PROMOTING SOCIAL INCLUSION IN TIMOR-LESTE

Analysis of National Disability Policy Framework in Timor-Leste

LIST OF APPENDICES:

I. APPENDIX 1: DETAILS OF NATIONAL POLICY WORKING GROUP MEMBERS 1

II. APPENDIX 2: TIMOR-LESTE PROJECT IMPLEMENTATION FRAMEWORK 4

III. APPENDIX 3: INTERNATIONAL POLICY PARTNERS AND TIMOR-LESTE NATIONAL IMPLEMENTING

PARTNERS TEAM 6

IV. APPENDIX 4 – ANALYTICAL FRAMEWORK ON INCLUSIVE POLICY DESIGN: APPLIED VERSION 7

V. APPENDIX 5 – EQUIFRAME 26

VI. APPENDIX 6 - SUMMARY OF KEY ACTIONS IN EQUIPP 36

VII. APPENDIX 7 – SUSTAINABLE DEVELOPMENT GOALS: RELEVANT GOALS AND INDICATORS 45

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I. Appendix 1: Details of National Policy Working Group members

List of NPWG Member - Social Inclusion Project

No Name Institution Position

1 Mateus da Silva Ministry of Social and Solidarity MSS / DNAS

National Directorate of Social Assistance, Head of Program Development Department

2 Dinis da Silva Ministry of Social and Solidarity MSS

Head and Chief Department of Humanitarian Assistance Program

3 Silveiro Pinto STATISTIC

Chief Statistic Training Centre GDS, Unit Coordinator & Operational Statistic , General Director of Statistic Ministry Finance

4 Estanislau Mariano STATISTIC Chief International Corporation

5 Florindo Napoleão Secretariat of State Youth and Sports

Chief Department of Human Resources and Administration

6 Filipe Soares Forum Tau Matan / Watch Forum

Child Protection Trainer

7 Justino Sarmento The ASIA FOUNDATION Monitoring Evaluation Officer - (Nabilan) Ending Violence Against Women Program

8 Antonieta Maia The ASIA FOUNDATION Senior Program Officer – Support for Good Public Policy Program, Women Weavers Project Coordinator

9 Fausto Guterres Student University UNPAZ Social Science and Human (SCH) faculty, Department of International Relationship

10 Eligito Pereira Student University UNPAZ Social Science and Human (SCH) faculty, Department of International Relationship

11 Jose Monteiro Minestery Education Chief of Inclusive

12 Jose Cornelio University UNPAZ Dean of Social Science & Politic

13 Finance Department

2

Antoninho da Silva Soares

AHISAUN (Disability People Organization / DPO )

14 David Marcal AHISAUN ( Disability People Organization / DPO )

Program Manager

15 Amelia C.de A. Andrade Unniversity UNPAZ

Chief Department of Politic Development

List of Institution which take which represented by National Policy Working Group (NPWG)

No NPWG Members Institution

1 2 MSS ( Minister Social and Solidarity )

2 4 University UNPAZ

3 2 Statistic / Minestery of Finance

4 2 AHISAUN (Disability People Organisation)

5 1 Forum Tau Matan (Watch Forum)

6 2 ASIA FOUNDATION

7 1 Minestery Education / INCLUSIVE

8 1 Secretariat of State Youth and Sports / SEJD

15 Members 8 Institutions

3

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II. Appendix 2: Timor-Leste Project Implementation Framework

Policy Initiation Workshop: Capacity-building components

Partner Actions and areas of responsibility Deliverables

Lead National Implementing Partner

- Bring together the key national stakeholders to discuss and validate the policy priority for the project

- Facilitate the policy research, assessment and revision processes within the sub working group to be established during the workshop

- Ensure the logistics of the meeting, including the translation and interpretation

- Validation of the policy proposal for assessment and revision, identified in the preparatory stage for the project

- Draft plan of action to improve inclusiveness of the identified policies (drafted based on input from all participants as an outcome of the Policy Initiation Workshop)

- One national sub working group established around the policies under consideration

UNESCO HQ

One Senior Consultant

Understanding inclusive policy framework:

- Parameters of Inclusive Policies from UNESCO’s perspective

- The Conceptual Framework of Policy Innovation Lab and the linkages with the project

