Jess Blijkers International Director of Programmes and Advocacy Light for the World - International

List of Light for the World International legal entities - CORE and Associate Members and Country Offices Light for the World International CORE members Address National Director Light for the World International Niederhofstraße 26, 1120 Vienna, Austria Rupert Roniger Licht für die Welt - Christoffel Entwicklungszusammenarbeit Niederhofstraße 26, 1120 Vienna, Austria Sabine Prenn Licht für die Welt - Light for the World - Lumière pour le monde Friedaustrasse 17, 8003 Zürich, Switzerland Gabriel Müller Světlo pro Svět-Light for the World, z.s. Svatoslavova 12, 140 00 Prague 4, Czech Republic Richard Schinko Licht für die Welt e.V. Widenmayerstr. 10, 80538 München, Germany Dr. Astrid Pietig Light for the World CIO c/o WeWork, Keltan House, 115 Mare St, London E8 4RU, United Kingdom Dawn Rennie 231 West 29th Street, Suite 906, New York, NY 10001, United States of Light for the World USA, Inc. America Rupert Roniger Light for the World International focus countries: Country Offices Address Representative Country Office Burkina Faso 11 BP 1225 CMS Ouagadougou 11, Ouagadougou, Burkina Faso Elie Bagbila Country Office Ethiopia Bole Road, Bedesta Building 5th Floor, Kirkos Subcity, Addis Ababa, Ethiopia Aynalem Tefera Country Office Mozambique Rua Brito Capelo nº 166, Beira - Palmeiras 1, Moçambique Zacarias Zicai Country Office South Sudan Tearfund Compound, Hai Jerusalem, Juba, South Sudan Sophia Mohammed EU-Liaison Office Rue de l'Industrie 10, 1000 Brussels, Belgium Sarah Hull Light for the World International Associate members Address Representative Light for the World Veenendaal 13, 3905 PB Veenendaal Dicky Nieuwenhuis Licht voor de Wereld - Lumière pour le Monde Avenue du Karreveld 12, 1080 Bruxelles Isabelle Verhaegen Jess Blijkers International Director of Programmes and Advocacy Light for the World - International.

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UNOSD International Mayors Forum Preparatory Webinar Series, Webinar #6 (IV Edition of United Cities for All): “Leaving No One Behind – Persons with Disabilities and Addressing Inequalities in our Cities and Communities” 29 October 2020, 10:00-11:30PM (KST) No. User Type FirstName LastName Email Company Country/Region Division for Inclusive Social Development, 1 Panelist Daniela Basnet Bista [email protected] UN DESA 2 Panelist Deisi Kusztra [email protected] World Family Organization United States of America National Strategies and Capacity Building 3 Panelist Amson Sibanda [email protected] Branch, Division for Sustainable Development Goals, UN DESA m.padmanabhan@light-for-the- 4 Panelist Murali Padmanabhan Light for the World United States of America world.org 5 Panelist Jean D'Aragon [email protected] UNOSD 6 Panelist UNOSD DSDG [email protected] UNOSD 7 Attendee Yoon Loong Wong [email protected] National Council for the Blind Malaysia United States of America 8 Attendee Awo Mana Asiedu [email protected] University of Ghana Ghana 9 Attendee Divya.c Divya.c [email protected] United States of America Disability Inclusive Development Programs 10 Attendee Jeannette Kah Le Guil [email protected] United States of America And Services 11 Attendee michael whiteaker [email protected] Virginia Department of Health United States of America 12 Attendee AUGUSTINA NAAMI [email protected] University of Ghana Ghana 13 Attendee Tim Harte [email protected] Australia 14 Attendee Andrés Montoya [email protected]
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Issue Brief on the Right to Disability-Inclusive Health
Equal Access without Discrimination The Right to Disability-Inclusive Health Issue Brief – May 2021 Summary ▶ The right to the highest attainable standard of health is fundamental, as health is a precondition for equal participation in society. ▶ Despite clear legal obligations, persons with disabilities continue to experience discrimination in their access to health. ▶ As a result of these barriers and rights violations, persons with disabilities report lower standards of health and experience higher mortality rates. ▶ Governments, international organisations and development actors urgently need to mainstream disability into their health strategies, services and interventions. A) Right to Health in a Nutshell “The highest attainable standard of health [is] a fundamental right of every human being.” This is the heart of the constitution of the World Health Organisation (WHO). States must realise this universal human right without delay. In practice, it entails the freedom from non-consensual or degrading treatment as well as the entitlement to health care that is accessible, available in sufficient quality and culturally acceptable. This includes the full spectrum of essential health services, from health promotion to prevention, treatment, rehabilitation, and palliative care.1 The right to health is essential for the attainment of other human rights. For instance, physical and mental health enable children to learn or adults to work. As a result, equal participation in society is preconditioned on the highest attainable standard of health.2 1 WHO & OHCHR (2008): The Right to Health. pp. 1-4. www.who.int/gender-equity-rights/knowledge/right-to-health-factsheet31.pdf. 2 Shakespeare, T., Bright, T. & Kuper, H. (2018): Access to Health for Persons with Disabilities, pp.
