Capacity Development in Disability and Development for CLMV Government Officers

Completion Report Japan-ASEAN Integration Fund Project

“Capacity Development in Disability and Development for CLMV Government Officers” 2007-2010

Foundation for Advanced Studies on International Development (FASID)

Completion Report Japan-ASEAN Integration Fund Project

“Capacity Development in Disability and Development for CLMV Government Officers” 2007-2010

Foundation for Advanced Studies on International Development (FASID)

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Preface This is a completion report of the project ‘Capacity Development in Disability and Development for CLMV Government Officers’ supported by the Japan-ASEAN Integration Fund and implemented by the Foundation for Advanced Studies on International Development. The project was composed of a series of training courses and workshops over three years from July 2007 to June 2010 with the objective of enhancing the capacities of government officers engaged in disability issues to analyze, formulate and implement policies and programs in Cambodia, Lao PDR, Myanmar and Vietnam (CLMV countries). In the ASEAN region, persons with disabilities have been largely left out of the development process. They are often caught in the vicious cycle of disability and poverty. Institutional, physical, informational and attitudinal barriers have made them invisible, leaving them unable to contribute to society and realize their full potential. The issue of “disability and development” has commonality and significance for all ASEAN countries albeit in different degrees. As this project is intended to contribute to narrowing the development gap among ASEAN countries, it focused on CLMV countries. Regional and international instruments adopted in recent years reflect increasing attention to disability issues, and a rights-based approach to disability has gained recognition and visibility in disability discourses. At the international level, the United Nations Convention on the Rights of Persons with Disabilities, which entered into force on 3 May 2008, marks the inception of a new era in which a rights-based approach would be pursued within a legislative framework. At the regional level, the Biwako Millennium Framework for Action towards an Inclusive, Barrier-Free and Rights-based Society for Persons with Disabilities in Asia and the Pacific and its supplement, Biwako plus Five, bring together the Convention on the Rights of Persons with Disabilities and the Millennium Development Goals. Thus, the project has been designed to develop government officers’ capacities in disability and development, which will allow them to formulate policies related to persons with disabilities in each CLMV country, thereby enacting and promoting the rights of persons with disabilities. The following is the completion report for the project reviews and summarizes our activities and achievements.

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Preface

We would like to extend our sincere gratitude to Ms. Yukiko Nakanishi, Mr. Osamu Nagase, Mr. Soya Mori, Mr. Shintaro Nakamura, Ms. Junko Utsumi, Ms. Chisato Esaki, Dr. Kenji Kuno, and all the experts, resource persons, groups and organizations who support this project. We are also grateful to the Japanese Ministry of Foreign Affairs for their guidance and for providing a good bridge to the ASEAN Secretariat. Finally, we would like to express our special gratitude to the ASEAN Secretariat for understanding the value of the project and for having extended their continuous support throughout the project’s duration. June 2010 Foundation for Advanced Studies on International Development

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Table of Contents 1

Introduction 1.1 Background ........................................................................................... 2 1.2 Beneficiaries .......................................................................................... 2 1.3 Objectives and Activities ........................................................................ 3 1.4 Activities ................................................................................................ 4 1.5 Management Structure of the Project ................................................... 6 1.6 The Main Feature of the Project .......................................................... 7

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Basic Concept of the Project 2.1 Disability and Development ................................................................ 12 2.2 The Twin-Track Approach: Not “Disability” and “Development” but “Disability and Development” ......................................................... 17 2.3 Convention on the Rights of Persons with Disabilities (CRPD) -Towards Inclusive Community and World .......................................... 26 2.4 Importance of Disabled Person-centered Approach ............................ 32

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Implementation of the Project 3.1 Preliminary Survey .............................................................................. 44 3.2 First Training ....................................................................................... 62 3.3 Third Country Workshop ..................................................................... 72 3.4 In-Country Workshop .......................................................................... 77 3.5 Wrap-Up Seminar ............................................................................... 89

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Impact of the Project 4.1 Cambodia ........................................................................................... 94 4.2 Lao PDR ............................................................................................. 97 4.3 Myanmar ........................................................................................... 100 4.4 Vietnam ........................................................................................... 103

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Summary and Lessons Learned from the Project Experience 5.1 Summary from Each Country ............................................................ 108 5.2 Learning from the Action Plan Implementations ............................... 109 5.3 Nothing About Us Without Us - the Importance of Mainstreaming Persons with Disabilities ................... 110 5.4 Proposals ......................................................................................... 111

Appendix A-1: [First training] List of the Participants (Cambodia) .......................... 11 4 Appendix A-2: [First training ] List of the Participants (Lao PDR) ........................... 115 Appendix A-3: [First training] List of the Participants (Myanmar) ........................... 116 Appendix A-4: [Firtst training] List of the Participants (Vietnam) ........................... 117 Appendix B-1: [First training] Evaluation by Participants (Cambodia) .................... 118 Appendix B-2: [First training] Evaluation by Participants (Lao PDR) ...................... 120 Appendix B-3: [First training] Evaluation by Participants (Myanmar) ...................... 125 Appendix B-4: [First training] Evaluation by Participants (Vietnam) ....................... 133 Appendix C-1: [Third Country Workshop] List of the Participants ........................... 136 Appendix C-2: [Third Country Workshop] Evaluation by Participants ..................... 137 Appendix D-1: [In-Country Workshop] List of the Participants (Cambodia) ............ 140 Appendix D-2: [In-Country Workshop] List of the Participants (Lao PDR) .............. 141 Appendix D-3: [In-Country Workshop] List of the Participants (Myanmar) .............. 142 Appendix D-4: [In-Country Workshop] List of the Participants (Vietnam) ............... 143 Appendix E-1: [In-Country Workshop] Evaluation by Participants (Cambodia) ....... 144 Appendix E-2: [In-Country Workshop] Evaluation by Participants (Lao PDR) ........ 147 Appendix E-3: [In-Country Workshop] Evaluation by Participants (Vietnam) .......... 152 Appendix F-1: [In-Country Workshop] Action Plans (Cambodia) ............................ 154 Appendix F-2: [In-Country Workshop] Action Plans (Lao PDR) .............................. 167 Appendix F-3: [In-Country Workshop] Action Plans (Myanmar) .............................. 172 Appendix F-4: [In-Country Workshop] Action Plans (Vietnam) ............................... 183 Appendix G-1: [In-Country Workshop] Action Plan Implementation Report (Lao PDR)... 191 Appendix G-2: [In-Country Workshop] Action Plan Implementation Report (Vietnam).... 199 Appendix H-1: [Wrap-Up Seminar] List of the Participants ..................................... 213 Appendix H-2: [Wrap-Up Seminar] Discussion Minutes ......................................... 218

1 Introduction

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

1.1 Background ASEAN and Japan have a well established mutually significant partnership in promoting regional peace and stability. Now the people in these countries are facing new challenges and opportunities in the rapidly changing global economy. Various measures have been taken for poverty reduction based on the national development plans and Poverty Reduction Strategy Papers (PRSP) in the Kingdom of Cambodia, the Lao People’s Democratic Republic, the Union of Myanmar and the Socialist Republic of Viet Nam (hereinafter referred to as CLMV) in order to bring them into line with other ASEAN countries. As a result, macro-level indicators such as GDP growth rate and poverty incidence rate show that economic growth has been fostered in CLMV countries. Nevertheless, the government financial deficit is still a common problem among CLMV countries, and as a result, vulnerable groups have been left behind the development process. In CLMV countries, persons with disabilities are a major vulnerable group. In this regard FASID has launched a three year capacity development project, for the government officers engaged in working for the rights of persons with disabilities, sponsored by the Japan-ASEAN Integration Fund since July 2007.

1.2 Beneficiaries (1) Target Beneficiaries The target beneficiaries of the project were public officers of the ministries and institutions related to “disability and development” programs in CLMV countries. Cambodia: Ministry of Social Affairs; Veterans and Youth Rehabilitation; Ministry of Education Lao PDR: Ministry of Labour and Social Welfare; Ministry of Health; Ministry of Education. Myanmar: Ministry of Social Welfare Relief and Resettlement; Ministry of Health; Ministry of Education Vietnam: Ministry of Labor, Invalids and Social Affairs; Ministry of Health; Ministry of Education and Training; Ministry of Transportation; National Coordinating Committee on Disability Office The number of participants in the training courses and workshops were 20-30 in each country. This figure depended on the needs and request of each CLMV country. (2) Ultimate Beneficiaries This project ultimately aims to promote and enact the rights of persons with disabilities such as access to education, health, employment, transportation and others in CLMV countries.

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Chapter 1 - Introduction

1.3 Objectives and Activities

By implementing the project activities, it is expected to achieve: ‘The enhancement of the capacity of personnel from CLMV countries engaged in disability issues to analyze, formulate and implement policies and programs.’ Provided the above project objective is achieved and some external conditions are met such as the actual implementation of the policies and programs suggested within the project, the overall goal is that the ‘rights of persons with disabilities are promoted and enacted in each CLMV country.’ The following figure shows the functional and causal relationships between project activities, the project object, assumptions (external factors) and the overall goal.

Rights of persons with disabilities are promoted and enacted

Long-term Overall goal

Programs are actually implemented Policies are actually reformulated

Necessary budget is allocated

Personnel enhance capacity for analyzing, formulating and implementing policies and programs.

Assumptions to achieve Overall Goal

Project Objective

Preparatory Training Field visit to survey course Malaysia Situation analysis Basic underSurvey on and stading of “dis- actual efforts Formulation of ability and on “disability project activities development.” and (curriculum dedevelopment.” velopment)

In-country workshop Situation analysis and trial policy planning

Wrap-up/ Follow up Sharing of experience and information

Project Activities

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

1.4 Activities The project activities were divided into the following 5 stages. (1) 1st Stage: Preparatory Survey Mission In the first stage of the project, preparatory surveys in respective countries were conducted to analyze the local situations and develop a curriculum for the first training course in each CLMV country: in Vietnam in December 2007, in Lao PDR from February end to March 2008, in Cambodia from April end to May 2008, and in Myanmar in September 2008. (2) 2nd Stage: Training course In the second stage of the project, the first training courses were conducted in their respective countries. They focused on developing a basic understanding of ‘Disability and Development’; the participants understood that disability is a cross-cutting issue and each participant worked as a member of the team, exchanged their views and grasped the situations of persons with disabilities in the respective CLMV countries. The first training course program included many discussions and group work sessions. Persons with disabilities were invited as resource people and played an important role in activating the course. The first training courses were conducted in: Vietnam from 5 to 8 August, 2008, in Lao PDR from 25 to 29 August, 2008, in Cambodia from 13 to 16 October, 2008 and in Myanmar from 25 to 28 November, 2008. (3) 3rd Stage: Field visit In the third stage of the project, the third country workshop in Malaysia was conducted as a field visit activity. It was held from 12 to 16 January, 2009. This workshop was originally planned in Thailand, however due to the unstable public security situation in Bangkok in November 2008, the location was switched to Kuala Lumpur, Malaysia which was also a leading country in ASEAN region in the promotion of equal opportunities for persons with disabilities. Three government officers from each CLMV country were invited to participate in the workshop. The main focus of the workshop was to understand the government’s role in supporting persons with disabilities in terms of policy making and in collaboration with disabled people’s organizations. (4) 4th Stage: In-country workshop The main activity in the fourth stage of the project was to conduct the in-country workshop in CLMV. The focus of the workshop was to analyze the present situation

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Chapter 1 - Introduction

of persons with disabilities and formulate an action plan for each respective CLMV country. The in-country workshops were conducted in Vietnam from 11 to 14 August, 2009, in Lao PDR, from 1 to 4 September, 2009, in Cambodia from 13 to 17 July, 2009 and in Myanmar from 26 to 30 May, 2009. (5) 5th Stage: Wrap-up and Follow up The final stage of the project comprised follow-up activities and the conduction of a wrap-up seminar. Follow-up activities in each country were implemented as follows: Cambodia: monitoring mission 2 – 8 December, 2009 Lao PDR: Implementation of the Action Plan, ‘Workshop on promoting employment opportunities for PWDs in Lao PDR’ on 12 March, 2010 Myanmar: Follow up mission 8 – 24 September, 2009 Vietnam: Implementation of the Action Plan, ‘Raise awareness of the community in supporting women with disabilities; Creating opportunities for women with disabilities to participate in community activities in a self confident manner’ by the Vietnam Women’s Union in January to March 2010. The wrap-up seminar was held from 22 to 25 March 2010 in Kuala Lumpur, Malaysia. The focus of the seminar was to discuss the future scope of network among CLMV as well as ASEAN states in supporting persons with disabilities in terms of policy making, collaboration with disabled people’s organizations and the private sector. This seminar was held in cooperation with the Ministry of Women, Family and Community Development, Malaysia. Three government officers from each participating country were invited to contribute to this seminar and one representative was invited from other ASEAN member countries in order to share best practice. In fact, nine government officers participated from CLV countries, and representatives from Indonesia, Philippines and Thailand also joined and shared their experiences.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

1.5 Management Structure of the Project As shown below, the Project Management Unit (PMU) is based at FASID in Tokyo, Japan worked in close coordination with a Focal Point Officer and a National Consultant in each CLMV country and the Committee of Social Development of the ASEAN Secretariat. In Myanmar, the National Coordinator played a role of coordinator for the PMU, the Focal Point Officer and the National Consultant. FASID also set up a supporting committee whose members are all technical advisers with expertise in disability and development in developing countries, primarily in Asia, and also officers from FASID. The committee meetings were held between project stages.

Project Management Structure in Cambodia, Lao PDR and Vietnam ASEAN Secretariat Reporting

Japan-based Project Management Unit Project Manager Project Coordinators

Technical support Technical Advisors

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In CLV Countries MOSVY (Cambodia) MOLISA (Lao PDR) NCCD (Vietnam) (Target Beneficiaries) Focal Point Officer

Coordination

Coordination

Technical support National Consultant

Chapter 1 - Introduction

Project Management Structure in Myanmar

ASEAN Secretariat Reporting

Japan-based

Project Management Unit Project Manager

In Myanmar Ministry of Social Welfare, Relief and Resettlement (Target Beneficiaries)

Project Coordinators

Focal Point Officer

Technical support

Coordination National Coordinator

Technical Advisors

Technical support

National Consultants

1.6 The Main Feature of the Project (1) Regional Cooperation for ASEAN Integration Experience in the field has already accumulated in the region, through institutions such as the United Nations Economic and Social Commission for Asia and Pacific (ESCAP) and the Asia-Pacific Development Center on Disability (APCD) located in

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Thailand. And also, through technical cooperation done by JICA, Malaysia has also endeavored to work on these issues for a long time and accumulated experience and know-how that is valuable in improving the lives and livelihoods of persons with disabilities, thereby realizing a greater level of social participation of persons with disabilities in their communities. This project took advantage of the human resources and information available at such institutions and advanced experience mentioned above, and would therefore not only narrow the gap amongst ASEAN countries but also promote regional integration, which is also one of the objectives of the Initiative for ASEAN Integration (IAI). In this regard, the project targets were CLMV countries, however, other ASEAN member countries’ delegates were also invited to the training courses and workshops in CLMW countries to act as a knowledge resource or as lecturers, they also participated in the follow-up activities and the wrap-up seminar. (2) Participation of the Persons with Disabilities Participation of Persons with Disabilities (PWDs) was stressed all through the project implementation process. As mentioned, FASID set up a supporting committee to discuss the project activity in each stage. There were eight members and three of them had disabilities in either hearing or mobility. National Consultants/ Coordinators were those with extensive knowledge of disability issues in respective countries and who worked closely with FPOs to facilitate communication between the FPO and FASID. Three of them had disabilities in either mobility or visual domains. Also, in addition to the public officers of the relevant ministries and institutions in ‘disability and development’ programs in CLMV countries, stake holders such as persons with disabilities and disabled people’s organizations (DPOs), family organizations and NGOs participated in training and other activities as lecturers, resource persons and observers.

Project Management Unit Technical Advisor:

Project Manager:

Project Coordinator:

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Ms. Yukiko Nakanishi, Mr. Osamu Nagase, Mr. Soya Mori, Mr. Shintaro Nakamura, Ms. Junko Utsumi, Ms. Chisato Esaki, Mr. Yoshito Dobashi (October 2007 – September 2008), Ms. Chie Yoshimura (October 2007 – October 2008) Ms. Keiko Asato (August 2009 – June 2010) Mr. Akira Nagamachi (April – July 2009) Ms. Mayumi Hamada (July 2007 – March 2009) Ms. Junko Watanabe (February 2008 – June 2010) Ms. Yasuko Hayashi (July 2007 – January 2008) Ms. Takako Wayama

Chapter 1 - Introduction

National Consultant:

National Coordinator:

Mr. Yi Veasna (Cambodia) Ms. Misouda Heuangsoukkhoun (Lao PDR) Mr. Tha Uke (Myanmar) Ms. Nguyen Hong Ha (Vietnam) Mr. Aung Ko Myint (Myanmar)

Contributors This project was supported by the people listed below Cambodia Mr. Ngin Saorath, Ms. Uch Vantha, Mr. Klann Mab, Mr. Noun Sambo, Ms. Mak Monika, Mr. Heng Sokha, Mr. Reach Vuthorn, Mr. Kong Vichetra, Mr. Ean Nil, Ms. Phum Leakhena, Ms. Song Sokleap, Ms. Chhoeurn Somaly, Mr. Ouch Nimol, Mr. Mao Sokchea Lao PDR Mr. Thanomvong Khamvongsa, Mr. Khampeang Volachachdavy, Mr. Pe Kenkeosisuphan, Mr. Samniang Thammavong, Mr. Soulidet Indatave, Ms. Phanita Mayphone, Ms. Phoutsady Laoly, Ms. Inpeang Vilayhong, Mr.Nuanta Latsavongsay, Mr. Nuaneta Latsavongsay, Ms. Seevanh Xaikia Myanmar Dr. Zaw Moe Aung, Mr.Nay Lin Soe, Mr. Zin Min Htet, Ms. Nge Nge Aye Maung, Ms. Yu Ya Thu, Ms. May Khant Chit Khin, Mr. Ko Ko Lwin Vietnam Mr. Dan Rocovits, Mr. Nguyen Duc Minh, Mr. Nguyen Trung, Ms. Nguyen Le Thuy, Ms. Duong Minh Chi, Ms. Duong Thi Van, Ms. Nguyen Bich Hang, Pham Kieu Dung, Mr. Nguyen Van Hai, Ms. Nguyen Thi Thanh Thuy, Ms. Ngo Kim Oanh, Mr. Van Duc Hoa Indonesia Ms. Aria Indrawati Thailand Mr. Teerawat Sripathomsawad, Mr. Suporntum Mongkolsawadi, Ms. Saowalak Thongkuay, DPI-AP, APCD Philippines Mr. Mateo A. Lee Jr.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Malaysia Ministry of Women, Family and Community Development, Ms. Yeo Swee Lan, Mr. James Lim Ming Koon, Mr. Johari Jamali, Ms. Ms. Teoh Hooi Ting, Mr. Lee Soon Kup, Mr. Nesan A/L Kandiah, Mr. Lee Lih Shyan, Ms. Sia Siew Chin, Mr. Anthony Arokia, Air Asia, Beautiful Gate Foundation for the Disabled, Daily Farm, Malaysian Federation of the Deaf, United Voice, BEAT Japan Mr. Kenji Kuno, Ms. Emi Aizawa, Mr. Yoshinori Ikezumi, Ms. Miho Yoshida, Mr. Minoru Teramoto, Ms. Yuko Yokotobi, Ms. Mitsuko Ogawa, JICA

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2 Basic Concept of the Project

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

2.1 Disability and Development Soya Mori Senior Research Fellow Institute of Developing Economies- JETRO

(1) Introduction The World Health Organisation (WHO) estimates that Persons with Disabilities (PWDs) make up 10% of any population (WHO 1999, Nangendo 2002), irrespective of the level of development. Clearly, for developing countries the situation for PWDs is worse in rural areas because there are less social resources such as medical institutions, government assistance programs and disabled people’s organizations to support them. For a long time, the most prevalent approach to these issues around PWDs had been the individual-medical approach, which focused on PWDs’ dysfunctions and medical rehabilitations. The approach was based on the illness-analogy of disabilities. Very often PWDs had been considered as medical patients and their disabilities thought to be caused mostly by illness. The disability was seen as a direct result of their impairment. The strong causality between impairment and disability had been taken for granted until recently. In the 1970s, professionals in rehabilitation “recognized the need to move away from the highly reductive conceptions of functional limitations of focusing on definition deficits in limbs and organs, which had traditionally characterized physical medicine and physical therapy. This paradigm was enshrined in official reports, with the promulgation of broader definitions of rehabilitation as the restoration of patients to their fullest physical, mental, and social capability” (Tunbridge 1972). After the International Year of Disabled Persons in 1981, an increasingly broader definition of disability and health status began to gain ground. More focus on daily activities such as whether a person could wear clothes or take a bath by themselves began to gain momentum for definitions of disability. (2) Emergence of the Social Model of Disability More recently disability studies in UK propose the newer idea of disability as Social Model of Disability (Oliver 1998). Various social movements in UK and US began to have a strong influence on the definition of disability. In the US, the key movements are Independent Living and Disability Rights and it is possible that these movements could contribute to the implementation of a new Rehabilitation Act there. In the UK, the Union of the Physically Impaired against Segregation’s (UPIS) definition of disability become the basic concept of the social model. The social model defines Disability as

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Chapter 2 - Basic Concept of the Project

follows (Stone 1999). 1. Impairment is the term used for an individual’s condition (physical, sensory, intellectual, behavioral). 2. Disability, in complete contrast, can be defined as social disadvantage and discrimination. The concept of disability focuses its attention on social structure and the relations between individuals and society and the change required of the society from the viewpoint of disabled people’s civil rights is the main proposed agenda for the model. Due to the influence of this newer concept on their policy, WHO also modified its classification principles for disability. They adopted ICF, the International Classification of Functioning, Disability and Health in 2001 as their newer classification standards of disability instead of the older ICIDH, the International Classification of Impairments, Disabilities and Handicaps. With the ICIDH, domains are classified from body, individual and societal perspectives by means of two lists: a list of body functions and structure, and a list of domains of activity and participation. ICF takes into account the social aspects of disability and does not see disability only as a ‘medical’ or ‘biological’ dysfunction. Through these changes, now we can deal with disability in the context of development. The social model of disability and ICF are more concerned with society and social situations than in the functional classification of disability as defined within the ICIDH. As we know, development processes have great impacts on disability. The same impairment would result in very different problems in different stages of development. Social resources such as sign language interpreter services for the deaf and guides for the blind, and disabled people’s organizations have very important impacts on enhancing the daily lives of PWDs. (3) Disability Inclusive Development Now we turn our discussion to development itself. International development and international cooperation around PWDs in developing countries have been conducted within the framework of the individual-medical model for a long time. However, enhanced recognition of the social resource constraints in developing countries and of the necessity of a multi-dimensional approach to poverty alleviation gives us a new understanding of disability issues in the context of development. Existing institutional-based rehabilitation policies are expensive for both developing countries and developed donor countries. The pro-poor approach for poverty alleviation found the situation most serious for the poorest among the poor, including disabled people in rural areas. Unfortunately, the Millennium Development Goals (MDGs) initially neglected to include disability as a key item in its agenda in 2000. However, the international community tried to redeem the situation by formulating the UN Convention on Rights of People with Disabilities in 2006 as a powerful poverty reduction tool for PWDs in developing countries. The MDGs could fill the missing disability gap with UNCRPD. The strong message for the

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

UNCRPD is embodied by the ‘rights-based approach to disability’ and the idea of ‘nothing about us, without us’. These messages should bring Disability Inclusive Development (DID) into the international development and international cooperation. In every development process, PWDs would be expected to be mainstream players and should have the equal opportunities and rights to non-disabled people.

(4) Twin-track approach of Empowerment and Mainstreaming To realize the DID, the most important keys are Empowerment and Mainstreaming (DFID 2000, Kuno and Seddon 2003, Thomas 2004, 2005). Empowerment means ‘having a belief in our own intrinsic worth and the self-confidence and self-esteem the flow from that’ (Coleridge 1999). To remove barriers preventing people with disability from being included and thereby achieving equality, Mainstreaming would be a very important tool (Commission for Social Development 2008:5; Albert et al 2005). The mainstreaming would be defined as follows: . . . mainstreaming is the process of assessing the implications for people with disability of any planned action, including legislation, policies or programs, in any area and at all levels. It is a strategy for making the concerns and experiences of people with disability an integral part of the design, implementation, monitoring and evaluation of policies and programs in all political, economic and societal spheres, so that people with disability benefit equally and inequality is not perpetuated (cited in Albert et al 2005:6). The Empowerment would mainly target the PWDs and the Mainstreaming concept should work throughout society. PWDs would be given the power to become full players within the development process through the empowerment process and the field for their activities would be manifested through the mainstreaming process. A good example is the Indian 2009 election for Congress. For the election, with very active movement of DPOs in India, the central Election commission asked each voting booth to have accessibility facilities such as wheel-chair accessible ramps and Braille-taped voting machines for the blind. This is an example of how empowerment efforts for accessibility and mainstreaming were able to enhance PWDs’ participation in politics through exercising their voting rights. However, in some train stations in some countries, they have specially designed bathrooms or elevators exclusively for PWDs. Although these initiatives may be viewed as a kind of empowerment, they are against the mainstreaming concept because they marginalize PWDs into using specialist facilities. In other countries, some government offices do not possess the necessary facilities and services to support employees who are PWDs, such as sign language interpreters for the deaf and screen-readers for the blind. Furthermore, their offices are very often located in the locations that are difficult to access, resulting in a scenario within which mainstreaming would be difficult to achieve. We should always evaluate DID policy against how it measures up to the criteria of empowerment and mainstreaming.

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Chapter 2 - Basic Concept of the Project

(5) Disability Laws Within the ethos of empowerment and mainstreaming, institutional arrangements and frameworks are also very important for the successful implementation of DID. Following UNCRPD, each country should have its own legislative measures such as disability laws and/or anti(non)-discrimination laws, and appropriate administrative measures to enforce the legislation (Byrnes 2009). The legislative measures would give the standards for DID and prepare society for its adoption. Administrative institutions are also necessary for the implementation of the laws and for coordination among other governmental institutions. Though many countries ratified UNCRPD, some countries do not have the required legal and institutional arrangements in place. To better build a non-disabled society we should establish these conditions as soon as possible in all countries. (6) Conclusion So far we have discussed the main issues in disability and development. They are the transition of the concept of disability from the individual-medical model to the social model. The ‘Copernican Revolution’ in our understanding of disability gives us new perspectives on disability in development. Traditional disability has been regarded as the domain of charity and social-welfare. However, with the new perspective, disability issues have become development issues and we should tackle disability issues with more broadly based human resources, not only from social-welfare domain, but also from other specialisms such as economics, sociology, political science and public administration. Disability Inclusive Development can be accomplished with a twin-track approach. The key concepts for this twin-track approach are mainstreaming and empowerment. To successfully implement Disability Inclusive Development both concepts need to be applied in a balanced and coordinated way. There are now a few years remaining until 2015, which is the deadline set to achieve the MDGs. MDGs for all should include PWDs and the MDGs cannot be achieved if PWDs are not included in the policies and processes leading to the attainment of targets enshrined in the MDGs. Very often PWDs constitute the poorest of the poor in each country. Each country should employ legislative and administrative measures tailored to the twin track approach of empowerment and mainstreaming to address disability issues in its development process. In this context UNCRPD would also be a useful tool in assisting DID. Although we still have many challenges in disability and development, we should recognize that we now have many useful tools that will enable us to overcome them.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

References Abberley, Paul. “The Concept of Oppression and the Development of a Social Theory of Disability” 2.1 (1987). 17 May. 2010 Albert, B, AK Dube and TC Riis-Hansen 2005, Has Disability Been Mainstreamed into Development Cooperation? Disability Knowledge and Research Program, United Kingdom. Byrnes, A. (2009 Disability Discrimination Law and the Asia Pacific Region: Progress and Challenges in the Light of the United Nations Convention on the Rights of Persons with Disabilities, paper presented for Expert Group Meeting on the Harmonization of National Legislations with the Convention on the Rights of Persons with Disabilities in Asia and the Pacific, UNESCAP Coleridge, P. (1999) Development, Cultural Values and Disability: The Example of Afganistan, Stone, E. ed. Disability and Development: Learning from action and research on disability in the majority world, Leeds: The Disability Press. Commission for Social Development (2008), ‘Mainstreaming Disability in the Development Agenda. Note by the Secretariat’, Commission for Social Development, Forty-sixth session, 6-15 February, 2008. DFID (2000) Disability, Poverty and Development, DFID Kuno, K. and Seddon, D. (2003), ‘A Study on Twin-Track Approach in Disability and Development: Disability Analysis of Development and Community Based Rehabilitation-Potentials and Challenges in Practice,’ JICA Nangendo, F. (2002) Awareness of reproductive Rights, HIV Prevention and Sexual Exploitation Among Women With Disabilities. A Research Report Submitted to the Community Based Rehabilitation Alliance (COMBRA), Kampala, Uganda. Oliver, M. (1998). Disabled People and Social Policy: From Exclusion to Inclusion. London: Longman. Stone, E. (1999) Disability and development in the majority world, Stone, E. ed. Disability and Development: Learning from action and research on disability in the majority world, Leeds: The Disability Press. Thomas, P.(2004) DFID and Disability: A Mapping of the Department for International Development and Disability Issues, Cornell University ILR School ————— (2005) Disability, Poverty and the Millennium Development Goals: Relevance, Challenges and Opportunities for DFID, Cornell University ILR School Tunbridge, R. (1972). Rehabilitation: Report of a Sub-Committee of the Standing Medical Advisory Committee. London: Her Majesty’s Stationery Office. UPIS (1976). Fundamental Principles of disability. London:Author. WHO. (1999). Press release WHO/68, 12/3/99 International Day of Disabled Persons.

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2.2 The Twin-Track Approach: Not “Disability” and “Development” but “Disability and Development” Kenji Kuno, PhD. Senior Advisor (Social Welfare) Japan International Cooperation Agency (1)Why are We “Troubled”(困): Freedom, Possibilities and Susbtantive Opportunities Before we start, let us think about why the Japanese character for “troubled” is “困”. It is a tree (木) trapped in a frame (口); therefore it cannot grow, which is trouble. How do we resolve the situation and help the 木 to grow? One approach is for the tree to develop power to break out of the frame (or for someone to support the tree develop the power.) Another approach is for someone else to remove the frame. The former is Empowerment, the latter Enablement. With both of these wheels in place, the tree can finally grow out of the box and develop. The Twin-Track Approach is a way to pursue both empowerment and enablement, towards the freedoms of the tree (= everyone with disabilities), in another word, possibilities and substantive opportunities. Amartya Sen distinguished “well-being” as “opportunities available to an individual” or “how much true freedom one possesses, in choosing the kind of life s/he thinks is worth living,” and proposed the spectrum of this freedom as “Capability” (Box1, figure 1). Sen argued that poverty is a state where one is deprived of life or welfare in this context, in other words, when choices and substantive opportunities are limited. Sen also stated that “development” means resolution of this meaning of poverty, an attempt to guarantee and broaden opportunities and freedoms for all individuals (Sen, 1999).

Environmental

Commodities

choice

Functionings

CAPABILITY Personal Means

Freedom

Social Achievement

Agency Figure 1: Capability Approach Source: Developed by author

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Box 1: Capability Approach The Capability Approach is a broad normative framework for the analysis of individuals’ quality of life or well-being, which measures people’s well-being by the range of “capabilities” to “functionings”. Capabilities is substantive opportunities to undertake the actions and activities that they want to engage in, and be who they want to be. Based on the idea that every individual is different, the Capability Approach tries to define equality, not of means like income, results like efficacy or formal opportunities like system, but of different individuals’ lives, freedoms and substantive opportunities, turning components that affect one’s life such as each individual’s characteristics, society and environment into an integrated concept of “capabilities.” In the Capability Approach, a perspective of “agency,”-- each individual’s autonomous action-- is considered as important as well-being. The Capability Approach has been a predominant paradigm for policymaking in human development, leading to the creation of the UN Development Programme’s Human Development Index and has become an important concept / framework of development.

(2) “Disability and Development”, Not “Disability” and “Development” 80% of the world’s disabled people live in rural areas of developing countries, and the number continues to rise due to the rapid expansion of HIV/AIDS, civil wars and famine. In fact, one in six impoverished people are thought to have medium to severe disabilities. This implies that disability cannot be resolved without involving developing countries, and that work on disability is synonym to resolution of poverty. This does not just mean international efforts to support persons with disabilities in developing countries. Just like in developed countries, persons with disabilities in developing countries are facing a number of problems including poverty, discrimination and inequality. The common thread in many developing countries is the multiple poverty-caused social problems and the lack of social policies. People with disabilities in developing countries are facing poverty, health issues, discrimination due to gender or tribal origin and geographic alienation just like any other non-disabled people in developing countries, so attempts to eliminate disability alone do not resolve other problems they have. Conventionally, disability and poverty had been treated separately; disability was handled in the field of disability, and poverty as poverty, even though these two entities often co-existed for the same person. However, be it disability or poverty, a problem cannot be handled independently of surrounding issues. In other words, it is important to understand a variety of issues within a more comprehensive context such as life or society. “Disability and development” does not mean a strategy for effective means to provide medical or healthcare services. It means understanding a variety of issues like poverty and disability within life and community as interrelated issues in a larger frame-

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work, and changing the process of development and the nature of intervention. For example, if “building a school in the village” were a concept targeted only at children without disabilities, children with disabilities would naturally be excluded from the school. “Disability and Development” means changing such conventional thinking (not recognizing persons with disabilities as equal participants of society or organizations) or attempts of development. The conceptual framework of this integration is the aforementioned Capability Approach, and also participation, as explained below. The framework of action based on the concept of “Disability and Development” is the Twin-Track Approach. Participation as a Concept Connecting Disability and Development In recent years, participation has been debated as an important concept and viewpoint in the fields of disability and development. The continuous theme of disability since the International Year of Disabled Persons is “full participation and equal opportunities” for persons with disabilities. In the revised version of international classification of disability, i.e., International Classification of Functionings (ICF), WHO explained “(restriction of) participation” as a social issue of disability. Disability is synonym to issues of participation. The concepts and practice of “participatory development” and “community participation” are gaining more ground as a replacement for top-down approach of development, making participation the foundation for both disability and development, and also a link between the two. Figure 2 shows a general model of conceptual transition of disability and development. Disability and Development, which had conventionally been understood as two separate entities, can be seen to converge towards participation as their concepts change. Development

Disability

Care

Religious

Recovery (Rehab)

Participation

Poverty

Individual

Social

Individual

Natural Science

Social Science

Economic Growth of the nation

Nation

Economics

Figure 2: Conceptual Transition of Disability and Development Souce: by author

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Disability used to be an issue of protecting the weak, conventionally understood within religious contexts. Then with the development of natural science, especially of medicine, “returning to the society by recovering functionality” became a mainstream approach. After that, the concept of social participation gained importance, with the rise of Social Model of Disability where disability was no longer defined only as an individual’s functional limitations--shifting disability’s framework from natural science to social science. What about development? Conventionally, development had meant economic growth of a nation. After that, individuals’ poverty got recognized as a development issue but it only referred to financial poverty. However since the 90’s, diversity and sustainability of livings and cultures, social resources, social exclusion and participatory development have become new conceptual frameworks. The importance of grasping issues as one whole picture in relation to society has been recognized, taking concepts like livelihood and capabilities into account, rather than focusing on each individual’s financial poverty. Under these circumstances, “participation” has become a common conceptual framework for both disability and development. Participation in “disability and development” is defined by the United Nations in relation to the Decade for Persons with Disabilities. Participation is defined as “the right of persons with disabilities to take part fully in the life and development of their societies, enjoy living conditions equal to those of other citizens, and have an equal share in improved conditions resulting from socio-economic development” by the International Year of Disabled Persons (United Nations, 2000). This definition is an accurate reflection of the fact that participation is a right, participation is to happen for the process and the result, and that “empowerment (changing the society)” and “inclusion (equal participation in the society)”are two important pillars. Conversely, the definition implies that disability issues cannot be resolved in the scope of participation unless these two elements are considered. (3) The Twin-Track Approach for “Disability and Development” The perspectives and frameworks of capabilities, participation, empowerment and inclusion are put into practice by the Twin-Track Approach (Figure 3.). It is an approach where “mainstreaming” and “empowerment” are concurrently pursued within one framework of development assistance, and is employed as the basic strategic framework by a number of international development agencies including Japan International Cooperation Agency (JICA), UK Department for International Development (DFID), United States Agency for International Development (USAID) and Swedish International Development Agency (SIDA). Mainstreaming and Empowerment are explained below; note the distinction between their targets. As

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mentioned in the introduction of this report, empowerment is targeted at persons with disabilities, while mainstreaming is targeted at society.