- Guide on assessing the degree of inclusiveness of public policies

UNESCAP

One Senior Consultant

Data Capacity-building:

- Introduction to the generic data gaps and quality assessment framework

- Facilitating the development of action plan to address the identified data gaps

- building the capacities of the national counterparts on data collection and analysis methodologies that allow a special focus on inclusiveness policy features

- A toolkit for assessing gaps in availability and quality of data to support policies and programmes to promote social inclusion

- Identification of the gaps in availability and quality of data to support policies that promote social inclusion (to be delivered together with the lead national implementing partner and other relevant national stakeholders, such as national statistics office)

EquiFrame

One Senior Consultant & One Associate

Policy Capacity-building:

- Introduction of the Inclusive Policy Process model

- application of EquiFrame policy analysis tool for assessing the degree of inclusiveness of selected policies

- EquiFrame policy analysis tool as a model

- Identification of the gaps in various parameters of inclusiveness of public policies under review (to be produced together with the lead national implementing partner and other relevant national stakeholders)

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Policy Review Facilitation: Capacity-building components

Partner Activities/responsibilities Deliverable

Lead National Implementing Partner

- Conducting policy consultation process.

- Facilitating the collection and analysis of the data by the sub working group, assisted by the international implementing partners.

- Ensuring the logistics and communication with the international partners as needed.

- liaising between the national and international partners on addressing the constraining factors in programme implementation

- Policy proposals that have been revised as the result of the policy review facilitation processes by the national working groups, with close support from the international implementing partners

UNESCO HQ

Two Senior Consultants

Understanding inclusive policy framework:

- Parameters of Inclusive Policies: UNESCO’s perspective

- Policy Innovation Lab based on the outcomes of the project (out of country)

- One mission to the country of 4 day duration

- Several skype conferences (frequency to be determined based on need)

- Regular support through email and/or phone communication

- Policy Innovation Lab

UNESCAP

Two Senior Consultants

Data Capacity-building:

- Supporting the national team in applying the framework to the selected social policies and programmes

- Supporting the national team in developing a medium term action plan to address data gaps and data quality issues identified during the Policy initiation workshop

- Development of a web platform for data gaps and quality assessment frameworks (out of country)

- One mission to the country

- Regular support through teleconferencing sessions (as needed), email and/or phone communication

- a web platform for data gaps and quality assessment frameworks

EquiFrame

Two Senior Consultants & One Associate

Policy Capacity-building:

- Supporting each participant in the policy revision process

- Assisting the national team to identify the barriers and facilitating factors in the process

- Application of the EquiFrame policy analysis tool

- One mission to the country

- Regular support through teleconferencing sessions (as needed), email and/or phone communication

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III. Appendix 3: International Policy Partners and Timor-Leste

National Implementing Partners Team

International Policy Partners (capacity-building providers)

Partner General Functions Experts

UNESCO Field Office

Overall Coordination Irakli Khodeli (SHS/Jakarta)

UNESCO HQ

Provision of expertize on inclusive policy framework (in-country)

Development of Policy Innovation Lab based on the outcomes of the project (out of country)

Iulia Sevciuc (RPF/SHS), Alexander Hauschild (consultant)

UNESCAP

Capacity-building on data: application of assessment framework and development of action plans to dress the identified data gaps (in-country)

Development of data gaps and quality assessment framework, including as a web platform (out of country)

Yanhong Zhang (ESCAP/Bangkok) Jessica Gardner (Consultant)

EquiFrame

Capacity-building on policy: introduction of the Inclusive Policy Process model and the application of EquiFrame policy analysis tool for assessing the degree of inclusiveness

Mac MacLachlan (consultant) Hasheem Mannan (consultant) Tessy Huss (consultant)

Timor-Leste National Implementing Partners Team

Timor-Leste National Commission for UNESCO – the Lead National Implementing Partner Key Functions:

1. Convening the national partners for this project. 2. Coordinating the national consultative process to identify policies to be assessed and

improved through this project. 3. Coordinating the consultation with national stakeholders on data needs based on the

identified policy priorities. 4. Serving as the main interlocutor for the International Expert Partners Team for this project. 5. Facilitating the policy research and policy revision processes conducted by the national

implementing team. 6. Organizing the two workshops (Inception and Conclusion) of the project. 7. Facilitating the work of the national stakeholder groups in between the workshops. 8. Presenting the improved policy frameworks to the government during the national dialogue

events. 9. Drafting, in collaboration with the international implementing partners, the report on the

policy revision exercise and the lessons learned.