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Policy Safeguarding
Policy Safeguarding Content: I. The Policy II. Code of Conduct III. Complaints Mechanism Annex 1: Glossary of Terms Annex 2: Programmatic Approach to Child Protection Annex 3: List of Designated Staff Members and External Services Annex 4: Complaints Mechanism Flow Chart Annex 5: Serious Incident Reporting Annex 6: Safeguarding Incident Reporting Form Annex 7: Terms of Reference – Focal Point for Safeguarding/Board Status: Approved by International Management Team, Date: 03.07.2019 1/29 | P a g e Safeguarding Policy 2019-07 I. The Policy 1. Policy Purpose The purpose of this policy is to protect people, particularly children, adults at risk and beneficiaries of assistance, from any harm that may be caused due to them coming into contact with Light for the World. This includes harm arising from: • The conduct of staff and Light for the World representatives • The design and implementation of Light for the World’s programmes and activities This policy lays out the commitments made by Light for the World and informs staff and representatives of their responsibilities in relation to safeguarding. Policy Statement Light for the World believes that everyone we come into contact with, regardless of age, gender identity, disability, belief, sexual orientation, ethnic origin, or other status has the right to be protected from all forms of harm, abuse, neglect and exploitation. Light for the World applies a zero-tolerance policy. This policy will address the following areas of safeguarding: • child protection, • adult safeguarding, • protection from sexual exploitation, abuse and bullying. Light for the World commits to embedding safeguarding in all of its work, through the three pillars of prevention, reporting (by a complaints mechanism) and response.
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Changing Systems, Changing Lives
Changing Systems Changing Lives © Ulrich Eigner Inclusive Education and Disability Inclusion in Community Development Why systemic change? Education can be the most powerful equalising “[Inclusive education] requires an in-depth force in any society. More and better investment is transformation of education systems in needed to ensure the systemic change required, to legislation, policy, and the mechanisms for make this true for girls and boys with disabilities. financing, administration, design, delivery and monitoring of education.” X If the children who face the biggest challenges UNCRPD General Comment No. 4, 2016 succeed, everyone does. Real change towards an inclusive society requires The 2030 Agenda for Sustainable Development working at local, national, regional and international renews our commitment to transforming our world level. It involves strengthening the capacities of our to one that honours the rights of all, particularly local partners, in particular government authorities, the poorest and most vulnerable - persons with to drive change and development. It involves disabilities. Inclusive education is the segue to empowering civil society to push for change and achieving all other rights and central to building amplifying the voices of people with disabilities to an inclusive and prosperous society. Ensuring the call for better accountability. It requires adequate right to inclusive education for girls and boys with and appropriate investment from bilateral -and disabilities requires a transformation in culture, multilateral
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NOTHING ABOUT US WITHOUT US! Cooperation with Organisations of Persons with Disabilities in Community Programmes
Learning from cooperation with DPOs Dis NOTHING ABOUT US WITHOUT US! Cooperation with organisations of persons with disabilities in community programmes A learning guide 1 Women with disabilities in Bolivia founded their own DPO to fight for their rights. 2 Learning from cooperation with DPOs “As a DPO, we know the needs of the people with Executive summary disabilities. It’s personal for us.” Providing insights into some of the roles of Mr. Armando Conduane organisations of persons with disabilities and President of the DPO ADEMO the merits of their involvement, this paper Beira, Mozambique shall help us and others in our learning. It shall also help to increase our own transparency and accountability towards the people and communities we serve. The paper presents and analyses good practices of DPO involvement in Light for the World programmes and shows successful ways of supporting DPO empowerment. It is based on interviews and focus group discussions with organisations of persons with disabilities (DPOs for short), other project partners and Light for the World programme colleagues in Bolivia, Ethiopia, Mozambique, Northeast India and South Sudan. 