Goal: Full Participation & Equal Opportunities

Mainstreaming (society) Inclusion Enablement

Empowerment (persons with disabilities) Abilities Decision Making Conscientization

Figure 3: The Twin-Track Approach Source: by author Empowerment Empowerment for persons with disabilities is an attempt to attain problem-solving skills, confidence, conscientization and solidarity, where recovery of bodily / mental functionalities is a mere component. Empowerment in practical terms includes establishment of organizations and development of persons with disabilities, leadership training for persons with disabilities, and independent living movement such as peer counselling. The literal translation of empowerment is “to attain power,” but its definition varies depending on the definition of power itself, which can be categorised primarily into three groups, the most important being conscientization (critical consciousness)—a power that can change society. Let’s look at these three types of empowerment (Lukes 1993, Freire 1993.) Empowerment as Ability:suppose a skill like “being able to write” is considered as “power.” Empowerment will mean improvement of the individual’s ability. Mr. “A” will be able to write by his own effort, and it will not deprive the power of Mr. “B”. Namely, power is not a zero-sum game. But it is something can be increased continuously, although the power’s relative “social value” is determined by competition with others.

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Empowerment as Decision Making: in this context, power is the ability to make a decision exactly as one desires in a decision-making process (and conflicts) of a group such as a nation or a local community. Empowerment, therefore, is a victory in such a decision-making process, or support towards the victory. Take a village for example. If requests by persons with disabilities in the village were turned down, it means the persons did not have power. In this context, empowerment means processes with which the persons with disabilities can have their requests adopted at the village committee—for example, support for the establishment of an organization of the persons with disabilities. Empowerment as Conscientization (Critical Consciousness): this is a concept whose logical framework was defined by Paulo Freire as conscientization (critical consciousness). People are to: see society and reality with a critical eye; recognize discriminatory situations; acknowledge the fact that society can be changed and that one has the power to do so; and recognize that taking action for this change is indeed power. An example: instead of accepting life in an institution as something that cannot be changed, persons with disabilities can know that even with disabilities they can have life in the community and recognize that they have the power to take action to change society or government policies. Therefore, empowerment in this context means building critical consciousness towards society, and building support or cooperation to bring the consciousness into practice. As mentioned, empowerment has multiple definitions. Often, in the disability field, an emphasis is put only on empowerment for human development or decision-making. However empowerment as conscientization is crucial for someone in becoming an agency to change society. Social Model of Disability have to be adopted as one’s own values and this process in practical terms involves developoing organizations of persons with disabilities or independent living movement such as peer counselling. Mainstreaming: Inclusion and Enablement Mainstreaming means elimination of discrimination, inequality and exclusion of persons with disabilities from all areas of development assistance. With mainstreaming, instead of making disability an issue within limited frameworks such as medicine and education, disability is understood as a cross-cutting issue for all areas of development. Practical approaches include legislation of more comprehensive disability policies and plans; analysis of exclusion in development assistance to devise a solution; Disability Equality Training (DET) to recognize disability as an issue of discrimination or inequality; and examination of effective tools and interventions of participatory development. Mainstreaming can be rephrased as an inclusion or enablement, which is discussed in more detail below, to examine mainstreaming and its practical approaches.

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Inclusion As shown by the Social Models of Disability, since exclusive social structures and systems themselves are the true disabilities for people with disabilities, the concept of inclusion becomes the best perspective with which to analyse disabilities posed by social exclusion. The concept of inclusion shifts the focus from each disabled person and their functionalities to the relationship between the persons with disabilities and the society, clarifying the exclusive structure and system of the society. Social exclusion can be defined as a social or systemic process, with which a particular set of people are excluded from society’s social, economic, cultural or political participation. Just like disability, there are many discussions on social exclusion but the important thing is not to mix up integration and inclusion. Let’s take figure 4 for example, to consider the difference. “I need to put this star-shaped (★) object in the box, but the hole in the box is too small for the ★. How can I put it in the box?”—as shown in figure 4, there are at least two ways. One: slice off parts of the ★ so it becomes smaller and rounder, and fits the hole. Two: expand the hole. Either way, the object can be put in the box, but isn’t there any difference in the results— as one urges the object to change, while the other does not. This is the difference between integration and inclusion.

Individual Models of Disability Integration Rehabilitation (narrow sense)

Social Models of Disability Inclusion Social Development

Figure 4: Integration and Inclusion Source: by author

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Integration: with integration, the minority (the star-shaped object) are urged to follow/synchronize with the ideas or lifestyles of the society (majority: the round balls)—they have to be integrated into society. In terms of disability, it would be integrating people with disabilities into society by making them “normal people” through rehabilitation programs. Such conventional rehabilitation approaches, such as urging a Deaf people to learn to speak, can be rephrased as an integration-based approach (note: “normal people” is a discriminatory expression and should correctly be “people without disabilities;” here the expression is deliberately used however, to clarify the formation process of such discriminatory thinking.) Inclusion: inclusion is a concept employed in a society that puts an emphasis on rights and equality. Social exclusion is a resultant discriminatory situation that happens when society cannot protect people’s rights or equality. In such society, people with disabilities are excluded because the society has failed to protect the rights and equality of people with disabilities. The solution to this kind of exclusion is to change systems and structures to have a society that can protect everyone’s rights and equality—a process of inclusion, where diverse people can have an equal living irrespective of differences. As for disability, this would include legislations against discrimination to eliminate disability-caused inequality, enforcement of the law, changing discriminatory systems and structures, approaches to change people’s attitudes and views, and creation of necessary support and services that cater to different needs such as rational support. There is a difference between “integration”—an approach to divide people into majority and minority, and try and integrate the minority into the society of the majority-- and “inclusion”—an approach to change society so that everyone can live on equal terms, based on the understanding that everyone is different. Obviously people with disabilities wish for the latter approach, but there are still many cases where “integration” is taken as an approach to eliminate social exclusion. Enablement Let’s look at figure 5. What does it mean, to remove the “口”from the word “troubled ( 困る ) ? Say a society where everyone has equal rights and can participate with or without disability is called a barrier-free society, or a “flat” society. What can we do to make this possible? Flattening means breaking the obstructive wall (obstruction to participation), and fill in the gap (lack of services for participation) or building a bridge. Meaning, removing various obstacles to participation (discriminatory and exclusive social structures including rules, physical structures, information and attitudinal barriers) and creating services that make participation possible, including reasonable accommodation such as personal assistants or sign language interpreters.

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Breaking the Barrier Strategy: law, policy, system, universal design, inclusive education, disability equality training (DET), self-advocacy

Filling the Gap Strategy: reasonable accommodation, participation support (eg. IL center, personal assistants, supported employment, sign language interpreters, Braille) Figure 5: Realizing an Inclusive Society—Break & Build Source: by author

(4) Conclusion Disability is neither just a functional issue of an individual nor a medical or educational issue. It is a cross-cutting issue of life and development. Resolution is not just about offering support to persons with disabilities. It has to be an approach that changes society, and changes development itself to something more equal and comprehensive. The Twin-Track Approach is the system in which actions are taken in accordance with this concept.

References Freire, P. (1993) Pedagogy of the Oppressed, Middlesex, Penguin Books. Lukes, S (1993) Power: A Radical Review, London, The Macmillan Press. United Nations (2000). The United Nations and Disabled Persons: The First 50 Years. (http://www.un.org/esa/socdev/enable/dis50y01.htm., accessed on June 1, 2008f) Sen, Amartya (1999): Inequality Reexamined: Potentials and Freedom, Iwanami Books, Tokyo Kenji Kuno, Yukiko Nakanishi (2004): Rehabilitation Kokusai Kyoryoku Nyumon (Introduction to International Cooperation on Rehabilitation), Miwa-Shoten, Tokyo.

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2.3 Convention on the Rights of Persons with Disabilities (CRPD) –Towards Inclusive Community and World Nagase Osamu Associate Professor, Graduate School of Economics, University of Tokyo Council Member, Inclusion International

(1) Introduction The adoption of the Convention on the Rights of Persons (CRPD, hereinafter) and its Optional Protocol by the General Assembly of the United Nations in December 2006 was a major landmark for the promotion of the rights of persons with disabilities around the world. Since the first international proposal for the human rights convention in the field of disabilities was made in 1987, two decades had passed. Now the challenge of ratifying and putting the CRPD and its Optional Protocol into practice lies with both the government and the civil society. Let us take a look at the current status of the CRPD and its Optional Protocol. The following information is based on the information available from the U.N. as of this writing, 20 May 20101. Cambodia signed the CRPD and its Optional Protocol on 1 January 2007 but has not ratified either of them as of this writing. Lao PDR signed on 15 January 2008 and ratified the CRPD on 25 September 2009. Myanmar has not signed nor ratified the CRPD or its Optional Protocol. Vietnam signed the CRPD on 22 October 2007. As for other Member States of ASEAN, the Philippines and Thailand have ratified the CRPD while Brunei Darussalam, Indonesia and Malaysia have signed the CRPD. For that matter Japan has signed but has not ratified the CRPD. Globally, 88 countries have ratified the CRPD and 53 have ratified its Optional Protocol. (2) Background of the CRPD The success of the International Year of Disabled Persons in 1981, proclaimed by the U.N., led to the declaration of the U.N. Decade of Disabled Persons from 1983 to 1992. In 1987 and 1989, at the U.N. General Assembly, the initial proposals for the elimination against persons with disabilities and rights of persons with disabilities were made. They did not get a consensus but resulted in the elaboration of the Standard

1

U.N. ENABLE http://www.un.org/disabilities/, last visited 18 May 2010

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Rules on the Equalization of Persons with Disabilities, adopted by the U.N. General Assembly in 1993. In 2001, another proposal for the human rights convention on the rights of persons with disabilities was made by the government of Mexico. Finally a general consensus emerged on the elaboration on the CRPD. From 2002 to 2006, eight sessions of the Ad Hoc Committee on the Rights of Persons with Disabilities were held. The negotiation proceeded well and in December 2006, the U.N. General Assembly adopted the CRPD and its Optional Protocol. The disability community in the Asia Pacific played significant roles through the Bangkok Draft of ESCAP, which formed the basis of the Chair’s Draft text for the Working Group of the U.N. Ad Hoc Committee in January 2004. After the end of the U.N. Decade of Persons with Disabilities in 1992, the disability community in Asia and the Pacific, cooperating with the governments of China and Japan primarily, successfully lobbied for the ESCAP declaration of the Asian and the Pacific Decade of Disabled Persons 1993-2002, followed by the second Decade from 2003-2012. This provided the disability community in the region with essential experiences and knowledge useful for the elaboration of the CRPD. With this the disability community in the Asia and the Pacific region made important contributions to the CRPD negotiation process. (3) Nothing About Us Without Us – Participation of Persons with Disabilities One of the major characteristics of the CRPD negotiation process was the unprecedented level of participation of stakeholders, namely, persons with disabilities. Throughout the negotiation, this spirit was expressed by the words, “nothing about us without us”. As persons with disabilities are diverse, their representatives, as NGO representatives and government delegations, included people with physical disabilities, such as wheelchair users, people who were blind or had low vision, people who were hard of hearing, people who had intellectual or psychosocial disabilities, and Deaf people who spoke sign languages. (4) Major Elements of the CRPD (4.1) Social Model of Disability and Diversity The article1 refers to the concept of disability and includes “long-term physical, mental, intellectual or sensory impairments”. The social model of disability is also expressed in articled 1 by the following, “impairments which in interaction with various barriers may hinder” the participation of persons with disabilities. (4.2) Essential Participation of Persons with Disabilities As general obligations, States Parties, in developing and implementing legislation and policies to implement the CRPD and in other decision-making processes related to persons with disabilities, are to “consult with and actively involve persons with

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disabilities” (Article 4. 3). Article 33 on national implementation and monitoring also refers to the involvement and participation of persons with disabilities and their representative organizations in the monitoring process. The whole process of the CRPD, its negotiation as mentioned above, as well as its implementation and monitoring, needs to be done with persons with disabilities and their representative organizations. (4.3) Prohibition of Discrimination and Reasonable Accommodation The article 5 explicitly prohibits all discrimination on the basis of disability. In this convention, denial of “reasonable accommodation” is defined as a form of discrimination. Reasonable accommodation, for instance, includes ramps and accessible toilets for wheelchair users, Braille materials and reading services for blind people, sign language interpretation for Deaf people, captioning for hard of hearing people, easy to understand information for people with intellectual/learning disabilities, and guides/ interpreters for deafblind persons. Reasonable accommodation is an individualized concept and is decided based on the particular needs of the individual with disabilities, in interaction with the providers of reasonable accommodation. (4.4) Living in the Community Article 19 emphasizes the community living and states that “persons with disabilities have the opportunity to choose their place of residence and where and with whom they live on an equal basis with others and are not obliged to live in a particular living arrangement”. Here, “particular living arrangement” means, among others, residential institutions. In this context, it also promotes provision of supports in the community and states that “persons with disabilities have access to a range of in-home, residential and other community support services, including personal assistance necessary to support living and inclusion in the community and to prevent isolation or segregation from the community”. As mentioned above, too often many persons with disabilities are left in the hands of the family members and they lead a life of isolation and segregation unfortunately. Thus it is vital that support in the community is provided so that individual autonomy and independence of persons are respected, as mentioned in the Article 3 on General Principles. (4.5) Inclusive Education Education for all, including children with disabilities, is essential for inclusion and inclusive community. Article 24 is on education and States Parties are supposed to ensure “an inclusive education system at all levels”. It states that “persons with disabilities are not excluded from the general education system on the basis of disability” and this means that one single ministry of education is responsible for the education of all children, including children with disabilities. Inclusive education, as stipulated in the CRPD, is very hard to implement if the education of children with

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disabilities is the responsibility of other ministries such as the ministry of social affairs. It is critical that one single ministry deals with the education of all children, including children with disabilities. (4.6) Deaf, Blind and Deafblind Education In the past, sign languages were considered as an inferior means of communication for those who cannot hear. But linguistics has proved that sign languages are independent languages. For instance, American Sign Language is not a signed version of spoken English. Similarly, Japanese Sign Language is independent of Japanese Language. Article 2 of the CRPD defines sign languages as languages. Education of the people who are deaf, blind or deafblind, provided for in article 24 on education, need to be provided “in environments which maximize academic and social development”, which can be schools for the deaf or schools for the blind. In order to ensure this, the same article also stipulates that States Parties are to employ deaf teachers who are fluent in sign language and blind teachers who are qualified in Braille. (4.7) Work and Employment Work and employment in “the labour market and work environment that is open, inclusive and accessible” is encouraged by the CRPD, as stated in article 27. Provision of reasonable accommodation in the work place is required. Affirmative action programmes, such as a quota system, are also encouraged as a means to promote the employment of persons with disabilities. Work is not only an important means for persons with disabilities to earn their living but also a way to interact with the society. Many persons with disabilities, just like persons without disabilities, gain skills and experiences through work. Prohibition of discrimination on the basis of disability in recruitment, hiring and employment, as provided for in article 27, thus, is significant for the realization of an inclusive community. (4.8) Respect for the family Personal areas such as marriage, family, parenthood and relationships are often invisible areas where discrimination persists. In Japan, for instance, it was only in 1996 when the Eugenics Protection Law of 1948, which allowed the forced sterilization of persons with disabilities, was finally abolished. Victims of this misguided policy suffer even today. Involuntary sterilizations of persons with disabilities were also reported in the course of the CRPD negotiation. This has led to article 23 which states that persons with disabilities, including children, retain fertility on an equal basis with others. (4.9) International Cooperation The CRPD is the first human rights convention which has an independent article on international cooperation (article 32). Though there were some initial resistances from some members such as European Union (EU) against inclusion of this article, it was

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recognized that States Parties need to ensure that “international cooperation, including international development programmes, is inclusive of and accessible to persons with disabilities”. On the other hand, it is important to note that international cooperation is recognized to be “in support of national efforts”. Partnership with civil society, including organizations of persons with disabilities, is also recognized. It is very encouraging, in this context, to note that persons with disabilities are now recognized as experts in the field of international cooperation as well. For instance, Japan International Cooperation Agency (JICA) sends experts and volunteers with physical disabilities and intellectual disabilities to developing countries. (5) Conclusion The CRPD has provided the world with a common language and a common goal in the field of disability around the world. The international community now shares the vision of an inclusive community and the world. For too long, persons with disabilities have been left out of the development process and the community. In every society, there are barriers that hinder the participation of persons with disabilities. There have been many laws that prevent persons with disabilities from fully participating in the society and fully realizing their potential. For those of us in the Asia and the Pacific region, our efforts through the first and second Asian and Pacific Decade of Disabled Persons of ESCAP have enabled us to contribute to the negotiations of the CRPD, which clearly shows us the future direction of our disability policy in our region and countries. The challenge of ratification and implementation of the CRPD is by no means small. But as we try to make progress and create a community which does not exclude persons with disabilities or anyone else, we need a vision of such a community and a country. The CRPD certainly provides us the vision and direction. The road to the inclusive community and society is very long. But we have to step forward in the correct direction. The CRPD, once again, helps us not to lose our way. As the phrase “nothing about us without us” tells us, persons with disabilities are important guides to let us reach the goal of an inclusive community. For this we need the political participation of persons with disabilities. One example is Japan, which has many national issues to be solved before the ratification of the CRPD. The new government, elected into power in August 2009, has established a new disability policy planning body, whose majority is persons with disabilities and their family members. This body, Council for Disability Policy Reform of the Cabinet Office, is headed by the Prime Minister, established in January 2010, is now reviewing major disability policy of Japan so that Japan makes major policy changes before the ratification of the CRPD.

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The government officers have much to contribute to the process of creating the inclusive community, working with persons with disabilities to put the CRPD into practice. Like any other international conventions, the CRPD can be just another paper. Whether it makes any difference in the life of persons with disabilities in each country and each community, it is up to each one of us.

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2.4 Importance of Disabled Person-centered Approach Yukiko Nakanishi President Asia Disability Institute There are still a number of people, not only in developing countries but also in developed countries, who have a negative image of disability. This can be prevented if there are persons with disabilities close by, participating in communities as role models with disabilities. There are many things that can only be done by persons with disabilities. “Nothing about us without us”, the statement that persons with disabilities are the best experts for persons with disabilities, is only now beginning to gain ground. (1) Background of Disabled Person-centered Approach The idea of Disabled Person-centered Approach began to get attention in 1975 when Declaration of the Rights of Disabled Persons was adopted. Persons with disabilities who were until then seen as mere beneficiaries of services became recognized as individuals. However, the Declaration did not go beyond the notion that persons with disabilities were entitled to the rights stated in the Declaration, including medical and psychological rehabilitation, education, vocational training, training and rehabilitation, support, counseling and placement services. Ownership of persons with disabilities became an important issue for the first time in the process towards the declaration of International Year of Disabled Persons in 1981. Originally Libya proposed that the year be named as “Year for Disabled Persons,” but it was changed to “Year OF”, to stress persons with disabilities as center of activities. Even though it was only for one year, it drew attention from around the world as persons with disabilities got the leading role for the first time. The impact on developing countries was particularly significant and many people still cite the year as the beginning of their nation’s history of disability activities. The UN then adopted the Decade of Disabled Persons (1983-1992) to stress equalization of opportunities of persons with disabilities. The Decade was expected to strengthen tendency to center on persons with disabilities, as triggered by the International Year of Disabled Persons. In 1997, for the first time for the UN expert meeting, more than half of the experts attending the mid-Decade review meeting in Sweden were persons with disabilities. It was one of steps forward for the Decade, but there were still few practical results. International organizations of disabled persons, especially from developed countries, claimed that the Decade was not successful and proposed a new movement to establish a human rights convention, which led to the adoption of the Standard Rules on Equalization of Opportunities for Persons with Disabilities.

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The Asia-Pacific region insisted on the extension of the Decade, and with Economic and Social Commission for Asia and the Pacific (ESCAP) as the main implementer declared their own Asian and Pacific Decade of Disabled Persons (1993-2002) Other regions were inspired, and started African Decade of Disabled Persons (2000-2009) and Arab Decade of Disabled Persons (2003-2012) respectively. The Agenda for Action, action plan for Asian and Pacific Decade of Disabled Persons, was promoted in 12 areas, i.e. national coordination; legislation; information; public awareness; accessibility and communication; education; training and employment; prevention of causes of disability; rehabilitation services; assistive devices; self-help organizations; and regional cooperation. At this stage, ownership of persons with disabilities stayed within self-help organizations and participation in national coordination bodies. Disabled Person-centered Approach itself was not given much emphasis. In the second Decade (2003-2012), self-help organizations of persons with disabilities were positioned at the core of 7 priority areas in the action plan, Biwako Millennium Framework (BMF: figure 1). Training and employment, including self-employment Early detection,early intervention and education Self-help organizations of persons with disabilities and related family and parental associations

Poverty alleviation through capacitybuilding, social security and sustainable livelihood programmes

Women with disabilities

Access to built environments and public transport

Access to information and communications, including information, communication and assistive technologies

Figure 1 : Priority areas of BMF

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Self-help organizations are provided information to value their initiatives. In order for this to happen, ESCAP obliges governments to consider financial support to the self-help organizations and legislate NGO policies by 2004, and governments and societies to have persons with disabilities participate in policy making processes by 2005. However the monitoring is dysfunctional and few results are seen despite the emphasis on the ownership of persons with disabilities. Meanwhile, concurrently with the second Decade, the UN furthered discussion on the Convention on the Rights of Persons with Disabilities, involving persons with disabilities as a member of the government delegations of Korea, Thailand, Japan, etc., and many representatives with disabilities of NGOs. Adopted in 2006, the Convention has a significant impact as a convention on the human rights of persons with disabilities. BMF is understood to complement the Convention. (2) The Proper Approach to Prioritize Persons with Disabilities The problems of persons with disabilities are caused by discriminatory social structures and systems as well as public attitudes. Solution of the problems is not achieved by individual efforts of persons with disabilities, but by change in society to provide services necessary for the living of persons with disabilities and to remove barriers for accessible and barrier-free environment. It is society’s responsibility to offer persons with disabilities services necessary to live in community. At the same time, it is disabled persons’ rights to manage their life by themselves as the consumer of the services Persons with disabilities are the driving force of social change, and they have the power to change society.

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The Convention on the Rights of Persons with Disabilities includes articles to promote Disabled Person-centered Approach, as shown in the chart below. Items Awareness Raising

Articles within the Convention Article 5: Equality and non-discrimination Article 8: Awareness-raising Participation in policies mak- Article 29: Participation in political and public life ing and planning for persons Article 33: National implementation and monitoring(d) Article 34: Committee on the Rights of Persons with with disabilities Disabilities Rights to live in the commu- Article 19: Living independently and being included in nity the community Article 23: respect for home and the family Article 28: Adequate standard of living and social protection (d) Inclusive education Article 24: Education Accessibility in information Article 21: Freedom of expression and opinion, and access to information Article 30: Participation in cultural life, recreation, leisure and sport Accessibility Article 9: Accessibility Article 20: Personal mobility Article 30: Participation in cultural life, recreation, leisure and sport Work Article 27: Work and employment Article 16: Freedom from exploitation, violence and abuse Article 28: Adequate standard of living and social protection (c) Chart 1: Articles in the Convention relative to Disabled Person-centered Approach

As seen in Asian examples, advocacy activities through self-help groups are essential for persons with disabilities who have been a mere target of charity to speak out and claim their rights. In the early 80’s, there were only organizations categorized according to each type of disability such as organizations of physical and visual disabilities. But the establishment of Disabled Peoples’ International (DPI) in 1981 helped those organizations realize the need of cross-disability activities as well as establish national coalitions of self-help organizations one after another. In some countries deaf persons do not yet organize themselves. Some coalitions do not yet cover persons with disabilities in rural areas. However, the presence of national federation of organizations of persons with disabilities in general shows steady development by emphasizing ownership of persons with disabilities.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Rehabilitation of Disabled Persons Act (1991) of Thailand, Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act (1995) of India and Disability Welfare Act (2001) of Bangladesh are all results of demonstrations organized by disabled persons` organizations protesting against delayed submissions to or debates in the Diet. It is the organizations of persons with disabilities that turned government’s attention to accessibility. In Japan, rejection of persons with disabilities to use taxis or buses as well as structural and physical barriers became topics of discussion from the early 80’s when users of powered wheelchair started going out. In 1988, DPI-Japan started an annual campaign to improve accessibility of trains and buses, eventually resulting in Japan’s accessibility claimed to be the best among developed countries. In Thailand, construction of the Sky Train (mono-rail) started in 1995. But it had no consideration towards persons with disabilities. This led to a demonstration in 1995 by 450 demonstrators including Thai DPI members including visual, hearing and physical disabilities and their peers. More than 500 policemen were dispatched to control the demonstration, but DPI eventually won a guarantee of accessibility. In Malaysia, wheelchair users were denied access to the elevated railway completed in 1994, and told that they would pose a potential danger to other passengers or be an obstacle when other passengers had to run in cases of emergency. More than 200 persons with disabilities protested in the street, eventually leading to the implementation of an accessible elevated railway service. In Korea wheelchair-friendly infrastructure across all of Korea’s metro service can be ensured. This is a result of the hunger strike in 2002 by Solidarity of the Disabled to Obtain the Mobility Right, instigated by the accident where a wheelchair user fell from a lift in a metro station and died. A large-scale improvement of accessibility cannot happen unless persons with severe disabilities, whose needs are most acute, challenge inconvenient transport systems or buildings. Activities by persons with disabilities, as shown in the demonstration by DPI-Japan, are the only tool to pave the way for a truly accessible environment. (3) Disabled Person-centered Approach in International Cooperation The solution of poverty issues of persons with disabilities has a significant role in the Millennium Development Goals to reduce the number of poor people by half by 2015. While the circumstances surrounding global communities are not easy, the role of development assistance has gained more significance. The broad spectrum of issues in developing countries is often the cause of instability, danger, crisis and civil wars. Though they may not be instantaneously remediable, international cooperation carried out by persons with disabilities has significant impact on these direct and indirect threats to the lives of persons with disabilities. Conventionally, international cooperation in the field of disability has been implemened in both hard and soft fields. The former includes the construction of large-scale rehabilitation centers, and the latter technical cooperation, such as training of

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government officials, welfare experts and medical and rehabilitation professionals responsible for services for persons with disabilities provided based on medical model. In developing countries, groups of persons with disabilities face a number of problems that hinders them even from living in communities. The problems are shortage of budget, resources and skills, physical barriers to mobility due to extreme weather or hilly and mountainous geography, and limited understanding of disability. What they need is not an advanced rehabilitation technology. They need appropriate technology proposed by UN that is technically important, economically feasible, culturally permissible, and environmentally friendly. Persons with disabilities have developed it within their own daily activities. Of many human rights conventions, Convention of the Rights of Persons with Disabilities was the first to talk about international cooperation1, with special close that is the promotion of international cooperation by the nation in collaboration with organizations of persons with disabilities. The activities by persons with disabilities who exercised their grass-root voices helped form a system applicable to developing countries. For example, the database of knowledge by self-help groups of persons with disabilities in Japan, especially of independent living based on the rights of persons with disabilities, is well accepted in developing countries. The basic notion of the rights of persons with disabilities is that the persons are able to live independently in community where they grew up. No rehabilitation centers in the community, too far special school and jobs available only in remote sheltered workshops are used to plead that many persons with disabilities are forced to leave their communities and live in institutions are that there are. Most development aid organizations who offer technical assistance focus on activities in urban areas, because of more efficient activities with adequate infrastructure or high population density, and of the lower risks of failure. But in present circumstances where 70 to 80% of persons with disabilities in developing counties live in rural areas, this assistance

1

Article 32: International Cooperation 1. States Parties recognize the importance of international cooperation and its promotion, in support of national efforts for the realization of the purpose and objectives of the present Convention, and will undertake appropriate and effective measures in this regard, between and among States and, as appropriate, in partnership with relevant international and regional organizations and civil society, in particular organizations of persons with disabilities. Such measures could include, inter alia: a. Ensuring that international cooperation, including international development programmes, is inclusive of and accessible to persons with disabilities; b. Facilitating and supporting capacity-building, including through the exchange and sharing of information, experiences, training programmes and best practices; c. Facilitating cooperation in research and access to scientific and technical knowledge; d. Providing, as appropriate, technical and economic assistance, including by facilitating access to and sharing of accessible and assistive technologies, and through the transfer of technologies.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

practice is ignoring the rights of the persons to live in community. The most important thing to remember when promotion of disability programs for persons with disabilities in community requires especially the attitude not insisting on the model of one’s country, but instead listening to the local persons with disabilities to grasp their true needs. It is also important to listen to the most disadvantaged persons with disabilities including women and those with invisible disabilities such as hearing impairment, internal disorder and psychiatric and intellectual disabilities. Unsatisfied with the conventional rehabilitation approach, persons with disabilities have managed to convince UN that rehabilitation is just one of the many approaches towards equalization of opportunities. In the World Programme of Action Concerning Disabled Persons, 10-year action plan of UN Decade of Disabled Persons, provided the basis of the Convention. It defines rehabilitation as a goal-oriented and time-limited process aimed at enabling an impaired person to reach an optimum mental, physical or social functional level, thus providing her or him with the tools to change her or his own life. Medical, educational , vocational, and social rehabilitation is outdated categorizations. Persons with disabilities began to provide by themselves numerous services that were once specialists’ job. Until now, the means of empowerment has been included in the area of rehabilitation, i.e. social rehabilitation, creating a number of obstacles in international cooperation efforts towards disability issues. For example, techniques and knowledge brought from overseas for community based rehabilitation (CBR), an approach used in a number of developing counties, was shared only amongst experts, because of the word “rehabilitation” in its name. 25 years have been passed since its inception. WHO is attempting to announce a new CBR guideline, but the issue has not yet been resolved. If leadership training for persons with disabilities is defined as part of rehabilitation, leaders with disabilities have difficulty to share their experiences with overseas persons with disabilities. (4) Means to Strengthen Ownership of Persons with Disabilities Among prerequisites for people with disabilities to exercise strong leadership, independent living (IL) movement and inclusive education are explained below. ① Independent living movement In 1980s, developing countries started to employ CBR in their national policies due to the lack of resources, as they were unable to provide services to everyone with disabilities by the conventional specialist-led medical models. Many governments of the developing countries now adopt CBR in national policy. CBR is a community development strategy for all persons with disabilities, for them to enjoy rehabilitation, equalization of opportunities and social integration. It is put into

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practice by collaborative movement amongst persons with disabilities, their families and their local communities, with appropriate medical, educational, vocational and social services. The core concepts are encouragement of persons with disabilities to equally participate in the decision-making process, by guaranteeing the rights to receive CBR service concerning their daily living and then to promote their participation; activation of village; and change of awareness in the village towards enlivenment of village. These are activities occurred in the process of deinstitutionalization. CBR, however, does not completely deny services at institutions by rehabilitation professionals, but regards the services as one of the activities to strengthen CBR. Most of CBR projects nowadays are specialist-oriented and persons with disabilities are only considered as mere participants in its decision making. The so-called community rehabilitation in Japan is not CBR in the original sense. Rather, it is visiting rehabilitation scheme, in other word outreach activity, by district nurses, physiotherapists and occupational therapists. Medical specialists take leading role after all. It is a top-down approach, nothing different from hospital-based medical rehabilitation provided to each person with disability. Unfortunately, common CBR in developing countries can be also defined as outreach. IL movement started in 1972, when graduates with severe disabilities from Berkeley College, University of California, established an IL center in Berkeley, following a residential program at the college, under the strong influence of the civil rights movement of the 60’s. They defined philosophy of IL as follows2. ① Persons with disabilities are to live in the “community”, not in an “institution”. ② Persons with disabilities are not persons who need medical treatment; nor children to be protected; nor Gods to be worshipped. ③ Persons with disabilities are managers of support. ④ Persons with disabilities are victims not of disabilities but of social prejudice. The personal assistance service provided by IL centers takes persons with severe disabilities out of their homes and institutions, and the persons can then become the core of independent living movement. Through activities, they can speak out about the need of accessibility of transport, organize a number of persons with disabilities living independently, with IL centers at the core, and mobilize the society towards better accessibility3, recognizing that disability is created by society and environment. It meets with citizen’s approval, and raises their awareness. Mothers pushing their prams, who have not yet spoken out the need in spite of feeling inconvenient, use elevators at train

2

Shoji Nakanishi, “Jiritsu Seikatsu Undo No Rekishiteki Keika To Genjo” (History and Current Circumstances of Independent Living Movement ), Sogo Rehabilitation (Comprehansive Rehabilitation ) Vol 1:4 January 1996 pp. 39-44, , Igaku Shoin, in Japanese

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

stations, and crowded into shopping malls and events. CBR and independent living movement shared common concepts, by employing an opposite approach to institution-based rehabilitation, promoting service provision by persons with disabilities, development of self-help groups. Because of this, both has been seen as an approach that is at the other end of the scale from medical models4. The Asia-Pacific leadership training conducted by DPI had also included these two approaches for the last five to six years, as ideal approaches to disability issues. Under the present situation that CBR has developed into a specialist-led outreach program, many persons with disabilities now feel negatively towards CBR. Some organizations of persons with disabilities have even stated that they did not want CBR. Governments who cannot find any other means than CBR for persons with disabilities in rural areas are now trying to introduce the concept of independent living into CBR but this approach cannot lead to empowerment of persons with disabilities5. ② Inclusive education In the latter half of 20th century, there was development in special education in line with the emergence of large rehabilitation centers and other disability institutions in developed countries across the world. In developing countries, there are schools for hearing, visual and intellectual disabilities around metropolitan areas, although the number of the schools is inadequate. 70-80% of people live in rural areas in developing countries, so that the number of children with disabilities who can receive special education is limited. In order to change the situation, inclusive education is promoted to give classes within regular schools for children with disabilities, In 1990, UNESCO organized World Conference on Education for ALL, in collaboration with UNICEF, UNDP and the World Bank. UNESCO took the conference’s outcome further and organized World Conference on Special Needs Education in June 1994, in Salamanca, Spain. The principles of inclusive education is explained in the Salamanca Statement and

3

Barriers that hinders access include not only physical barriers of building and transportation; attitudinal barriers in people’s prejudice and understanding; communication barrier that can be reduced by sign language; and institutional barriers such as laws that discriminate against persons with disabilities 4 Mendis, Padmani. The Relationship between Independent Living (IL) and Community-based Rehabilitation (CBR). Paper presented at the Leadership Training Seminar organized by DPI Asia-pacific Region at Hanoi, Vietnam in May, 2000 5 Biwako Millennium Framework, action plan of the 2nd Asian and Pacific Decade of Disabled Persons interrelates Article 55 “It is essential that persons with disabilities exercise choice and control over initiatives for community-based rehabilitation” and strategy 10 “Community based rehabilitation (CBR) perspectives should reflect a human rights approach and be modelled on the independent living concept, which includes peer counseling”

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Framework for Action, adopted at the Conference. Even though some developed countries with solid special education systems were lagging behind6, inclusive education has been paving its way through the provision of resource rooms7 and resource teachers. In developing countries, inclusive education is often employed as an major CBR activity. However inclusive education is often taken too easily and some children with disabilities often have to go through extra stress due to the lack of required educational techniques or equipment. Education is the basis of empowerment. Inclusive education is an important opportunity for children with disabilities to acquire social experiences at an early stage. (5) Persons with Disabilities Who Can Change Society At a large train station on holidays, many young couples with prams and travelers with large suitcases queuing in front of elevators are observed. They outnumber wheelchair users or elderly people. This environment convenient for the general public is the outcome of campaign for accessible transportation organized by persons with disabilities. There was once a time when in the United States persons with disabilities called those without disabilities “temporarily able-bodied,” conversely positioning themselves as pioneers for the forthcoming elderly society to build infrastructure. Even though organizing themselves, persons with disabilities at grassroots cannot always influence society. They have to go beyond being a mere advocacy organization, and create their own environment and services not only for themselves but also for other vulnerable people of the society in general. Only this process can ignite a big change. Society’s view towards persons with disabilities is quickly changing. They meet persons with disabilities everyday in town and irresistibly act with them. There are also plenty of TV dramas with protagonists with disabilities are shown almost every day. Nowadays elderly persons can enjoy shopping in wheelchairs. No one turns curious eyes to wheelchair users any more. Countries that establish gentle societies with persons with disabilities enjoying equal status in community will not go and invade other countries in the name of justice. It is because there are people who can understand the sufferings of people in other countries. Societies made by people with disabilities are aiming at a world where people can live actively no matter how severe their disabilities are.