Ministry of Social Solidarity (MSS)

State Secretariat for Youth and Sport

National Statistics Directorate http://www.statistics.gov.tl/

Ministry of Education

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IV. Appendix 4 – Analytical Framework on Inclusive Policy Design:

Applied version

Abbreviations e.g. for example (from Latin id est.) EU European Union HIV Human Immunodeficiency Virus M&E Monitoring and evaluation

MOU Memorandum of Understanding MPI Multidimensional Poverty Index SDG Sustainable Development Goals UNESCO United Nations Educational, Scientific and Cultural Organization USA United States of America

A. History of social inclusion

“Exclusion violates human rights and dignity. It holds societies back from sustainable development. This is the importance of the 2030 Agenda for Sustainable Development – to empower every man and woman, to advance justice, to eradicate poverty, to protect the

planet, inclusion stands at the heart of the Agenda.”1

Social inclusion is not a new topic in the development world. The issue has been addressed very early during the 1995 Copenhagen Declaration on Social Development2. Article 2 of the declaration mentions the terminology ‘social inclusion’:

We acknowledge that the people of the world have shown in different ways an urgent need to address profound social problems, especially poverty, unemployment and social exclusion, that affect every country. …

Twenty years later, the recently developed 2015 Sustainable Development Goals3 (SDGs) and the 2030 development agenda are putting much focus on social inclusion. Six out 17 sustainable development goals address social inclusion, while others goals are supporting social inclusion.

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

1 Irina Bokova, UNESCO Director-General, 29. October 2015 at Sofia University, Bulgaria, http://www.unesco.org/new/en/social-and-human-sciences/themes/sv/news/inclusion_at_the_heart_of_the_2030_agenda_for_sustainable_development/#.VrsPpJN97wc 2 World Summit for Social Development Agreements, http://www.un.org/esa/socdev/wssd/text-version/agreements/index.html 3 Sustainable Development Goals, https://sustainabledevelopment.un.org/sdgs

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Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

Goal 9: Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

Goal 10: Reduce inequality within and among countries.

Goal 11: Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all.

B. Dimensions of social exclusion and inclusion

UNESCO developed at set of six dimensions of social exclusion and inclusion. The dimension s put us in the position to understand and somewhat measure social inclusion in our societies. The six dimensions explain that social inclusion and exclusion are complex issues that can only be addressed by cross-cutting, multi-disciplinary, and long-term policies. The six dimensions of social inclusion and exclusion are:

1. Multi-dimensional dimension 2. Relational dimension 3. Group based or individual dimension 4. Dynamic dimension 5. Level and contextual dimension 6. Participatory dimension

C. Markers of inclusive policies

Within the analytical framework, markers or indicators have been developed to measure the level of achievement of each dimension within a policy. Each maker is accompanied by a couple of design ideas for inclusive policy design.

D. Social exclusion and inclusion is multidimensional

1. Description

Five dimensions in our societies determine whether an individual or group is included or excluded. This explains why there can be no single policy solution to social exclusion. Social inclusion is a crosscutting issue that seeks a multi-disciplinary approach to implement meaningful solution for the inclusion of those who living on the fringes of society.

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Dimensions of social inclusion

People who are socially excluded do not have full access to participation in

- Civic dimension, e.g. rights to access to cast or become a candidate in public elections - Cultural dimension, e.g. limited access to education services - Economic dimension, e.g. limited access to the labour market - Political dimension e.g. participation in elections as candidate or voter - Social dimension, e.g. limited access to social welfare systems, access to health services

2. Markers

A policy with multi-dimensional policy should ideally reflect the following makers:

Multidimensional Policy Marker 1: Inclusion is an explicit and overarching goal that cuts across sectoral policies

1.a. Inclusion is reached through a system or portfolio of policy actions

- An effective policy portfolio is multi-dimensional and covers the social, economic, civic and political, and cultural sector.

