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This new report presents the findings of the first-ever global survey led by OPDs on their participation in decision making processes of governments, the UN system and funding agencies.

The IDA Global Survey is part of a strategy to hold decision-makers accountable for their commitments under Articles 4.3 and 32 of the UN Convention on the Rights of Persons with Disabilities (CRPD). Based on testimonies collected from OPDs in 165 counties, the report assesses the quality, depth, scope and relevance of the OPDs participation in programmes and policies, and offers recommendations for governments, the UN system and funding agencies.

The global Multidimensional Poverty Index (MPI) measures the complexities of poor people’s lives, individually and collectively, each year. This report focuses on how multidimensional poverty has declined. It provides a comprehensive picture of global trends in multidimensional poverty, covering 5 billion people. It probes patterns between and within countries and by indicator, showcasing different ways of making progress. Together with data on the $1.90 a day poverty rate, the trends monitor global poverty in different forms.

The COVID-19 pandemic unfolded in the midst of this analysis. While data are not yet available to measure the rise of global poverty after the pandemic, simulations based on different scenarios suggest that, if unaddressed, progress across 70 developing countries could be set back 3–10 years.

It is 10 years before 2030, the due date of the Sustainable Development Goals (SDGs), whose first goal is to end poverty in all its forms everywhere. The MPI provides a comprehensive and in-depth picture of global poverty – in all its dimensions – and monitors progress towards Sustainable Development Goal (SDG) 1 – to end poverty in all its forms. It also provides policymakers with the data to respond to the call of Target 1.2, which is to ‘reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definition'. By detailing the connections between the MPI and other poverty-related SDGs, the report highlights how the lives of multidimensionally poor people are precarious in ways that extend beyond the MPI’s 10 component indicators.

The data is not disaggregated by people with disabilities.

This Campbell systematic review and meta-analysis examines the impact of multifaceted interventions on community participation outcomes for adults with disabilities, and aims to find effective components of the interventions. The review summarizes the findings from 15 reports of multifaceted interventions in five countries (USA, China, Germany, Italy, Australia) with the majority from USA (10).

Included studies employ at least two interventions designed to address two or more participant characteristics (e.g., skill enhancement, behavior/attitude change) and/or environmental characteristics (e.g., participant interactions with people, places, or things) resulting in outcomes that provide direct access to the community (e.g., competitive employment, adult learning, housing) or are a dimension of community participation (e.g., self-determination, quality of life, social networking).

A total of 15 studies using a multifaceted intervention were included in this review. Of these, nine were randomized and six were quasi-experimental. Study participants were adults, 18 years or older, with a disability, who had exited secondary school services. Participants identified as having the following disabilities: intellectual disability, mental illness, traumatic brain injury, aging-related disabilities (e.g., dementia, Alzheimer’s, reduction in activities of daily living), or combinations of two or more classifications.

Campbell Systematic Reviews. 2020;16:e1092.

https://doi.org/10.1002/cl2.1092

CBM’s Disability and Gender Analysis Toolkit has been developed to support staff, partners and allies in strengthening capacity to address systemic and deeply entrenched discriminatory practices and specifically to meet their Programme Quality Standards. It provides practical tools for stronger disability and gender analysis to inform planning, practice and systems. The toolkit provides practical assessment templates and guidance for individuals, organisations and programmes to identify strengths and gaps and to develop focussed action plans to improve practice.

There are several sections in this report:

• Executive summary
• Impact of the Zero Project: Survey results
• Innovative policies and practices: Factsheets and life stories
• The Zero Project Impact Transfer accelerator programme
• An analysis of ICT supporting innovations in inclusive education
• SDGs, Data and inclusive education
• Summary of report in Easy Read. 

Themes were:

• Early childhood and preschool
• Formal education (primary and secondary education)
• Universities (tertiary education)
• Vocational education and training
• Non-formal education
• ICT-driven solutions related to education/digital skills

Este primer informe regional de la situación de las personas con discapacidad en América Latina ha sido elaborado por RIADIS con la finalidad de realizar un primer acercamiento al estado de la implementación de los ODS bajo el enfoque de la CDPD y la reformulación del Programa de Acción del Decenio de la Organización de los Estados Americanos (OEA). En este sentido, el informe pretende identificar los avances y buenas prácticas que se encuentran realizando los gobiernos de la región en materia de la aplicación de la CDPD a través de la implementación de los ODS en la región, así como establecer las oportunidades y los desafíos que se presentan para que las organizaciones de personas con discapacidad puedan seguir conquistando nuevos espacios y haciendo efectivo el ejercicio pleno de sus derechos. El presente informe se enfoca en diez principales áreas temáticas, identificadas como prioritarias por las personas con discapacidad de la región, quienes aportaron al abordaje de las mismas, tanto a través de las respuestas que se recopilaron de la encuesta inicial, como a través de las contribuciones grupales e individuales obtenidas en el taller de revisión del borrador del informe regional.

Las diez áreas temáticas que se abordan en el presente informe son las siguientes: 1. Educación inclusiva 2. Mujeres con discapacidad 3. Personas indígenas con discapacidad 4. Inclusión laboral de las personas con discapacidad 5. Reducción de riesgos de desastres y acción humanitaria 6. Accesibilidad 7. Acceso a la justicia 8. Derecho a vivir de forma independiente y ser incluido en la comunidad 9. Recopilación de datos 10. Participación de las personas con discapacidad

Scoping Progress in Education (SCOPE) brings together administrative data, household surveys, learning assessments and education finance from various data producers, notably the UNESCO Institute for Statistics, to explore the progress made towards SDG 4, the global education goal.

It complements the printed edition of the Global Education Monitoring Report, enabling users to interact with the data to understand the achievements and challenges of countries and regions as they aim to reach the targets. Shareable and downloadable, users can create images and data files to explore further, print, or use online or in presentations

Four factsheets concerned with Washington Group Questions (WGQ) produced in conjunction with the Disability Data in Humanitarian Action programme.

Aspects addressed are: collecting data at the household level; collecting data on persons with mental health difficulties and understanding temperality and causality when using the WGQs.

This guide is intended to support countries in embedding inclusion and equity in educational policy. It supports Sustainable Development Goal (SDG) 4 on education calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030. The guide is intended for use primarily by key government education policy-makers working with key stakeholders. The guide provides an assessment framework that can serve to: review how well equity and inclusion currently figure in existing policies; decide which actions are needed to improve policies and their implementation towards equitable and inclusive education systems; and monitor progress. The guide includes evidence that informs the assessment framework, examples of initiatives that are contributing to more inclusive and equitable education systems in different parts of the world, and recommendations for further reading.