6

Only Government of Japan are still against inclusive education, and sticks to segregated education. Resource room means extra lesson room and information room. Children with disabilities are registered in regular class of primary and secondary schools, and most of teaching is done with nondisabled children, while at resource room they receive lessons that need special teaching skills. The room, therefore, has various teaching equipments and materials as well as specialized teachers.

7

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3 Implementation of the Project

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

3.1 Preliminary Survey The survey was conducted between December 2007 and September 2008 prior to the training course in four CLMV countries: Cambodia; Lao PDR; Myanmar; and Vietnam. The survey aimed to gather information and implement debates about the best possible means to conduct the training, primarily focusing on curriculum and text material development. The period of preliminary survey in each country was approximately two weeks. The survey involved technical advisors and national consultants from each country, as well as officers from FASID.

Cambodia (1) Overview of Persons with Disabilities (1.1) Definition The Draft Cambodian Disability Act, drafted in 2002, states that “persons with disabilities are citizens with certificates from the Ministry of Health, who have differences from people with no disabilities, such as missing or paralyzed limbs and hearing, visual or intellectual disabilities, whose lives or activities are significantly compromised due to physical or intellectual impairments.” This draft is yet to be debated in the Diet. The relative ministries and departments have employed the following eight categories to define disability, as described in the draft: visual impairment; hearing impairment; speech impairment; mobility impairment; sensory impairment; psychological impairment; learning impairment; and epileptic impairment. However there are arguments that these eight categories are based on medical conditions and that these are not capturing the true circumstances of persons with disabilities. (1.2) Statistics and Infrastructure In 1997, Cambodia researched the number of Cambodian persons with disabilities in cooperation with the Ministry of Planning, the World Bank, UNDP and Swedish International Development Cooperation Agency. It was reported that 22% of the population had one disability or another, caused by illness, disabilities from birth, accidents or effects of wars, landmines and duds1. In 1998 a Population Census was conducted for the first time in 36 years. Organizations of persons with disabilities requested that the Census include questions about disabilities, but it was rejected because at the time there were no concrete definitions of disability, so the Census was not able to capture the population of persons with disabilities. However a preliminary

1

Ministry of Planning “Cambodia Socio-economic Survey” 1997

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Chapter 3 - Implementation of the Project

hearing conducted in 1997 had reported that there were 24% persons with disabilities2. The most recent Census was conducted in March 2008 for the first time in 10 years. The Japanese Ministry of Internal Affairs and Communications sent in Mr Fumihiko Nishi, specialist of Project on Improving Official Statistics in Cambodia, through JICA for the preparation of the Census3. Unfortunately this Census did not include any questions to verify the number of persons with disabilities and it is expected that the accurate number of persons with disabilities4 will remain unknown even after the interim announcement in August 2008 and the final announcement in 2010. However a few organizations have reported estimates of the number of persons with disabilities: 9.8% by ADB5; or 3.9% by UNESCAP cited from the World Bank6. Also NGOs active in Cambodia have developed their own databases, based on their own research, one of them being Veteran’s International (visited during this survey) estimating that 12% are persons with disabilities. This figure however cannot be applied to the whole population of persons with disabilities in Cambodia, as it references the number of wheelchair and prosthetic leg users at the rehabilitation centers managed by Veteran’s International. One of the characteristics of persons with disabilities in Cambodia is that many are landmine victims. The number of new landmine victims is declining due to the successful attempts to remove landmines and educate people about how to avoid landmines. The recent survey by ICBL shows that the number of casualties and deaths by landmines and duds in 2006 was 450, half that of 2005. Of the landmine victims, there are 43,316 survivors with disabilities7 (total population is 14,351,000) but this only accounts for people clearly known to be landmine victims. The actual number of victims is thought to be twice or three times higher, as there are presumably many other cases where people were left to die on explosion sites, or where accidents remained unreported. (2) Government’s Disability-Related Departments (2.1) Central Government In Cambodia the government sector responsible for disability issues is the Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY,)or to be more precise, Rehabilitation Department. The Department’s role includes offering rehabilitation opportunities for persons with disabilities, correspondence with disability NGOs, promoting work opportunities for persons with disabilities, and cooperation with DAC to promote disability activities, though unfortunately these responsibilities seem unexercised. The officer from the Department cited several reasons: 1) lack of personnel (there are 30 workers registered at the Rehabilitation Department but

2

DAC “Country report to UNESCAP/APCD” 2005 http://www.jica.go.jp/cambodia/tpl/topics.html 4 http://www.stat.go.jp/info/meetings/cambodia/pdf/enumera2.pdf 5 ADB “study on Skill Training as a National Strategy for poverty reduction in Cambodia” 2002 6 UNESCAP “Disability at a Glance”, p.24 7 http://www.icbl.org/lm/2007/cambodia.html 3

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

only six or seven are active); 2) lack of budget (not enough budget allocated to rehabilitation activities); which are true. Something that can be said about the whole Cambodian government is that civil servants’ salary is significantly lower than private sectors in Phnom Penh, or even NGOs in most cases, making it impossible for civil servants to sustain a living, making civil service none too attractive as a work choice. It is widely known that because of this, few excellent or motivated individuals choose civil service for profession and unless this can be changed, the circumstances surrounding disability issues cannot be improved any further. Nevertheless, given the current situation, the government officers have to deal with disability issues and their skill improvement is critical. The head of the Department claimed that there are many training opportunities organized by NGOs and national organizations. The Department did not appear to be managing all these opportunities well however, and seemed to be taking everything as they came along. (2.2) Related Laws The 74th article of the Constitution of Cambodia states that the nation will support persons with disabilities and their families victimized by wars for the nation, and veterans who became disabled by accidents during military missions are to receive pensions depending on the veteran’s rank at the time of the accident. As mentioned, Disability Law was drafted in 2002 and is now waiting for debate at the Diet, but was not included in the current debate for the lack of time, and as the next debate is planned after the national election on July 27 2008, there is still little forecast for its legislation. JICA had sent in specialists for the drafting of the law. Cambodia has signed but not ratified UN’s Convention on the Rights of Persons with Disabilities adopted in December 2006. Except for veterans of war, there is no legal development for persons with disabilities towards social security or services like pension. (2.3) Overview of Related Policies In September 2008, the 4th Hun Sen government has launched and presented ‘Rectangular Strategy phase 2’ as national development strategy. Based on this strategy, the Ministry of Social Affairs, Veterans and Youth Rehabilitation set following 6 priority areas for 2008 to 2013. (Priority 1) Strengthen and expand social welfare services for the vulnerable poor (Priority 2) Strengthen and expand child welfare and youth rehabilitation services (Priority 3) Strengthen and expand welfare and rehabilitation services for people with disabilities (Priority 4) Strengthen and expand the social security system and welfare services for the elderly, civil servants and people in general (Priority 5) Strengthen and expand the social security system and welfare services for the veterans (Priority 6) Strengthen and expand institutional capacity, partnerships, and fund-raising capacity to increase the effectiveness of social services

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Priority 3 is Disability related policy and the detailed plan is mentioned as follows8. • Continue the implementation of policies for people with disabilities; promote and protect the rights of people with disabilities; and promote the implementation of the international convention on the rights of people with disabilities • Continue to sustain rehabilitation services for disabled people • Continue to expand Braille and sign language training services for people with disabilities and promote these services through IT system • Promote vocational training, provide jobs and community services as well as encourage a movement of self- help for people with disabilities • Continue to strengthen and expand the disabled persons sports movement, and organize sports and international events for people with disabilities • Continue promoting advocacy for the inclusion of the needs of people with disabilities into development plans an all levels • Strengthen the Disability Action Council • Push for the passage of the law on the protection and promotion of the rights of people with disabilities • Push for the ratification of the United Nations Convention of the Rights of People with Disabilities and Convention No. 159 of the International Labor Organization (ILO) (3) Overview of Disability Activities (3.1) Organizations by Persons with Disabilities According to Cooperation Committee of Cambodia (CCC), provider of NGO information in Cambodia, there are 38 NGOs in disability related fields9. Most of them are international NGOs with headquarters located outside of Cambodia with activities primarily focusing on rehabilitation, including provision of physical and prosthetic aid and physiotherapy programs. These international NGOs manage the activities of eleven national rehabilitation centers across Cambodia. As for home-based NGOs, Cambodian Disabled Peoples Organization (CDPO) established in 1995, and National Center of Disabled Persons (NCDP) established in 1997 are organizations by persons with disabilities. There are many other disability organizations under these two NGOs, such as self-help groups promoting activities towards independent living or advocacy. Since the first national election after the civil war took place in 1993 under the supervision of UN, many NGOs have been active in Cambodia in a number of fields including disability. The NGOs have been managing activities that should really have been the government’s responsibilities, resulting in the NGOs relatively having more people, skills and budget than the government sectors (Ministry of Social Affairs, in case of

8

Work Platform of the Ministry of Social Affairs Veterans and Youth Rehabilitation for 2008-2013 page 6 http://www.ccc-cambodia.org/

9

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

disability issues). In recent years, the future handover of these responsibilities from the NGOs to the government has become an important issue. This year the government suddenly announced that the management of national rehabilitation centers is to be handed over to the government, causing a great deal of confusion to the NGOs and related organizations, as they were urged to come up with a quick shift to the new structure. (4) Micellaneous (4.1) Text Materials In the workshop, participants can learn much from persons with disabilities, if persons with disabilities are present as lecturers or facilitators. It will help deepen the understanding if the persons with disabilities’ daily life can be videoed or photographed and presented as visual materials during the workshop. This idea has already been shared with Mr. Veasna and NCDP has agreed to help realize this idea. A further research is underway for other learning materials, as appropriate materials have not been found during this survey. (5) Summary Getting to know persons with disabilities is the most effective way for understanding disability issues. It is strongly advised that persons with disability participate in all programs so that there is plenty of time for participants to learn from them. National Consultant Mr. Veasna is the foremost PWD leader in Cambodia and also the representative of a disability organization NCDP and his experience, knowledge and expertise would be greatly utilized in the training. It would also be advisable for the curriculum to focus on the capabilities of persons with disabilities and how best to utilize them, instead of how inconvenient disabilities can be.

Lao PDR (1) Overview of Persons with Disabilities (1.1) Definition There is no statutory definition for PWDs in Laos. Since there is no definition of disability, the population of PWDs also remains unclear, even though each region has their own definitions which seem to have played a part in the reported national population of PWDs. There were some cases researched during this survey that included loss of vision of one eye, or low-level hearing impairment that did not cause too much inconveniences in the day to day living of the person, which in Japan might have not been recognized as cases of disability. There are workshops planned to formulate the official definition of disability, involving LDPA and the Ministry of Labour and Social Welfare. In the near future there will be a more solid national definition of “who is a person with disability.”

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(1.2) Statistics and Infrastructure According to the National Population Census in 2005, there are 79,093 PWDs in Lao PRD, equal to 1.4% of the population10. However WHO has reported that 10%11 of the world population has disability of some kind, while UNESCAP has reported that the percentage of PWDs in Lao PDR is 8%12, relatively lower than that of other nations. The former Executive Secretary of NCDP Mr. Sisawath has commented that this figure seems to be lower than in reality, as shown in several cases reported during this preliminary survey where the people researched only had loss of vision of one eye or low-level hearing impairment, where they themselves were not feeling significantly inconvenienced by their disability—and in Japan some of these persons may not be recognized as cases of disability. This suggests that by the current definition of disability in Lao PDR, the proportion of PWDs would be higher than that of Japan and that the 1.4% implies that there are a lot more “unrecognized” PWDs. At the time this report was written, it was expected that the UN would send over a social survey specialist for the implementation of a more thorough survey. (2) Government Sectors Responsible for Disability Issues (2.1) Central Government According to FPO, there are 145 active employees at the Ministry of Labour and Social Affairs in Lao PDR, of which approximately 15 work for Department of Pension, Elderly and People with disability, the department most responsible for disability issues across three sections. The Disability Department is merged with the Department of Elderly and has only five employees including Head of the section (and Deputy Director). The department is only 15 years old, has little routine work and its operation is mostly project-based. National Committee on Disabled Persons (NCDP) established in August 1995 to deal with disability issues in a cross-ministry manner, has its administrative office within Department of Pension, Elderly and Disabled People. Since the former Executive Secretary was transferred in 2008 the office has been practically inactive though is temporarily represented by assistant staff. However at the time of the survey, it was said that NCDP was to be expanded towards legislation. There are requests to the government that going forward, the committee be comprised not only of officers from the Ministry of Labour and Social Affairs, but also from other departments including the Ministry of Education and Health. At the same time employment of more officers to take on the committee’s practical operations is being considered; it is expected that the committee would work as a national system towards the implementation of disability legislations.

10

page 15, “Labour and Social Welfare Master Plan2007-2020”, Ministry of Labour and Social Affairs, 2006 http://www.who.int/disabilities/en/ 12 UNESCAP “Disability at a Glance” p.28 11

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

(2.2) Related Legislations The government of Lao PDR signed Convention on the Rights of Persons with Disabilities, adopted in December 2006 at the United Nations Headquarters. Subsequently there was a need for Lao PDR to synchronize domestic laws with the UN Convention. Between June and November 2007, with the aid from the Australian government, Drafting Committee and Lao Disabled People’s Association (LDPA) held six conferences, a seminar each for five provinces and four seminars for central government officers to legislate Decree on the Rights of Persons with Disabilities. As a result Decree on the Rights of Persons with Disabilities was drafted and is currently waiting for debate in the Diet. The draft states its objective as “elimination of all kinds of discriminations towards persons with disabilities and promotion of their complete participation in society.” The draft enlists education, rehabilitation and employment based on the rights of people with disabilities, as well as equal opportunities, understood as a reflection of the UN Convention on the Rights of Persons with Disabilities. If this passes the Diet, it will be the first comprehensive legislation in Lao PDR that protects the rights of persons with disabilities. (2.3) Overview of Related Policies The beneficiaries of the current policies are primarily divided into three groups; victims of (civil) wars including military servicemen, social security beneficiaries, and other people with disabilities. For Lao PDR, social welfare of disabled military servicemen who fought through the Indochina war and liberation army war for socialism is an important issue, so beneficiaries of each policy are specifically categorized into groups including injured / disabled military servicemen and landmine / Indochina war victims and their families. They are entitled not only to pension but also tax benefits and residential and educational subsidies. The beneficiaries of social security system are ex-employees with disabilities (disabled people with an experience of working in formal sectors). If a company with 10 employees are registered with the social security system and an employee becomes disabled while working for the company, the employee is entitled to 4.5% of his salary for a long time as part of the income security, even after he / she is unable to continue working. As of 2005 there are 24,097 employees registered with this social security system. But even beneficiaries in this category are not entitled to any benefits apart from the income security. Furthermore no policies have been put into practice for the third group: “other people with disabilities.” Currently the Lao government is debating the enactment of a law to urge a group of companies and organizations to employ a certain percentage of disabled people, similar to the statutory employment rate in Japan. This could pave the way for PWD’s social participation, even though this will need to involve a more solid definition of PWDs than mentioned above, and so speedy legislation may be difficult. Apart from all this, there is also a system where government employees and their families are entitled to free medical treatment. This suggests that a PWD’s situation or rights to resources can vary, depending on the PWD’s or their families’ current / former

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profession or social status prior to being disabled. (3) Overview of Disability Activities (3.1) Organizations by Persons with Disabilities Lao Disabled Persons Association (LDPA) was established in July 2001. It is an organization with branches across the country, approved by the government as an organization by PWDs for PWDs. They are not actual policy executors but are involved in master plans. LDPA also hosts a number of disability-related training programs and projects, and often undertakes projects and awareness programs in cooperation with NCDP and the Ministry of Labour and Social Affairs. They are also the only national PWD organization that does not focus on any specific disability. LDPA cited collaboration with intellectually and hearing impaired groups as one of the examples of their cross-disability activities, but Lao Association of the Blind claimed that collaboration with LDPA was not a success, because, according to the Association, there was not adequate information-sharing or care towards blind people. It is actually true to say that sometimes communication or needed social resources can be dissimilar for different disabilities, and resolving all issues across all disabilities can be difficult. However government officers must always take into account the different needs of various disabilities, as well as what can be shared across all types of disabilities. They must always have a “cross-disability” perspective where they do not listen to just one organization as the representative of all disability organizations, but instead see more persons with disabilities and collect information from multiple organizations, so that they have an understanding of the nature and needs of various disabilities. Currently LDPA is supporting a few groups (deaf people, intellectual disabilities, and women with disabilities among others) and is focusing on the establishment of a deaf group. The deaf group (a deaf group from Thailand has presented them with books of Thai sign language) are currently using the Thai sign language but are in the process of developing their own Lao sign language, with a Lao sign language book being in process of publication. As there are no deaf schools in Lao PDR, there is no integrated language for the deaf apart from some body languages limited to each deaf individual’s local community, leaving many deaf people unable to communicate with others. LADP’s deaf group has so far hosted sign language lectures at 11 provinces, teaching sign language to deaf people and their families as a tool of communication. (3.2) INGO LDPA has undertaken a number of projects in collaboration with international development bodies and NGOs, including twenty main organizations including JICA, the government of Australia, SHIA, the United Nations, ILO and Power. AUSAID from Australia has been assigning volunteer staff to LDPA for a long time. (4) Micellaneous (4.1) Text Materials The training would be much more effective with visual presentations, more so than

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paper materials or lectures. LDPA has created two videos with their own scenarios introducing problems PWDs face daily, one focusing on accessibility issues and another on the difficulty of PWD’s social participation and the importance of advocacy of rights. The video about the advocacy of rights is especially compact, in terms of time and contents. It would seem best to utilize such existing materials, instead of creating new materials from scratch, and to turn a listening ear to people with disabilities. (5) Summary As the project attaches a great significance to PWD’s social participation, it would be ideal to request PWDs to assume specific roles within this training curriculum. That way, participants can understand the capacity and potential of PWDs and the training will also offer an opportunity of sharing with PWDs. There are many reports about the danger of legislation without PWD’s own perspective. The presence of PWDs will also urge participants to be aware of a number of issues that would otherwise remain invisible, and the benefits of PWD presence have been documented in a number of reports. So far Lao’s government officers have attended perhaps too many lectures or seminars by aid organizations. It is suggested that the program be based on field visits, access mapping and recreational hours, so that the officers can truly experience PWD situations hands-on and in person.

Myanmar (1) Overview of Persons with Disabilities (1.1) Definition In Myanmar there was no official definition of disability-related terms until today. Most disability related reports in the country reference the ‘World Health Organization (WHO)’ definition made in 1981, which is totally based on medical, individual model of disability. During the first official celebration of the ‘International Day of Disabled Persons’ on 3rd December 1994, the ‘Department of Social Welfare (DSW)’ changed the term ‘ma than ma swan’, which means ‘no strength and no ability’ to ‘ma than swan’, which means ‘no strength but have ability’. It is the only terminology on disability to be made official by the DSW so far. Even though some terms on disability remained unchanged some terminology has been modified and adopted in official documents, for example: ‘sunt ah nar ma kyar’, which means ‘deaf and dumb’ to ‘nar ma kyar’, which means ‘deaf’; ‘a kan’, which means ‘blind’ to ‘myat ma myin’ which means ‘visually impaired’; ‘ah yuu’ which means ‘mental retarded’ to ‘nyan ye neint/ ma mhe’ which means ‘intellectually impaired’.

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According to the preliminary survey conducted in 2008 by a local survey company, which, following discussions with the DSW was sponsored financially by ‘The Leprosy Mission International (TLMI)’, disabled people in Myanmar are classified into four types: visually impaired; hearing impaired; intellectually impaired and physically impaired. This is the same classification which was previously recognized by the DSW. (1.2) Statistics and Infrastructure There is no history of data collection about disabled people in Myanmar. During British colonial rule from 1911 until independence in 1948 a census was taken every ten years, but it did not include any information about disabled people. During this period leprosy and infirmity were the only officially used terms for disabled persons, other types of disability were not listed. Since independence the Myanmar government has only conducted three censuses, the last being in 1983. No figures for disabled persons were given in any of these censuses. In 1983 the Ministry of Health conducted a sample survey of a few townships in order to collect data on physically disabled persons and according to that survey about 2% of Myanmar’s population is physically disabled. To date it is the only official data to be generated in Myanmar which mentions disabled people. There is also currently no specific law or policy on disability but Child Rights legislation is widely used for the protection and welfare of disabled children in Myanmar. Since 2008 the DSW has been conducting a nationwide disabled survey via the financial sponsorship of TLMI and collaborating with the local organization YDRC and it is hoped that in mid 2009 national data on disability will be available. The survey was conducted by “Myanmar Marketing Research Development (MMRD)”, a local social research company from Yangon. (1.3) Current Situation of Persons with Disabilities The ministry in Myanmar which focuses on the disability issue is the ‘Ministry of Social Welfare, Relief and Resettlement’ and there are numerous domestic voluntary sector disabled-related organizations, which maintain over 25 centers around the country. (the lists mentioned separately) There is also a track record of many international NGOs working in disability related fields in Myanmar, including: ‘World Vision’, active in the early 1980s; ‘Association for Aids and Relief (Japan)’ in 2000; ‘The New Humanity FOSCIV’ in around 2003; ‘The Leprosy Mission International (TLMI)’ in late 2006; ‘Handicap International (France)’; ‘Handicap International (Belgium)’ and ‘Triangle’ from France, initiated after the cyclone Nargis disaster.

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There was no specific program or project run by United Nations agencies in the disability field in Myanmar except a pilot project on CBR by ILO in 1983. In general, it was estimated that about less than 1% of disabled people are receiving the necessary services while the rest never receive any support, rehabilitation or other services whatsoever. (2) Government Sectors Responsible for Disability Issues (2.1) Central Government In Myanmar the Ministry of Social Welfare, Relief and Resettlement is the focal point for disability affairs but for rehabilitation the Ministry of Health is also greatly involved. In every hospital around the country disabled people can receive the same required rehabilitation services as other citizens. There is one specialist hospital for disabled people in Yangon, the ‘National Rehabilitation Hospital (NRH)’ and it is the only Hospital for the whole country. The Military possesses a separate rehabilitation hospital in Yangon and in other cities of the country. The Ministry of Defense has its own policy and system to treat disabled army personnel and we were unable to obtain information about their disability policy. (2.2) Related Legislations The Job Replacement Law for Disabled people has been in existence in Myanmar since 1958 but because there was never approval for implementation and it never became enforceable in the country. There have been attempts since 2000 at formulating ‘The Disabled Law’ but this is proving difficult to process and to obtain official approval: today we still have no law on disability in Myanmar but we hope we can have a law on disability soon. Following the cyclone Nargis disaster the DSW planned to implement a “Post Nargis Action Plan for Disabled Persons”, which involved collaborating with some INGOs and NGOs which work on disability issues in Myanmar and this is the final state of approval and implementation. (2.3) Overview of Related Policies Rehabilitation of disabled people is one of the main activities of the Ministry of Social Welfare, Relief and Resettlement which is one of eight focal points of this ministry. To date there are only six centers for disabled people under the DSW in the whole country: two schools for the visual impaired; one school for the hearing impaired; one school for the intellectual impaired; one vocational training center for adult disabled persons and one care center for disabled children. Amongst those six centers four are situated in Yangon, one in Sagaing and the other in Mandalay. The capacity of those six centers is about 800 persons. Four of them were taken over from the private sector in 1962 by the government. Now they are under the DSW and the other two, the

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‘School for Disabled Children (SDC)’ and the ‘Disabled Care Centre’ were established by the DSW in 1974 and 2004 respectively. The Inclusive Education (IE) program was initiated in 2005 by the DSW and the Ministry of Education (MOE) and there is no other clear and specific policy or program for disabled people in Myanmar. (2. 4) Programs with International Agencies and Organization for Persons with Disabilitirs in Myanmar [UN agencies, JICA, World Vision (Myanmar), The Leprosy Mission International] There is currently no specific program on disability issue by UN agencies except the first pilot project on CBR by ILO. World Vision (Myanmar) has a quite long history in developing programs on disability issues since the 1980s. Although World Vision (Myanmar) is less active than before, they still have some programs under Area Development Program (ADP) in various parts of the country. Through that program many disabled people are receiving services, training, support and other assistance by other disabled people at the locations where the programs are held. Since 2007 and though the collaboration of the DSW, JICA has been working on a program for hearing impaired persons to create a common Myanmar sign language. JICA is also involved in a new project for disabled people in collaboration with the Ministry of Health to build a barrier free environment at the National Rehabilitation Hospital (NRH). ‘The Leprosy Mission International (TLMI)’ from the United Kingdom has a 100 year history of working in the leprosy field and supports the Leprosy Hospital at Mawlamyaing. Since 2006 TLMI has extended their service to general disability and now they have many projects, in eight different locations around the country, making TLMI a leading organization in disability field in Myanmar. TLMI is providing financial support for the first ‘Disability Survey’, which will be conducted nationwide to obtain national data on disability and has had a formal collaborative agreement with the DSW since 2008. After the Nargis cyclone TLMI opened three ‘Disabled Resource Centers’ in the affected areas: Bogalay, Pathein and Hlaing Tharyar. Now TLMI is helping the DSW to formulate a ‘Post nargis Action Plan for Disabled Persons’ and is in the final stage prior to implementation. ‘New Humanity FOSCIV’, an INGO from Italy has also a program in the disability field. They are working closely with the DSW to strengthen existing disabled centers under the DSW and also under other NGOs. They have also had their own Community Based Rehabilitation (CBR) program at Taung Gyi Township, Shan State since 2004. Handicapped International (HI) from France and Belgium are starting their work in

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the disability field after the cyclone Nargis disaster, initially at two places in Irrawady Province. Triangle, an organization from France, is also planning to work for disabled people across a range of fronts. (3) Overview of Disability Activities (3.1) Organizations by Persons with Disabilities The first private disabled related center was established in 1914 by Christian missionaries at Yangon and was aimed at helping visually impaired persons. Services and centers for other disabilities, such as hearing, physical and intellectual impairment, were later established by Christian missionaries. Before the end of the 20th century there were only 20 organizations for disabled people around the country. However, since 2000 many of the new centers and organizations have witnessed rapid growth. The ‘Myanmar Disabled People’s Organization (MDPO)’ was formed in 2002 by the DSW after organizing a national conference through the sponsorship of the regional ‘Disabled People’s International (DPI)’ from Bangkok. Although this MDPO was formed under the guidance of the DSW it functions like a single grass roots organization rather than as a national level umbrella organization. In Myanmar there was no systematic channel or structure for disabled related organizations at the secondary and tertiary levels, every organization being run separately with little or no alliances between them. Additionally, during the last decade two centers for intellectually disabled children, especially focusing on autism and hyperactive children, were privately established. These two centers are run as a business and cannot therefore be classified as charities. Nevertheless, their existence is a sign of progress in disability field in Myanmar.

(3.2) INGO A. The lists of INGO those who have program on disability field are as follow: Sr.

Name of Organization

1.

World Vision (Myanmar)

2.

Country

Focus area

1980s

All types of disability

The Leprosy Mission International (TLMI) UK

2006

In leprosy field since 1800s

3.

Association for Aids and Relief (Japan)

Japan

2000

Adult physically disabled

4.

New Humanity FOSCIV

Italy

2002

All types of disability

5.

Handicap International (France)

France

2008

All types of disability

6.

Handicap International (Belgium)

Belgium

2008

All types of disability

7.

Triangle

France

2008

All types of disability

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B. The lists of local disabled related non-government organizations are as follow: Sr.

Name of Organization

Year of Est.

1.

Mary Chapman Deaf School

1920

Yangon

Deaf

2.

Myanmar Christian Fellowship of the Blind

1983

Yangon

Blind

Org. of PWDs

3.

Myanmar Blind Association

Yangon

Blind

Org. of PWDs

4.

Yangon Blind School

Yangon

Blind

5.

Blind School (Myitgyina)

Before 2000

Kachin State

Blind

6.

Blind School (Meithila)

Before 2000

Mandalay

Blind

7.

Blind School (Pyinoolwin)

Before 2000

Shan State

Blind

8.

Blind School (Pakokku)

Before 2000

Magwe

Blind

9.

Blind School (Kalay Myo)

2003

Kalay Myo

Blind

10. Eden Centre for Disabled Children (ECDC)

2000

Yangon

Physical & Intellectual

Org. for PWDs

11. Myanmar Disabled People Organization (MDPO)

2002

Yangon

All types

Org. of PWDs

Yangon

Physical

Org. of PWDs

Yangon

Physical

SHG - Org. of PWDs

14. Yangon Deaf Club / Association

Yangon

Deaf

Org. of PWDs

15. Mandalay Deaf Association

Mandalay

Deaf

Org. of PWDs

12. Myanmar Physically Handicapped Association (MPHA) 13. Raise up PWD Group (RPDG)

2003

Location

Focus area

Remark

16. Emmanuel Deaf Fellowship

2003

Yangon

Deaf

Org. for PWDs

17. Emmanuel Deaf School (Kalay)

2006

Kalay Myo

Deaf

Org. for PWDs

18. Smile World

2007

Yangon

All types

SHG - Org. of PWDs

19. St. Mary Blind Workshop

Before 2000

Yangon

Blind

Org. of PWDs

20. Parent Association (For 2007 intellectual disabled children)

Yangon

Intellectual

Org. for PWDs

21. Aye Mitta garden

2007

Yangon

All types

Org. for PWDs

22. Suhpawng Arman group

Before 2000

Yangon

Blind

SHG - Org. of PWDs

23. Payaphyu Centre

Before 2000

Taunggyi

All types

Org. for PWDs

24. Charity Handicap Centre

2000

Kalay Myo

Physical

Org. for PWDs

25. Lift Up Handicap Service

1998

Kalay Myo

All types

Org. of PWDs

26. Khunaatit (Magwe)

2008

Magwe

All types

SHG - Org. of PWDs

27. Alintit (Shwepyithar)

2008

Yangon

All types

SHG - Org. of PWDs

28. Armantit (Myaungdaka)

2008

Yangon

All types

SHG - Org. of PWDs

Note: there is no directory of disability-related organizations in Myanmar currently available. This list was compiled by the author13 in 2008.

13

Mr. Tha Uke, Managing Director, Eden Centre for Disabled Children.

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(4) Micellaneous In Myanmar disability is still thought of in the traditional way. The individual model of disability is still strongly dominant in the whole of Myanmar society. The new perspective ‘Social Model of Disability’ is not known in the country yet. Resources such as disabled related literature, media materials, devices and aids are still very scarce in Myanmar. There are no learning centers and institutions on disabled related subjects, such as special education, professions or skills. Qualified personnel on that subject are also very rare, none are widely available except for physiotherapy professionals. There is no barrier free environment in the whole country. The authorities do not appear to be aware of barrier free and universal design principles. Although there are some forward thinking policies in place, such as Community Based Rehabilitation which is based on the social model of disability. Inclusive Education, Self Help Groups and Independent Living are still very unpopular in all levels of society in Myanmar. There are very few residential centers for disabled people in the country and Myanmar has a poor record of developing institutions to support disabled people. In Myanmar support and infrastructure for military and civilian disabled people are completely separated. For example the disabled sports federation was formed a few decades ago but appears to be almost entirely restricted to those of a military background. Myanmar has actively participated in regional disabled sports competitions for several decades and has also been successful in winning prizes for the country. Special Olympic and Paralympics sports were also initiated a few years ago but are not very popular yet due to a lack of awareness and support from the authorities, a scarcity of professional experts and insufficient financial support.

Vietnam (1) Overview of Persons with Disabilities (1.1) Definition Disability is defined by Ordinance on Disabled Persons adopted in 1998 as: “Disabled persons by definition of this ordinance, irrespective of the causes of the disability, are defective of one or many parts of the body or functions which are shown in different forms of disability, and which reduce the capability of activity and causes many difficulties to work, life and studies.” However disability has many definitions. According to the National Action Plan to Support People with Disabilities (2006-2010), disability by MOLISA’s original report was defined in 2005 as the next six categories: mobility (29.41%), mentality (16.82%),

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visually impaired (13.84%), hearing impaired (9.33%), brain (6.52%), and others (17%). (1.2) Surveys, Statistics and Infrastructure of Disability According to MOLISA’s 1999 report, the number of PWDs in Vietnam was approximately 5.3 million, approximately 6% of the population. According to General Statistics Office, statistics of persons with disabilities were conducted independently by multiple ministries by their own methods so the figures were not consistent. MOLISA decided to put questions in the decennial census to grasp the number of PWDs and announced that training programs were underway for the Census staff, including three experimental surveys in some cities, to prepare for the Census in 2009. Definition of disability is difficult and MOLISA concluded that Washington Group’s method was the best, but not all of the questions in the Washington style survey were applicable to Vietnam—it was reported that the questions were therefore altered to fit the needs of Vietnam. (2) Disability-Related Government Sectors (2.1) Central Government While one-third of Vietnam’s government ministries have disability budgets, the central sector is the Ministry of Labour, Invalids and Social Affairs (MOLISA), of which Social Protection Bureau is responsible for policy-making for social security issues including that of people with disabilities, orphans, child labour, homelessness and poverty. Meanwhile, National Coordinating Committee on Disability (NCCD) is communicating with the ministries for the enactment of disability policies and action plans, and is currently monitoring progress. The Committee is chaired by MOLISA’s deputy minister and was established in January 2001, in accordance with the criteria governing the establishment of domestic coordination committees, one of UNESCAP’s action plans for Asian and Pacific Decade of Disabled Persons (1993-2002). There are 28 committee members from related ministries, their departments and disability organizations, having a regular tri-monthly meeting. Eight are board members. One of NCCD’s important roles is coordination with disability related government sectors and disability organizations. This helps collaboration among ministries, and between the government and disability organizations, while in most cases in Vietnam the government ministries tend to stay within their own framework. (2.2) Related Legislations Ordinance on Disabled Persons was enacted in 1998 as the first comprehensive law regarding disability. Drafting committee for National Law on Disability was established and is currently working on the legislation of Ordinance on Disabled Persons. The Drafting Committee is represented by MOLISA’s Deputy Minister and involves deputy ministers of the Ministry of Transport, Ministry of Health, Ministry of Construction, Ministry of Finance, Ministry of Culture, Sports and Tourism and Ministry of Labour, Invalids and Social Affairs as policymakers. The draft will be developed by 16 people

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including advisors. According to MOLISA’s International Cooperation Department, ratification for ILO C 159 “Convention concerning Vocational Rehabilitation and Employment (Disabled Persons)” and United Nations’ “Rights and Dignity of Persons with Disabilities” is underway. (2.3) Overview of Related Policies Disability-related government sectors and government affiliate organizations are working on the goals adopted in National Action Plan to Supporting People with Disabilities in 2006. The five-year plan is in line with the action plan of Biwako Millennium Framework and encompasses seven foremost issues: 1) self-help groups of PWDs and organizations for their families / parents, 2) women with disabilities, 3) early identification, treatment and education, 4) occupational training and employment including self-employment, 5) access to buildings and public transport, 6) information access, including telecommunication and supporting technology, 7) alleviation of poverty by skill building, social welfare and sustainable living programs, and also, as Vietnam’s own issue, awareness on disability. Survey shows that the ministries and government affiliate organizations have many activities underway albeit not so smoothly—an example being the Ministry of Information and Communication using mass media to broadcast programs to enlighten the general public about PWDs. They also get support from public sectors including IT companies, holding an annual contest “ICT—put a candle to the believing mind” biennially since 2006 on April 18, Vietnam’s Day for Persons with Disabilities. The contest urges participants to create and send in PC software that are easy to use for PWDs, so that citizens will become more aware of PWDs and information technology, and more easy-to-use software for PWDs will also be developed. On the other hand, the Ministry of Transport has provided a trial low-floor bus service for wheelchair users, and the Ministry of Health and the Red Cross—who has a long history of activities in the country—collaborate on an activity for early identification of disabilities and understanding of PWDs. The survey cites that the operations are not so smooth because the goals are often set too high, or because the organizations are understaffed or short of budget. Monitoring for the implementation of the five-year plan is to be undertaken every quarter from 2008 onwards, with one officer per ministry responsible for the monitoring activity. The plans and monitoring activities focus on the areas heavily supported by the United Nation’s Asian and Pacific Decade of Disabled Persons. Three workshops have already been held for basic understanding of the monitoring activities, involving NCCD member (government) organizations and organizations by PWDs. (3) Overview of Disability Activities (3.1) Organizations of Persons with Disabilities In Vietnam, there are organizations of all sizes of persons with disabilities, from large organizations with branches across the country to small groups with only 10 members. The only nationally active organization is Vietnam Blind Association (VBA) established

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in 1969, with branches in 43 provinces across the country—equal to 70% of the nation. Their activities are mostly subsidized by the government including the salaries of the 32 employees, making their management policies and goals different from those of other disability organizations. Disability organizations get approvals from different government sectors, depending on their size, ranging from the central government to provincial governments and citizens’ committees. The number of organizations is increasing; in 2003 there were 19 organizations registered with NGO “Disability Forum,” a forum that focuses on information provision and collaboration for PWDs. By 2006 the number rose to 79. NCCD members who represent PWDs (organizations by and for PWDs) are: Hanoi Club for the Deaf; Vietnam Blind Association; Association for the Support of Vietnamese Handicapped and Orphans; and Hanoi Association of Disabled Persons, of which three are organizations by PWDs. However two are based only in Hanoi and its suburb, so they do not have adequate information on persons with disabilities and related issues in other areas. Since 2007, NCCD has been working towards the establishment of an organization for parents of intellectually disabled children (and persons), and a national organization by PWDs irrespective of disability types. (4) Miscellaneous (4.1) Text Materials It is suggested that existing written, visual or audio materials be utilized as text materials, rather than creating materials from scratch. A good example is the Vietnamese version of UN’s Convention on the Rights of Persons with disabilities, created by NCCD. It would be ideal to engage speakers and participants in interactions with the aid of visual and audio materials to help participants think about future actions and practical solutions. Interactivity includes but is not limited to use of text materials; it should also include active engagement of human resources such as a meeting with resource persons with disabilities, where their needs can be summarized and presented in the workshop. (5) Summary Historically Vietnam has had a certain framework of support towards people with disabilities. Government officers in Vietnam have already participated in a number of training courses and seminars on the “theoretical” side of disability, including three training courses by MDF Indochina to create a monitoring chart for National Action Plan to Supporting People with Disabilities (2006-2010). However the actual projects undertaken to support PWDs are not necessarily catering to the true needs of PWDs. It would be ideal for training programs to include themes with which government officers can understand the suffering and trouble of PWDs’ life so that policies can be developed upon that understanding. It is suggested that the first in-country workshop be based on case studies and field works to listen to the voices of PWDs, so that it would lead to policies and projects that truly support PWDs.

