Human Capital and Disability. Why it’s important to invest in all people. What is disability? One billion people have Persons with disabilities include those who disabilities globally... have long-term physical, mental, intellectual, or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal ...that’s ...and includes basis with others. (UNCRPD, 2006, Art. 1). 15 percent 100 million Promoting full participation of persons with disabilities in society is an integral part of the of the children with both 2030 Agenda for Sustainable Development population moderate and which pledges that no one will be left behind. severe disabilities. Disability intersects with issues related to gender, age, and sexual orientation and gender identity. Types of disabilities. Physical Blindness and Cognitive or Hearing Developmental disabilities. low vision learning disabilities.. disability. and intellectual Barriers include: disabilities. Inaccessible Hazardous entries/ Lack of understanding Lack of accessible Social Barriers buildings . poor pathways. and stigma. services. exclusion . Inaccessible Lack of Lack of trained Lack of training in Involuntary transportation . resources. educators and sign language . placement learning support. Why is Disability-inclusive development requires disability a whole-of-government approach. important To achieve disability-inclusive development takes the integrated efforts of for human multiple sectors and a whole-of-government approach. The systematic and effective inclusion of persons with disabilities in Bank operations is essential capital? The Human Capital Index (HCI) provides a to fully achieving the World Bank’s twin goals of ending extreme poverty and promoting shared prosperity. To this end, the Bank has made 10 commitments measure of a country’s productive potential. that cross sectors and constituencies including social protection, transport, Persons with disabilities are less likely to have education and the private sector, among others. opportunities for productivity. They are more likely to experience multidimensional poverty, Inclusive education. Transport . lack access to health services, education and Ensuring that all World Bank- Ensuring that all World employment opportunities, and face social financed education programs Bank-financed urban exclusion and poor quality of life. and projects are disability- mobility and rail projects inclusive by 2025. that support public transport There are society-wide economic services are disability- consequences for not supplying support and Technology and inclusive by 2025. opportunities for persons with disabilities. innovation. Ensuring that all World Bank- Private sector . financed digital development Enhancing due diligence projects are disability on private sector sensitive, including through projects financed by the Valuable human HCI the use of universal design and accessibility standards. International Finance Corporation regarding disability inclusion. capital lost. Data disaggregation . Scaling up disability data Social protection . collection and use. Ensuring that 75 percent of World Bank-financed social Women and girls . protection projects are High welfare disability-inclusive by 2025. Better understand the costs and lost economic empowerment of tax revenues. women with disabilities. Staffing . Increasing the number of Persons with staff with disabilities in the disabilities in World Bank Group. humanitarian High costs of exclusion. 3 to 7% contexts . Ensuring that all projects Disability inclusion and accountability framework . of GDP. financing public facilities in Promoting the Disability post-disaster reconstruction Inclusion and Accountability are disability-inclusive by 2020. Framework among WB staff. Barriers across all lifecycles How does disability vary over the lifecycle? include: Barriers. Opportunities. a. • Higher healthcare needs 46% m ig St and costs s. • Insufficient access to on of persons Investments in ers health and community age 60+ universal access to rp support services health and community n. • Increased risk of violence io have disabilities. de support services will at in be essential to meet Ol against elderly women. rim the needs of ageing sc populations. Di Opportunities.. Barriers • Regulations that are Only 36% e. nc s. ole non-inclusive ult • Obstacles to traveling Vi of persons with disabilities ad age 15+ to work e ag • Limited opportunities Support economic are employed, g- inclusion and access kin for employment t. compared to 60 percent for to services through ec outside low-skilled/ or gl inclusive regulations W persons without disabilities. part-time work. Ne and policies. Barriers Opportunities. • Inappropriate