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Amplifying the voices of women and girls with disabilities in Zimbabwe

UNESCO OFFICE HARARE
LEONARD CHESHIRE DISABILITY (ZIMBABWE)
AFRICA COMMUNITY RESEARCH AND DEVELOPMENT CENTRE
2020

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This qualitative study on the aspirations, needs and concerns of women and girls with disabilities in Zimbabwe seeks to contribute to the growing knowledge on women and girls with disabilities globally, as well as to contribute to the ongoing dialogue on advancing the implementation of the CPRD in Zimbabwe

 

The specific aims were to:

  • Assess the demographic and socioeconomic characteristics of women and girls with disabilities
  • Identify the aspirations of women and girls with disabilities from marginalized areas
  • Describe the needs and concerns of women and girls with disabilities for equitable participation in public life
  • Assess how current development interventions are responding to the needs of women and girls with disabilities, specifically SRH and GBV services delivery
  • Hear from women and girls with disabilities on practical recommendations for the advancement of disability rights and improving justice, SRH and GBV service delivery that meets their needs

 

The approach and methodology were designed with a view to gathering first-hand information and verbatim from an estimated 261 women and girls with disabilities, and from other stakeholders interviewed in marginalized areas, namely caregivers, OPDs, NGOs, traditional leaders, community cadres, and government officials. The study design was also guided by a range of participatory approaches that enabled women with diverse disability types to effectively participate in the qualitative study.

Harmful cultural beliefs and practices, stigma and discrimination towards women and girls with disabilities: a toolkit for change

UNESCO OFFICE HARARE
UNITED NATIONS PARTNERSHIP TO PROMOTE THE RIGHTS OF PERSONS WITH DISABILITIES
2020

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This toolkit serves to highlight the intersection between gender, culture and disability. Following the completion of a study titled Advancing the rights of women and girls with disabilities in Zimbabwe, a review of the interface of culture, gender and disability in Zimbabwe, it was evident that there were cultural and social issues not being adequately addressed in communities. 

This toolkit was formulated based on the study findings, dialogue with key disability stakeholders and principles of the CRPD.

The following is a list of the key articles from the CRPD that form the base of this toolkit:

  • Article 3: General principles (8 in total)
  • Article 6: Women with disabilities
  • Article 8: Awareness raising
  • Article 13: Access to justice
  • Article 23: Respect for home and the family
  • Article 25: Health

This toolkit strives to empower the trainer and the trainee(s) on the virtues encapsulated in the CRPD by localizing the concepts at community level in Zimbabwe.

Seeing the invisible: Sexuality-related knowledge, attitudes and behavior of children and youth with disabilities in China

SHANGHAI INSITITUTE OF PLANNED PARENTHOOD RESEARCH (SIPPR)
UNESCO
HUMANITY & INCLUSION (HI)
2019

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Young people with disabilities have the same right to Sexual and Reproductive Health (SRH) as their peers without disabilities, but their needs and rights are often overlooked. This study examines the SRH status of young people with disabilities in China. In particular, the study explored the sexuality-related knowledge, attitudes and behaviour of young people with disabilities as well as their access to sexuality-related information, education and services. The findings of the study are intended to provide evidence to support decision-making by government agencies, educators, development workers and other relevant stakeholders regarding developing and implementing disability-inclusive SRH and sexuality education policies and programmes for young people in China.

The study, using quantitative and qualitative methods, was conducted in 2015 among unmarried young persons aged 12 to 24 living with visual, hearing, physical and intellectual disabilities, in both urban and rural areas. The analysis was based on data collected through 707 completed valid questionnaires, 20 group interviews and 35 individual interviews with young people with disabilities, and individual interviews with 60 parents and teachers, along with one case study.

Universal declaration on cultural diversity

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
2001

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This Declaration supports cultural diversity, cultural rights and the role of culture in development - as a key component of human rights. It states that "All persons have [...] the right to express themselves and to create and disseminate their work in the language of their choice, and particularly in their mother tongue; all persons are entitled to quality education and training that fully respect their cultural identity; and all persons have the right to participate in the cultural life of their choice and conduct their own cultural practices, subject to respect for human rights and fundamental freedoms"

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