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3.2 First Training The first training courses were conducted between August and November 2008 in four CLMV countries: Cambodia; Lao PDR; Myanmar; and Vietnam.

Cambodia (1) Period:

October 13-16, 2008

(2) Location:

National Institution of Public Health, Phnom Penh, Cambodia

(3) Lecturers:

Dr. Kenji Kuno (Senior Advisor, JICA) Mr. Yi Veasna (Executive Director, NCCD, National Consultant) Mr. Ham Hak (Partnership & Communication Manager, Disability Action Council) Mr. Ngin Saorath (Executive Director, Cambodian Disabled People’s Organization)

(4) Participants: 29 people (see the attached list for detail) 24 Provincial officers from the Department of Social Affairs Veterans and Youth Rahabilitation 4 officers from the Ministry of Social Affairs, Veterans and Youth Rehabilitation (from the central government) 1officer from the Ministry of Education (5) Objectives 1) Understanding the social model of disability 2) Understanding the relationship between disability and development, and disability and poverty 3) Understanding the basic concept of the Twin-Track Approach 4) Knowing the circumstances surrounding persons with disabilities in one’s country, to better understand causes and solutions

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(6) Curriculum Themes

13 Oct. (Mon)

AM PM

AM 14 Oct. (Tue.) PM

AM 15 Oct. (Wed) PM 16 Oct. AM (Thu)

Details Understanding the social model/definition of What is disability? disability Field visit & access Understanding the life of persons with mapping disabilities (PWDs) Definition of Development/UN Convention on Disability and the Rights of PWDs / understanding barriers/ Development Empowerment & Enablement (E&E)/ breaking the barrier & building a bridge (B&B) Twin-Track Understanding disability as a cross-cutting Approach issue/mainstreaming & empowerment Introduction to Review of B & B through a video analysis of independent living the independent living movement in Japan What can we do using the Twin-Track Group discussion Approach? (activities of mainstreaming & empowerment) Legislation process History and current legislations in Cambodia Situation of PWDs Role of PWD organizations/ present situations and their rights of PWDs in Cambodia Situation analysis/barriers and cause analysis Group discussion /possible activities for empowerment & mainstreaming Presentation, Evaluation of the training evaluation & wrapup session

(7) Overview • • •

It was the first attempt to invite government officers from all 24 provinces for such training, and the training received good overall evaluations. The evaluations show that more than 90% of the participants were satisfied with the training’s curriculum / contents and that they were able to understand the lectures. At the beginning of the training, as the basic concept of the training, it was suggested that: the ultimate goal of the workshop was to make friends with PWDs and; that the lecturer was not to teach the participants what to do, rather the lecturer’s job was to present issues for the participants to think about—that they were to spend time to think about these issues and find their own solutions. The idea of participating

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•

•

• • • •

in a workshop, and coming up with their own ideas and presenting them before a group, was new to many participants and it seems as if it took them some time to get used to it. Comments from the NGO staff who aided the group work as resource persons included: “the participants seemed bewildered as they were not used to workshops,” “there were many good ideas,” and “the participants seemed to wake up to the idea that they had to be actively involved.” As mentioned, 90% of the participants responded that they understood the contents of the lectures. However the sharing session after the home visits stayed within disabilities or tragic circumstances surrounding PWDs, and did not reach the issue of disability being a social problem. The group discussion on the Twin-Track Approach illustrated that the idea of Mainstreaming was not fully understood; there was not enough understanding of the fact that the society had to change. The government officers and representatives were absent so the training had to take place without them. The Ministry of Social Affairs did not seem to have a strong sense of responsibility as the project’s counterpart. Management of the project was left almost entirely to FASID and local consultants. While the large majority of the participants showed a keen interest in the lectures, two of the participants displayed unprofessional behaviors and attitudes, as described in the evaluation report by the participants. Their behaviors included going out of the lecture room for smoking or for the bathroom and not returning for 20 minutes, and talking on the mobile phone during the lectures.

Attachments 1. List of the Participants (Appendix A-1) 2. Evaluation by Participants (Appendix B-1)

Lao PDR (1) Period:

August 26-29, 2008

(2) Location:

Napakuang Resort, Thalath, Lao PDR

(3) Lecturers: Mr. Phetsavang Sounnalath (Focal Point Officer, Deputy Director of Cabinet, Ministry of Labour and Social Welfare) Mr. Teerawat Sripathomsawad (Director, Nakongpaton Independent Living Center) Mr. Thanomvonh Khamvongsa (Consultant, Management and Devel

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opment Consultants Co.,Ltd) (4) Participants: 21 (see the attached list for detail) 13 officers from the Ministry of Labour, Invalids and Social Affairs 5 officers from Vientiane Capital 1 officer from Vientiane Province 1 officer from the Ministry Education, Ministry of Foreign Affairs

(5) Objectives 1) Understanding the social model of disability 2) Understanding the relationship between disability and development, and disability and poverty 3) Understanding the basic concept of the Twin-Track Approach 4) Understanding current circumstances surrounding persons with disabilities in one’s own country, and being able to think analytically about causes and solutions (6) Curriculum themes

26 Aug. (Tue)

AM PM

27 Aug. (Wed)

AM PM

28 Aug. AM (Thu) PM 29 Aug. (Fri) AM

detail UN Convention on the Rights of Persons Legislation of Disabilwith Disabilities/Decree on Disability in Lao ity Law PDR Field visit & access Understanding life of persons with disabilities mapping (PWDs) Understanding disability as a cross-cutting Twin-Track Approach issue/Mainstreaming & Empowerment Activities by/for per- Independent living activities by persons with sons with disabilities disabilities SWOT analysis Learning simple analysis methods Stakeholder analysis Simple analysis by using a case study of two persons with disabilities/group discussion Situation analysis and group work Presentation, evaluation & wrap-up sesEvaluation of the course sion

(7) Overview • All of the participants completed the training except for one officer who had to go back to work mid-course as the training took place away from work, at a location with an accommodation facility. • The evaluation session showed that all of the participants were satisfied with the

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•

•

•

• • •

training, saying that they generally understood the contents of the training. Many of the participants who had not had a chance to get in touch directly with persons with disabilities commented that through field visits and case studies, they have a better understanding of the circumstances surrounding persons with disabilities. This has helped them understand the significance of listening to persons with disabilities in person / visiting their sites. The lecturer from Thailand Mr.Teerawat is the representative of an independent living center operated by persons with disabilities. Despite severe disabilities, Mr.Teerawat has demonstrated a strong leadership, actively involved in promotion of persons with disabilities’ social participation. Mr.Teerawat seems to have left a strong impression on Lao PDR as a role model of someone with severe disabilities participating in society as a service provider. Visual materials were highly effective in communicating messages to the audience. The participants commented that the materials helped them understand the context better, or that they were easy to understand, or that distribution of copies would be highly appreciated. As the curriculum covered many themes within the short period of three and a half days, less than half of the participants responded that they fully understood the Twin-Track Approach; the pillar concept of the training. Even though the training was originally targeted at officers from the central government, one-third of the participants were officers from provincial governments. The Napakuang Resort helped to make their facilities accessible. This included the installation of simple slopes for wheelchair users.

Attachments 1. List of the Participants (Appendix A-2) 2. Evaluation by Participants (Appendix B-2)

Myanmar (1) Period:

November 25-28, 2008

(2) Location:

Sedona Hotel, Yangon, Myanmar

(3) Lecturers: Dr. Kenji Kuno (Senior Advisor, JICA) Mr. Aung Tun Khaing (Deputy Director General, Department of Social Welfare, Ministry of Social Welfare, Relief and Resettlement)

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(4) Participants: 30 (see the attached list for detail) 14 officers from the Ministry of Social Welfare, Relief and Resettlement 7 officers from the Ministry of Education 4 officers from the Ministry of Health 2 officers from the Ministry of Labour 2 officers from the Ministry of Homeaffairs 1 officer from Progress of Border Area and National Races and Development Affairs (5) Objectives 1) Understanding the social model of disability 2) Understanding the relationship between disability and devel opment, and disability and poverty 3) Understanding the basic concept of Twin-Track Approach 4) Knowing circumstances surrounding persons with disabilities one’s own country and being able to think analytically about causes and solutions (6) Curriculum Themes 25 Nov. (Tue)

AM What is disability? visit & access PM Field mapping

AM

Disability and Development Twin-Track Approach Introduction to independent living

26 Nov. (Wed) PM

Group discussion AM Group discussion 27 Nov. (Thu)

Current situation of PM and future plans for PWDs in Myanmar 28 Nov. AM Presentation, evaluation & wrap(Fri) up session

Detail Understanding the social model/definition of disability Understanding life of persons with disabilities (PWDs) Definition of Development/UN Convention on the Rights of PWDs / Understanding barriers/ Empowerment & Enablement (E&E)/ breaking the barrier & building a bridge (B&B) Understanding disability as a cross-cutting issue/Mainstreaming & empowerment Review of B & B through a video analysis of the independent living movement in Japan What can we do using the Twin-Track Approach? (activities for mainstreaming & empowerment) Situation analysis/barriers and cause analysis / possible activities for empowerment & mainstreaming Actual situation of PWDs in Myanmar / future plans related to PWDs Evaluation of the course

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(7) Overview • The participants included four observers and four resource persons with disabilities and they had active discussions. The training course in a workshop format was a new attempt proposing new perspectives of disability, with officers invited from multiple government ministries. • The local consultant Mr. Tha Uke commented as follows: - It is a very unique and successful training workshop in the history of the country on disability To raise awareness and organize a training workshop for these focus groups and audiences is something that had never taken place. It is the right time to organize this training workshop in the country because Myanmar is still very low in awareness on disability issues not only in government sectors but also in private sectors compared to neighboring countries. As the CRPD was approved by the United Nations in late 2006 it is very important to promote awareness on disability field on all primary, secondary and tertiary levels. -In this training workshop government officers from six different departments at tended and it makes the training more successful because it is impossible for local organizations to organize this kind of training workshop. • The participants do not share the same level of understanding or awareness towards disability. The participants from the Ministry of Social Welfare, Relief and Resettlement, the Ministry of Health, and the Ministry of Education seemed to have a higher level of understanding and awareness than the rest of the participants. • To most of the participants, “what is disability,” a question posed in social models of disability, was new and received with a look of surprise. • After the training, the officers from the Ministry of Home Affair, Boarder Areas Development Department seemed to understand that disability was not an issue limited only to the Ministry of Social Welfare, Relief and Resettlement. Some of the participants also commented that the prejudice in Myanmar towards persons with disabilities by religious (Buddhist) beliefs should be rectified. • The evaluation session showed that the participants were highly interested in, and showed a good understanding of, “What is disability,” “Twin-Track Approach (TTA),” “Empowerment” and “Enablement.” The individual reports also showed many participants were aware that disability was not just an issue limited to the disabled person or their family, but an issue everyone in society was responsible for, to be resolved so that persons with disabilities can participate in the society. • The home visits and access mapping seemed to leave a strong impression on the participants. Many commented that they: “talked to a disabled person for the first time,” “saw the life of a disabled person for the first time,” “saw a disabled person at work for the first time,” or “understood that the idea of disability they had was actually far from reality.” These comments were reflections of the fact that government officers had few opportunities to be in touch with disabled people—the training has helped broaden their perspectives. • Many participants commented in the individual reports that they wanted to utilize the training’s knowledge at their workplace. This demonstrates that the experience

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was fresh and meaningful to each participant, meaningful also for their workplaces and colleagues. The leadership and coordination by the Department of Social Welfare, as a focal point, led to the training’s success. Mr. Aung Tun Khaing, Focal Point Officer of this project and Deputy Director General of Social Welfare Department, gave a lecture about the DSW’s policy on PWDs. He mentioned that the DSW is working closely with the Ministry of Education to realize “Inclusive Education.” Mr. Aung Tun Khaing also mentioned that there are not adequate legislations or policies in place for PWDs under the influence of natural disasters including the recent attack of Cyclone Nargis, but the aid towards PWDs after the cyclone is going quite well. International NGOs started to support PWDs after the cyclone, while the DSW is about to complete the drafting process of the “Post Nargis Action Plan for Disabled People” as there had been no action plans in place before. Mr. Aung Tun Khaing left a strong impression on the participants when he called for their cooperation, saying the most important thing to remember is that disability is not an issue limited to the Department of Social Welfare, that other ministries and departments should also work on it and NGOs and all citizens should be involved to improve the life of persons with disabilities.

Attachments 1. List of the Participants (Appendix A-3) 2. Evaluation by Participants (Appendix B-3)

Vietnam (1) Period:

August 5-8, 2008

(2) Location:

Sunway Hotel, Hanoi, Vietnam

(3) Lecturers:

Dr. Kenji Kuno (Senior Advisor, JICA) Mr. Nguyen Ngoc Toan (Chief of Division, Social Protection Bureau, Ministry of Labour, Invalids and Social Affairs) Mr. Dan Rocovits (Founder, World Village Foundation)

(4) Participants: 17(20 applicants; see the attached list for detail) 7 officers from the Ministry of Labour, Invalids and Social Affairs 1 officer each from the Ministry of Culture, Sports and Tourism, Ministry of Construction, Ministry of Home Affairs, Ministry of Information and Communication, Ministry of Transport, Ministry of Justice, Ministry of Health, Vietnam Women’s Union,

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National Assembly Office, and General Statistic Office (5) Objectives 1) Understanding the social model of disability 2) Understanding the relationship between disability and development, and disability and poverty 3) Understanding the basic concept of the Twin-Track Approach 4) Knowing the current circumstances surrounding PWDs of one’s own country and being able to think analytically about causes and solutions (6) Curriculum

5 Aug. (Tue)

6 Aug. (Wed)

Themes Disability and Development trends on DisAM World ability Legislation of Disability Law visit & access PM Field mapping AM Twin-Track Approach PM Consensus workshop analysis of AM Situation case studies

7 Aug. (Thu)

8 Aug. (Fri)

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PM Group discussion Presentation, AM evaluation & wrap- up session

Detail Understanding the social model / definition of disability and development MDF/Biwako Millenium Framework / UN Convention of the Rights of PWDs Movement toward enactment of Disability Law in Vietnam Understanding life of persons with disabilities (PWDs) Understanding disability as a cross cutting issue/Mainstreaming & empowerment / Independent living movement by persons with disabilities Discussing the needs of persons with disabilities Situation analysis of persons with disabilities in Vietnam The role of the government and individual role as an officer, what./how to start action to support persons with disabilities / collaboration with line Ministries on disability Evaluation of the course

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(7) Overview • This was the first time a training course was put into place for more than two days for government officers from line ministries. Despite the fact that there were no per diem or transport fee allocations, more than half of the invited government officers attended. • The evaluation showed that all of the participants were satisfied with the training and said that they understood the lectures. • Many participants commented that they were able to hear true voices of persons with disabilities and learn about the circumstances surrounding persons with disabilities through field visits and case studies. One practical example was an officer’s visit to the home of a person with severe disabilities. Stunned that the person’s life was deeply compromised because the government policy was not targeted at this kind of person, the officer revised the prerequisites for this policy towards PWDs by which the person would be able to receive the policy’s benefits. • The Twin-Track Approach is a very important concept in dealing with disability and development. The lectures on this theme were new and seemed to evoke a high level of interest amongst the participants. However the time allocated to these lectures was too short that it seemed that the participants did not come to a complete understanding of the concept.

• •

•

•

The National Consultant Ms. Hong Ha commented as follows: (The training) Created a good friendly and cooperative atmosphere between the participants and disabled persons who were resource and case study persons It was the first time that the government officials learned, in reality, not in books or from newspapers, that PWDs, when being given opportunities and favorable conditions, can demonstrate their abilities, just like non-disabled persons (Others) The training was organized in a hotel, which was originally not accessible, but the Manager and the hotel staff followed recommendations to make modifications to make it accessible enough for wheelchair persons. After the training, the Manager asked the national consultant to be a consultant and resource person for training on accessibility and services for disabled people that he would organize for his staff. During the course, some of the participants received calls from their bosses and had to go back to work. More support is required for them to complete the training.

Attachments 1. List of the Participants (Appendix A-4) 2. Evaluation by Participants (Appendix B-4)

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3.3 Third Country Workshop The third country workshop was conducted in Kuala Lumpur, Malaysia in January 2009. Each 3 government officers were invited from CLMV countries to participate in the workshop. The Workshop report is outlined as shown below. (1) Period:

January 12-16, 2010

(2) Location:

Hotel Legend, Kuala Lumpur, Malaysia

Ms. Jayalatchumy A/P Cumaraswamy (Director, Division for the Development of People with Disabilities, Department of Social Welfare, Ministry of Women, Family and Community Development, Malaysia) Ms. Yeo Swee Lan (Coordinator, United Voice) Mr. James Lim Ming Koon (Assistant Administrator, United Voice) Mr. Nesan A/L Kandiah (Senior Manager, Human Capital Development, Dairy Farm) Ms. Christine Lee (Coordinator, BEAT) Mr. Lee Lih Shyan (Assistant Director, Development Planning Depart ment, Petaling Jaya) Ms. Sia Siew Chin (Executive Director, Beautiful Gate Foundation) Mr. Bo Lingam (Air Asia) Mr. Anthony Arokia (President, Mobility) Workshop Facilitator: Ms. Chisato Esaki (Technical Advisor/Vietnam) Ms. Junko Utsumi (Technical Advisor/Cambodia) Mr. Yi Veasna (National Consultant/Cambodia) Ms. Nguyen Hong Ha (National Consultant/ Vietnam)

(3) Lecturers:

(4) Participants: 12 (see the attached list for detail. 3 participants from each country) (5) Objectives 1) Using the activities by the Malaysian government as a foundation, examine the roles of the government, as well as the policies and legislations involving organizations of / by persons with disabilities 2) Information sharing amongst CLMV countries towards networking

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(6) Curriculum themes

AM 12Jan (Mon)

PM

AM 13Jan (Tue)

PM

14Jan (Wed)

15Jan (Thu) 16Jan AM (Fri)

detail The United Nations Convention on the Rights of Persons with Disabilities The role of the government (CRPD) and revisions of disability(Malaysia) related law PWD act and policy on PWDs) / the role of the government Current situation of disability-related Country Presentation and law / Sharing issues amongst CLMV Sharing countries Understanding diversity of disabilities / review Empowerment & Enablement Preparation for next day (E&E) Breaking the barrier & Building a bridge (B&B) Understanding learning disability / self advocacy, self-help organization for Promotion of PWD learning disability / government support organizations and self-help system to promote PWD organizations groups and self-help group activities Collaboration with private Employment and job coaching / sharing sectors experience in hypermarket Giant Accessibility to public Importance of consultation / Sharing transport and environment experiences of Barrier- free Environment building and Accessible Transport (BEAT) Outline of activities related to barrierfree environment and the role of local governments / outline of the activities Field visit to Petaling Jaya by Beautiful Gate Foundation (NGO), City, working together, PWD the role of IL Centre and collaboration organization, community and with local governments and resident’s local government associations / access mapping in Petaling Jaya City/ Empowerment & Enablement (E&E) Field visit to Air Asia Observation of the Disability Equality Academy Training Centre / Training / Sharing experiences by Air Disability Equality Training in Asia and BEAT Air Asia Presentation about the role of the Wrap-up session government for social inclusion and participation of PWDs by each country

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(7) Overview • The third-country workshop was originally planned for Thailand, however due to the political unrest and declining public security in Bangkok in November 2008, the location was switched to Kuala Lumpur, Malaysia. • The training was successfully put into place as planned for five days between January 12 and 16, with full support by the Ministry of Women, Family and Community Development, Division for the Development of People with Disabilities and the Department of Social Welfare. • As to Malaysia’s efforts in the disability issues, the session included the enactment of PWDs Act in 2008, in which disability was given a formal definition using the concept of the social model of disability. The lecture also included the roles of the government and their collaborative effort with disability organizations, followed by many questions from the participants—many of them practical questions about the source of budget for supporting PWD’s independent living, pension for PWDs who are unable to work due to severe disabilities, and CBR center’s subsidy. The questions reflected the audience’s enthusiasm to learn from Malaysia’s example, one of the leading countries within the region. • The training helped deepen the participant’s understanding of intellectual disabilities, a subject that had not been raised in the first in-country workshop. The participants became aware of the importance to acknowledge the diversity of disabilities, not just physical disabilities. • Ms. Yeo Swee Lan’s lecture, Mr. James Lim Ming Koon’s self-advocacy session and Mr Nesan A/L Kandia gave a presentation about employment examples of PWDs. It helped deepen the participant’s understanding of intellectual disabilities. Notably, the statement by the head of the hypermarket Giant’s personnel department “it is people without disabilities who are the source of trouble. People with disabilities are great workers.” helped to change the audience’s perspective towards PWDs. • The presentations’ impact on the participant was evident in the evaluation. The participants from Cambodia and Myanmar commented that the presentations helped deepen their understanding towards persons with intellectual disabilities and changed their ideas and prejudices towards them. The comments included: - Employment of PWD (Cambodia) - Persons with disabilities can get a job and enjoy work (Myanmar) - In Malaysia, persons with disabilities have equal job opportunities in some areas (Myanmar) • The visit to the city of Petaling Jaya comprised an observation of Petaling Jaya’s attempt to create an accessible environment with PWDs, and of the cooperation amongst the municipal government, neighborhood association and Beautiful Gate Foundation, the operator of independent living centers. The participants’ questions included “how do they collect information about companies interested in employing PWDs,” “what is the cost of this information retrieval,” and “how many members are there in the association’s committee.” During the access mapping session, some participants demonstrated voluntary actions such as pushing a wheelchair.

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• •

• •

•

•

• •

At Air Asia, the participants had an opportunity to observe their Disability Equality Training. Air Asia also told inspiring stories including how they came to conduct the Disability Equality Training with the cooperation by BEAT. The training reports from each country are as follows, submitted on the last day of the workshop.

[Cambodia] We acquired the knowledge about disability and what support is needed for persons with disabilities. We would like to formulate the following future plans: 1) Establish a networking office for ASEAN 2) Make efforts to enact disability law by the end of the year 3) Conduct training programs for government officers and NGOs about disability and development 4) Raise awareness towards accessible environment 5) Amend statistics about persons with disabilities 6) Establish IL centers [Lao PDR] We understood how to organize workshops and seminars. The training provided methods and knowledge that can be applied usefully back home. All four coutries are in the same situation regarding accessibility so further networking is desired. It was also an excellent opportunity for cultural exchange of the four countries. We would like to formulate the following future plans: 1) Enact a disability law by the end of 2009(Propose to the government to approve decree of PWDs by 2009) 2) Further discussions about details of national disability policies (create National Action Plan of PWDs) [Myanmar] We understood the importance of PWDs’ participation in the society. We understood that persons with disabilities are important people and human resources for a better future of the society. We would like to formulate the following future plans: 1) Conducting a 3-day training course to raise awareness towards persons with disabilities 2) Implementing a pilot project for accessible environment 3) Conducting occupational training for persons with (intellectual) disabilities 4) Promoting CBRs (Community Based Rehabilitation), SHGs (Self Help Group) and SHOs (Self Help Organization)

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[Vietnam] -We learned from the workshop: the difficulties surrounding PWDs; PWD’s   capabilities; how to approach PWD rights; definition and categorization of PWDs;     promotion of disability law and policies; needs for social services including   education and medical treatment as well as employment opportunities; and how to   organize training for government officers.   -We would like to formulate the following future plans: 1) promoting drafting of disability law 2) promoting accessibility in public transport systems 3) raising awareness of central and provincial government officers towards disability •

•

•

•

•

Each country’s report included contents from their first training and the third-country workshops, illustrating the fact that they understood the government’s role to offer services for persons with disabilities and that they had deeper understanding of disability than before. However some reports included future plans that were too far-fetched, impossible to put into action. The technical advisors also pointed out that each country still lacks a thorough analysis of the current situation. Future in-country workshops will need to include training to examine why problems exist, and how ideas can be brought into action. The training was a good interactive opportunity for all four countries. By the end of the training many participants were actively exchanging ideas; however in some instances they were also unable to further discussions due to differences in their political systems. The participants had some understanding, but also differences in the level of understanding, of Empowerment & Enablement (E & E) and Brake Barrier & Build Bridge (B & B)--the Project’s crucial focus since the first workshops. Further efforts to revise workshops’ contents are required for these concepts to be brought into policies. In Malaysia as well as CLMV countries, there are huge gaps between the urban and rural areas. The training covered examples only of the metropolitan areas around Kuala Lumpur. As suggested in the participants’ comments, the training would have been far more comprehensive if it had included rural examples of support towards PWDs. After returning home, the participants from each country had a reporting session on the Third Country Workshop in Malaysia. The participants of the first workshop attended in all four countries’ reporting sessions to share information about the training in Malaysia.

Attachments 1. List of the Participants (Appendix C-1) 2. Evaluation by Participants (Appendix C-2)

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3.4 In-Country Workshop The Second training, which is In-Country Workshops were conducted between May and September 2009 in four CLMV countries: Cambodia; Lao PDR; Myanmar; and Vietnam.

Cambodia (1) Period:

July 13-17, 2009

(2) Location:

Sunway Hotel, Phnom Penh, Cambodia

(3) Lecturers: Ms. Yeo Swee Lan (Coordinator, United Voice) Ms. Teoh Hooi Ting (Vice President, United Voice) Ms. Song Sokleap (Resource person) Workshop Facilitator: Mr. Dan Rocovits (Founder, World Village Foundation) (4) Participants: 30 (see the attached list for detail) 24 Provincial officers from the Department of Social Affairs Veterans and Youth Rahabilitation 5 officers from the Ministry of Social Affairs, Veterans and Youth Rehabilitation (from the central government) 1 officer from the Ministry of Education (5) Objectives 1) Understanding the diverse nature of disabilities and that disability is an issue that requires active involvement. 2) Formulating a detailed action plan as a government officer, to improve circumstances surrounding persons with disabilities of one’s own country.

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(6) Curriculum themes 13 July (Mon)

AM Diversity of disability PM

Introduction to the action plan

detail Understanding learning disability / self-help group and self advocacy Understanding the process of plan-making

Information sharing by MoSVY/ National Action Plan Understanding the life of women with disabilities / case analysis / review of Women and disabilities Empowerment & Enablement, breaking the barrier & building a bridge Consensus for PWD’s full participation / Group discussion information sharing by participants (assignment check) Group discussion Selection of activities Group discussion Selection of activities Group discussion A model action plan planning by the group Preparation for action Action plan planning by each participant plan presentation Presentation of the Presentation by selected participants action plan Wrap-up & closing Guidance for follow-up activities session Ministry action plan

AM 14 July (Tue.) PM 15July (Wed) 16July (Thu) 17 July (Fri)

AM PM AM PM AM PM

(7) Overview • As shown in the curriculum, the first day included, with cooperation by Malaysia and United Voice, a lecture on learning disability and a self-advocacy session by Ms. Hooi Ting, herself a person with a learning disability. Most of the participants attended the lecture with a keen interest and asked many questions in the Q&A session about the Malaysian government’s support towards PWDs. The participants’ high level of interest was also shown in the evaluation, with 26 out of the 30 people (87%) citing learning disability as what they learned during the workshop, and 8 citing Ms Hooi Ting’s self-advocacy session. • The life history of PWDs leaves a strong impression on the participants, as shown in the fact that 14 people cited Ms Sokleap’s story as the thing they learned from the workshop. Some commented that they were brought to tears while listening to Ms Sokleap’s story. • The participants spent four days learning about formulation of an action plan. After

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•

• •

•

creating an action plan as a whole team, each individual formulated their own action plan. The participants were generally satisfied with the contents of the training; 25 of the 30 participants (83%) commented that the best part of the training was the formulation of the action plans, and 29 (97%) cited “how to make an action plan” as what they had learned from the training. The model topic chosen for exercise was “Promoting the Rights of Persons with Disabilities towards participation,” and an action plan was formulated on the action “set up a signboard to raise awareness towards elimination of all forms of discrimination against PWDs.” This topic and action were chosen at later dates by 19 participants in other provinces for the formulation of their own action plans. Six people presented action plans on “Spreading out the Law on the Protection and Promotion of the Rights of PWDs among government officers in the Department of Rehabilitation of MoSVY” and two people on “The International Day for Persons with Disabilities.” Even though the participants in Cambodia learned the method and procedure of creating an action plan and how to document the plan, it seemed hard for them to formulate an action plan that would serve as a pillar of the social model aimed by the Project. They are yet to understand how to involve persons with disabilities in the implementation of action processes.

(8) Follow-up activities As there was no request from Cambodia, no follow-up activities were scheduled. Only a monitoring activity was implemented in early December 2009. Attachments 1. List of the Participants (Appendix D-1) 2. Evaluation by Participants (Appendix E-1) 3. Action Plans (Appendix F-1)

Lao PDR (1) Period:

September 1-4, 2009

(2) Location: Napakuang Resort, Thalath, Lao PDR (3) Lecturers: Dr. Kenji Kuno (Senior Advisor, JICA) Ms. Junko Watanabe (Program Officer, FASID) (4) Participants: 20 (see the attached list for detail)

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13 officers from the Ministry of Labour, Invalids and Social Affairs 2 officers from the Ministry of Education 1 officer each from the Ministry of Justice, Ministry of Public Works and Transport, and Ministry of Health, Vientiane Province, Vientiane Capital (5) Objectives 1) Understanding the social model of disability 2) Understanding the relationship between disability and development 3) Understanding the basic concept of Twin-Track Approach 4) Formulating practical and detailed action plans as a government officer to improve the circumstances surrounding persons with disabilities in one’s country

(6) Curriculum themes AM What is disability?

detail Understanding the social model/definition of disability

1 Sep. (Tue)

Definition of Development/UN Convention on Disability and the Rights of PWDs / Understanding barriers/ PM Development Empowerment & Enablement (E&E)/ breaking barriers & building a bridge (B&B) Understanding disability as cross-cutting issue/ AM Twin-Track Approach Mainstreaming & Empowerment 2 Sep. What can we do using the Twin-Track (Wed) PM Group discussion Approach? (activities for Mainstreaming & Empowerment) 3 Sep. (Thu)

AM

Sample exercise: formulation of action plan Formulation of action plans Formulation of an action plan by each PM participant/Ministry

Presentation, evaluation Presentation of action plans, evaluation of the 4 Sep. AM (Fri) & wrap-up session course (7) Overview • Nine of the participants had participated in the first in-country workshop in 2008. All but one of the 20 participants except one completed the whole course of the workshop. • The evaluation showed that all of the participants were satisfied with the workshop. They responded that they managed to follow the lectures. It seems that they have also become aware of the importance to make changes from within their close

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• •

•

•

vicinities including their workplace, towards social participation of persons with disabilities. For many participants the formulation of the action plan was not the goal; they expressed a will to work on the implementation of the plan beyond the workshop, at their workplace or by talking to donors. The workshop involved young resource persons with disabilities (one each of persons with hearing, visual and physical disabilities, an observer, an interpreter’s assistant, and a note-taker.) The participants commented that they had a lot to learn from these resource persons; that they learned from these persons that there is no difference in skill levels with or without disabilities. Since the workshop involved accommodation, there was adequate time outside of the workshop between the resource persons and participants to interact and deepen the participants’ understanding of persons with disabilities, and recognize the need of cooperation amongst the ministries and related departments. FPO had held an orientation program for the workshop’s participants a month before the workshop. The orientation included an introduction to the workshop’s objectives and as the participants had been instructed in advance to discuss feasible action plans with their supervisors, the action-plan session progressed smoothly.