school inputs such . cy Only 6.6% en as an inaccessible curriculum ag and lack of trained educators of • Physical barriers in schools n. ck of persons with disabilities reen La complete secondary • Obstacles to accessing dr ild Inclusive, hil education Ch sexual and reproductive accessible, and C compared to 49 percent for health services especially effective learning for girls and young women environments for all . rty persons without disabilities. students. with disabilities. ve Po How can we support action now? Examples of disability The Disability and Children at Risk Project supported expanding . sh inclusion in the network of services for children at risk (including children with e disabilities) in alignment with the legal and policy framework of World Bank lad the United Nations Convention on the Rights of the Child (CRC), projects. ng while strengthening the capacity of the institutions responsible for Ba designing and overseeing programs for child protection. Disability inclusion is incorporated into multiple projects. The Agro- Processing, Productivity Enhancement and Livelihood Improvement Ni Support Project will support women, youth, and farmers with ge disabilities. The Ibadan Urban Flood Management Project is ria working to ensure that infrastructure investments embrace universal . design principles, and the needs of persons with disabilities are incorporated into the design of the flood early warning system. Persons with disabilities have been identified as specific beneficiaries in the Scaling up Urban Upgrading Project. This disability-inclusive project in several medium-sized cities implements . m technical standards for accessible infrastructure; universal design na in urban environments, roads, schools, and public facilities; and et transport accessibility. Vi What is the way The World Bank will: forward? strive to lower barriers for persons with disabilities so that exclusion doesn’t continue to grow. work to improve outcomes for persons with disabilities to halt and reverse the achievement gap. aim to make social protection, health, and education systems universally inclusive to prevent healthcare costs from rising and access from falling. These efforts will be in alignment with the Sustainable Development Goals (SDGs), the World Bank Environmental and Social Framework, the 10 commitments, the 19th replenishment of the International Development Association (IDA19) commitments, and the recommendations of the World Report on Disability. Soci l D v lopm nt References Male, Chata and Quentin Wodon. (2017). Disability gaps in educational attainment and literacy (Eng.). The price of exclusion : disability and education. Washington, D.C. : World Bank. Kuper, Hannah and Phyllis Heydt. (2019). The Missing Billion. International Centre for Evidence in Disability. United Nations. (2020). Ageing and Disability. United Nations Department of Economic and Social Affairs. (2018). Disability and Development Report. United Nations General Assembly. (2006). Convention on the Rights of Persons with Disabilities, A/RES/61/106, Art. 1. United Nations Population Fund. (2018). Young Persons with Disabilities. Wodon, Quentin, Chata Male, Claudio Montenegro and Ada Nayihouba. (2018). The Challenge of Inclusive Education in Sub-Saharan Africa (English). The price of exclusion : disability and education. Washington, D.C. : World Bank. Wodon, Quentin, Chata Male, Ada Nayihouba, and Elizabeth Smith. (2019). The price of exclusion: Disability and Education. Washington, D.C. : World Bank. World Bank. (2018). Disability Inclusion and Accountability Framework. Washington, D.C. : World Bank. World Bank. (2019). Equity and Inclusion in Education in World Bank Projects. Washington, D.C. : World Bank. World Bank. (2019). Inclusive Education Resource Guide. Washington, D.C. : World Bank. World Health Organization and UNICEF. (2012). Early Childhood Development and Disability: A Discussion Paper. Photo credits: “Emelda and Vivian.” Leonard Cheshire supports Emelda through the Girls Education Challenge in Kenya. Photo 1:   By Leonard Cheshire/Jenny Matthews “Milcah Owour.” Supported by Leonard Cheshire through the Girls Education Challenge in Kenya. Photo 2:   By Leonard Cheshire/Jenny Matthews Photo 4: “CSID offer therapy to disabled children” by Stars Foundation, CC BY-NC-ND 2.0 Photo 5: “David Undie” by Water and Sanitation Collaborative Council/Jason Florio, license: CC BY 2.0 Photo 6: Courtesy of the World Bank Group Photo 7: “Lessons for the disabled” by UNAMID/Albert Gonzalez Farran, CC BY-NC-ND 2.0 Photo 8: “A disabled woman building her own house” by UNAMID/Albert Gonzalez Farran, CC BY-NC-ND 2.0 worldbank.org/humancapital