3 LIGHT FOR THE WORLD DPOs – a rising force Definition of DPOs DPOs are representative organisations of persons with disabilities, which are “rooted, committed to and fully respect the principles and rights recognised in the Convention. They can only be those that are led, directed and governed by persons with disabilities. A clear majority of their membership should be recruited among persons with disabilities themselves. Organisations of women with disabilities, children with disabilities and persons living with HIV/AIDS are organisations of persons with disabilities under the Convention.” (CRPD General Comment No 7, para.11 1) DPOs might represent one particular group of persons with disabilities or various types of disabilities.
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LFTW Country Profile France
DONOR PROFILE FRANCE LEAVE NO CHILD BEHIND Invest in the early years France is the fifth-largest donor country in the world, and the French President, Emmanuel Macron, has committed to increasing overseas development assistance levels.1 France has five strategic priority areas: international stability, climate change, education, gender equality, and global health. A review across 10 donors showed that in 2017 France was the: 9th 8th 7th largest contributor to early largest contributor in largest contributor in terms childhood development terms of the proportion of of the quantity of education (ECD), relative to the overall education aid disbursed to aid disbursed to early overseas development early childhood education/ childhood education/pre- assistance (ODA) portfolio pre-primary (i.e. 0.04% of primary.B (i.e. 0.5% of ODA is spent on education aid spent on pre- ECD).A primary).B Strategic commitment to early childhood Disability-inclusive early education development investment commitments ited/emergin ited/emergin Lim g Lim g mitment mitment r com s r com s to C to C c c ro c c ro e ts o s e ts o s s n m s s n m s - - - - s e m s s e m s s m i e s m i e t t t t o i m c o i m c r t r t c o c o m e m e n r n r o m o m t t N o s N o s c c A The table looking at the comparative levels of spending on ECD for the donors in this report can be found in the corresponding global report.
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Impact Report 2018/2019 Dear Friends
Impact Report 2018/2019 Dear friends, In the year 2018 we celebrated • More than 16 million doses of our 30th anniversary. medication against Neglected Tropical Diseases were distributed. Over these three decades we • 34,696 children and adults with Karin Krobath Rupert Roniger have reached 13.7 million peo- disabilities received access to Chairperson Light CEO Light for the ple in the poorest regions of health and rehabilitation services for the World World in our programmes. 12,953 children the world, providing access to went to school to develop their The coming years will be challenging, eye health, education, reha- full potential and shape their own especially for our programme work bilitation, and human rights to future. in Mozambique, which was severely • Light for the World launched devastated by cyclone storms in early persons with disabilities. the Her Abilities Award, the first 2019. But changing the world is worth inter national award to honour every effort. We will continue to work • In 2018 our partners performed the achievements of women with on all levels—from local to global—to 89,280 eye surgeries, saving eye disabilities in December 2018. The create a world where everybody can sight and changing countless winners were selected out of 158 take part and no-one is left behind. lives. Among them were 44,206 nominees from 52 countries. Three Thanks to the dedication of our cataract surgeries and 21,824 eyelid categories were awarded: Health & donors and the professionality of our surgeries in the late stages of Education, Rights, Arts and Culture partners, we are closer to this goal trachoma.
