Target 3. Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.
22 Education for All Goal # 2
ii) ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality;
23 Education Flagship aims to:
Have the full participation of persons with disabilities and families in the design of all Flagship activities.
Promote the full participation of persons with disabilities and families in the development of policies and guidelines related to the education of persons with disabilities at local, national, regional, and global levels.
Seek to ensure that all governmental entities, donors, and NGOs endorse the universal right to education for all children, youth and adults with a disability.
24 In Argentina, Botswana, Burundi, Cambodia, Comoros, Congo Zaire, Dominica, Haiti, Malawi, Marshall islands, Nigeria, Papua New Guinea, Peru, Rwanda, Saint Vincent and the Grenadines, Sierra Leon, Uruguay no enabling measures have been taken to make employment accessible to persons with disabilities
25 74% of the countries that responded have taken no action on transportation while over 50% have done nothing in terms of providing an accessible environment.
Does financial support provided for persons w/ disabilities includeYes Persons who have temporarily lost their income due to disability59Only persons w/ disabilities due to on-the-job accidents33People with physical disabilities68People with sensory disabilities59People with intellectual disabilities64People with psycho-social disabilities51Women with disabilities63Families of children with disabilities49Care-givers of persons w/ disabilities42Persons w/ disabilities of social, economic, religious, national, ethnic, backgrounds53
27 Argentina, Australia, Austria, Azerbaijan, Bahrain, Bangladesh, Belgium, Bolivia, Bosnia & Herzegovina, Brazil, Brunei, Bulgaria, Cameroon, Cape Verde, China, Comoros, Croatia, Cyprus, Democratic Republic of the Congo, Denmark, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Eritrea, Ethiopia, Fiji, Finland, Ghana, Guatemala, Haiti, Honduras, India, Islamic Republic of Iran, Iraq, Ireland, Italy, Kenya, Lebanon, Libyan Arab Jamahiriya, Luxembourg, Malawi, Malta, Marshall Islands, Mauritius, Morocco, Myanmar, Netherlands, New Zealand, Nigeria, Norway, Oman, Papua New Guinea, Peru, Portugal, Republic of Korea, Romania, Russian Federation, Rwanda, Saint Vincent & the Grenadines, Samoa, Saudi Arabia, Serbia & Montenegro, Slovakia, South Africa, Spain, Sudan, Sweden, Switzerland, The former Yugoslav Republic of Macedonia, Trinidad & Tobago, Tunisia, Uganda, United Arab Emirates, United Republic of Tanzania, Yemen, Zaire, Zimbabwe, Palestine, Hong Kong
( ) Adopting policies
( ) Passing legislation
( ) Adopting programmes
( ) Allocating financial resources
( ) Raising social awareness of the rights of persons with disabilities, (including sexual, reproductive and parental rights)
( ) Raising awareness among persons with disabilities regarding their rights
( ) Allocating financial resources to training programmes
( ) Building the capacities of personnel
( ) Involving organizations persons with disabilities
33 ICF is a classification of health and health related domains that describe body functions and structures, activities and participation. The domains are classified from body, individual and societal perspectives. Since an individual's functioning and disability occurs in a context, ICF also includes a list of environmental factors.
This Survey was designed, administered, conducted, analyzed and reported on by the South-North
Center for Dialogue & Development, Amman, Jordan, for the Office of the UN Special Rapporteur on