Example 1: EU labour market4 The EU’s recommendation for the inclusion of persons excluded from the labour market pushes for three integrated interventions:

1. Income support 2. Inclusive labour markets 3. Access to quality services

1.b. Inclusion is a supra-goal at the strategic level

4 See Frazer (2012); Blommesteijn, M. (2013), Assessment of the implementation of the European Commission

Recommendation on Active Inclusion: A Study of National Policies: The Netherlands, European Commission,

Directorate General of Employment, Social Affairs and Inclusion, Brussels.

Social inclusion/exclusion

Civic dimension

Cultural dimension

Economic dimension

Political dimension

Social dimension

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- The goal of inclusion is part of all policies.

- M&E of all concerned policies allow for the tracking of progress under the overarching goal of inclusion.

- Inclusion is not integrated as a “on paper” goal only; it is adequately operationalized.

Example 2: Malaysia’s 11th Development Plan5 Malaysia’s current development plan (2016-2020) elevates the goal of social inclusion to one among 10 goals (strategic thrusts). To achieve this goal, the development plan focuses its action on

1. support of poor households, 2. community empowerment, 3. transformation of rural areas, 4. accelerated regional growth,

and 5. Economic development for

the Bumiputra Economic Community.

1.c. Resources are allocated to inclusion based on real and assessed needs

- Social inclusion is not no-cost add-on to existing policies.

- Are resources allocated for the achievement of social inclusion?

- Could resources be reallocated to better support social inclusion?

Multidimensional Policy Marker 2: Social inclusion is achieved through integrated and coordinated interventions

2.a. Inclusion is reached through integrated interventions

- Are the interventions to achieve social inclusion multidimensional?

- Are the interventions designed and implemented by interdisciplinary multi-stakeholder team?

Example 3: Supporting homeless people in the USA6 In the USA, nineteen government departments and agencies, NGOs and the private sector under the coordination of the US Interagency Council for the Homeless support people living in shelters to

1. move to transitional housing, 2. prepare for jobs, 3. receive drug and alcohol

treatment if necessary, 4. reunite with their families, 5. find a permanent home, and 6. stay housed.

2.b. Integrated interventions must be coordinated

- Are mechanisms in place that allow coordination across sectors? (education, health, civic, political, culture)

- Are mechanisms in place to allow coordination across levels? (national, meso, micro)

- Are mechanisms in place to allow coordination across service

5 Malaysian Government (2015), Eleventh Malaysia Plan 2016-2020: Anchoring Growth on People, Economic

Planning Unit, Prime Minister's Department, Kuala Lumpur.

6 Silver, H. (2012), “Framing Social Inclusion policies”, Background paper draft, World Bank, Washington, DC, p 21-

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providers? (public, private, non-profit)

Multidimensional Policy Marker 3: Public sector innovations support the achievement of social

3.a. Trial and error approach - Do policy makers and service

providers have the freedom and flexibility to apply a ‘try, test and improve’ approach to inclusive policy development and implementation?

Example 4: HIV test result delivery in Zambia7 In 2010, the Mwana project implemented by the Zambian Ministry of Health reduced the time to deliver HIV test results from 66 to 33 days in average. The project delivered test results through mobile phone messages.

3.b. Inclusion of beneficiaries though new technologies during the design process

- Are beneficiaries involved in the policy design process?

- Which new technologies can be helpful to increasingly involve the beneficiaries of social inclusion policies?

3.c. Using new technologies to improve the implementation of services

- Do service providers make us of new technologies like the internet or mobile phones?

3.d. Public sector innovation - Is innovation encouraged in the field

of inclusive policy design and delivery?

Multidimensional Policy Marker 4: Availability of integrated and policy sensitive data

4.a. Integrated data collection - Is data collected in a coherent

manner to support social inclusion policies?

Example 5: Social media as crisis indicator8 In Indonesia, the number of Twitter messages closely matched the official inflation statistics, showing how the volume and topics of Twitter conversations can reflect a population’s concerns in close to real time.

4.b. Data must be equity weighted - Does the collected data enable the

detection and tracking of disparities?