(8) Action plan The participants’ action plans are shown below. Since the action plan by the Department of Skill Development and Empowerment, Ministry of Labour and Social Welfare, involved persons with disabilities in its implementation and since it was the first such attempt in Lao PDR, FPO and FASID concluded to support their action plan on job fair for persons with disabilities. • Job fair for persons with disabilities • Job creation project (growing mushrooms) • Social insurance for persons with disabilities and the community • Statistics of persons with disabilities • Emergency support for children with disabilities • Seminars related to disability laws • Promoting employment for persons with disabilities • Assistance and rehabilitation for persons with disabilities • Training to reduce the number of road accidents • Raising civil servants’ awareness towards the rights of persons with disabilities

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• To help students with disabilities to obtain rehabilitation and education opportunities • CBR program • Transport services for persons with disabilities Attachments 1. List of the Participants (Appendix D-2) 2. Evaluation by Participants (Appendix E-2) 3. Action Plans (Appendix F-2) 4. Action Plan Implementation Reports (G-1)

Myanmar (1) Period:

May 26-30, 2009

(2) Location:

Traders Hotel, Yangon, Myanmar

(3) Lecturers: Ms. Yeo Swee Lan (Coordinator, United Voice) Mr. Johari Jamali (President, United Voice) Mr. Osamu Nagase (Associate Professor, Graduate School of Economics, The University of Tokyo) Dr. Zaw Moe Aung (Country Operation Manager, The Leprosy Mission International) Mr. Ko Ko Lwin (Social Insight MMRD Resarch Service) Mr. Nay Lin Soe (Resource person/ Project Manager of CBR project, AAR) Ms. Miho Yoshida (CBR Expert) Mr. Akira Nagamachi (Director, Office of International Cooperation Projects, FASID) (4) Participants: 30 (see the attached list for detail; most are the same participants from the first workshop) 14 officers from Ministry of Social Welfare, Relief and Resettlement 7 officers from Ministry of Education 4 officers from Ministry of Health 2 officers from Ministry of Labour

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2 officers from Ministry of Home affairs 1 officer from Progress of Border Area and National Races and Development Affairs (5) Objectives 1) Deepening the understanding about the diverse nature of disabilities and that disability is an issue that requires active involvement. 2) Formulating a practical, detailed action plan as an executive government officer to improve the circumstances surrounding persons with disabilities in one’s country. (6) Curriculum

AM 26May (Tue)

27May (Wed)

PM

AM

themes Diversity of Disability Challenges of inclusion / pesons with intellectual disabilities Introduction of the communitybased approach Background information for case analysis

PM

Group discussion

28May AM (Thu) PM 29May AM (Fri) PM 30May AM (Sat)

Group discussion and presentation Group discussion Group discussion Group discussion Action plan Formulation

detail Understanding Learning disability / Self-help group and self -advocacy Understanding regional international policy framework (Asia Pacific Decade of Disabled Persons, Convention on the Rights of Persons with Disabilities) Introductions to action plan formulation, review of the CBR Congress in Bangkok Understanding poverty, PWDs and urban community Case presentation by participants / understanding each case, finding resources and problems Case analysis/activity of, for, by PWDs Case analysis Stakeholders analysis, problems analysis Objectives analysis Selection of the Project, formulation of the matrix & presentation by selected participants

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(7) Overview • Most of the participants were from the previous workshop. Just like before the workshop included four resource persons with disabilities. All participants demonstrated a keen interest and there were active discussions. • The first day consisted of: lectures about learning disability, as well as self-advocacy by Mr. Johari Jamali, a person with disability himself in the a.m.; and lectures in the afternoon about Convention on the Rights of Persons with Disabilities and challenge of inclusion. The participants demonstrated a keen interest in inclusive education, a subject that had been consistent since the first workshop. The concepts of learning disability and self advocacy were new in Myanmar—most participants had never heard of them and the sessions highly impacted them. Their comments included: “the lecture made it easy to understand the characteristics of learning disabilities. I would like to learn more,” “the self advocacy by Mr. Johari Jamali changed the idea I had towards people with learning or intellectual disabilities.” The level of interest and impact on the participants was evident in the afternoon as there were many questions to Mr Nagase’s lecture about inclusion of people with intellectual disabilities. • A group work on action plan formulation started on the second day and continued for three and a half days. Before the workshop, the Department of Social Welfare (Focal Point) had requested the workshop to be an opportunity to prepare for a pilot project for Community Inclusive Development; the Department visited four townships near Yangon, of Shwe Pyi Tha, Htantabin,Hlaing Thayar and Dalla, in advance and chose Shwe Pyi Tha Township for a case analysis. • Preceding the workshop, seven participants visited four homes of people with disabilties in Shwe Pyi Tha Township to create case study materials, which were presented during the workshop. • The workshop had an additional lecture by Mr. Ko Ko Lwin on disability, poverty and characteristic of urban poverty. The participants’ comments included “I understood the relationship between disability and poverty, and the circumstances surrounding Shwe Pyi Tha Township. I have a better understanding of the whole picture.” • The fourth and fifth day comprised an action plan formulation workshop using a project cycle management method. All of the participants maintained a high level of concentration and formulated three plans. (8) Follow-up • The Focal Point sent in a request for support towards the planning of a pilot project, based on the three plans created during the second in-country workshop. After the meetings and workshops between September 8 and 23, the DSW chose Group 3’s action plan as it was most comprehensive of all three, to make modifications for the pilot project. • After two more workshops, an action plan was formulated for a pilot project in Shwe Pyi Tha Township. • Department of Social Welfare is proposing a partnership with Disabled People

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Organization (DPDO) for the implementation of the pilot project, including analysis of the community and the needs of persons with disabilities, based on home visits in the target area. Attachments 1. List of the Participants (Appendix D-3) 2. Action Plans (group 1-3) (Appendix (F-3.1) 3. Amended Action Plan (the DSW’s action plan) (Appendix F-3.2)

Vietnam (1) Period:

August 11-14, 2009

(2) Location: Movenpick Hotel, Hanoi, Vietnam (3) Lecturers: Mr. Soya Mori (Project Advisor, Senior Research Fellow / Deputy Director & Professor, Institute of Developing Economics, JETRO Inter-disciplinary Studies Center, Poverty Alleviation and Social Development Studies Group – Japan) Mr. Yoshinori Ikezumi (Professor, Rikkyo University - Japan) Ms. Junko Watanabe (Program Officer, FASID) (4) Participants: 20 (22 applicants: see the attached list for detail) 8 officers from the Ministry of Labour, Invalids and Social Affairs 2 officers from the Ministry of Education and Training, Vietnam Women’s Union, University of Social Affairs 1 officer each from the Ministry of Culture, Sports and Tourism, Ministry of Construction, Ministry of Home Affairs, Ministry of Information and Telecommunication, Ministry of Transport, Ministry of Justice, Ministry of Finance, Ministry of Home Affairs and Ministry of Health, National Assembly Office (5) Objectives 1) Understanding the social model of disability 2) Understanding the relationship between disability and development, and disability and poverty 3) Understanding the role of a facilitator 4) Formulating action plans

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(6) Curriculum themes

11 Aug. (Tue)

AM

PM AM 12 Aug. (Wed)

PM

AM 13 Aug. (Thu) PM 14 Aug. AM (Fri)

detail The vicious cycle among absolute poverty, relative poverty and disability / differences in the percentage Disability and Poverty of PWDs in the world (per country) and its cause / definition of disability in each country Disability and The global notion of disability / individual and social Development models of disability Facilitator’s skill Workshop to deepen the understanding of the social training I model of disability What is the role of a facilitator? Consider the Facilitator’s skill facilitator’s role as the central government’s training II executive officer Sample exercise of action plan formulation Formulation of action Formulation of an action plan by each participant / plan Ministry / organization Presentation, Presentation of action plan, Evaluation of the workevaluation & wrap-up shop session

(7) Overview • Eight of the first in-country workshop’s participants had applied to the second workshop, of which only one, from Vietnam Women’s Union, completed the whole curriculum. • The evaluation showed that all of the participants were satisfied with the workshop contents, and responded that they understood the lectures. • For many of the participants this was their first in-country workshop. As the participants who had also attended the first in-country workshop had no full understanding of the lecture themes, the lecture contents had to be revised; the Twin-Track Approach had already been introduced in the first workshop and its revision was planned for the afternoon of the first day, but had to be rescheduled and the basic concepts of the Approach” Disability and Development” and “What is disability” were covered well into the afternoon to ascertain the understanding of this important subject. • There were many comments to Mr. Mori’s sign-language lecture, including: “it was an amazingly wonderful lecture, given that Mr. Mori had a hearing disability,” “it was the first lecture in sign language I had ever attended,” “it was unimaginable that sign language can express such diverse contents,” and “the translation by the sign language interpreters was superb.” • The facilitator workshop by Mr. Ikezumi was presented with diagrams and pictures, was easy to follow and involved interactions and exercise sessions with the

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•

participants. Comments from the participants included “the workshop is useful for daily work procedures, not just limited to particular fields of expertise.” Despite the FPO’s and counterpart organizations’ structural changes, there was not adequate handover for the Project—there were cases where little correspondence or moderation took place between the participants and their supervisors until just before the workshop-- and this significantly affected the attendance. Some of the government officers had not attended the first workshop, or had to drop out midworkshop due to the delay / lack in correspondence and the resultant lack of approval from their workplace. This urged the curriculum modification as the workshop had originally been designed for participants who had also attended the first workshop.

(8) Action Plans The action plans were formulated as follows. FPO and FASID decided to support the implementation of the action plan by Vietnam Women’s Union as it was the only one that involved PWDs. • Action plan: implementation of transport network accessible for PWDs • Objective: an accessible bus service between Danang and Hoi An • Activities: research, planning and practical preparations of the project • Action plan: maintenance of rehabilitation centers for children with disabilities • Objective: evaluation of activities at rehabilitation centers for children with disabilities • Activities: evaluate the activities of general and provincial (village-level) rehabilitation centers to examine the cause of the decline in the number of rehabilitation centers • Action plan: improving PWDs’ accessibility to governmental websites • Objective: persons with disabilities will have access to the websites • Activities: research the experiences of other countries and their organizations, facilitate the use of the Ministry’s website for persons with disabilities and improve telecommunication services in general for persons with disabilities • Action plan: installation of a disability training course for representatives voted by citizens • Objective: enact a disability law that caters to the needs of PWDs • Activities: training courses in the northern, central and southern parts of Vietnam • Action plan: finding employment for boat people with disabilities

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• •

Objective: finding employment for approximately 50 boat people with disabilities Activities: research the number and needs of boat people with disabilities, put occupational training in place towards employment.

• Action plan: raising awareness of social workers towards disability issues • Objective: a short-term training program for social workers currently working in facilities for persons with disabilities • Activities: seminars • Action plan: promotion of travelling for persons with disabilities in Vietnam • Objective: persons with disabilities will be able to travel domestically and overseas just like people with no disabilities • Activities: seminars in Hanoi and Ho Chi Minh about travelling for people with disabilities, as a start to urge cooperation from public sectors • Action plan and objectives: training for officers in each department responsible for disability • Put activities in place, gather information, prepare the training course and put it into action • Action plan: social participation of women with disabilities • Objectives: improve the skills of and empower women with disabilities; raise awareness towards equality • Activities: host a competition about equality, for women with disabilities and the members of Vietnam Women’s Union. A training course for women with disabilities and managers of Women’s Union village sectors to improve their knowledge and skills. Organize a self-help group for women with disabilities. • Action plan: implement medical treatment and rehabilitation programs so that all persons with disabilities can participate in society and exercise their rights • Objectives and activities: make cosmetic surgeries and rehabilitation programs available for 100 poor persons with disabilities Attachments 1. List of the Participants (Appendix D-4) 2. Evaluation by Participants (Appendix E-3) 3. Action Plans (Appendix F-4) 4. Action Plan Implementation Report (Appendix G-2)

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3.5 Wrap-Up Seminar The Wrap- Up Seminar was conducted in March 2010 in Kuala Lumpur, Malaysia. This seminar was held in cooperation with the Ministry of Women, Family and Community Development, Malaysia. Nine government officers participated from CLV countries, and representatives from Indonesia, Philippines and Thailand shared their experiences.

(1) Period:

March 22-25, 2010

(2) Location:

Boulevard Hotel, Kuala Lumpur, Malaysia

Dr. Donald Tambunan (Head of Social Welfare, Women, Labour & Mi-grant Workers Division, Socio-Cultural Cooperation Directorate, ASEAN Secretariat) Mr. Soya Mori (Deputy Director, Senior Research Fellow, Poverty Alleviation and Social Development Studies Group, Inter-disciplinary Studies Center, Institute of Developing Economies/ Technical Advisor of the project ) Ms. Norani BT Mohd Hashim (Director, Department for Development of PWDs, Ministry of Women, Family and Community Develop         ment, Malaysia) Facilitators:  Mr. Osamu Nagase (Associate Professor, Graduate School of Economics, The University of Tokyo/Technical Advisor of the Project ) Mr. Yi Veasna (Executive Director, National Centre of Disabled Persons, Royal Government Advisor/National Consultant of the Project/ Cambodia) Ms. Yukiko Nakanishi (President, Asia Disability Institute, Chief Advisor of the Technical Advisory Committee of the Project) Ms. Keiko Asato (Deputy Director, Office of International Cooperation Projects, FASID) (3) Lecturers:

(4) Participants: 40 (see the attached list for detail) Three CLMV government officers had been invited, but the officer from Myanmar was unable to attend. (5) Objectives 1) Reaching a consensus on how to shape the framework to promote mainstreaming of PWDs in CLMV countries continuously after the project. 2) Shaping a network to share information on disability issues in CLMV countries for a continuous cooperative effort in ASEAN

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(6) Seminars themes Country AM presentation 22Mar. Current situation in (Mon) ASEAN region PM Country presentation

detail Progress of the Action Plan implementation and CLMV countries’ findings from the training Current situations in ASEAN region / ASEAN secretariat policy on disability issues Sharing of the best practices by Indonesia, Philippines and Thailand Poverty and PWDs in developing countries / What is AM Social model of disability / Relationship between mainstreaming? disability and development 23Mar. (Tue) Malaysian Federation of the Deaf, Penguin Bakery PM Field visit and Western Food / Beautiful Gate Foundation & Petaling Jaya City / Hypermarket ‘Giant’ How can we promote “mainstreaming of PWDs”? 24Mar. Group discussion / Post- project activities in each country / (Wed) common topics 25Mar. Wrap up & Closing Recommendation to ASEAN Secretariat / (Thu) Session Minutes of discussion

(7) Overview •

•

•

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Each country reported the progress of their action plans and the training’s outcome. Lao PDR hosted workshop on employment of persons with disabilities, while in Vietnam, a disabled women’s group was established and a competition held as part of their promotional activities—one of the project’s achievements, as these were based on the action plans formulated during the training. Dr. Donald Tambunan from Asian Secretariat reported on the current support towards persons with disabilities and future issues in ASEAN countries. Ms. Aria Indrawati from Mitra Netra Foundation, Indonesia, Mr. Mateo A. Lee Jr. from National Council on Disability Affairs, Philippines and Mr. Suporntum Mongkolsawadi from The Redemptorist Foundation for People with Disailities, Thailand gave a speech about the best possible collaborative effort between their government and PWD organizations. Mr. Soya Mori (Deputy Director, Senior Research Fellow, Poverty Alleviation and Social Development Studies Group, Inter-disciplinary Studies Center, Institute of Developing Economies/ Technical Advisor of the project) gave a lecture about

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•

•

•

mainstreaming of PWDs. Mr. Mori is deaf himself and the lecture was conducted through a sign language interpreter. Mr. Mori mentioned his field work in India and Philippines, where he had employed PWDs as research assistants. Mr. Mori’s lecture left a strong impression on the audience. Following the Third Country Workshop in Malaysia in January 2009, the Malaysian government and organizations of PWDs offered tremendous support for the wrapup seminar. Ms. Norani BT Mohd Hashim, Director, Department for Development of Welfare, Ministry of Women, Family and Community Development, gave a presentation about plans of the Department to work on disability issues, in collaboration with related ministries, departments, PWD organizations and private sectors. During the field visit, the participants split into three groups and visited: Malaysian Federation for the Deaf, organized by PWDs; Penguin Bakery and Western Food, run by deaf persons; Beautiful Gate Foundation for the Disabled—an NGO run by PWDs; Petaling Jaya City; and hypermarket Giant, who undertakes job coaching and actively employs disabled people. The third day was mostly spent on discussions about mainstreaming of PWDs, and CLMV countries’ collaborative approach towards their common issues. Promotion of the following activities was agreed: 1) Capacity development for government officers, PWDs and PWD-related organizations including DPOs and NGOs; 2) Information sharing and networking; 3) Activities for advocacy and awareness-promoting the rights of PWDs (see the attachment for detail) Through these discussions the participants from each CLMV country recognized the need to shift from charity-based approach to the approach that considers PWDs’ rights, and had a certain degree of understanding towards mainstreaming of PWDs. As mentioned, a network was formed by the four CLMV countries towards mainstreaming of PWDs through discussions about means of collaboration and cooperation. Even though future activities of this network depend on each country’s action and enthusiasm, the project was a success in that it contributed to pave the way for the their collaboration and networking.

Attachments 1. List of the Participants (Appendix H-1) 2. Discussion Minutes (Appendix H-2)

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4.1 Cambodia (1) “Refresh My Commitment to Persons with Disabilities” “We have just built a hut for mushroom cultivation,” says Ms. Mao Sophea, 26, pointing to the new hut proudly. She is the leader of a self-help group for persons with disabilities (PWDs) in the villages of Svay Rieng Province, Cambodia. The group was started in 2007 and has now numbers 10 members. Ms. Sophea, who suffers from polio, could not find work after finishing school in 2001. She had trained as a saw operator, but could not find work. “I did not do anything before we started this group,” she said. The group has various activities to improve livelihoods, with support from the government and Veterans International, an NGO. These include saving money, a rice bank, raising ducks and mushroom cultivation. Each member can borrow money from the group if they need to. “We were isolated in the village and didn’t know each other well before we started this group,” she said. Now, they can help with each other and many of the members said that they were now more confident than before. “What is more important for me is that the other villagers now know my name,” she added. Before, she was referred to as “the disabled.” Svay Rieng Province is said to be one of the poorest in the country. But the Department of Social Affairs, Veterans, and Youth Rehabilitations (DSVY) have been forming such

The Self Self-help help group in Svay Rieng. Rieng Ms. Ms Sophea is in the center with green shirt. shirt

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self-help groups one by one in the villages. Now they have four groups and two more will be formed soon. Mr. Va Saren, Director of DSVY of Svay Rieng Province, has been in this field since 1985. He participated in the FASID program and found it “refreshed my strong commitment to PWDs.” “As the activities of self-help groups in the province show, PWDs are only physically disabled, they still have the ability to work. The FASID program reaffirms that point and now I want the PWDs themselves to know more about it,” Mr. Saren said. Mr. Saren’s office has one PWD officer. Mr. Sek Samoeun, 45, is the head of rehabilitation department of DSVY in the province. He lost his right leg in 1981 by stepping on a landmine when he was farming. “I have never met other PWDs officers in other provinces,” he said. He goes around the villages to help PWDs’ activities and raise awareness of the public. His words as a PWD are convincing to “non-disabled” villagers and encouraging for other PWDs. Mr. Saren, Director, said that he would like to hire more PWDs. “Of course it depends on the capacity of the PWDs, but I believe that with proper education and training, they are able to work in society. I want them to have more confidence and reduce the prejudice against them in society,” Mr. Saren said. (2) From NGO to Government Cambodia suffered from a long period of armed conflict until the end of 1990s. Because of the war and the landmines buried during the conflicts, there are many PWDs in this country. Battambang Province, on the border with Thailand, was one of the strongholds of the former Khmer Rouge and has a lot of war victims. Therefore, many international NGOs and organizations have established facilities to support PWDs in this area since the middle of 1990s. Nearly 15 years on, those facilities have been handed over to the Cambodian authorities one by one. “Therefore, the officials in the government in charge of the PWDs issue, really need skills to identify the problems by themselves and prepare proper action plans. We learned how to do that in the FASID program,” Mr. Kong Vutha, Deputy Director of Department of Social Affairs, Veterans and Youth Rehabilitation of Battambang Province, said. He participated in the FASID workshops twice. One of the facilities handed over to the local authorities was the Spinal Cord Rehabilitation Center in Battambang. It was set up by Handicap International in 1993 and handed over in 2009. Another facility to be handed over is the Regional Physical Rehabilitation Center, in Battambang, which was opened by the International Committee of the Red Cross (ICRC) in 1991. The center has received more than 17,500 patients and produced more than 24,000 prostheses. According to the center, ICRC has handed over the management step by step starting in 2007.

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The R Th Regional i l Rehabilitation R h bilit ti Center C t in i Battambang B tt b

”Through the FASID program, I learned the importance of public awareness. Though we have many PWDs, people still do not know much about them,” Mr. Vutha said. “Only medical treatment has been considered as support for PWDs. So people tend to think that PWDs always need to be taken care of and are even useless to society. We have to change that mindset.” After the FASID program, he went to the district office to discuss the idea of setting up a billboard to raise awareness on the rights of PWDs. It was not successful because of lack of financial resources, “but we will continue to find ways to promote the rights of PWDs,” he said. “In the last ten years, supporting PWDs had consisted mainly of charity. The government has just provided food or money. But in the last few years, their approach has changed,” Mr. Kong Vichetra, Executive Director of Komar Pikar Foundation, an NGO for handicapped children, said. He was one of the resource persons for the FASID program and spoke of his experience with disabled children in Phnom Penh. According to him, they, including government, NGOs and PWDs themselves, started to discuss independent living for PWDs. “It will take some time to change the concept from ‘charity’ to ‘PWDs’ rights, leading to independent living’, especially in rural areas, but I expect there will be a change,” he said. It may be true that the levels of knowledge and experience of the participants in the FASID program were varied and some participants were not fully satisfied, but the workshops were held when the PWDs issue in this country was at a turning point.

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4.2 Lao PDR (1) Removing Psychological Barriers “Mr. Pe Kenkeosisuphan 20, has been lying on his “wheel bed” for seven years now. He lives in Nayang Village, Phonehong District, Vientiane Province, which is located about 80km from the capital. He was injured seven years ago when a toy rocket exploded at the annual rocket festival. After the accident, he could not walk anymore and quitted school. Mr. Kenkeosisuphan participated in the FASID program as an observer and the other participants came to visit his house to see the life of persons with disabilities (PWDs). “I wanted to know if there is anything I can do other than just staying at home. I wanted to know my abilities and the opportunities they presented,” he said. In his daily life, he can make bamboo chairs lying on a wheel bed and go to a small field in front of his house to raise vegetables. But there is no vocational training center in the village and it is still impossible for him to gain the vocaltional skills he wants to learn. “Lack of accessibility to opportunities is especially serious in rural areas,” Mr. Nhomsone Khammasy, Deputy Director of Ministry of Labor and Social Welfare in Vientiane Province, said. He participated in the FASID program. He is in charge of issues surrounding PWDs and other “marginalized people” in the province. According to him, there is only one national vocational training center for PWDS and four rehabilitation centers in Laos. It is quite difficult for PWDs who live in rural areas to get training at those centers. In order to improve the life of rural PWDs, he has been engaged in programs supporting PWDs across the province, including establishing networking groups in some districts, providing wheel chairs and financial assistance mainly based on donations from foreign NGOs. “There are so many physical barriers for PWDs in our society. So, I thought my duty was to remove those barriers”, he said. “But after the FASID program, I learned that there are not only physical barriers, but also psychological barriers, within society. Before, I had never thought in that way.” By “psychological barriers,” he refers to both; barriers in the minds of the public and barriers in the mind of PWDs themselves. He now realizes that removing both physical and psychological barriers are equally important. Mr. Kenkeosisuphan, on his wheel bed, is also struggling to overcome psychological barriers after he met many other PWDs at the workshop. He is now searching for a way to gain the skills required to repair electronic equipments and fix computers. “I want to live by myself. I want to rely on myself. Knowing other PWDs in Laos and other country, I realized that I have possibilities,” he said. “After the FASID workshop, my son has changed a lot. He now speaks more and has a stronger will to be independent,” his

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mother smiled. (2) Inspired by PWD Speakers On a Sunday afternoon, the small traditional massage shop in Vientiane is full of customers. More than ten people lie on mats receiving massages. Ms. Inpeang Vilayhong, a blind woman, works here every day after she finishes teaching at the National Rehabilitation Center. She is the first blind student in Laos who went to a mainstream school. She talked of her experience to the participants of the FASID program, explaining how difficult it is for the blind to be educated and how many dreams they have to give up because of their disability. ”I still want to go to university but there is no school that the blind can go to. I am now teaching at the special school for the blind but the salary is not enough and I have to work here every day,” she said. “The massage clinic is the only place that we can find a job,” she said. After the FASID workshop, she was invited to a consultation meeting on the strategic plan on the education of PWDs. There were groups of both blind and deaf people. Around 30 people were asked to put forward their opinions of the draft decree. Not only that, she was also invited to other meetings by the government and asked for her perspective as a PWD. “It seems that those in charge of the PWD issue pay more attention to us and try to hear from us for policy making. I am pleased very much.” The FASID program, including Ms. Vilayhong’s presentation, had another positive impact. Mr. Vilaphong Phommasy, a participant from the Ministry of Education, decided to study “inclusive education” for PWDs in a Japanese university as a result of the FASID program. He said that he was in the workshop because he belongs to the ASEAN division within the Ministry. “I have never attended this kind of workshop but as I listened to the presentations, I realized that PWDs have abilities and I wanted to know more about that,” he said. “I saw PWDs before but I have never talked with them. It was my first chance to discuss the issues with them. I learned a lot from them.” (3) Connection to the Business Society The main message from the participants in the FASID program was a need to create opportunities for education and employment for PWDs. Responding to this, the Ministry of Labour and Social Welfare held a workshop on promoting employment opportunities for PWDs on March 12, 2010. It was one of the action plans discussed in the FASID workshop and supported by FASID. At first, they planned to have three-day job fair for PWDs inviting over 100 business units. But “only a few companies showed interest in joining,” according to the ministry. “It might be too early to have job fair because it would be the first one in this country,” they said. So, they changed the program to a workshop to raising awareness of PWDs’ rights in equal employment opportunities. A total of 80 participants joined the workshop, including 25 government agencies, 19 companies and 4 business associations. Mr. Nesan A/L

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Kandiah, a Malaysian businessman who is engaged in PWDs employment, and Ms. Nguyen Thi Lan Anh, a project coordinator of a Vietnamese NGO for PWDs, were invited to the workshop. They shared their experiences of promoting PWDs employment. The participants were especially impressed with the Malaysian expert’s experience. There are still lots of things to do before they are able to hold the first job fair for PWDs. They have to raise the funds, and they need more information about PWDs and employers for job placement. But the workshop held in March connected PWDs and the business society in this country for the first time. In fact, the Lao Women’s Business Association showed their willingness to accept PWDs into the job placement system within their organization.

Mr. Pe Kenkeosisuphan on his wheel bed and his mother beside

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4.3 Myanmar (1) United for the “Unity” On April 17, fifteen persons with intellectual disabilities formed the self-help group “Unity” in Yangon, Myanmar. This is the first self-help group for persons with intellectual disabilities in Myanmar. The youngest member is 18 years old and the oldest 32 years old. Although they are already adults, lack of education and vocational training means that they do not have an opportunity to live independently. The leader of the group is Mr. Min Swe Htet, 19. “We would like to have various kinds of activities, including field trips to pagodas all over the country and fund raising, as well as vocational training for ourselves,” he said proudly.

The members of the Unity with their parents in Yangon

“We were inspired by the Malaysian group for children with intellectual disabilities,” Ms. Yi Mar Tin, who supports Unity, said. As the principal of the country’s only school for disabled children under the Department of Social Welfare, she strongly recognized the need for the social inclusion of persons with disabilities. But she was not sure how to do it. When she participated in the FASID workshops, she learned that one of the ways to realize social inclusion was setting up a self-help group. There has been a group for parents of children with intellectual disabilities, but no group for persons with intellectual disabilities themselves.

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Mr. Myint Swe, the father of Mr. Min Swe Htet, also joined in at a FASID workshop as an observer. “I was so pleased to see that the government officers listened to our stories. We talked with them about how we raise our children with disabilities. They had not known the reality of persons with disabilities (PWDs),” he said. In addition, he learned for the first time that there were international organizations for supporting persons with intellectual disabilities in the workplace. “When my son was small, people around us did not want to play with him or talk to him because he was intellectually disabled. But what is important is not to keep him out of sight for protection. As his parent, I want to show his ability to others. I want to let him go outside more,” he said. Mr. Min Swe Htet said that he wanted to be a professional singer in the future. His father smiled and said “I will let him try. I also want him to try to be a fashion model!”

(2) First Training for the Government Officials The government of Myanmar has a policy of inclusive education. Based on this policy, all children with disabilities are supposed to go to mainstream schools throughout the country. But the reality is different. “Some schools do not accept children with disabilities and we often have to persuade them to accept those children,” one of the members of the Disabled People’s Development Organization (DPDO) said. DPDO is a local NGO run by persons with disabilities themselves. It was established in 2003. Participants of the FASID workshops visited Mr. Zin Minh Htet, chairman of the DPDO, in order to gain a better understanding of PWDs. “In this country, PWDs are believed to have done something very bad in their previous life,” Mr. Zin Minh Htet said. He started this group with only 6 people. Now the group has 216 members and is conducting community based rehabilitation for PWDs with funds from international organizations. They have just opened a barber shop in downtown Yangon for income generation and to raising awareness of PWDs. “We, PWDs, are also part of society. We have the same values as others. I am very pleased to be able to tell this to the government officials because the FASID workshop was the first of this kind of training for the government officials,” he said. “There are lots of things we have to do in terms of changing society, but at least, the government officials who participated in the FASID workshops now realize that the issue of PWDs also rests with them,” Mr. Nay Lin Soe, who is a PWD project manager of DPDO and one of the speakers at the FASID workshop, said. When he was 6 years old, he was told by his teacher at primary school, “You don’t have to come to study because anyway you cannot work in the future” and “you bother other students.” “We hope to raise more awareness in society including public officers, especially teachers.”

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(3) The Issue Belongs to Everyone Around 30 government officials from the Department of Social Welfare from all over the country gathered Yangon. “How many people in this room wear orange clothe?” A deaf teacher asked them with sign language. “There is only one.” The officers answered with sign language that they had just learned. It was part of a seminar aimed at the officers to raise awareness and acceptance of sign language, supported by Japan International Cooperation Agency (JICA). They are in charge of awarenessraising campaigns for sign language in each province. “I could clearly explain to them what a disability is, and how we should face the issue because I learned a lot in FASID workshops,” Ms. Yu Yu Swe, one of the active participants and the organizer of the seminar, said. She also said that the FASID workshops were also useful for making new networks with other departments. “We have never had this kind of workshop with officials from other departments. After the workshop, we can contact each other with more familiarity,” she said. Mr. Tha Uke, managing director of the Eden Center for Disabled Children, a local NGO, also considers that having officials from various departments at the seminar was one of the achievements of the FASID workshops. He was a local consultant for the FASID workshops. “We will not able to see the changes immediately, but I observed that many officials gained knowledge about disabilities and more importantly, they realized that the PWDs issues were not only for the Department of Social Welfares, but belong to everyone,” he said.

Members of DPDO. DPDO Mr. Mr Zin Minh Htet is in the center of the front line

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4.4 Vietnam (1) Self-Help Club On January 30, 2010, around 40 women gathered in a hall in Vinh Bao district, Hai Phong city, Vietnam. The district is about 4 hours from Hanoi. Hai Phong is a big city, but the district is a poor area and many persons with disabilities (PWDs) do not have the opportunity to participate in social activities. Among the participants, 40 were women with disabilities (WWD) and 40 were members of the Women’s Union. They were there to start up a “self-help club” in the district. It was the last day of a three-day capacity building seminar funded by FASID. The project was one of the outcomes of the second training workshop supported by the Japan-ASEAN Integration Fund project.

A workshop k h held h ld by b Women’s W ’ Union U i in i Vinh Vi h Bao B district. di t i t They Th invited i it d PWDs PWD as resource persons

One of the sessions on that day focused on “the right to be happy” for WWDs. The facilitators were WWDs themselves. At the end of the session, a WWD seated in the corner of the room started to speak with a very soft voice. “Many people advised me not to have a baby when I was pregnant,” a 42-year-old single mother from a poor family said. The baby’s father did not have any intention of marrying her. She had almost given up but her 90-year-old father encouraged her. “Do not listen to the others. I will take care of your daughter.” Her father did not eat for a few weeks to show his will to support her. As she spoke, she started crying. Before he passed away four years ago, he told her “I gave confidence and courage to you. Next, you should pass them to your daughter.” It was her first time participating in such a seminar. “I have never spoken to others about my life. But when I attended the seminar and learned about the

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rights of PWDs, I wanted to tell everyone how my father had given me confidence and how much I am proud of him,” she said. “I observed a big change,” Ms. Phan Quynh Nhu, a member of Women’s Union and a participant of the FASID program, said after the seminar in Vinh Bao district. She was one of the organizers of this seminar. “At first, those women were lacking confidence and very quiet. But on the last day, they started to speak up!” Ms. Nhu herself had not had the chance to work with PWDs before. She is a specialist at the Department of Family and Society but the issues of PWDs were not mainstreamed in the organization. They did not have the chance to find out about the reality of PWDs. But after participation in the FASID program, Ms. Nhu said that she realized that there were many PWDs who needed support and many things that she could do with PWDs. “I learned that once they know their rights and gain selfconfidence, they can be independent and happy,” she said.

A WWD talked her story with tears in the workshop

(2) Change of Approach Many of the participants in the FASID program shared the same outcome from the workshops: a change of approach to PWDs. “Before, we considered the issue of PWDs as a humanitarian issue or one of charity, but after the workshops, I realized that it is an issue of human rights,” Mr. Nguyen Ngoc Toan, Chief of Social Policies Division, Social Protection Bureau of Ministry of Labor, Invalids and Social Affairs, said. Another participant, Ms. Thai Thi Thanh Nga, specialist at the Department for Social Affairs in the National Assembly Office, also said that the FASID workshop changed her approach to PWDs. “When I thought about policy for PWDs, I was thinking about how to provide financial or material support. But the workshop gave me the idea of creating a system aiming for independent living, instead of just giving money,” she said. Such a change of approach to PWDs may seem to be a small step. But in Vietnamese society, equal rights and independent living for PWDs are still new ideas. “Especially in the provinces, PWDs are sometimes considered as animals,” one of the participants said. Therefore, inviting PWDs as advisers for official programs, which they did in the FASID program, was an eye-opening experience for many of the Vietnamese officials. “But it is still difficult to share the idea with my colleagues because I am just one official. My influence over the office is still very limited,” one of the officials who participated said. What she said was a common reaction amongst participants. “I think that the

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Chapter 4 - Impact of the Project

leaders of the government have to understand first,” another participant said. In fact, it was difficult to invite high-ranking officials to workshops or training seminars in this country. They consider that they do not need any “training” because they are already in high positions. The highest position amongst the participants of the FASID workshops was a chief of department and most of the participants were young. Though it was meaningful to change the attitude of those young officials toward PWDs through the workshops in a long term, lack of senior participants who have influential power in the government might spoil any chance of immediate effect for the program. “The people who need training are the high-ranking officers rather than young officials, because they never meet PWDs and don’t know about PWD’s lives,” one PWD who participated in the FASID program said. (3) Disability Law Although the immediate impact on policy making could be limited, the two FASID workshops may have a long term impact on the Vietnamese policy towards PWDs. The workshops coincided with government talks on the first disability law in this country would have implemented. According to Mr. Nguyen Xuan Lap, Deputy Director of NCCD in Social Protection Bureau of Ministry of Labor, Invalids and Social Affairs, this has now been submitted to the National Assembly. Mr. Lap is the focal point officer of this project. He also admitted that many participants in the workshops changed their approach to PWDs. He said that in the course of discussions over the law, his ministry invited PWDs to give their opinions. Through the workshop, he reaffirmed the importance and necessity of getting them involved in policy making. “They are not only getting support based on the idea of charity, but they have rights,” he said. One of the issues discussed over the draft of the disability law is employment policy in terms of PWDs. The draft law requires companies to employ PWDs at a ratio of 2% of all employees. This idea is based on supporting the independent living of PWDs, but many companies oppose this regulation and have requested a revision. In Vietnam, it is said that only 58% of PWDs are able to get jobs and only 2.4% of PWDs have ever received vocational trainings. During the FASID workshop, Mr. Nguyen Van Hai, a blind man, said “We need jobs rather than money.” He was invited to the workshop as a speaker. He does not have a stable job now, but before he was a guitar player and taught music at his house. But after new music schools

Mr. Nyuyen Van Hai and his wife

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opened in town, he lost his job and held more than ten jobs in the period following. “In the workshop, I told my story because I really wanted the officials to know the reality of PWDs and what we need now,” he said. His story clearly shows why the new disability law needs employment policy aimed at independent living. “The gap between existing policy and the reality of PWDs was the most impressive part of the workshop,” one of the participants said. Although the workshops may not have a direct impact on the new law, they sowed seeds in the hearts of the young officials who will implement the law. (Report by Aya Kimura / Journalist)

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5 Summary and Lessons Learned from the Project Experience

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

5.1 Summary from Each Country The overview of the Project between July 2007 and June 2010 is described in former chapters. Chapter 2 describes “the Social Model of Disability” in detail. It describes the concept of the Twin-Track Approach, introduced by the Project as a practical method to bring the social model into action, mainstream persons with disabilities, and transition from charity-based to rights-based approach. As shown in Chapter 3, a total of 92 government officers attended the first, and 100 the second, in-country workshops. In Lao PDR and Vietnam, the action plans formulated during the in-country workshops were put into practice (see the next section). As to the results of the Project, each country gave a summary as follows in the Wrap-Up Seminar held in March 2010. [Cambodia] (The Project) raised the awareness of officers in the central and provincial governments; they understood disability as a rights-based issue instead of a charity-based issue. The Project experience contributed to the formulation of the law on the Protection and Promotion of the Rights of Persons with Disability. [Lao PDR] Through the workshop’s follow up activity on promoting employment of PWDs, the participants found that many business associations were interested in PWD employment. Also, more activities are expected in the future, such as job fairs, bazaars and campaigns for the rights of PWDs in employment, as well as education and training to promote employment for PWDs. [Myanmar] Government officers from line Ministries such as the Ministry of Health, Ministry of Education and the Ministry of Foreign Affairs learned about disability issues through the Project. They learned new findings on disability issues such as the Twin-Track Approach. [Vietnam] After the follow-up activity on “Raising awareness and capacity for women with disabilities (WWDs) and officers of Vietnam Women’s Union on equality of PWDs,” the members of Vietnam Women’s Union evaluated their achievements and disadvantages. The activity was strongly supported by local authorities and mass organizations. Women’s Union officers, WWDs and the local people actively participated in the activity. With these supports and their active participation, the

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beneficiaries (WWDs) had improved self-esteem after the training course and group activities. They found themselves more confident, encouraged and cheerful than before. There were also some challenges in the implementation process, such as the limited awareness of local authorities and local Women’s Union on the rights of PWDs, the WWDs’ hesitation to integrate themselves into the community and the lack of knowledge and skills of local Women’s Union officers.