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Governance Structure of Light for the World
Light for the World OUR GOVERNANCE AND STRUCTURE members project countries country offices “The CEO, in collaboration with the Board, ensures that our organisation lives up to its vision and mission to achieve sustainable impact by implementing our strategy.” Prof. Tom Shakespeare International Trustee Chair UK Who we are Our structure Our association Light for the The Articles of Association and Light for the World is an World International is made up the partnership agreements international disability and of Austria, the Czech Republic, govern the collaboration and development organisation. Germany, Switzerland, the United relationships between Light for Our vision is an inclusive Kingdom and the United States the World International and its society for all where no one of America as core members and members. is left behind. We enable eye Belgium as associate member. health services and empower We have country offices in people with disabilities in Each core and associate member Burkina Faso, DR Congo, Ethiopia, some of the poorest regions of is a non-profit organisation under Kenya, Mozambique, South the world. the respective national law. Light Sudan, Tanzania and Uganda for the World International is as well as an EU liaison office in registered at the national register Brussels. All our offices are part of of associations in Austria. Light for the World International or its associate member. Our Governance Assembly of Members National Boards The Assembly of Members is the highest body of the The National Boards are the governing body of our organisation. It is the interface between the national national members. National Boards ensure national members and the international organisation.
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Downloads > World Report on Disability
LIGHT FOR THE World Equal Rights – Equal Opportunities: Education and Disability Educational Material on “Education and Disability Worldwide” Table of content 1. Learning to Overcome Barriers in your Mind ................................................................................ 3 2. Inclusive Education for All – Facts and Figures ............................................................................... 6 3. Feel Exclusion – Create Inclusion ................................................................................................. 12 Equal Rights – Equal Opportunities: Inclusive Education for All Three methodical-didactic suggestions for teaching 1. Learning to Overcome Barriers in your Mind An exercise on space Aim(s): Students practice the considerate treatment of others by means of a greeting ritual, thus learning to overcome mental barriers and mutual reservations. Target group(s): Students, young people and adults aged 14 years and over Duration: approx. 50’ (1 unit) Material: a sufficient number of the 6 functional cards according to the number of students/par- ticipants, possibly ear plugs (for “deaf people”) and blindfolds (for “blind people”) Procedure: An unusual greeting (approx. 5-10’): The number of the 6 function cards corresponds to the number of participants; each person gets one card. The individual cards should not be revealed to other participants. The following story is then told: Today, you are taking part in a very important conference with participants from all over the world. It is 2 in the afternoon. The conference is about to start. Everybody is waiting in the conference room, and you do not know each other. The president, on whose invitation you have come, opens with the following words: Would you please kindly welcome each other before we start the conference. Then all participants walk around the room welcoming each other according to the instructions (people should only do what they are told on the cards, their roles should not be expanded in this phase).
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Activity Report 2017/2018 Light for the World
Activity Report 2017/2018 FOREWORD Dear friends of Light for the World, Together we look back on a successful year 2017. Thanks to more than 143,000 donors and supporters we were able to make a difference in this world. In total, we reached 1.3 million people with eye care, rehabilitation and education and fought for the rights of people with disabilities. • More than 93,000 eye operations ( including over 43,700 cataract surgeries) saved eye-sight in our projects. • Over 9,000 children with disabilities accessed inclusive education, more than 33,900 received rehabilitation, enabling them to lead independent and self- sustained lives in the future. • Our Senior Inclusion Advisor Yetnebersh Nigussie has been awarded the Right Livelihood Award 2017, honoring her achievements in disability inclusion and human rights. • We distributed close to 13 million doses of medication against trachoma and other infectious causes of blindness. Looking forward to 2018, we continue to have big ambitions too. All this is only possible due to the dedication and tireless efforts of our local partners, who pour their energy into removing barriers for people living in some of the poorest countries in the world. And we want to thank you, that you too contribute to creating a world, where everybody can take part and no one is left behind. Karin Krobath Rupert Roniger Chairperson CEO Light for the World Light for the World OUR APPROACH CONTENT 4 Highlights LIGHT FOR 6 Facts & Numbers FOCUS TOPICS THE WORLD 8 Eyesight 10 Education 12 People Light for the World is a global disability & 14 Empowerment development organization, breaking down 16 Expertise & Skill Sharing barriers to enrich society and unlock the COUNTRIES potential in all of us.
