Sustainable Development and Persons with Disabilities: The Process of Self-Empowerment (ADF, 1995, 117 p.): Section II: Building economic self-reliance: Chapter 9: Capacity building: Skills training and institution building: Action guidelines

Sustainable Development and Persons with Disabilities: The Process of Self-Empowerment (ADF, 1995, 117 p.)

(introduction...)

About the author

Foreword

Abbreviations

Sources and acknowledgements

Section I: Understanding and perception

(introduction...)

Chapter 1: Introduction

Objectives of this guide

Who may use the guide

Language and liberation

Debate and discussion must continue

Chapter 2: An integrated approach to sustainable development for persons with disability

Chapter 3: The enabling environment: SAPs, development and disability

(introduction...)

Action guidelines

Appendix 1: Structural adjustment programme (SAP) - The experience of Zambia

Chapter 4: Community-based rehabilitation

(introduction...)

Practices in relation to the PWDs

What is CBR?

Case studies

A general assessment of CBR: Possibilities and limitations

Action guidelines

Section II: Building economic self-reliance

(introduction...)

Chapter 5: Building economic self-reliance

The importance of self-reliance

Employment options for PWDs

Group versus individually designed and managed IGPs

IGPs at the crossroads of gender and class

Action guidelines

Chapter 6: Income generating project planning

The importance of planning

The experience of a clothing manufacturing project run by a PWD organisation

Other lessons to learn from other experiences

Recommendations of the entebbe workshop

What is involved in successful planning

What kind of information is needed for planning?

What do we do with all this information?

Action guidelines

Chapter 7: Implementation and resource mobilisation

(introduction...)

Sustainability

Resource mobilisation

Running an enterprise

Some case studies of projects run by PWDs

Action guidelines

Appendix 1: Revolving loan scheme (RLS)

Appendix 2: The Entebbe workshop resolution con RLS

Chapter 8: Monitoring and evaluation: Measuring the success of IGPs

(introduction...)

Monitoring

Evaluation

Methodology of monitoring and evaluation

Action guidelines

Chapter 9: Capacity building: Skills training and institution building

(introduction...)

Empowerment

The pedagogy of disability training

Women with disabilities and capacity building for IGPs

Action guidelines

Section III: Lobbying, networking and building alliances

(introduction...)

Chapter 10: Strategies for lobbying, networking and building alliances

PWDs are their own principal change agents

Lobbying, advocacy and networking

Broad alliances

Action guidelines

Notes and references

(introduction...)

ADF board of directors

Action guidelines

A. For Persons with Disability

· They must motivate themselves. Our inner self is our first asset.

· They must not limit themselves to purely vocational training. They must also demand education in the broader sense to enable them to undertake research and analysis.

· If they are organised as a cooperative, they must rely largely on their own efforts to build institutional structures that are democratic, transparent and fully accountable to the members.

· If they are organised as individual enterprises, they must take advantage of public and private institutions that offer management courses.

· They must fight against prejudice and discrimination when it comes to training in business management and the professions.

· They must refuse to be treated as empty bottles to be filled through the "top-down" approach; they must insist on the participatory approaches to building capacity.

· MWDs (Men with Disabilities) must ensure that WWDs are fully integrated in their programmes (and in their homes) as equal partners.

· They must not isolate themselves from the rest of civil society; they must join forces with other organs of civil society to influence policy and the socio-economic environment.

· Those PWDs who have attained success in their enterprises should encourage and help others with development efforts.

· The parents of children with disabilities should be actively involved in development enterprises.

B. For the Government

· The government must create the enabling and institutional environment to help strengthen the individual capabilities of PWDs. (Also see Ch. 4)

· It must take affirmative action to enable PWDs to have access to public institutions of higher education as well as vocational training.

· Since most PWDs work as groups or as cooperatives, it is important that the government provide adequate cooperative training to them, including extension and monitoring facilities.

· The government must formulate policies to cater for the needs of parents of children with disabilities.

C. For IGOs and NGOs working with PWDs

· They must not limit themselves to providing finance only; they must also support capacity building programmes.

· They must involve the PWDs in development projects using the participatory approach.

· (NGOs) which have had experience in working with groups and cooperatives must write up manuals based on these experiences so as to help strengthen cooperative institutional capacity.

· They could play a positive role in addressing specific concerns of women and children with disabilities and caters of people with severe disabilities.

Same Areas for Further Discussion

Why is it important for PWDs to acquire broader conceptual, analytical and research skills, as well as vocational skills?

Is it true that cooperative institutional building is more difficult than capitalist-based enterprises? If so, why, and how can cooperative structures be strengthened?

How do you ensure that women's participation in IGPs is truly empowering?

Who lights the candle that empowers the people?