5.2 Learning from the Action Plan Implementations Lao PDR and Vietnam put the in-country workshops’ action plans into practice. The concept of the workshops, i.e.) involving persons with disabilities in the planning and implementation stages of the project, was put into action— a notable achievement. For the government officers from Lao PDR and Vietnam it was the first such attempt to organize a project with persons with disabilities, evidently a learning experience for both parties. As shown in Ms. Inpeng Vilayhong’s interview in the previous chapter, “listening to persons with disabilities” has started to gain ground in Lao PDR’s policymaking processes since the workshop. Unarguably this is an example of the workshop experience put into action, something of a credit. Of all of the action plans formulated during the workshop, Lao PDR’s action plan—a job fair for persons with disabilities—was the most desired by the resource persons with disabilities. Its implementation involved close correspondence with disability organizations. However, the initial plan of a 3-day job fair had to be changed to a oneday workshop, because Lao’s Ministry of Labor and Social Affairs had not adequately briefed stakeholders (including private sectors), and this resulted in little cooperation from the private sectors. This experience has taught the participants the need to share adequate information and communicate thoroughly with parties involved. Disability policies can only be implemented by cross-ministry efforts, not a singlehanded attempt solely by directly responsible parties such as the Ministry of Social Affairs. As mentioned, it is of foremost importance to utilize the voice of persons with disabilities in a project’s planning stage, and then communicate the details of the plan thoroughly with related parties; the leadership of directly responsible ministries and smooth coordination with related parties are absolutely essential for a successful implementation. Collaboration by private sectors was essential for Lao PDR’s job fair. Likewise, coordination with NCCD and MOLISA, and approval by the local government of the Hai Phong city, were essential for the implementation of Vietnam Women’s Union’s action plan.

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Approval and understanding by related parties are pivotal for Mainstreaming Persons with Disabilities, a new concept described in Chapter 2. Further leadership and coordination by Focal Point Ministry is expected in each country. The workshop had a marked achievement if it was a trigger for a cross-ministry network, as seen in the comment by Ms. Yu Yu Swe from Myanmar.

5.3 Nothing About Us Without Us – the Importance of Mainstreaming Persons with Disabilities The Project has consistently put a strong emphasis on the importance of mainstreaming persons with disabilities. As shown in Section 4, Chapter 2, persons with disabilities are the best experts of disability issues. The mainstreaming was put into practice by actions including: 1) involving persons with disabilities officially as advisors for the project in Japan and abroad, 2) inviting local persons with disabilities to the workshops as resource persons and involving them in discussions, and 3) having persons with disabilities introduce their experiences and daily living, through home visits and presentations. As mentioned in the previous chapter, the effect of this workshop is evident in Vietnam. The participants commented on the change of their perspective, saying that their thinking shifted from the charity-based approach to the rights-based approach when formulating disability policies. This transition of awareness was the very objective of the Project; it has a lot to do with persons with disabilities being actively involved in the planning and implementation of the Project, and with the fact that as advisors and resource persons, they had opportunities to interact directly with the participants. Ms. Phan Quynh Nhu, organizer of Vietnam’s action plan implementation, commented: “I learned that once they (persons with disabilities) knew their rights and gain self- confidence, they were able to be independent and happy”—empowerment of persons with disabilities is the key for disability policies. The action plan by Vietnam’s Women’s Union involved empowerment of women with disabilities and awareness activities for their local communities—a plan that utilized the Twin-Track Approach, a result of the learning and experience from the two workshops. In the first in-country workshop in Lao PDR, the presentation by a resource person from Thailand about the management of independent living centers left a strong impression on the audience. The cooperation of NGOs and organizations by persons with disabilities was absolutely essential for the implementation of the two workshops in the CLMV countries, the third-country workshop and the Wrap-Up Seminar. The

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feedback from the organizations by persons with disabilities was especially useful for the short-term workshops.

5.4 Proposals Given the experience of the two workshops in the CLMV countries, it is proposed that future disability programs and projects involve collaboration with persons with disabilities from the planning stage. If for example the CLMV countries undertake training programs “what is disability?” for government officers, similar to the Project, efforts to involve persons with disabilities as resource persons and lecturers should concurrently take place. This involves, as well as actual training programs for persons with disabilities to work as resources persons and lecturers, activities to empower persons with disabilities and their organizations, such as reinforcement of self-advocacy and leadership training. There should also be a system where persons with disabilities can be officially involved in the planning, implementation and evaluation stage of the project—for example, appointing them as members of the project organization committee. Given the Project experience, it is stated in Section 2 that listening to the true voice of persons with disabilities was the first step of involving them in policymaking and enforcement processes. It is also stated that for the realization of the new concept --mainstreaming of persons with disabilities--, understanding of related parties is essential, as well as leaderships and coordination abilities of line ministries. It is stated in Section 3 that the input by the resource persons with disabilities was a driving force in shifting the participants’ perspectives. As mentioned in the previous chapter, a self-help group of persons with intellectual disabilities was established in Myanmar. Part of the credit goes to the synergistic effect of the introduction of United Voice’s self advocacy in Malaysia and the AsiaPacific Development Center on Disability (APCD) training. The Project’s secondary influence includes: the reinforcement of organizations by persons with disabilities and the establishment of an organization by persons with intellectual disabilities, in Myanmar; and the establishment of a self-help group of women with disabilities in the Vinh Bao District, Vietnam, which was a result of the action plan by Vietnam Women’s Union. The first step of mainstreaming persons with disabilities would be collaboration of persons with disabilities and government officers on a project, e.g) the case of Self Help Club in the Vinh Bao District, Vietnam by Women’s Union as a part of their action plan activities; or, the preparation process for the pilot project in Myanmar.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

In the Wrap-Up Seminar, the participants addressed a need to continue the Project, notably capacity development for government officers, persons with disabilities, their organizations, DPOs and NGOs. Human resource and capacity development requires a long-term commitment and perspective. The officers who attended the workshops were still young and few, but it is hoped that the change in their awareness will be eventually utilized in disability related policies of each country.

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Appendix

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

A-1. [First Training] List of the Participants (Cambodia) Japan-ASEAN Project Capacity Development in Disability and Development for CLMV Government Officers (13-16 October, 2008) No

Name English

Sex

Position

Section/Department

1

Kong Somoeurn

M

Deputy

PoSVY

Banteay Mean Chey

2

Ek Pisey

M

Director

PoSVY

Kampong Cham

3

Cho Vanna

M

Director

PoSVY

Kampong Chnang

4

Uy Lang

M

Deputy

PoSVY

Kampong Speu

5

Kour Lyhout

M

Head of Reh.

PoSVY

Kampong Thom

6

Tep Chhem

M

Head of Dept

PoSVY

Kampot

7

Pok Pich

M

Deputy

PoSVY

Kandal

8

Ul Phirun

F

Deputy

PoSVY

Kep

9

Kong Reoung

M

Deputy

PoSVY

Koh Kong

10

Srey Tith

M

Director

PoSVY

Kratie

11

Deab Sunty

M

Deputy

PoSVY

Mondol Kiri

12

Sok Honn

M

Deputy

PoSVY

Oudor Meanchey

13

Ith Pen

M

Deputy

PoSVY

Pailin

14

Khin Trin

M

Deputy

MoSVY

Phnom Penh

15

Kho Huoth

M

Deputy

MoSVY

Phnom Penh

16

Yim Chansrey

F

Dir Child Edu

Min Edu.

17

Lu ChanRithy

M

Deputy

MoSVY

18

Sok Salan

F

Deputy

MoSVY

Phnom Penh

19

Ouch Ornath

F

CBR admin

MoSVY

Dep. Reh PP

20

Teng Soth

M

Deputy

MoSVY

Ratanakiri

21

Ros Sipha

M

Deputy

MoSVY

Preas Vihea

22

Mao Sokhom

M

Deputy

PoSVY

Posat

23

Mong Sophal

M

Deputy

PoSVY

Prey Veng

24

Sok Serey

M

Director

PoSVY

Shihaknuk Ville

25

Nguon Rattana

M

Deputy

PoSVY

Siem Reap

26

Suth Vanna

M

Head of Dept

PoSVY

Stung Treng

27

Va Saren

M

Director

PoSVY

Svey Reang

28

Kong Vutha

M

Deputy

PoSVY

Battam Bang

29

Sen Sokea

M

Director

PoSVY

Takeo Province

114

Phnom Penh

Mr. Pany THIRASAK

Mr. Nhomsone KHAMMASY

Mrs. Phonekeo SAKDAVONG

Dr. Sengphachan PHIENPHOMMALINE

Mr. Soudachanh SOUVANNASANE

Mr. Khammouath SOMCHITVONGSA

Mr. Chantamith INTAVONG

Mr. Bounphamith SOMVICHIT

15

16

17

18

19

20

21

Ms. Vilaykhone KEOBOUTHANTH

9

14

Ms. Khankham SENGPATHUMMA

8

Mr. Vilayphong PHOMMASY

Mr. Vannaleth CHANTHAVONG

7

Ms. Bouavanh PANYAVONG

Mr. Saykeo CHORCHALERNPHON

6

13

Mrs. Chanthasone PHOMMAVONGSY

5

12

Mr. Soulyvong LANORSAVANH

4

Mr. Chandy CHANTHAVONG

Ms. Souphatda DUANGMANY

3

Mr. Phengsy Xayaphet

Mr. Bounneuang SIDAVONG

2

11

Mr. Phetsamone PHENGSAVANH

1

10

Name

No

Technical

Director

Technical

Deputy Section

Technical

Senior Officer

Head of Section

Head of Division

Technical

Technical

Technical

Technical

Technical

Deputy head of division

Technical

Technical

Technical

Technical

Technical

Head of division

Deputy director of department

Position

Department of Pension, invalid and People with Disability

Vientiane Capital of Justice Department

Vientiane Capital of Public works and Transport Department

Vientiane Capital of interior ( Ministry of Interior )

Vientiane Capital of Health Department (Ministry of Health)

ASEAN Department (Ministry of Foreign Affairs)

Vientiane Province of Labour and Social Welfare Department

Vientiane Capital of Labour and Social Welfare Department

ASEAN-SEMEO Division (Ministry of Education)

Department of Labour Management

Department of Skill Development and Employment

Department of Social Security

Department of Social Welfare

Department of Inspector

Division of International Cooperation

Department of Personnel

Department of Pension, invalid and People with Disability

Department of Pension, invalid and People with Disability

Department of Pension, invalid and People with Disability

Department of Pension, invalid and People with Disability

Department of Pension, invalid and People with Disability

Department (Ministry)

A-2. [First Training] List of the Participants (Lao PRD) Training on capacity development in disability and development 26-29 August 2008, At Napakuang Resort, Thalath district,Vientiane Province, Lao PDR

Appendix

115

116

U Kyaw Linn Htin

Daw Mya Marlar Soe

Daw Yi Mar Tin

29

30

Daw Khin Thuzar Aye

22

28

Daw Nandar New Han

21

Daw Maw Maw Oo

Daw Yu Yu Swe

20

U Lwin Oo

Daw Khin Khin Pyone

19

27

U Thar Tun

18

26

U Aung Kyaw Moe

17

Daw Thandar Htwe

U Zaw Myo Aung

16

25

Daw New Ni Thein

15

U Ki Ling

Daw Aye Aye Mar

14

U Sali David Phai

Daw Aye Myinr Kyi

13

23

Daw Moe Moe Win

12

24

Daw Nilar Nyunt

11

Staff Officer

U Aung Ko Oo

U Ye Min Myat

Daw Sandar Aye

8

9

Daw Than Than Yi

7

10

Staff Officer

Daw Kyu Kyu Shwe

6

Principal

Staff Officer

Principal

Principal

Principal

Assistant Lecturer

Assistant Lecturer

Staff Officer

Staff Officer

Staff Officer

Assistant director

Assistant director

Assistant director

Deputy Director

Assistant Director

Physiotherapist

Assistant Consultant

Assistant Consultant

Assistant Consultant

Staff Officer

Staff Officer

Head Mistress

Staff Officer

Assistant director

Staff Officer

Staff Officer

Daw San San Nu

Daw Tin Tin Ohn

3

Assistant director

Deputy Director

U Sein Win

Daw Nyunt Nyunt Yi

2

4

Daw Khin Thein Myint

1

Position

5

Name

No.

School for the Disabled Child

Boy Training School( KW)

Boy Training School( KW)

School for the Blind (SG)

School for the Blind (KMD)

Social Welfare Training School

Social Welfare Training School

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Development Affairs

National Rehab; Hostipital

National Rehab; Hostipital

National Rehab; Hostipital

National Rehab; Hostipital

General Administration Dept;

General Administration Dept;

Dept; of Labour

Dept; of Labour

High School No.5(KMD)

Basid Education No.3

Basid Education No.3

Basid Education No.2

Basid Education No.2

Basid Education No.1

Basid Education No.1

Department

Ministry

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Progress of Border Area and National Races and Development Affairs

Health

Health

Health

Health

Homeaffairs

Homeaffairs

Labour

Labour

Education

Education

Education

Education

Education

Education

Education

A-3. [First Training] List of the Participants (Myanmar) Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

PHAN

TRAN

BUI

LE

NGUYEN

CHAU

BUI

MA

PHAM

NGUYEN

NGUYEN

VU

NGUYEN

DO

THAI

TRAN

PHAM

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Family name

1

No.

CHUC

NGHI

NGA

HANG

NGA

HIEN

HIEU

TOAN

THINH

THU

ANH

HA

HANG

QUANG

TOI

HANH

MINH

CONG

NGOC

THI THANH

THUY

THI VIET

THI THU

CONG

NGOC

VAN

THI

LAN

THI THU

THI THU

VAN

VAN

HONG

THANH

First name Middle name(s)

Name

Male

Male

Female

Female

Female

Female

Male

Male

Male

Female

Female

Female

Female

Male

Male

Female

Female

Gender

Officer

Officer

Officer

Senior Officer

Officer

Officer

Vice chief of division

Chief of division

Officer

Officer

Officer

Officer

Officer

Officer

Senior Officer

Officer

Officer

Position

Ministry

National Assembly Office Ministry of Health Ministry of Culture, Sports and Tourism

Social affair Department Health checking and treatment management Bureau Human Resource Department, National Administration of Tourism

MOLISA

"Planning - Administrative Division, Child Protection and Care Bureau"

MOLISA

Social policy division, Social protection Bureau

General Statistic Office

MOLISA

Social policies division, Social protection Bureau

MOLISA

Ministry of Information and Communication

Officer of Information and communication technology (ICT) application Bureau

NCCD office

Ministry of Home Affairs

Environmental and social statistic Department

Vietnam Women's Union

Non-governmental organization Department

Ministry of Construction

Construction Science, Technology and Environment Department Family and Society Committee

Ministry of Transport

Science and Technology Department

Ministry of Culture, Sports and Tourism

MOLISA

Civil Sports Department

MOLISA

Employment Bureau

MOLISA

Teaching Committee, Vocational Training Bureau General

Legislation Department

Section/Department

Ministry / Organizations

A-4. [First Training] List of the Participants (Vietnam) Training on Capacity Development in Disability and Development, 2008 Ha Noi, Viet Nam, 05 - 08 August 2008

Appendix

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B-1. [First Training] Evaluation by Participants (Cambodia) 1. Time management (85%) Good ( ) not good (12%) Fine (3%) can be better → Because…(or suggestion?) Should be clarified the time in and time out of the training. 2. Duration of training course (3.5 days) (79%) Appropriate ( ) Too long (21%) Too short →How many days are appropriate? 1 week (3 persons), and 4 weeks (1 person) 3. Expectation of the training course (48%) Very satisfied (48%) Satisfied (3%) Satisfied with some sessions and some not ( ) Not satisfied Because ……………..(no answer) 4. Training lecturer/workshop 4-1. World Trend on Disability (by Mr. Kenji Kuno)/ 13 Oct 08 (58%) Well understood (42%) Fairly understood ( ) Hardly understood 4-2. Field Work (Home Visit)/ 13 Oct 08 (88%) Well understood (9%) Fairly understood (3%) Hardly understood 4-3. Twin Track Approach (by Mr. Kenji Kuno)/ 14 Oct 08 (30%) Well understood (64%) Fairly understood (6%) Hardly understood 4-4. Law Related to Social Changes (by Mr. Ham Hak, DAC) 15 Oct 08 (15%) Well understood (76%) Fairly understood (9%) Hardly understood 4-5. Situation Analysis (by Mr. Ngin Saorath, DAC)/ 15 Oct 08 (27%) Well understood (70%) Fairly understood (3%) Hardly understood 4-6. Consensus Workshop (by Mr. Kenji Kuno)/ 15 Oct 08 (38%) Well understood (62%) Fairly understood ( ) Hardly understood 5. What did you learn from the training course? Know clearly about disability, what is condition, what is problem, what is the need of PWDs. They want to live independently, give them opportunity and ability. Push, encourage and find out what is a problem, solve problem using B&B, E&E, TTA methods (Law protect & promote the Rights of PWDs). Know clearly about TTA, find out what is the obstacle in order to analyze and solve disability and development. Individual model and social model, video analysis, have new friends from each province, meet good teacher, advocacy, individual willing and social willing, UN

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Appendix

Convention on the Rights of PWDs, problem analysis and making plan, acknowledge about disability E&E, showing about the process of preparing law, law related to the changing society. Know the situation of PWDs through the field visit and teaching method. 6. What did you like the most? Twin-Track Approach, the way of analysis PWDs situation, process of doing plan, the way of preparing and doing in advance to help PWDs, the draft of law to protect & promote the rights of PWDs, method of Dr. Kuno, which compromise participants to do action and speak out idea, easy to remember and fast acceptance. Good training place, good participated from the compromiser. Inclusive approach make easy to analysis related to the solving. Be able to take information, reason, and explanation about the disability to the PoSVY staffs who will know clearly about the disability issue in Cambodia. It will show the main issue which will be the strategic base to implement about disability heat to the point. To show how the collaboration between PWDs and community is. Important meaning about the disability, solving method is the mirror to show the way and basic method to solve reality problem Implement in the community, real information service for analyzer and implementer. Methodology is taken to do program plan in order to help PWDs in individual and society development. I like good trainer and good interpreter. I like short training so it will not bored the participant. I like every lecture. 7. What did you least like? Because there is not a big deal, it’s just respected the internal regulation. If you go to the toilet, no need to ask permission from the workshop controller. Do not understand the question, many participants are chatting. It’s so noisy, and it affects to the study, difficult to catch up the lesson. Deeply respect the internal regulation. Showing the law to protect & promote the rights of PWDs and enforcing to implement, do not understand clearly because the lecture is fast. Playing game, participants are high level, most of them are old age, playing game so often are useless time. The Video’s sounds in English not in Khmer, it’s just have sub-title in Khmer and it’s run fast, difficult to analyze the story. I am not happy with controlling the time for going out to toilet. Playing game is useless time because game is not related to the course, and participants are tired. The trainer raise only problem and strategic however he does not raise the solution, it’s meaningful but no solution. 8. What can be done make the training better? Explains clearly and fix to the time. Orientations should not raise only issue but finding solution, strategic and request. Should provide more exercises to the group discussion. In the course should has more picture such as blind, polio…There should have participant who has rehabilitation center give more experiences in management but not just result. There should have long time. Participant who have rehabilitation center should have broadcasting strategy and continue raising awareness in community but asking support from the NGOs such as material and fund. Request for certificate

119

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

for this course. Participants should be selected from the movement sector, NGO sector and community people. This type of training should invite one person from each ministry to participate and the course should be paralleled to the ministry which is now doing on disability. Video analysis should translate into Khmer sound instead of sub title because it’s difficult to catch up the story and difficult to analyze. Requesting more document related to the lecture and reach to the goal. Make more plans for field visit. Need more training course. There should be coordinator make a brief conclusion. After training course, they much put in practice. Training should explain slowly and clearly with giving example.

B-2. [First Training] Evaluation by Participants (Lao PDR) According to the tabulation of evaluation responses, the overall value of the workshop for the participants was gratifying. Generally speaking, the comments were very positive. The following are results of the evaluation on assessments of content, documentation, facilitation and expectations: 1. Time management A majority of participants assessed that time have been well managing. About 25% of participants said that time management can be better though they did not provide comments how to make it better.

Time managment Can be Better 25%

Fair 10%

Not Good 0%

Good 65%

Good Fair Can be Better Not Good

2. Duration of training Two third of participants said that duration of training (3, 5 days) are appropriated, other 25% said that it is too short, with some suggestion for ideal duration which vary from 4 – 5 days

120

Appendix

Duration of training Too Short 25%

Too Long 5%

Appropriate 70%

Appropriate Too Long Too Short

3. Expectation of the training The numbers of participants who are very satisfied and satisfied with the training are equal (9-9). The reasons why they pleased with the trainings are better understand of PWD situation, lesson from the workshops are useful and be able to exchange ideas with other participants. Two participants satisfied with only some section; they mentioned that lunch break should be longer and some of presentation still not related to each other.

Expectation of Training 9 8 7

9

9

6 5 4 3 2 1 0

Very Satisfied Satisfied

2 0

Satisfied with some section and some not Not Satisfied

4. Training lecturer/workshop Generally participants are able to understand content of each section of the training. The range of understanding is fairly to well understand with almost similar rate. Field visit has a highest score of understanding (95% of participants answered well understand and 5% answered fairly understand). There are two areas where participants still hardly understand the contents namely twin-track approach and situation analysis; though this rate is still comparative low (see table 4.3 and 4.6)

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

4-1. World Trend on Disability, Decree on Disability in Lao PDR / Aug. 26

World trend on disability/Decree on Disability in Lao P 0% 45% Well Understand Fairly Understand Hardly Understand

55%

4-2. Field Work / Aug. 26

Field Work 5% 0%

Well Understand Fairly Understand Hardly Understand 95%

4-3. Twin Track Approach (by Ms. Emi Aizawa) / Aug. 27

Twin-Track approach 5% 45%

Well Understand Fairly Understand

50%

122

Hardly Understand

Appendix

4-4. Activities of/for people with disabilities/ Aug. 27

Activities of/for PW 0% 35% Well Understand Fairly Understand Hardly Understand

65%

4-5. SWOT Analysis/ Aug. 27

SWOT Analysis 0% 35%

65%

Well Understand Fairly Understand Hardly Understand

4-6. Situation Analysis/ Aug. 28

Situation Analysis 5%

Well Understand 45%

50%

Fairly Understand Hardly Understand

123

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

In addition to evaluation questions which rated participants’ assessments of logistic and training program, participants were invited to answer four open-ended questions. Their responses were as follows: What did you learn from the training course? The responses were varied and included all topics presented/discussed such as: situation of PWD, situation analysis, SWOT analysis, Twin-track approach… What did you like the most in the training programs? The top three answers are Field visit SWOT analysis Situation analysis Beside above responses, participants appreciated the mix of theoretical and practical work What did you least like in the training program? Some of participants do not like the short lunch break, for the rest they said everything was well organized What can be done to make the training better? There are many comments for this sections which can be sum up as follow: Lunch break should be longer (afternoon section should start at 13:30) Should increase time for group discussion Should explain more on twin-track approach and should have more practice Time table should be more details, for instance should outline time for each sec tion, time keeper should follow the time table. Time table should send to participants before going to training place for preparing. Should have activities during free time More sign interpreter for deaf people Should invite representative from community participating in the training Provide contract details of each participant and organizer

124

Appendix

B-3. [First Training] Evaluation by Participants (Myanmar) (Japan-ASEAN Project “Capacity Development in Disability and Development for CLMV Government Officers) Date : 28.11.2008 1.Time Management No.

Answer

Because……

Position

Good

Fine

Can be better

1

O

2

O

3

O

4

O

5

O

6

O

7

O

Section/Department

8

O

Fair time management.

9

O

Should be definite.

10

O

Your program does not make me dull.

11

O

12 13 14

O O

15

O

16 17

O O

18 19

O O

20 21

O

22

O

23

O

24 25

O

26

O

27

O

We have a lot of knowledge in Disability.

28

O

29

O

30

O

13

13

1

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

2.Duration of Training Course (3.5 days) No.

Answer Appropriate

Too short

How many days appropriate?

1

O

2

O

3

O

Five days

4

O

Five days

5

O

6

O

7

O

8

O

9

O

10

O

11

O

Five days

Four days are enough.

12 13

O

14

O

15

O

16

O

17

O

18

O

19

O

20 21

O

22

O

23

O

24 25

O

26

O

27

O

28

O

29

O

30

O

25

126

2

Five days

Appendix

3. Expectation of the training course Answer No.

Very satisfied

1

O

2

O

Satisfied

Satisfied with some sessions & some not

Because…..

3

O

To pay handouts

4

O

To pay handouts and facility.

5

O

6

O

7

O

8

O

9

O

10

O

11

O

This workshop is first step of PWDs. More effective workshop will be done in years to come.

12 13

O

14

O

15

O

16

O

17

O

18

O

19

O

20 21

O

22

O

23

O

24 25

O

26

O

27

O

28

O

29

O

30

I learned more information about the disability.

O

6

20

1

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

4.Training lecture/workshop No.

4-1 Well

1

O

2

O

4-2 Fairly

Well

Fairly

4-3 Hardly

O

Well

4-4

Fairly

O

O

Well

Fairly

4-5 Hardly

O O

Well

Fairly

O

O

O

3

O

O

O

O

O

4

O

O

O

O

O

O

O

5

O

6

O

O

O

7

O

O

O

O

O

O

O

O

O

O

8

O

O

9

O

O

10

O

11

O

O O

O O

O

O

O

O O

O

O

O

O

12 13

O

14

O

O

15

O

O

16

O

17 18

O

O O

19

O

O

O

O

O

O

O

O

O O

O

O

O

O

O

O

O

O

O

O

O

O

O O

O

O

O

O

20 21

O

22 23

O O

O O

O

O

O

O

O

O O

O

24 25

O

O

26

O

O

27

O

O

O

O

O

O O

28

O

O

O

29

O

O

O

30

O

15

128

O

12

11

1

19

O O O O

O

O

15

O

O

O

O

8

8

O

18

1

8

19

Appendix

5. What did you learn from the training course? No.

Answer

1

First it is essential to know their causes of Disability and their life stories.

2

From this training I really know what is the disability and what is the strong desire of a disable person. In early times, I’ve known that is very poor. But today he can’t accept this.

3

(1) What is disability (2) Different types of disability (3) How PWDs in Japan received their through their own appear (4) So PWDs are differently able and outstanding in some ways (5) For PWDs for their independence in life.

4

(1) I learned to Disability person for Independent living, Inclusive Education and Employment. (2) Disable for full participation and Equal Opportunity. (3) Approach to E & E, B & B, Twin-Track Approach (Bicycle Approach) & (4) Future plan of Disable.

5

(1)Abilities/Life’s condition (2) The programme & condition of PWDs in other countries (3) The proper feeling on PWDs (4) How to deal with meeting their & how to help them.

6

(1) Know what kind of Attitude we should keep in mind for PWDs. (2) Know Responsibility of the Community and GO, NGO for PWDs by attending their workshop. (3) I have much knowledge about Disability.

7

From the training course, I know the disability persons are able to do something and they are very Talented.

8

I learnt from the training course about disability’s life.

9

There is need everyone. Nothing is perfect. It is essential for people to understand and to sympathise.

10

We need to change our points of view.

11

I learnt from the training course about disability life.

12 13

Meaning of disability, Twin-Track Approach, Ask and Listen, Independent Living, Find the main cause (Proactive, Not reactive), Participation of all persons, ministries, Self-helped groups, Ways to go “Society for all”.

14

Meaning of disability , Twin-Track Approach, Independent Living & Social Model

15

Meaning of Disability, Twin-Track Approach, Independent Living, Ask and Listen & Social Model.

16

(1) Life & abilities of PWDs (2) The role of PWDs in other countries (3) How to regard and deal with PWDs when meeting them (3) The current situation are future plan of PWDs in Myanmar (4) Programmes are plans in future.

17

We learnt a lot of topic with Disable persons from their elementary course. These are as follow – (1) Access Mapping & Home Visit (2) What is Disability?

18

The meaning of Disability is made clear for me.

19

I learnt a lot of topic with disable persons. These are as follow. (1) Twin-Track Approach, (2) What is Disability.

20 21

I’ve learnt about disability, E & E, B & B, TTA and the importance of participation, environment & society for PWDs.

22

I learnt PWDs such as their difficulties, barriers, education and other activities in Japan as well as Myanmar from the training course.

23

1.Know more about Disability 2.Learn about the proper way of approaching PWDs 3.Twin-Track Approach – How to look at PWDs 4. How to help PWDs 5. Ways and means of helping PWDs to have more opportunities in society and to have equal lights

24 25

I learnt about Twin-Track Approaches, Definition of Disability, Enablement & Empowerment.

26

Disability, Twin-Track Approach, Independent Living.

27

Through their training course, we realized that, for PWDs, they need the help and encouragement for their opportunities in societies to be taken into consideration with the collaboration of other Ministries to make the Public and Community be aware that they (PWDs) to have some abilities although they may be handicapped.

28

I learned much knowledge about disability and the techniques how to help PWDs by taking consideration of the opinions of PWDs. The most valuable thing I got from the training is the way you look on the persons with disabilities.

29

I learnt (1) Disability, (2) Current Situation of PWDs, (3) What is the barriers for PWDs, (4) How can we provide the PWDs & (5) Feeling of PWDs, from the training course.

30

I learned about the disability, approach, situation of PWDs and Independent living. We could discuss with resource persons and participants very strong. It’s very nice. It’s many outcome & issue.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

6. What did you like the most? No.

Answer

Because……….

1

I like the Twin-Track Approach and Access Mapping and Home Visit.

2

Video…We can see all types of disabled and their nature.

3

How PWDs themselves fight for their rights and getting their because it is only who one take part by oneself any cause, it can be successful.

4

Twin-Track Approach because I got main streaming of disability and Empowerment of PWDs.

5

The Twin-Track Approach – to change the environment, their attitude regarding PWDs, depending on the kind of disability.

6

Twin-Track Approach….I have known how to solve the solution for the PWDs.

7

The most I like Twin-Track Approach and home visit.

8

…..I like the Twin-Track Approach most. Because it suitable for all Ministries.

9

About Monkey & Fish example – Truth is not right in every case. In the same way, needs are not the same in every place.

10

Example of Monkey & Fish. Because most of us regardless other’s feelings.

11

For PWDs to be independent and be able to participate in society and each of their abilities and important on the facts I like most.

12 13

Twin-Track Approach....... it is practical and I think approach is effective well.

14

Twin-Track Approach……to solve the situation of PWDs to participate in society.

15

Twin-Track Approach…... it is more likely to solve the situation of PWDs to participate in society.

16

I like the “Twin-Track Approach” best because it helps us to know about the life and their development.

17

I like the most subject is Twin-Track Approach. Because it is very useful for solve and promote to community and disable persons.

18

I like the method and meaning of how to help the PWDs to participate in society and be self-reliant.

19

….I like home visit....... I have known the real life of disabled person by home visit.

20 21

….I like Twin-Track Approach the most. Because it is the best way for PWDs. It is not only encourage the PWDs but also participate the society.

22

….I like…Thinking the most. Because monkey & fish in this scene made me clear concerned with actual life.

23

How to approach PWDs –e.g: Two bicycles – through Binoculars, Microscope.

24 25

….I liked “Twin-Track Approaches”……it showed the sector of the enablement & empowerment.

26

Twin-Track Approach….We emphasis the empowerment for PWDs, but it is not perfect, I understand now. It is very important not only empowerment but also enablement.

27

I like the lecture by Dr.Kuno about “Twin Track Approach”.

28

….I like the lecture of Twin-Track Approach most. Because it is a holistic view to help PWDs.

29

….I like Twin-Track Approach, because it is two way method for the best interest of PWDs.

30

….discussion time was very limited. All the tops were very interesting.

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Appendix

7. What did you least like? No.

Answer

Because……….

1

Nil.

2

Nil.

3

Nil.

4

Barrier Free because...so many difficult and unpossible.

5

Barriers.

6

Nil.

7

Nil.

8

I liked all. Because I satisfied this workshop.

9

Barriers – Everyone is hindered by obstacles in one way or another. PWDs also face the same.

10

None.

11

Nil.

12 13

-----

14

-----

15

-----

16 17

Every subject is very useful for Disable persons.

18

Nil.

19

No.

20 21

-----

22

Nothing. …… Everything in this workshop benefit me.

23

Nil.

24 25

Nil.

26

No.

27

I like all.

28

-----

29

-----

30

….All are interested in this course.

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

8. What can be done to make the training better? No.

Answer

1

(1) To let the Principal, Teachers in the schools which are implementing Inclusive Education Program attend the training course to select and appoint one of the teachers to be Resource Person.(2) To invite Head Master, Officers from High Education Ministry to participate in the workshop.

2

Should invite the teachers from related schools. Not enough only headmaster/ mistress. Should be included deaf persons with also their interpreter. Should invite the representatives from Higher Education, Department of Education Training and Planning and also Department of Myanmar Education Research Bearou.

3

To arrange this kind of workshop again and to invite people from various departments who can make decisions.

4

(1) To promote training duration, (2) To co-operate of Ministry, NGOs, INGOs and communities.

5

(1) To conduct the course 5 days instead of 3. (2) To raise awareness in the Public (3) To increase the number of schools for PWDs.

6

-----

7

Should invite teachers from related school.

8

More effective workshop (or) Training course can be done to make the training better.

9

I believe if everyone co-operate together it will be better!

10

To make the training better, we need to make like this workshop very often.

11

If can be done better under the leadership of Department of social welfare.

12 13

The persons who involved in this workshop are not sufficient. I think more wide training program for participants from all related ministries and organizations.

14

Participants in all ministry.

15

Participants should be from various Departments.

16

With the collaboration of the Public, the objectives of the training course can be implemented successfully.

17

We should be given to awareness training and promote to Disable persons.

18

Regarding the PWDs, we learnt the programmes for PWDs in Japan are successfully implemented from the course. The programmes for PWDs in other countries as well as in the Developing Countries should also be implemented as in Japan.

19

Should be open and the training again and again.

20 21

If we can invite more people, the knowledge will be widely spread.

22

Sharing knowledge can be done to make the training better.

23

Awareness training – like having more of the kind of workshop & Participation of PWDs in this kind of seminor.

24 25

Home visit/ Field trip is essential for the participants. Some participants did not have any knowledge about disability. So, if need for the participants to make the training better.

26

We need to get more information and techniques for PWDs.

27

It is needed to change the attitudes and thinking of the public through working together with NGOs, INGOs.

28

To make the training better, we should add some experiences of other countries in helping PWDs in the training design.

29

If all of the ministries can participate this training (such as Ministry of Information), it is better. (more effective)

30

Should be invite other Ministry and involve with PWDs.

132

Suitable

3

Good

Excellent Suitable

2

Satisfied because of good preparation, methodology and attractive contents and topics

Satisfied

Too long

Good

Expected outputs

Period

1

No. Time arrangement

Understanable

Understanable

Understanable

World disability trend

Understanable

Clearly

Understanable

Vietnam disability Law

Clearly

Clearly

Clearly

Field trip

Clearly

Understandable

Clearly

Understandable

Understandable

Clearly

Discussion

TTA

Lectures

Comments

Diability aproach, underUnderPWDs' stanable stand abilities and needs

Organizing methods as a new modern way

None

None

Field trip to understand PWDs' situation by direct discusion Understanding about PWDs' situation and needs, disability approach Clearly

None

Lecturers speaks Vietnamese

To invite more disability - related persons such as employers, teachers, to know the policy impact on disability issues.

More enthusiastic, giving more comments, shorter period

mendaUnsatisfied R e c o m tions

Meeting with PWDs and know their energy in life

Favourite

* Understanding about PWDs and their needs; meeting and Undersharing with stanable PWDs; know their progress and energy; know TTA to apply to my work

Situation Analysis

Experience learnt

Training on Capacity Development in Disability and Development, 2008 Ha Noi, Viet Nam, 05 - 08 August 2008

B-4. [First Training] Evaluation by Participants (Vietnam)

Appendix

133

134

Good

Good

Excellent

Good

4

5

6

7

No. Time arrangement

Expected outputs

Satisfied

Satisfied

Very satisfied

Satisfied

Period

Suitable

Suitable

Suitable

Too short - be 10 days

Vietnam disability Field trip Law

Clearly

Clearly

Clearly

Clearly

Clearly

UnderUnderClearly standable standable

Clearly

UnderUnderClearly standable standable

World disability trend

Clearly

Clearly

Clearly

Understandable

Clearly

Understand PWDs' needs

Experience learnt

Clearly

Unsatisfied

Recommendations

Longer training period, learn more about international legal documents, None management experiences of other government on disability issues TTA, which is useful and applicable to policy making procedure in Vietnam

Disability approach, PWDs' awareness should be changed, situation analysis; independent living models

Encourage the participants to raise None their voice more frequently

To participate in more training to get None more knowledge that is useful for my policy designing.