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Lessons Learned on the Inclusion of People with Disabilities in a Food Security Project for Ultra Poor Women in Bangladesh
inclusion works! Lessons learned on the inclusion of people with disabilities in a food security project for ultra poor women in Bangladesh By Paulien Bruijn, edited by Judith Mulder-Baart inclusion works! Lessons learned on the inclusion of people with disabilities in a food security project for ultra poor women in Bangladesh By Paulien Bruijn, edited by Judith Mulder-Baart Table of Contents Introduion 5 FSUP Gaibandha proje 5 Used methodology 6 Acknowledgements 6 Chapter 1. The importance of including people with disabilities in food security initiatives 8 Disability is a human rights issue 9 Disability is a poverty issue 11 Disability is a gender issue 12 Disability is a social issue 13 Barriers that block inclusion 13 Chapter 2. Results and impa of inclusion 15 Number of people with disabilities enrolled 15 Increased functional abilities 16 Improved food security and livelihood 17 Improved access to government safety nets 19 Dreaming to send daughter to school 20 Improved social status and participation 20 Increased self esteem and empowerment 20 Chapter 3. Lessons learned from disability mainﬆreaming 23 Summary of the lessons learned about mainstreaming disability in the FSUP project 23 Consortium development 24 Proposal development 24 Selection criteria 26 Beneﬁciary selection process 27 Planning and budgeting for inclusion 28 Monitoring inclusion 28 Implementation 29 • Capacity building for inclusion 30 • Awareness raising in women groups 30 • IGA selection process 31 • Household involvement in the income generating activities 32 • Suitable IGA’s for people with disabilities 32 • Inclusion in Disaster Risk Reduction 34 • Accessibility 34 • Disability speciﬁc service delivery 34 • Leprosy 37 Sustainability of disability mainstreaming 38 Concluding remarks 39 Annex I.
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Disability and Inclusive Education a Stocktake of Education Sector Plans and GPE-Funded Grants
WORKING papeR #3 FEBRUARY 2018 Disability and Inclusive Education A Stocktake of Education Sector Plans and GPE-Funded Grants 26032_GPE_Disability_Working_Paper.indd 1 7/5/18 8:38 AM This paper was written by GPE staff and consultants including Louise Banham and Eleni Papakosta. For more information, please contact Louise Banham at [email protected]. This paper has benefitted from the support of the Joseph P. Kennedy, Jr. Foundation and the work of a Joseph P. Kennedy, Jr. Foundation Fellow, Ruchi Kulbir Singh. All rights reserved. This paper is a product of the staff of the Secretariat of the Global Partnership for Education. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion on the part of the Global Partnership for Education, or the World Bank Group concerning the legal status of any country, territory, city, area or its authorities, frontiers or boundaries. Published by Global Partnership for Education, 1850 K Street, NW, Suite 625, Washington, DC, 20006 USA [email protected] www.globalpartnership.org Cover Photo Credits A painting on the wall at Kisiwandui primary school shows that the school welcomes students with disabilities. Zan- zibar, Tanzania, April 2017. Credit: GPE/Chantal Rigaud. Shakuntala Badi is 13 years old and studies in Class 5B at Adarsha Saula Yubak Higher Secondary School, Bhainsipati. She is the only blind student in her class. Credit: GPE/NayanTara Gurung Kakshapati. In this classroom, some students with disabilities receive more personalized attention. Kisiwandui primary school. Tanzania, April 2017. Credit: GPE/Chantal Rigaud. 26032_GPE_Disability_Working_Paper.indd 2 7/5/18 8:38 AM Working Paper • February 2018 Table of Contents Acronyms and Abbreviations ..............................................................................................................
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