.1 Poverty 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 longterm 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.
1.2 The 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 socioeconomic 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.
1.3 Statistics
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.
1.4 Poverty as cause and consequence
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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: http://www.who.int/disabilities/world_report/2011/en/
1.5 Differential 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.
1.6 Decent 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.
1.7 Social 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.
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1.8 Country-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 wellenshrined 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.
1.9 Involvement 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.
1.10 Multi-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.
1.11 Twin-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.
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2.
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:
2.1 Access to education for blind and partially sighted children
2.1.1
Understand 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.
2.1.2
As outlined in Article 24 of the UNCRPD, that blind and
partially sighted children be included in the general education
system
2.1.3
That blind and partially sighted children have the option to
attend special schools for specialized education and skill training
or special classes within regular schools
2.1.4
That blind and partially sighted students have access to
specialist teacher trained to teach braille and other skills related
to visual impairment;
2.1.5
That students have access to textbooks and other learning
materials in accessible formats, including braille, audio and so
forth;
2.1.6
That 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
2.1.7
Establishment/reinforcement of a Special Education Service
in the Ministry of Education
2.1.8
Provision of independence skills training such as Orientation
& Mobility, daily living skills (CBR or IBR programmes)
2.2 Improve access to employment and livelihoods for blind
and partially sighted persons
2.2.1
That blind and partially sighted persons have access to
vocational training programs to acquire the technical and job
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related skills needed for inclusion in the formal and informal
labour market
2.2.2
Where 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.
2.2.3
Inclusion of specialized vocational training structures and
courses in the policy, programming, and budgeting of the
ministry responsible for vocational training
2.2.4
The 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.
2.2.5
Provision 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
2.2.6
Encourage the development of a multi-sectoral framework
for consultation amongst the ministries responsible for education,
vocational training, employment, social development, and
finance.
2.2.7
Collection, analysis, and publication of statistical data on
poverty and blindness and on the participation of blind persons in
the world of work.
2.3 Promoting an Adequate Standard of Living and Social
Protection for Blind and Partially Sighted Persons
2.3.1
Promotion 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.
2.3.2
Introduction 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.
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2.3.3
Ensure the availability of Social assistance schemes for
blind individuals unable to engage in productive Work
2.3.4
Ensure 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.
2.4 Promote the inclusion of blind and partially sighted
persons in International Development and cooperation
programs
2.4.1
Consistent with Article 32 of the UNCRPD, ensure that
international cooperation programs are inclusive of blind and
partially sighted persons.
2.4.2
As 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.
2.4.3
Promote 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.
2.4.4
Include blind and partially sighted persons and their
representative organizations in the design, implementation and
evaluation of any development programs that affect them.
2.4.5
Any 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)
3.
ROLE OF THE WBU
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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.
3.1 Strengthening 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.
3.2 Advancing 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:
www.worldblindunion.org, are 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.
3.3 Promoting literacy and skills development
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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.
3.4 Building 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 socioeconomic 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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