Meeting with people and sharing with PWDs, get more knowledge

Learning environment because lecturers Concentrade more created informal None on main issues and friendly environment to encourage sharing information

Favourite

Meet with and understand PWDs' situation, Organizing needs and aspimethods and ration; learn the new approach working methods of the organizing committee

Understand the world trend on disability, meeting with PWDs to know their needs Underand abilities; standable meeting with other officers working on disability to share information

Clearly

Situation Analysis

UnderClearly standable

Clearly

Discussion

Clearly

TTA

Lectures

Comments

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Excellent Suitable

Suitable

11

12

Satisfied

Clearly

Very satisfied to exchange information and understanding disability

Good

Understandable

Excellent Suitable

10

Clearly

Clearly

Clearly

Understandable

Clearly

Clearly

Understandable

Understandable

Very satisfied because attractive teaching methods, Clearly diversified contents, understaning disability

Understandable

Satisfied

Excellent Suitable

Clearly

Field trip

Lectures

Clearly

9

Clearly

Satisfied

Good

World Vietnam disability disability trend Law

8

Period Expected outputs

Suitable

No. Time arrangement

Under- Understand- standable able

Clearly

Clearly

Understand- Clearly able

UnderClearly standable

Clearly

Understandable

Clearly

Understandable

Clearly Clearly

Understandable

TTA

Situation Analysis

Discussion

Comments

Training methods make people more friendly and get closer and understanding

friendly participants, None confident PWDs

Sharing information, viewpoint and opinion of people, including PWDs, on disability; meet PWDs, new approachs such as TTA; how to analyse situation and give opinion Know and share with PWDs, to raise awareness on disability

None

TTA, a good approach None to apply in Vietnam

More field trips, organize the training in cooperation with DPOs that more PWDs can be involved

Visit PWDs in difficult areas and centers for PWDs, invite more experts on disability

Provide further training for the participants

Read the materials before the training

Listen to the experiences of other participants None and create new relationship

Recommendations

Extend field trip, integrate into lectures, discussion at visited place

Unsatisfied Short break in lunchtime

Friendly cooperation of participants to discuss freely

Favourite

Active teaching methods, sharing information with PWDs, disability approach, disability movement, understanding situation of some PWDs

None

Right based approach on disability issues; the methods to collect comments of PWDs

Experience learnt

Appendix

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C-1. [Third Country Workshop] List of the Participants

Country

Cambodia

Lao PDR

Myanmar

Vietnam

136

Name

Ministry

Kho Huoth

Deputy DirectorRehabilitation DepartmentMinistry of Social Affairs, Veterans and Youth Rehabilitation

Sok Serey

DirectorSihanukvill Privince, Ministry of Social Affairs, Veterans and Youth Rehabilitation

Ouch Ornath

OfficerRehabilitation Department, Ministry of Social Affairs, Veterans and Youth Rehabilitation

Vannaleth Chanthavong

OfficerDepartment of International CooperationMinistry of Labour and Social Welfare

Lanorsavanh Soulvong

OfficerDepartment of Pension, Invalid and People with DisabilityMinistry of Labour and Social Affairs

Nhomsone Khammasy

Head of Pension SectionDepartment of Labour and Social WelfareVientiane Province

Maw Maw Oo

PrincipalSchool for the Blind (Sagaing)

Thandar Htwe

Assistant LecturerSocial Welfare Training School

Yu Yu Swe

Assistant DirectorDepartment of Social WelfareMinistry of Social Welfare, Relief and Resettlement

Nguyen Ngoc Toan

Chief of DivisionSocial Policies Division, Social Protection BureauMinistry of Labour, Invalids and Social Affairs

Nguyen Thi Thu Hang

OfficerScience and Technology DepartmentMinistry of Transportation

Thai Thi Thanh Nga

OfficerSocial Affair DepartmentNational Assembly Office

Appendix

C-2. [Third Country Workshop] Evaluation by Participants Date 16 / January / 2009 Country: CAMBODIA

1. What did you learn from the workshop? • The Process to recruit PWS to employ in Giant Supermarket (not based on education level) • Environment Transportation (Bus, Plane and etc.) • Database collection (Statistic of PWDs) • Experience to set up ILC • Staff in Airline receive training on disability issue and how to help them 2. What did you like the most? Because …. • How to collect statistic • Job employment of PWD 3. What is your next action? • Set up ASEAN Network meeting • Participate and Push PWD’s Law to be adopted this year • Capacity building to Government officers and partner • Promote Awareness Raising on modifying accessibility environment for PWDs to relevant institutions • Mobility system of PWD’s statistic collection • Create an ILC in Cambodia Date 16 / January / 2009 Country: LAO PDR 1. • • • •

What did you learn from the workshop? We have learnt a lot the following: E & E; B & B Problem solution for PWD I Malaysia and CMV Action Plan of each country

•

2. What did you like the most? Because ….

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

• • •

E & E; B & B IL, ILC Because it explains very clear on how PWD can live independently.

3. What is your next action? Policy • Propose to government to approve decree of PWDs • Create National Action Plan of PWDs Awareness • Disseminating Natinal Action Plan of PWDs & Decree • Conducting training to government officers on right of PWDs • Setup mechanism for enforcement & monitoring of decree and all policies of PWDs Date 16 / January / 2009 Country: MYANMAR 1. What did you learn from the workshop? We learn • How governmental sector and PWDs work together to promote the quality of life of PWDs • The success of PWD related work through collaborations • PWDs should involve in every level of decision making on disability regards 2. What did you like the most? Because …. • We like field trips because it really opened our eye • PWDs can get a job in enjoy in working place • In Malaysia, PWDs have equal opportunities in job opportunities in some areas. 3. What is your next action? (1) To raise awareness on disability a) Higher level of government officers b) State/Division officers of Social Welfare Departments c) INGO/NGO/aid agencies (2) Accessible environment promotion (3) Job training PWDs, especially intellectual Disability

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Date 16 / January / 2009 Country: VIETNAM 1. What did you learn from the workshop? • Recognize more difficulties and abilities of PWDs • Approach to the right of PWDs • Define and classify of PWDs • Provide social services: Education, Health care, provide job opportunities • How to train government officers: Materials, Selecting experts and participants • Support for PWDs in many things of policy, accessible 2. What did you like the most? Because …. Develop law and policy on PWDS. Because we are working in government office so we like the most, “How to develop law and policy on PWDs”. When we have “law for PWDs“ to protect the right of PWDs. 3. What is your next action? (1) Improve the draft of law for PWDs (2)

Improve the accessibility for PWDs on public transport

(3)

Enhance the awareness of central and local government officers

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D-1. [In-Country Workshop] List of the Participants (Cambodia) Capacity Development in Disability and Development Second Training Workshop in Cambodia Sunway Hotel, 13-17 July 2009 No

Group

1

Name English

Sex

Position

Province

Ek Pisey

M

Deputy Director of Posvy

Kampong Cham

Deap Sunty

M

Deputy Director of Posvy

Mondol Kiri

Teng Soth

M

Deputy Director of Posvy

Ratanakiri

4

Ma Doul

M

Deputy Director of Posvy

Stung Treng

2 3

Group I

5

Srey Tith

M

Chief Office

Kratie

6

Ros Sipha

M

Deputy Director of Posvy

Preas Vihea

7

Kour Lyhout

M

Head of Reha.Center

Kampong Thom

8

Cho Vanna

M

Director of Posvy

Kampong Chhnang

9

Group II

Ross Na

M

Deputy Director of Posvy

Siem Reap

10

Sok Honn

M

Deputy Director of Posvy

Oudoor Banteay Mean Chey

11

Kong Vutha

M

Deputy Director of Posvy

Battam Bang

12

Kong Sam Oeun

M

Deputy Director of Posvy

Banteaymeanchhey

13

Ith Pen

M

Deputy Director of Posvy

Pailin

14

Group III

Mao Sokhom

M

Deputy Director of Posvy

Pursat

15

Yim Chansrey

F

Director Depart.MOE

PHP. Ministry of Education

16

Va Saren

M

Director of Posvy

Svey Reang

17

Mong Sophal

M

Deputy Director of Posvy

Prey Veng

Sen Sokea

M

Chief Office

Takeo

18

Group IV

19

Sou Sok

M

Officer of Posvy

Kampot

20

Thong Tavrak

M

Vice-Chief Office

Kep

21

Sok Serey

M

Director of Posvy

Sihaknukvill

Kong Reoung

M

Deputy Director of Posvy

Koh Kong

Ross Roeun

M

Vice-Chief Office

Kampong Speu

24

Khin Trin

M

Vice-Chief Office

Phnom Penh

25

Pok Pich

M

Deputy Director of Posvy

Kandal Phnom Penh

22 23

Group V

26

Kho Huoth

M

Deputy-Director Depart. Of MoSVY

27

Sok Salan

F

Vice-Chief Office

Phnom Penh

28

Lu Chanrithy

M

Chief Office

Phnom Penh

29

Ouch Ornath

F

Vice-Chief Office

Phnom Penh

30

Nuon Sophal

F

Vice-Chief Office

Phnom Penh

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D-2. [In-Country Workshop] List of the Participants (Lao PDR) 1-4 September 2009, Napakuang Resort, Vientiane Province, Lao PDR

No

Name and Sure name

Position

Organization

1

Mr. Phetsamone PHENGSAVANH

Deputy director of Department of Pension, Invalid and People department with Disability (DPIPWD)

2

Ms. Souphatda DUANGMANY

Technical

DPIPWD

3

Mr. Soulyvong LANORSAVANH

Technical

DPIPWD

4

Mr. Viengkhong INTHALANGSY

Deputy Head of planning Division

Cabinet

5

Mr. Thavisack PHENGTHAVY

Technical

Division of International Cooperation

6

Mr. Sutthanu BUTPHOMVIHANE

Deputy Head of Statistic Division

Cabinet

7

Mr. Vannaleth CHANTHAVONG

Technical

Department of Social Welfare

8

Ms. Vilaykhone KEOBOUTHANTH

Technical

Department of Social Welfare

9

Mr. Simma THIPPHAVONG

Technical

Department of Social Security

10

Mr. Khamxay XIAYINYANG

Deputy head of division

Department of Personnel

11

Mr. Tha THONGPHAT

Technical

Department of Skill Development and Employment (DSDE)

12

Mr. Sirivongsone DARARASMY

Technical

DSDE

13

Ms. Bouavanh PANYAVONG

Technical

Department of Labor Management

14

Mr. Nhomsone KHAMMASY

Head of Section

Vientiane Province of Labor and Social Welfare Department

15

Mr. Sithat OUTHAITHANY

Head of Division

Center for Promotion of Education for Women-Ethnic-Disabled People (MOE)

16

Mr. Vilayphong PHOMMASY

Technical

Ministry of Education (ASEAN-SEMEO Division)

17

Dr. Saikham DUANGMANY

Deputy Head of Division

Ministry of Health (Division of curative medicine)

18

Mr. Soudachanh SOUVANNASANE

Deputy Section

Vientiane Capital of Interior

19

Ms. Simone INTHAVONG

Technical

Ministry of Public Works and Transport

20

Mr. Vilath PHIU ONE

Deputy chief of Cabinet

Ministry of Justice

141

142

Daw New Ni Thein

U Zaw Moe Myo

U Aung Kyaw Moe

U Thar Tun

Daw Khin Khin Pyone

Daw Yu Yu Swe

Daw Nandar New Han

Daw Khin Thuzar Aye

U Ki Ling

U Sali David Phai

Daw Thandar Htwe

U Lwin Oo

Daw Maw Maw Oo

U Kyaw Linn Htin

Daw Mya Marlar Soe

Daw Yi Mar Tin

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Daw Ohnmar Khin

10

Daw Aye Aye Mar

U Myint Thar

9

Daw Aye Myinr Kyi

Daw Sandar Aye

8

14

Daw Than Than Yi

7

13

Staff Officer

Daw Kyu Kyu Shwe

6

Daw Nilar Nyunt

U Sein Win

5

Daw Moe Moe Win

Daw San San Aye

4

11

Daw Tin Tin Ohn

3

12

Staff Officer

Daw Nyunt Nyunt Yi

2

Position

1

Principal

Staff Officer

Principal

Principal

Principal

Staff Officer

Assistant director

Staff Officer

Staff Officer

Staff Officer

Assistant director

Assistant director

Assistant director

Deputy Director

Deputy Director

Physiotherapist

Assistant Consultant

Assistant Consultant

Assistant Consultant

Staff Officer

Staff Officer

Head Mistress

Staff Officer

Assistant director

Assistant Engineer

Staff Officer

Assistant director

Deputy Director

Name

Daw Khin Thein Myint

No.

School for the Disabled Child

Boy Training School( KW)

Boy Training School( KW)

School for the Blind (SG)

School for the Blind (KMD)

Dept; Social Welfare

Dept; Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Social Welfare

Dept; of Development Affairs

National Rehab; Hostipital

National Rehab; Hostipital

National Rehab; Hostipital

National Rehab; Hostipital

General Administration Dept;

General Administration Dept;

Dept; of Labour

Dept; of Labour

High School No.5(KMD)

Basid Education No.3

Basid Education No.3

DDA Yangon Division

Basid Education No.2

Basid Education No.1

Basid Education No.1

Department

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Social Welfare, Relief and Resettlement

Progress of Border Area and National Races and Development Affairs

Health

Health

Health

Health

Homeaffairs

Homeaffairs

Labour

Labour

Education

Education

Education

Education

Education

Education

Education

Ministry

D-3 [In-Country Workshop] List of the Participants (Myanmar)

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Mr.

Ms.

Mr.

19

20

Ms.

14

Mr.

Ms.

13

18

Ms.

12

17

Ms.

11

Ms.

Mr.

10

Ms.

Ms.

9

15

Mr.

8

16

Ms.

Ms.

6

7

Ms.

Ms.

Ms.

3

4

Mr.

2

5

Trần Thị Bình

Ms.

1

Phạm Công Chức

Thái Thị Thanh Nga

Lại Quang Tĩnh Officer

Officer

Officer

Deputy Director

Civil Sport Department, Ministry of Culture, Sports and Tourism

Social Affairs Department, National Assembly office

Bureau of Children Protection, MOLISA

Orthopedics and Rehabilitation Institute, MOLISA

NCCD, Social Protection Beauro, MOLISA

Officer

Vũ Nam Bình

Institute of Labour and Social Affairs, MOLISA

Officer

Social Protection Bureau, MOLISA

Primary Education Department, Ministry of Education and Training

Primary Education Department, Ministry of Education and Training

Administrative Finance Department, Ministry of Finance

Social Policies Devision, Social Protection Bureau, MOLISA

Science and Technology Departnment, Ministry of Information and Telecommunication

Home Affairs Ministry

Family and Society Department, Vietnam Women's Union

Family and Society Department, Vietnam Women's Union

International Cooperation Devision, Labour - Social Affairs University

Science and Technology Departnment, Ministry of Transportation

Social Works Centre, Labour - Social Affairs University

Vocational Training General Department, MOLISA

Employment Bureau, MOLISA

Organization

Nguyễn Vĩnh Hà

Officer

Officer

Officer

Officer

Chief

Officer

Officer

Officer

Officer

Officer

Officer

Deputy Director

Officer

Officer

Position

Vũ Thị Thu Hiền

Lê Minh Giang

Nguyễn Quý Sứu

Trần Hải Toàn

Trần Phương Linh

Nguyễn Ngọc Toản

Hoàng Anh

Nguyễn Đức Đông

Phan Thị Quỳnh Như

Bùi Lan Anh

Vũ Thị Kim Anh

Nguyễn Thị Thu Hằng

Tiêu Thị Minh Hường

Bùi Văn Tới

Name

STT

Second Training, Hanoi,Vietnam ( August 11-14 2009)

D-4. [In-Country Workshop] List of the Participants (Vietnam)

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E-1. [In-Country Workshop] Evaluation by Participants (Cambodia) Japan- ASEAN cooperation project “Capacity Development in Disability and Development for CLMV Government Officers “ Date 17 / July / 2009 1. What did you learn from the workshop? How to make action plan (29) Learning disability (26) Ms. Hooi Ting’s life story /challenge/ success/experience/ real life / difficulties/ self advocacy (8) Ms. Sokleap’s story /experience/ barrier/ difficulties/ struggle/ real life (14) Review B&B, E & E (7) Priority Area of National Plan of MosVY (10) Other officers’ experience (2) 2. What did you like the most? Because …. Action Plan planning (25) Understanding learning disabilities (2) Understanding Women with Disabilities (1) Review E& E (1) N/A (1) Training venue & lunch (1)

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3. What is your next action? 28 participants answered; 1. - I continue doing plan of action related to disability - preparing proposal for implementation 2. I would like to request to FASID to continue conducting more trainings. 3. - I am interested in the self- help group formation of PWDs - Understanding more about how to set up the self- help group 4. Preparing activities to help persons with disabilities 5. I will design a presentation on children with learning difficulties for the ASEAN Meeting in Japan on August 31 to September 3, 2009. 6. -Doing specific action plan to protect the discrimination against PWDs in the community. -To cooperate with local authorities. 7. -Preparing the action plan for implementation. Working with the participation of the PWDs. -Preparing proposal 8. -Strengthening self- help group - Communicate, cooperate and finding fund to organize the International Day of PWDs on 3rd December - Practicing to do action plans related to rehabilitation of PWDs 9. We will plan activities to help in the disability sector in order to enable PWDs to participate in the society. 10. After finishing the workshop, we will plan to serve PWDs and bring the experience getting from doing the planning to share with other colleagues. 11. Planning to help PWDs 12. Planning to design following two different concrete activities; ①Spreading out the disabilities issue among the commune council and the community ②Organizing the self-help group in the commune 13. - Continue researching the data of PWDs - Continue disseminating disability issues 14. Preparing activities to help persons with disabilities 15. We will bring this knowledge to practice in the grassroots level and distributing it to others. 16. Continue to learn more by visiting the community 17. - Preparing the build board regarding to the illumination discrimination against PWDs - Spreading out disability issue to the Commune/ District Council 18. - Providing services for PWDs in the communities - Cooperate with stakeholders - Continue implementing 19. Planning action on setting up build board to raise awareness of disability issue 20. Setting up the proposal to implement activities of helping PWDs 21. Trying hard to work with PWDs 22. Planning to set up build board on the raising awareness on the discrimination against the PWDs

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23. - Action plan to set up the build board - Action plan to raise awareness the law on promotion and prevention the rights of PWDs - Action plan on disabilities - Forming the self- help group of persons with disabilities in the communities 24. - Collecting data of PWDs - Reaching NGOs to find out grant resources 25. I will practice doing new plans of actions to help PWDs 26. I will practice doing new plans action to help PWDs 27. Disseminating and practicing in the province 28. Bring the lesson from Malaysia on Persons with learning difficulties ( to distribute in the institution).

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E-2. [In-Country Workshop] Evaluation by Participants (Lao PDR)

Date 17 / July / 2009 1. What did you learn from the workshop? Disability and the idea of helping PWD Learn about PWD’s living Development theory for PWD and PWD’s need Lean how to work with PWD What I learn from the workshop are: Disability and Development should parallel with Rights Promoting and Capacity Building; barrier – breaking and build the bridge, twin – track approach What I have learned during four day training are: PWD, Disability, Social model of disability, living in society, learn about E&E and B&B, participants of social to help PWD, twin-track approach, playing activities and prepare action plan Lean how to formulate action to develop PWD and realize about the develop ment of PWD in many countries What I have learned from this workshop are: disability, analyze the problem of PWD, how to solve PWD’s problem, Rights Promotion and Capacity Building for PWD, how to break barrier and build the bridge for helping PWD in society and how to formulate action plan for PWD in Lao PDR Learn about disability, barrier and discrimination Inclusion in development and break the barrier Analyze goals, inclusion and practice the twin-track approach Learn how to formulate an action plan Understand about the important of inclusion in promoting rights of PWD Aware the process of taking care of PWD Aware of government policy that helping PWD I have better understand about Disability Rights, equality and how to work together in society. Also I learn how to formulate an action plan which very useful for me What I have learned are: definition of disability, three models, developments, E&E, B&B, twin-track approach, method of formulating an action plan, problem’s analysis Learn about trainer’s experience, methodology of presentation New lesson from Japanese expert PWD and how to help PWD in government organization Purpose of the workshop (to build up capacity, to develop and to implement the suitable action plan for PWD)

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Disability, social model of disability, other models of disability Disability and development, full participants and equal opportunity, promote capacity building, barrier breaking, Twin-track approach and formulating an action plan Model, method to develop society for full participants of PWD (twin-track approach) Experience, difficulties of PWD (Ms. Inpeng’s story) Method of formulating an action plan for develop PWD Participating of different sector in development of PWD Building capacity by PWD themselves Method of formulating an action in short term I learn how to formulating an action plan I learn how to work with PWD and Non-PWD I think this workshop is very useful especially for those who make policy particular policy helping PWD to have equal rights with non-disable people in society such as social security policy should cover PWD benefits as other workers Understand deeply about disability, relation of disability and development, twin-track approach to develop PWD, method of formulating an action plan 2. What did you like the most? PWD’s sincerity. PWD’s are very kind and very happy Training methodology because the presenter used simple explanation and uncomplicated examples which help participants to understand easily as well as grouping for activities Case study from PWD, CD about PWD story and trainer’s way of presenting Case study from PWD: help me to map out the living condition of PWD CD about PWD: telling that PWD have many abilities Trainer: share many useful experience There are various sectors invited to joint the training and to formulate plan together because it will increase cooperation and more participation VDV (TALK) because Robert (in DVD) lives in PWD worlds and facing diffi culty in many places such as services, restaurant, and night club. For this reasons, we need to develop PWD in Lao PDR to reach the standard with others countries Formulating an action plan because it out lines our goals, what we would like to achieve and how we can reach our goals to help PWDs What I like most is the ability of resource persons participated in the work shop. The resources persons prove that they have ability, knowledge to participate in society Inclusion of all people in the workshop because It is useful for future cooperation I like the ability of resource persons, in the past I did not know about them

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and all of them are very friendly Method Formulating an action plan, problem’s analysis because method of formulating action plan is a basic for formulating an action plan helping each type of PWD by basing on realistic problem’s analysis How to formulate an action plan because it can be apply in day to day work with PWD, social have fully participant in activity, the real analysis from the expert show many cases Twin-track approach and formulating an action plan I would like to see an equal society where everyone have same rights, full participating and equal opportunities and to help PWD aware their rights, policies, education and employment Formulating an action plan because it shows duty, commitment of my section to develop PWD to have full participation in society Formulating an action plan because I can apply in my day to day work as well as planning for my family I like working with many sectors in which everyone have to participate be cause working with many sectors ensure the succeed of solving problem Participating of resource persons who are disabled because they have an opportunity to share their experience difficulties in daily life which is very useful for policy makers Twin-track approach because to develop PWD should consider two factors Inclusion and Empowerment. When formulating an action should also need to take these two factors into account 3. What is your next action? Try to convince others people having better understand of PWD in order to help PWD participating in society Guide my cousins how to taking care PWD and to encouraging PWD In the future I would like to propose my action plan designing during the group work to my boss for consideration of implementing the plan In order to promote the rights of PWD I will participate in helping PWD and encouraging them to participating in social activity Will propose my action plan to different organizing requesting for supporting the implementation of the plan I will promote the activity that concern with the development of PWD base on my responsibility I will propose my action plan formulated during the training for getting ap proval in order to develop PWD in Lao PDR. As I am also one of those who working for PWD I would like to help disadvantage PWD such as: those who live in remote areas, poor PWD, those who do not have parents. I believe that these group need to have better live If my action plan gets selected, I will co-ordinate with participants who attend

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this workshop to implement the action plan. In addition I will bring all the com ments, ideas, experiences getting from this workshop applying in my work If there is training I would like to attend. I will apply what I have learn from this workshop to my day to day work especially the lesson of formulating the action plan is very useful Apply what I have learn in daily work situation, making a report about the workshop for the leader of the ministry I think I should participate in working with PWD. Prepare a report to leader of my Ministry about the problems of PWD and propose some solutions which involve the co-operation from different ministries For next 6 months I would like to develop an action plan on social welfare especially helping children with disability in central (capital city) which is im portant and needed. Hope to receive the co-operation from FASID For the future, if there are financial supports for my action plan, it can be implemented immediately Will propose my action plan formulating during the workshop for approval and implementing it I will formulate the plan to help and to develop PWD according to the respon sibility assigned by the government and suitable conditions In the future I think my department (department of social security) should de velop the plan about informal social security system to include PWD. I will propose my plan about the improvement for consideration to cover PWD particular for those who has receive any protection from other organizations Co-operate in developing PWD to have normal life in society To perform my task at the center – promote and expand an inclusive education Searching financial support from government, private sector and INGOs to implementing my action plan

Evaluation summary There are 16 responses (4 of participants left the training before evaluation due to the urgent call from their office). Three questions (open questions) were used to ask participants about the workshop which can be summarized as follow: 1. What did you learn about the workshop? All of the participants provided more than one answers which can be grouped as: • Course content: 13/16 of participants reported the course content such as Disability and Development, E&E, B&B, Twin-track Approach, formulating action plan. • PWD’s experience and how to help PWDs: 7/16 answered that they were able to learn about difficulty of PWDs and have better understanding of how to help them.

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• •

Working together: 2/16 said that they were able to learn how to work with different people particularly with PWDs Others: One participants mentioned that he learned new experience from the lecturers; similarly, another person mentioned that he is aware of policy in Lao PDR that concerning with the development of PWDs

2. What did you like the most? Although the questions ask participants what they like most; most of the partici pants list out what they like. The answers have been set as: •

Training contents: Formulating an action plan: 6/16 participants. Most of the participants who reply this answer said that formulating an action plan is very useful which they can apply this skill in their daily work Twin- track approach: 2/16 participants (none of the participants provide the reason for this answer)

•

Training methodology: Resource person: 3/16 participants. The reasons are PWD are very kind and they have many abilities. Participating of various sector: 3/16 participants. Two of the participants did not provide reason, the one who did said that it is good for future cooperation Lecturers’ method: 2/16 participants because lectures used simple example which help better understating. VDO ‘Talk’: 2/16 participants because they were able to understand how PWD face with difficulty in day to day life Case study ‘ Inpeang’s story’: 1/16 participants because she aware of PWD difficulties

3. What is your next action? Many of the participants (7/16) said that they will propose their action plan formulated during the training to their boss and potential donor for implementing. Similarly to above questions, participants sill provide many answers; another group of participants (6/16) said they will support the development of PWD and also will include PWD’s issue in their work. Two participants reported that they would apply what have learnt from the training in their day to day work.

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E-3. [In-Country Workshop] Evaluation by Participants (Vietnam)

1. What have you learnt? - Facilitator - Action plan - Simple way of teaching helps learner approach (the issue) and understand easily - Deeper awareness about working method, approach PWDs - Method to make plan with participation of PWDs - The significant aspects of the PWDs, understand the issues related to PWDs: health care, psychology, social relations… - Basic knowledge about the PWDs - New view point, new way to do: work together with PWDs - What is the integrated society, how to create that - How to make an action plan - What and how should a facilitator do to break the barrier and create the inte grated society - Understand the role of PWDs in society - Procedure to make an action plan with participation of PWDs and the whole community - PWDs must get involved and discuss the issues related to PWDs - Integrate the issues of PWDs in the social programs to implement together - From the lectures by professor, I understand more about the life of PWDs, how to build a society with participation of PWDs. - How to make action plan together with PWDs - Approach and solve problems of the PWDs together with PWDs - Basic knowledge about PWDs - How to make action plan/ implement - The equal right of PWDs - Barrier and how to eliminate them - Poverty and disability - Aware the PWDs issues with community - Equality and integration of PWDs is the human right - How to make plan for special subject about PWDs 2. What issues do you like most? Why? - Lecturers have selected appropriate topics for training workshop - All issues will have good effect on my work so I like all - Making plans with participation of PWDs help me enhance the study ability

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in the field of social welfare so I can suggest the practical programs that meet the need of PWDs. Make action plan: this program help me to make suitable and practical plan Role of facilitator The illustrating pictures are likely causing participants to think. New viewpoint, concept about “barrier”, “PWDs” Working with PWDs Making and presenting action plan PWDs participation in PWDs issues because they understand the best and it is easy to carry out To make action plan with participation of PWDs because it will be practical and can be carried out and PWDs can get benefit Make action plan together with PWDs I can work with PWDs to jointly build a model of society with PWDs’ participation Observe the PWDs problems in the aspect of social model: Reason: Change the viewpoint of each individual and then change the way to solve problems Make action plan: practical, suitable, for the equal right of PWDs Facilitator: It is useful for every issue of life when work with other Mr. Ikezumi’s lecture: Easy to understand

3. What is your next action? - Hope to continue to work with the support of FASID and relevant organizations - Continue my work: study to apply scientific achievement in orthopedic, rehabilitation. - Expand the cooperation with domestic and overseas individuals and organizations to get support for orthopedic, rehabilitation for PWDs with mobility so more people can get benefit from orthopedic operation and rehabilitation. - Make plan to study the current situation of the social welfare system for PWDs, suggest to develop a system that can meet need of PWDs - Disseminate co-workers, members of Women Union about new working method, the new way to support PWDs - Apply knowledge and skills gained in the training workshop to work - Will try to work “with PWDs”, not “for PWDs” in my work - Continue to build up the accessible transportation programs - Make action plan about PWDs for the period 2010 – 2015 - Apply gained knowledge to make action plan with PWDs, namely to guide the integrated education for pupils with disabilities - Bring the participation of PWDs to projects, programs as soon as possible - Carry out communication, raise awareness for community (women, women with disability, member of women union) about the right of PWDs - Integrate into activities of Women’s Union - Adjust my action plan to be more reliable, feasible, make it come true - Apply gained knowledge to work and life

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F-1. [In-Country Workshop] Action Plans (Cambodia)

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Appendix

F-2. [In-Country Workshop] Action Plans (Lao PDR) Action plan of holding job fair for people with disabilities by Mr. Sirivongsone DARRASSAMY ( Ministry of Lab our and social welfare) Activities

Actions

Time flame

Person in charge

Implementer

Hold job fair for people with disabilities

- listing PWDs who needs employment - product show of PWDs

1 month 1 week

Department of skills development and employment

Persons who are in charge

Input - rent thePlace at Lao I tecc - accommodation for stuffs

Cost

Remark

19,100 USD

Product show of PWDs for one week

Action plan independent job by Mr. Tha Thongphad ( Ministry of Labour and Social Welfare) Activities - organize training on self-employ in four northern provinces as a pilot- grow mushroom for PWDs 20 people/ province

Actions

Time flame

Person in charge

- theory on mush1 - department room plantation - week/training of labour skill 2 practical session development - monitoring week/training - provincial lab 1 month our department

Input

Cost

- 2 trainers - Teaching materials

20,000USD

Remark

Social insurance for PWDs and community by Ms. Vilaykhone Keobounthan ( Ministry of Labour and Social Welfare) Activities

Actions

- Social security for community - create social security manual - Training for citizens to understand the manual. - make questionnaire to collect data - register the house hold that willing to be member to social security.

- conduct assessment in target districts. - conduct data collection on house hold - collect all data into computer - hold seminar to reprise/review the implementation - adjust to the plan as comments obtained from the seminar - officially establishment of the social security fund

Time flame 6 months

Person in charge - ministry of labour and social welfare - ministry of health

Input - budget - lecturer -office supplies, places

Cost

Remark

20,120 USD

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PWDs’ assistance and rehabilitation in Vientiane Province by Mr. Nhomsone Khammasy ( Labour Department) Activities

Time flame

Actions

Person in charge

Implementer

- statistics collection - Make forms- survey - evaluate

- hold seminar to draft forms 3 days - visit to villages 3 days - evaluation meeting 3 days

- provincial - secretarial coordination provincial - communities level- district level

- response to PWDs needs to access to rehabilitation and development

- send PWDs to get rehabilitation - send PWDs to vocational training at Lao women with disability development center - other associations.

3 years

- provincial - secretarial coordination provincial - communities level- district level

- empower PWDs living conditions and their family

- establish the fund - livestockHandicraft -electricity repairing -Services case proper capacity.

3 years

- provincial coordination - communities

Input

Cost

21,000 UDS

Action plan for statistic’s department by Mr. Sotthanu Butphomvihane and Mr. Khamsay Xiangyinyang Activities

Actions

- conduct a survey on PWDs’ data trough out the country.

- setup responsible committee for survey - making questionnaires - TOT Training in three parts o f Laos- train survey teams - surveying - data assessments - evaluation of surveying - disseminate the outcome of surveying.

Time flame - 7 days - 20 days - 18 days - 20 days - 60 days - 30 days - 15 days - 14 days

Person in charge - ministry of labour ‘s cabinet

Input - budgettrainer - survey staffs - vehiclesnecessary materials

Cost

Remark

Total cost 155,000USD

Action plan social protection by Mr. Simma Thipphavang ( Ministry of Labour and Social Welfare) Activities - emergency assistance for the disabled children

168

Actions - explore data of child with disability - physical and mental rehabilitation - explore child with disability’s family - return child with disability to their family

Time flame

Person in charge

- 3 months - 6 months - 2 months - 8 months

- social charity department - child’s assistance section and charity department

Input - human resource - necessary material

Cost Total Cost 9,100 UDS

Remark

Appendix

Recognition of laws regulation on disability among government officials by Mr. Soulivong, Ms. Souphadda, Mr. Phetsamone ( Ministry of Lab our and social welfare) Activities

Actions

- hold dissemination seminar on decree regulations, laws relate to PWDs for government officials and PWDs nation wide

- Prepare compile all decrees, regulation, laws relate to PWDs -planning seminar - hold meeting in three parts of laos - south 1 time 70 participants, 20 disabled people

Time flame

Person in charge

- 1 month - 3months - 1 month - 2 days

- Director of department of pension, invalid and disability - Disabled people Management division

Input -human resources-facilitators-place/ locationdocumentsseminar’s materialsbudget

Cost

Remark

1500USD 8000USD 6800USD 5500USD Total: 21,000USD

Vientiane Capital traffic police by Mr. Vilat (Ministry of Justice) Activities - training on reducing road accidents

Actions -conduct TOT training - produce posters - start implementation

Time flame

Person in charge

- 2 time/ month - 1 month - 6 months

- director of traffic section- head of management office - director of traffic teaching school

Input

Remark

Cost

Total cost: - trainer, place, budget 4000 USD - budget design - factory - student - PWDs - trainers

Project: raising awareness and dissemination on rights of PWDs by Mr. Vilat Phiuone (Ministry of Justice) Activities

Actions

- make manual to disseminate rights of PWDs - train public staffs of the laws at provincial and also in Vientiane capital - dissemination of child rights for community - monitoring, follow up, evaluate of the implementation

-compile all legislations relate to PWDs -draft manual on disability rights -hold seminar to disseminate laws for provincial, Vientiane 1 time 34 participants -Hold seminar on using the manual, child rights dissemination at district level nation wide 3 time 142 participants. -Disseminate disability rights in village, schools and though media tools. -Produce posters on child rights and evaluation implementation

Time flame 3 months 3 months 1 month

Person in charge - ministry of justice - department of justice system - coordinate agency

Input

Cost The total cost is:167,000 USD

6 months 6 months 6 months

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To help PWDs’ student to get rehabilitation and education opportunity by Mr. Sithat Outhaithany and Mr. Vilaphong Phommasy ( Ministry of Education) Activities

Actions

-200 teachers training about inclusive education and disabilities (15-20 schools ) -Training to trainers how to teach PWDs in inclusive education -Survey about PWDs’ student -Monitoring and evaluation

-Raise existing material on inclusive education and disabilities text book -200 teachers training -Develop material ( revise) -Teachers training -Formulation of the format of survey -Develop monitoring forms -Start monitoring -Treatment and rehabilitation -Assistant device

Time flame

Person in charge

Input

Budget IE sector NRC, trainers Trainers- 40 daysx8times materials -10 days

-10 days -40 daysx8Times -3days

Remark

-1000 USD -16000 USD -1000 USD -16000 USD -500 USD -5000 USD -500 USD -6000 USD -3000 USD Total: 49000USD

-30 days -3 days

Cost

-NRC staffs

-40 days

Encourage employers / enterprise to employ PWDs by Ms. Bouvanh panyavong and Mr. Thavisack Phengthavy ( Ministry of Labour and Social Welfare) Activities

Actions

-Dissemination of labour law for private enterprises in Vientiane, 150 companies.

- Collect data for enterprises companies -Consultation meeting prepare -Hold seminar to disseminate publics -Evaluation

170

Time flame

Person in charge

-2 months Committee Of lab our manage-1 month ment -Vientiane labour -2 months department -Planning policy -1 month department -Labour management division

Input

Cost

-Human resource - reference document and relate information - budget - explants - facilitators

Total: 39.000USD

Remark

Appendix

CBR by Dr. Saikham Duangmany ( Ministry of Health) Activities

Actions

1. Fomulate on policy prevention, treatment and rehbilitation of PWDs.

1. formulate the agreement to assign responsible committee 2. hold seminar to consult drafted policy for 2 times 3. conduct preventive disease injection for children 4. provide necessary materials for rehabilitation the hospitals in 5 provincials 5. train CBR official and physic- therapy for 5 persons 1. formulate the agreement to assign responsible committee 2. create data collection forms to collect data of PWDs 3. develop CBR manuals 4. Conduct TOT training in 5 provinces 5. appoint responsible committee at provincial, district level 6. Working team conduct the exploration to classify types of disability at district, village level. 7. working team conduct the exploration to evaluate 3-6 months for reporting

2. implment CBR

Time flame 1 year 3 years 1 year 3 years 6months 3 months

Person in charge

Implementer

1. committee of treatment department 2. technical of macro function department 3. committee treatment department 4. NRC5. human resource committee 1. treatment department

1. project team1. provincial, district, village levels

Input 1. project fund 2.government’s budget 3. cars, motorbikes 4. office supplies 1. foreign expert

Cost 10,000 $ 100,000$ 50,000$ 150,000$ 10,000$ 60,000$ 300,000$ Total:730,000$

6 months 3 years 3 years/ 1 month

Convenient service in transportation for PWDs by Ms. Simone Inthavong ( Ministry of Public Work and Transportation) Activities 1. PWDs receive assistance on transportation 2. build facilities for PWDs

Actions 1. Hold dissemination seminar on legislation of public work and transport department. 2. Provide training on services for PWDs, air hot tress, bus, train and other administrative officers. 3. explore investigates, roads and public places 4. install road signs for PWDs

Time flame

Person in charge

6 months 6 months 1 year 3 year

1. public work and transportation division 2. disabled organization 3. NRC 4. department of transportation

implementer 1. public work and transportation division 2. disabled organization 3. NRC 4. department of transportation

Input

Cost

Remark

1. budget 3000$ 2. experts 3. mate- 5000$ rialsv 10000$ 70000$ Total: 88,000$

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F-3. [In-Country Workshop] Action Plans (Myanmar) 1/3 May 30

Group 1

Project Name

Creating job-opportunity for PWDs & their family

Target PWDs & Their Group Family

Date of Elaboration

1.6, 2009

Project Coordinator

Nay Lin Soe

Target Shwe Pyi Area Thar Tounship

Project Period

3 Years Project

Overall Goal

To promote quality of lives of PWDs & their families

Purpose

To get job opportunity by PWDs & their family

June 2009 to June 2012

2/3 May 30

Group 1

Outputs

Inputs

1. PWDs & their family member get job

Personnel D.S.W

Manager 1

3. PWDs & their family received job training

Concerned Ministries

Supervisor 3

Permission from Government

Basic Health Staff 3

1-1 Provide information related job opportunity

2-1 Refer to Hospital & NGO

1-2 Provide capital fund for small business

2-2 Improve production of devices

1-3 Establish the shelter workshop in the community

3 Give vocational training in the community

JICA, TLMI, HI

UNDP, FASID

FOCSIV, World Vision AAR

172

Office place for expert

Volunteers 3

A donor

Activities

Myanmar

2. PWDs get assistant devices

Material Infrastructual

Finance Advisor Funding, for effective loan equipment Management 1 Livelihood Specialist 1

Space for Shelter workshop teaching aids for vocational training Vehicles

Appendix

3/3 May 30 Group 1 Schedule (All Year) Activities

Year Year Year I II III

Provide information related job opportunity

Responsible person of the activity

Main Inputs for the activity

Manager

Fund

US$50000

Livelihood Specialist

To facilitate PWD to identify viable livelihood

Notes

Opportunity in the very difficult economy situation Give Vocational training in the Community

Manager

Teaching aids

Different 9 types of training will be organized by Project

Livelihood specialist

Budget

according to the need and effectiveness

"Experts / Resourse Persons from Governement / outside"

Space Specialist

1/3 May 30 Group 2 Project Name

Social promotion of PWDs in community

Target PWDs Group

Date of Elaboration

30.5.09

Project Manager/Coordinator

Mr. Aung, Ms. Pyone

Target Shwe Pyi Tha Area Township

Project Period

From June 2009 to June 2012

Overall Goal

PWDs have well participation in community

Purpose

To have regular jobs for PWSs

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2/3 May 30 Group 2 Outputs

Inputs

1. PWDs are in good health

A donor

Myanmar Health Educator

3. PWDs active to work

Short term experts

Volunteer Social worker

Technical Advisor

Community Organization

Activities

Personnel

2. PWDs get more job opportunity

Long term experts

3-1 To open 2-1 To give taraining to counseling PWDs sewing class for PWDs

Financial Support

1-2 Out reach programme at community level

3-2 Peer 2-2 To give taraining to conseling for PWDs cutting hair PWDs

Training Materials

1-3 Equal access to health services (for PWDs)

2-3 To give taraining to PWDs (Beauty Parlor) 2-4 To give taraining to PWDs massage 2-5 Advocacy workshop for employers

174

Material/Infrastructual

1-1 Awareness training for health education

Training Venue Required equipment

Appendix

3/3 May 30 Group 2 Activities

Year I

Year II

Year III

Responsible person of the activity

Main Inputs for the activity

1-1 Awareness training for health education

Mr. Aung

Technical Experts

1-2 Out reach programme at community level

Ms. Puone

(medical doctor)

1-3 Equal access to health services (for PWDs)

Mr. G, Mr. F

2-1 To give training to PWDs sewing

Mr. A

Short term Experts (sewing, Hair cutting)

2-2 To give training to PWDs cutting hair

Mr. B

Short term Experts (massage)

2-3 To give training to PWDs beauty parlour

Mr. C

DPO, DSW, MOL

2-4 To give training to PWDs massage

Mr. D

Local government

2-5 Advocacy workshop for employers

Mr. A + B + C +D

Local employers

3-1 To open counselling class for PWDs

Mr. E

DSW Psychology Department

3-2 Peer counselling for PWDs

Mr. F

Peer education from DPO

Notes Need permission from MOH

Need permission DSW MOL

1/4 May30 Group 3 Inclusive Society for PWDs

PWDs in Target Shwe Pyi Group Thar

Date of Elaboration

30.5.2009

Project Manager/Coordinator

Director DSW

Shwe Pyi Target Thar Towship, Area Yangon Division

Project Period

2 years

Overall Goal

PWDs are fully participated in the society

Purpose

PWDs are living independently in society

Project Name

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2/4 May30

Group 3

Outputs

Inputs

1. PWDs regular incomes are increased

International Project Personnel

2. Supports from community are increased

1-1 Formulate vocational training program

3-1 To train 2-1 To improve volunteers' awareness of families of PWDs PWDs in for daily exercise community by phisiotherapist

1-2 Establish nonformal educational program

2-2 To form family network

3-2 To support assistant devices by government sectors & NGO.

1-3 Promote awareness raising on PWDs for business grourp

2-3 Chose & Traing volunteers

3-3 To make special device local materials

3-3 To train pouns of parts about E.I.P

3-3 To make prevocational training depends on their disabilities

176

A donor

Activities

Myanmar

3. More rehabilitation programs are existed

Material Infrastructual

Ministery concerned

Long term experts

Place and Building for training

Local authorities

Short term experts

Cars

Project leader

Training aids

NGOs

Assistant devices

PT.National rehab hospital Ministry of Health

Project coordinatior

Well wishers from internal and external To get regular health care by out reach program

Appendix

3-4/4 May 30 Group 3 Schedule (All Year) Responsible person of the activity

Main Inputs for the activity

1.1 Formulate vocational Training Programme

Expert from vocational school

Experienced trainers (Hair, Dressers, Tailors, etc.)

"Financial Support, Training Materials (Sewing machine, etc.)"

1.2 Establish Non Formal Education Programme

NFPE Expert

Local Authority/ Community

Ministry Concerned (MOE)

1.3 Promote Awareness raising on PWD's for Business Groups

DSW Expert

Internal&External Expert for PWDs

PWDs themselves

Activities

Year I

Year II

Main Inputs for the activity

2.1 To improve awareness of PWD's in community

DPO, DSW Staff

Local Authority

"2-1 Awareness Seminar - GO, NGO, INGO, DPO, -Through Media"

2.2 To formulate Family network

PWD's family

Financial Support

Educate Family

2.3 Choose & train volunteer

Volunteer

Financial + Techni- Expert person who cal assistance Train volunteer

3.1

"Volunterr organizer CDC"

Physiotherapist, Training Materials, Training Venues

3.2

Project Manager/ PT

"Assistance Devices (Mobility, -----)"

3.3

Project Manager

"Local Materials Technical support by PT"

3.4

Families Members

Technician, Teaching aid, Training Venue

3.5

DPO Member/CDC

"Experts (Voc:) Training Materials"

3.6

Community Member

"Doctors: Nurse Medicines"

Notes

Piyn Nyar Ta Saung (NGO)

Refferal Programme

Local technician of assistant devices

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1/3 September 19 The DSW’s Action Plan Project Name

Community Development for all

Target PWDs and family Group in Shwe Pyi Thar

Date of Elaboration

Project Manager/ Coordinator

(Director DSW & DPDO)

Shwe Pyi Thar Target town ship, Area Yangon Division

Project Period

Overall Goal

PWDs are fully participated in society

Purpose

PWDs are living independently in society

19 September,2009

3 years

2/3 September 19 Outputs 1. Project managagement capacity is enhanced in DSW and DPDO. 2. Regular incomes are increased in PWDs and poor families.

[Myanmar]

3. Supports from community are increased for PWDs.

Material Infrastructure :Place and Building for training

4. Rehabilitation programs are enhanced.

Technical support :Medical Rehabilitation group

Activities 1-1Capacity building for main resource persons. 1-2Networking with related organization (DPO/self help groups, NRC, NGOs) 1-3 Awarness rising activities.

178

2-1Organize income generation programme in the community.

3-1 To improve awareness of PWDs in community

4-1 To train volunteers' families of PWDs [International donor] for daily exercise by phisiotherapist

3-2 To form a working group ( volunteer & families).

4-2 To implement information & coordination service for Technical support for activity 2. all types of disabilities. (coordination for demand, needs & supply) 4-3 Provision of the information and necesarry support.

Technical support for project management.

1.3.1. Activity are coordinated in regular meetings and implement event (seminar, workshop, lecture and etc.).

1-3 Awarness rising activities. (early intervention, intellectual disabilities, CPRD, social model, peer counselling etc.) ★

★

(2weeks)

1.1.3. Training for field workers ; facilitation skill, motivation skill, counselling skill, knowledge about PWDs and awarness rising (2 weeks)

1.2.1. Implementing coordination meeting once per 3 months.

(1week)

2010 June Aug.

1.1.2. Basic Training; documentation skill, reprting skill and communication skill. (1 week)

1.1.1. Set up project working group.

Actions

1-2 Networking with related organization (DPO/self help groups, NRC, NGOs)

1-1 Capacity building for main resource persons

Activities

2009 October - March 2010

★

★

2010 Sep.Nov.

★

★

2010 Dec2011 Feb.

Year I

★

★

2011 MarchMay

Schedule

2011 June2012 May

Year II

3/3 September 19

2012 June - 2013 May

Year III

Project management team (project working group)

Project management team (project working group)

Project management team (project working group)

Project management team (project working group)

DSW

Responsible person of the activity

"Awareness Seminar - GO, NGO, INGO, DPO, -Through Media"

2 weeks training

1 week training

Main Inputs for the activity

Notes

Appendix

179

180 2012 June - 2013 May

Technical Support Project management Vocatinal training team (project work& income ing group) generation training

Expert on vocational training & income generation project

Research 1.Good experience of the Project management vocational trainteam (project working and income ing group) generation project 2. Research in the community

3.1.1. Publish Awarness 3-1 To improve booklet (What is disabiliawareness of ties, how to understand PWDs in comthem, how to deal with munity them)

Project management Financial Support team (project workto publish ing group) materials.

Financial & technical Support Project management Technical team (project workSupport ing group)

2011 June2012 May

Main Inputs for the activity

2.1.6. Regular followup (Counselling & monitoring).

2011 MarchMay

Responsible person of the activity

Coordinaters from project working group

2010 Dec2011 Feb.

Year III

2.1.5. Small buisiness run by small groups.

Publish

assessment

2010 Sep.Nov.

Year II

Project management team (project workFinancial Support ing group)

2010 June Aug.

Year I

2.1.4. Provide loan/ capital OR find opportunity to find resource

Meeting

2.1.1. Needs assesment; what kind of vocational training they want.

2.1.2.Formulation of the training plan (skill training, time & money management).

Research

Actions

2-1 Organize income generation programme in the 2.1.3. Organize courses community

Activities

2009 Oct. - Mar. 2010

Schedule

3/3 September 19

Well experienced expert is necessary.

Notes

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

2012 June - 2013 May

Expert on Special education Expert on Rehabilitation

4.1.2. Training about special education.

4.1.3. Training on Daily life activities.

Expert on Rehabilitation

Trained field workers

3.2.2. Form a working group (Volunteer & family) After formulation of the group, implement regular meeting.

Prepare training plan

Trained field workers

3.2.1. Home visit & Meetings to motivate family members.(One year home visit)

Summer vacation

2011 June2012 May

Project management team (project working group)

Meeting ★　　★ ★　　★ ★　　★

2010 2011 Dec-2011 MarchFeb. May

Responsible person of the activity

3.1.3. Talk about PWDs at schools and community. (It needs to coordinate with Ministy of Education)

2010 Sep.Nov.

Year III

Trained field workers

2010 June Aug.

Year II

3.1.2. Distribute through home visits, volunteer group activities.

Actions

4-1 To train volunteers' families of 4.1.1. Training to PWDs for daily exercise volunteers, families by by phisiothera- phisio therapist(PT). pist (training for service provision)

3-2 To form a working group ( volunteer & families).

Activities

2009 Oct. - Mar. 2010

Year I

Schedule

3/3 September 19

Training

Training

Training

Main Inputs for the activity

Support from rehabilitation experts is necessary

Notes

Appendix

181

182

4.2.1.Set Up infrormation & coordination system .

4.3.1. Provide service & information.

4-3 Provision of the information and necesarry support.

4.1.4. General knowledge Training to volunteers (about PWDs and disabilities)

Actions

4-2 To implement information & coordination service for all types of disabilities. (coordination for demand, needs & supply)

Activities

2009 Oct. Mar. 2010 2010 June Aug.

2010 Sep.Nov.

2011 2010 Dec-2011 MarchMay Feb.

Year I

Schedule

2011 June2012 May

Year II

3/3 September 19

2012 June - 2013 May

Year III

Main Inputs for the activity

Project management team (project working group)

Project management team (project working group)

Project management team (project workTraining ing group)

Responsible person of the activity

Support from other related organizations is necessary

Support from other related organizations is necessary

Notes

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Appendix

F-4. [In-Country Workshop] Action Plans (Vietnam) Name: Ministry of Transport Goal: Build the accessible network of transportation to support PWDs Target for the 6 months. Build up and complete one bus route in Da Nang (Hoi An to Da Nang and vice versa) Action

Schedule

Study, make plan

Study, improve the available busStudy, design, make the new specialized bus

Prepare the means

- Study, select route (suggest: Hoi An – Da nang- Frequency: at some certain hour, some pwds take bus from some stopsImprove the bus stop- Train the operation staff and issue leaflets- Propagandize, raise the awareness of the people

5 months

Person in charge Ministry of Transport

Ministry of Transport

Activities

Implementer Da Nang Dept of Transport manage Da Nang Automobile Trading and Service JS Co to implement this project.

Input Rules, standards, technical qualification and decision

May 1st Mechan- - Number of ic Automobile Co pwds in areatraffic densityDocuments for training and propaganda activities

Cost 1 billion VND

250 mil to 300 mil

Name: Child Protection Bureau, Ministry of Labour, Invalids and Social Affairs (MOLISA) Goal: Maintain the sustainability of family and community based inter-commune Rehabilitation Centers for children with disability Target for the 6 months: Evaluate operation efficiency of family and community based inter-commune Rehabilitation Centers for children with disability Sched- Person in ule charge

Activities

Action

Evaluate the result of rehabilitation activity in general

- Study and analyzePrepare documents, build up draft. Organize discussion for ideas

1 -2

Evaluate the result of training, guidance the techniques of rehabilitation

Conduct survey in practice, exchange experiences among the participants

3- 4

Evaluate the result of cooperation of ministries and legal bodies

Study the difficulty, favorable conditions, suggest solution to keep model sustainable report

5- 6

Implementer

Input

Cost

Nguyen Hai HuuHead of Children Protection Bureau

- Children Protection BureauExamination & Treatment Dept – Min of Health Care

Documents supporting the survey and study the rehabilitation activities

500 mil VND

Vu Anh DaoDirector of Children Protection Fund

- Rehabilitation center in provinces/ cities- Children Protection Fund

Supporting equipment, stationery, supplies, machine,Payment for people conducting survey

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Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Current Situation: inter-commune Rehabilitation Centers for children with disability is not sustainable now Reasons: The team of executive, professional, technical staff Ineffective cooperation Budget is not enough to meet demand Who gets benefit: Children around the center? Center provide budget to purchase equipment to place at home Children visiting center can have lunch at center Staff may visit family to instruct. Example: A center in Gio Linh District, Quang Tri Province (VN center). The support stopped after 5 year, but center got fund from NGO, charity organizations and run well, provide rehabilitation for adult as well

Name: Ministry of Information Goal: Push up the integration of PWDs thru approach and usage of IT product and services Target for the 6 months. Enhance the possibility to access the website of PWDs, especially the website of Gov bodies Activities

Action

Schedule

Study experiences of other countries

Study experiences of - Month 1 to month 2 other countries, - Month 2 to month 3 organizationsCollect and classify the result

Issue the Circular stipulating website build up with assistance to pwds

- Make the draft- Get Consultation from specialist- Issue the Circular

- Month 2 to month 3 - Month 3 to month 4 - Month 4

Upgrade website of Ministry Information and Telecommunication

Upgrade website of Ministry Information and Telecommunication with assistance to pwds

Month 3 to month 6

Person in charge Tran Quang Cuong

Implementer

Input

Cost

Dept of Science and Technology (Ministry of Information and Telecommunication)

80 mil VND

Tran Quang Cuong

Dept of Science and Technology (Ministry of Information and Telecommunication)

50 mil VND

Tran Quang Cuong

Dept of Science and Technology (Ministry of Information and Telecommunication)

300 mil VND

Current Situation: Pwds find it difficult to access and use the product and service of Information Technology. Telecommunication. Reasons: Barrier of technology, knowledge, ways of communication

184

Appendix

Name: National Assembly Goal: Erase the prejudice about PWDs, issue supporting policies to create jobs for PWDs Target for the 6 months. Organize workshop for elected representatives (National Assembly representatives, officers from local people committees), so they can understand the matters of PWDs then can make suitable policies. Activities

Person in charge

Implementer

Action

Schedule

Input

Cost

Note

Workshop in North area

- Prepare the workshop: send invitation letters, select the venue, invite specialist - Organize the workshop - Report the results - Prepare for next workshop

Month 1: PreparationMonth 2:Week 1: Workshop Week 2: Presentation and discussion Week 3: Prepare for survey

The Head of Dept of Social Issues

Officers in Dept of Social Issues (people in charge of PWDs)

Expens- 100 mil eExperts on PWDs Ceter for PWDs in a North province

Cooperation between Dept and 2 NGOs

Survey and Workshop in Central area

- Prepare for the survey the implementation PWDs Ordinance and the workshop: send invitation letters, select the venue, invite specialist - Conduct survey: pay a working visit to a provincial Center for PWDs - Organize workshop: Exchange ideas and discussReport the results - Prepare for next workshop

Month 2:Week 3, 4: prepare for surveyMonth 3: Prepare for workshop and survey Month 4:Week 1: Survey and workshop Week 2: Report

The Head of Dept of Social Issues

Officers in Dept of Social Issues (people in charge of PWDs)

SurveyWorkshop

30 mil 180 mil

Cooperation between Dept and 2 NGOs

Workshop in South area

Prepare the workshop Organize the workshop Report the results

Month 4: Week 3, 4: Plan Month 5: Prepare workshopMonth 6:Week 1,3: Organize workshopWeek 3,4: Report

The Head of Dept of Social Issues

Officers in Dept of Social Issues (people in charge of PWDs)

180 mil

Cooperation between Dept and 2 NGOs

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Name: Employment Department, MOLISA Goal: Target for the 6 months.: Find the suitable job for pwds living in fishing village by Red river in the Northern provinces (Hanoi and Vinh Phuc) Activities

Action

Survey, find out the number of pwds, kinds of pwds

Schedule

Person in charge

1 week

Employment Dept

Vocational training

- Connect with General Dept of Vocational trainingTraining Center

2 month

Dept of Vocational training,Training Center

Find a job that match the training

- Job CenterBusiness units run by pwdsSeek the job through mass media

1 month

Employment Dept

Implementer Myself and 2 other staff

Person in charge (Mr. Son)

Input

Cost

Means of transport, mapTel, Computer

800,000VND

- Training feeTeaching equipmentMeans of transport

1,7 mil/ head/ month x 20 people=340 mil

Tel

Fee for people in charge 1,5 mil x 5 people x 6 month = 45 mil

Current Situation Reasons Question: When they get job, they change the living place? When they can make simple product (handcraft), what is suitable job? The job is suitable for market? Who are potential buyers? Do they want to do that job? Name: National University of Labor and Social Affair Goal: To improve capacity of social worker working with PWDs Target for the 6 months: Organize workshop to create working frame for training program for social worker working with PWDs. Activities

Action

Schedule

Organize workshop to create working frame for training program

Meeting, assign dutiesMake plan, dutiesPrepare presentation, invitationPrepare physical conditionsLogisticsRun workshopCollect ideas, build working frame

Sep, Oct 2009Nov, Dec 2009Feb 2010

Implementation Visit the modelsMake presentationAssign duties

186

Person in charge Huong,Kim Anh,Bich

Huong

Implementer FASID ULSA

Input

Cost

Meeting Hall Equipment Reception Organizing committee Allowance for participants to make assignment TravelDrinks

15 mil

Stationery

60 x 20,000 = 1.2 mil 30 x 500,000 = 15 mil

Travel, Hotel

500,000 x 10 = 5 mil 60 people x 100,000 = 6 mil 60 x 20,000 = 1.2 mil

Appendix

Name: National Coordinating Committee on Disability of Vietnam (NCCD) Goal: PWDs can travel/ go on holiday like non-disabled to all places of interest locally and abroad Target for the 6 months. Promote accessible tourism in Vietnam Action

Schedule

Person in charge Implementer

Organize workshop on Accessible Tourism

Activities

- Invite local and foreign organization to contribute ideas for content, workshop, budget,- Invite specialist

Month 1 to month 3

Mr. Lập Head of NCCD

Ms. Hien and project officer

Input

Cost

Specialist, Budget Organizer

The organizations provide finance by themselves 8x 2000= 16,000USD

Push the related bodies

- Invite representatives from legal bodies

Month 4

Mr. Lập

Ms. Hien and project officer

50 x 40 = 2,000USD

Implement suggestion

- Invite representatives from pwds- Rent the venue, improve equipment and reservation

Month 5

Mr. Lập

Ms. Hien and project officer

30 x 200 = 60,000USD 10,000USD

187

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Name: Vietnam Women’s Union Goal: The women with disability could integrate into society Target for the 6 months. Raise the awareness and capacity of the women with disability, women with community, Officer of Women Union about the equal rights of PWDs Activities

Action

Schedule

Person in Implementer charge

Input

Cost

Raise the awareness and capacity of the women with Disability, women with community, Officer of Women Union

Organize comMonth 1 Lan petition: “The to month 2 AnhQuynh Nhu equality right of PWDs”/ Ask the experts to make questions and answers / Invite people: women with disability and officer of Women Union /Invite judge

- Women Union of Nam Dinh provinceVN Women Union

- Rent hallTransportation - Document, stationery - Allowance for organizer, judge, secretaries - Other ..

60 mil

Increase the knowledge and skill for women with disability and officer of Women Union

Training to increase knowledge, skill for women with disability and officer of Women Union

Month 2 Lan to month 3 AnhQuynh Nhu

- Women Union of Nam Dinh provinceVN Women UnionSpecialist

- Transport for learner - Hall -Transport for organizer - Meal, hotel - Trainers - Document, stationery

60 mil

Create pilot “ Self help women group”

-From the group, managing Committee -Training supervisory skill -Meeting on specific topic, integration activity

-Month 2 Lan to month 5 AnhQuynh Nhu -Month 2 to month 3 -Month 3 to month 5

- Women Union of Nam Dinh province

- Allowance for member - Allowance for organizer - Expense for training - Expense for specific topic, integration activity

80 mil

Note Other expense like: flower, awards, drinks, band roll. MC …

Current situation: - Limited awareness of women, women with disability and community about the rights of PWDs. - PWDs (women with disability rarely take part in social activities - Limited knowledge of officers of Women Union in charge of propaganda activities. Reasons: - Propaganda activities have not been invested in - Lack of care from authority to PWDs - Limited budget for propaganda activities

188

Appendix

Name: Social Protection Dept, MOLISA Goal: organize training workshop for officers at district level about persons with disabilities Target for the 6 months. Prepare document, then implement Activities Make plan

Action

Schedule

Meeting to get information/ situation from branches/ bodies

Month 2 and month 3

Person in Implementer charge Head of Official in Social charge Protection Bureau

Input

Cost

Note

The None leader can see the problem to solve.

They just do their job

Collect document

Month 4 and month 5

Can get the reference document and rules

10 mil

Get document s from branches and organizations

Organize workshop

Month 6

300 officer are to be trained in 2 workshop

300,000 x 2 workshops = 6 mil VND

Travel, meal, hotel, venue

189

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Name: Orthopedic and Rehabilitation Institute Goal: PWDs can have medical treatment, rehabilitation to integrate into society, have all rights as non-disabled people such as learning, training, working and taking part in all socio-political activities Target for the 6 months. Orthopedic surgery and functional rehabilitation for 100 poor people with mobility disability Activities

Orthopedic surgery and functional rehabilitation for 100 poor people with mobility disability

Action

Schedule

Organize the examination to select patient for operation

Month 1 to month 3

Orthopedic surgery for PWDs

Month 2 to month 4

Person in charge

Implementer

Input

Cost

The Rector of Institute: Dr. Nguyen Quang Trung

- Orthopedic and Rehabilitation InstituteProvincial Dept of L&SA (Bac Giang, Vinh Phuc, Ha Nam, Hung Yen)- Red Cross- District Health Center

- Transportation - Hotel - Meal - Allowance for examination team

4 province x 200km x 8,000 = 6.4 mil 6 people x 150,000 x 4 days= 3.6 mil 100,000 x 6 people x 8 days = 4.8mil 100,000 x 6 people x 8 days = 4.8 mil

The Rector of Institute: Dr. Nguyen Quang Trung

- Orthopedic and Rehabilitation Institute - Viet Duc Hospital- St. Paul Hospital

Expense for surgery Expense for medicin Expense for treatment: room, power, water

1.5 mil x 100 cases = 150 mil 30,000 x 100 cases = 30 mil 45,000 x 100 people x 20 days = 9 mil

Rehabilitation for PWDs after operation

Month 2 to month 5

Dr. Le Viet Phai

Orthopedic and Rehabilitation Institute

Rehabilitation

100 people x 30,000 x 20 days = 60 mil

Provide orthopedic equipment for 30 cases

Month 2 to month 4

Engineer Nguyen Xuan Hai

Orthopedic and Rehabilitation Institute

Equipment Service

350,000 x 30 people = 10.5 mil 150,000 x 30 people = 4.5 mil Total: 354,600,000

Current Situation There are approximately 5 million PWDs in Vietnam, of which 10% to 15% are people with mobility disability Reasons: Born or acquired diseases Labor or traffic accidents After effect trauma, burnt, accident in treatment

190

Appendix

G-1. [In-Country Workshop] Action Plan Implementation Report (Lao PDR)

191

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

192

Appendix

193

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194

Appendix

195

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

196

Appendix

197

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198

Appendix

G-2. [In-Country Workshop] Action Plan Implementation Report (Vietnam)

199

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

200

Appendix

201

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202

Appendix

203

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204

Appendix

205

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206

Appendix

207

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

208

Appendix

209

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

210

Appendix

211

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

212

Appendix

H-1. [Wrap-Up Seminar] List of the Participants

Cambodia H.E. Yi Veasna

Royal Government Advisor

Mr. Kho Huoth(Focal Point Assistant)

Deputy Director, Rehabilitation Department, Ministry of Social Affairs, Veterans & Youth Rehabilitation

Mr. Va Saren

Director of Svey Reang Province

Lao PDR Ms. Baykham Khattiya

Permanent Secretary, Ministry of Labour & Social Welfare

Mr. Phesavang Sounnalath(Focal Point Officer)

Deputy Director of Cabinet, Ministry of Labour & Social Welfare

Mr. Sirivongsone DARARASMY

Department of Skill Development and Employment, Ministry of Labour & Social Welfare

Vietnam Mr. Nguyen Ngoc Toan

Head of Social Policy Division, Social Protection Bureau, Ministry of Labour, Invalids and Social Affairs

Ms.Ha Thi Minh Duc

Officer, ASEAN Desk, International Cooperation Dept. Ministry of Labour, Invalids and Social Affairs

Ms. Phan Thi Quynh Nhu

Vietnam Women’s Union

213

214

Mr

Mr

Cambodia Mr

Mr

Mr

Ms

Mr

2

3

4

5

6

7

8

Ms

Ms

Ms

18

19

Mr

16

17

Ms

15

Vietnam

Mr

14

Mr

12

Ms

Mr

11

13

Mr

10

Myanmar

Ms

9

Laos

Mr

Name

1

No

Ha Thi Hong Xuan

Nguyen Hong Ha

Ha Thi Minh Duc

Ha Thanh Que

Phan Thi Quynh Nhu

Nguyen Ngoc Toan

Nwe Zargi Soe

Aung Ko Myint

Kyaw Zeya

Sirivongsone Dararasmy

Baykham Khattiya

Phetsavang Sounnalath

Misouda Heuangsoukkhoun

Va Saren

Kho Huoth

Ean Nil

Mao Sokchea

Yi Veasna

Rath Many

Ms. Hong Ha's assistant

National Consultant in Vietnam

Officer, ASEAN desk, International Cooperation Department, Ministry of Labour, Invalids and Social Affairs

Interpreter (Vietnam - English)

Officer, Vietnam Women's Union

Head of Social Policy Division, Social Protection Bureau, Ministry of Labour, Invalids and Social Affairs

Aung Ko's assistant

National Coordinator in Myanmar

Minister - Counsellor, Embassy of the Union of Myanmar

Officer, Ministry of Labour & Social Welfare

Permanent Secretary, Ministry of Labour & Social Welfare

Deputy Director of Cabinet, Ministry of Labour & Social Welfare

National Consultant in Laos

Officer, Ministry of Labour & Social Welfare

Deputy Director, Rehabilitation Department, Ministry of Social Affairs, Veterans & Youth Rehabilitation

Interpreter (Cambodia-English)

Mr. Veasna's assistant

Royal Government Advisor, National Consultant in Cambodia

Counselor / Deputy Head of Mission, Royal Embassy of Cambodia

designation

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

ASEAN

23

Ms

Ms

Ms

Ms

32

33

34

Ms

29

31

Ms

28

Mr

Mr

27

30

Ms

26

Japan

Ms

Mr

25

Japan

Philippines

22

24

Mr

Thailand

21

Mr

Mr

Indonesia

20

Ms

Name

No

Terumi Shikata

Aya Kimura

Chisato Esaki

Junko Utsumi

Osamu Nagase

Kumiko Moroyama

Machiko Takagi

Soya Mori

Kaoru Yasue

Yukiko Nakanishi

Takehiro Ono

Donald Tambunan

Mateo A. Lee Jr.,

Suporntum Mongkolsawadi

Aria Indrawati

JICA expert

Journalist

Project Advisor

Project Advisor

Project Advisor

Sign Language Interpreter

Sign Language Interpreter

Project Advisor

Ms. Nakanishi's personal assistant

Project Advisor

First Secretary, Embassy of Japan

ASEAN secretariat, Head of Social Welfare, Women, Labour & Migrant Workers Division, Socio-Cultural Cooperation Directorate

Officer-In-Charge/Deputy Executive Director,National Council on Disability Affairs, Philippines

Managing Director, The Redemptorist Foundation for People with Disabilities, Thailand

PR Manager, Mitra Netra Foundation, Indonesia

designation

Associate Professor, Tohoku Fukushi University

Secretary General, Japan Campaign To Ban Landmines

Associate Professor,Graduate School of Economics,The University of Tokyo

"Senior Research Fellow / Deputy Director & Professor, Institute of Developing Economies, JETRO Inter-disciplinary Studies Center Poverty Alleviation and Social Development Studies Group"

President, Asia Disability Institute

Appendix

215

216

Mr

Ms

42

Mr

41

Malaysia

Ms

39

40

Ms

38

Ms

Ms

Ms

Japan

Name

37

36

35

No

Irene Loh

Sivapragasm a/l P Nadaraja

Freddy Shiu

Noryanti Binti Mahbub

Norani BT Mohd Hashim

Takako Wayama

Junko Watanabe

Keiko Asato

note taker

Mr. Mateo's personal assistant

FASID local assistant

Assistant Director, Division for Development of People with Disabilities, Department of Social Welfare, Ministry of Women, Family and Community Development

Director, Department of Social Welfare, Ministry of Women, Family and Community Development

Program officer, FASID

Program officer, FASID

Deputy director, Office of International Cooperation Project, FASID

designation

Malaysian Association of the Blind

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

Mr

Ms

Mr

Ms

Ms

Ms

Ms

Ms

2

3

4

5

6

7

8

9

Mr

Interpreter (CambodiaEnglish) National Consultant in Laos

Ean Nil

Misouda Heuangsoukkhoun

Yukiko Nakanishi

Journalist Program officer, FASID

Ms. Helen Lam Takako Wayama

Osamu Nagase

Ms Mary Chan

Ms Chisato Esaki

Ms Junko Utsumi

Mr

Ha Thanh Que

Phan Thi Quynh Nhu

Nguyen Ngoc Toan

Sirivongsone Dararasmy

Ms Keiko Asato

Ms

Mr

Project Advisor

Donald Tambunan

Nakanishi's assistant

Ms

ASEAN secretariat, Head of Social Welfare, Women, Labour & Migrant Workers Division, Socio-Cultural Cooperation Directorate

Ha Thi Minh Duc

Kaoru Yasue

Mr

Officer, ASEAN desk, International Cooperation Department, Ministry of Labour, Invalids and Social Affairs, Vietnam

Mr

Mr

Aung Ko's assistant

Nwe Zargi Soe

12

Program officer, FASID

Junko Watanabe

Ms

Ms

Phetsavang Sounnalath

Kho Huoth

Deputy Director of Cabinet, Ministry of Labour & Social Welfare, Lao PDR

Deputy Director, Rehabilitation Department, Ministry of Social Affairs, Veterans & Youth Rehabilitation, Cambodia

"Group C (Giant )"

Deputy director, Office of International Cooperation Project, FASID

Journalist

Project Advisor

Project Advisor

Project Advisor

Interpreter (Vietnam - English)

Officer, Vietnam Women's Union

Head of Social Policy Division, Social Protection Bureau, Ministry of Labour, Invalids and Social Affairs, Vietnam

Officer, Ministry of Labour & Social Welfare, Lao PDR

Permanent Secretary, Ms Baykham Khattiya Ministry of Labour & Social Welfare, Lao PDR

Mr

National Coordinator in Myanmar

Veasna's assistant

Mr

Aung Ko Myint

Mao Sokchea

Yi Veasna

Royal Government Advisor

"Group B (Beautiful Gate Foundation)"

Mr

note taker

Irene Loh

Journalist

Sign Language Interpreter

Kumiko Moroyama

Aya Kimura

Ms

Sign Language Interpreter

Machiko Takagi

Mr

Ms

Project Advisor

Soya Mori

Mr

Mr

Va Saren

Officer, Ministry of Labour & Social Welfare, Cambodia

"Group A (MFD, Bakery)"

11

10

Mr

1

No

Field Visit Group

Appendix

217

Completion Report “Capacity Development in Disability and Development for CLMV Governmert officers”

H-2. [Wrap-Up Seminar]Discussion Minutes

218

Appendix

219

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220

Appendix

221

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222

Appendix

223

FASiD

It