4.c. Data collection must be timely

7 UNICEF (2012), “Project Mwana: Using mobile technology to improve early infant diagnosis of HIV”, Partnership profile, http://www.unicef.org/partners/Partnership_profile_2012_Mwana_Zambia_V2_approved.pdf 8 UN Global Pulse (2013), “Big Data for Development: A Primer”, http://www.unglobalpulse.org/sites/default/files/Primer%202013_FINAL%20FOR%20PRINT.pdf, p.5

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- Timely data collection can help to reduce the impact of an upcoming crisis on those who are already socially excluded or threatened to be excluded.

E. Social inclusion is relational

1. Description

Social exclusion has negative influence on the development of an individual or group. This influence becomes measurable when one compares:

i. The level wellbeing of an individual or group in relation to the wellbeing of mainstream society, and

ii. The level wellbeing of an individual or group in relation to its individual potential.

Wellbeing of an individual or

group compared to ...

... the wellebeing

of mainstream

society.

... individual potential.

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Relational dimension of social inclusion

2. Markers

A policy with the relational dimension should ideally reflect the following makers:

Relational Policy Marker 1: Social inclusion is achieved through equality of opportunities and outcomes

1.a. Dealing with causes of social inclusion - Are causes for social inclusion

addressed in existing policies or do they deal with symptoms?

- Social inclusion cannot only be achieved by dealing with symptoms of social inclusion.

Example 6: Brunei vision 20359 The Brunei Economic Development Board outlines in its ‘Vision 2035’ to transform Brunei into a nation recognised for: - the accomplishments of its well-

educated and highly-skilled people as measured by the highest international standards;

- its quality of life that is among the top 10 nations in the world; and

- its dynamic and sustainable economy.

To achieve this ambitious goal, the government developed strategies for the following sectors:

- education, - economy, - security, - institutional development, - local business development, - infrastructure development, - social security, and - environment.

1.b. Opportunities must be equitable not only equal

- Are social policies putting in place services that grant equitable access

- Are socially excluded persons enabled to access to enjoy public services?

1.c. Policies must focus on the long term goal of social inclusion

- Are policies designed to achieve the log term goal of social inclusion?

- Social policies should not focus on quick wins.

Relational Policy Marker 2: Provision of and access to services

2.a. Providing public services and access to public services

- Are public services available?

Example 7: Conditional transfer systems payments in Columbia, Mexico and Columbia10

9 The Brunei Economic Development Board, “Vision 2035”, http://www.bedb.com.bn/index.php/about-bedb/the-brunei-vision-2035 10 Rawlings, B. L. and Rubio, M. G. (2005), Evaluating the Impact of Conditional Cash Transfer Programs, World

Bank Research Observer, 20 (1): 29-55. http://wbro.oxfordjournals.org/content/20/1/29.full.pdf

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- Are public services accessible? ‘Conditional transfer system payments’ have increased the enrolment of boys and girls in schools. The payments are made to families whose children are in school age but do not yet attend school. They are made under the condition that if a family accepts the payments, the children have to attend school.

2.b. Acceptance and uptake of public services

- Do the beneficiaries accept and make use of public services?

- What are the reasons for low uptake and rejection?

Relational Policy Marker 3: Resources must be redirected towards socially excluded persons

3.a. Redirection of resources - Are resources redirected towards

groups that are socially excluded? - Is participation of the socially

excluded practiced during public budget expenditure planning?

Example 8: Situation of Roma in Southeast Europe11 Insufficient education and participation in the labour market among Roma, the combined economic losses of four countries in Europe (Serbia, the Czech Republic, Bulgaria, and Romania) amount annually to as much as 5.7 billion Euros, while the fiscal losses are estimated at 2 billion Euros annually. Inclusive policies that holistically address the issue of low participation in the labour market would benefit everybody in these countries.

3.b. Is society aware of groups of persons that are socially excluded

- Society must be made aware of groups of persons that are socially excluded.

- Society must be made aware of the impact of social exclusion on society at large.

- Society must be made aware of the cost of social exclusion versus the cost of inclusive polices and services.

3.c. The role of international players in achieving social inclusion

- The international community through bilateral and multilateral channels is in the position to support the development of social policies and increase the wellbeing of people.

11 UNDP (2006), At Risk: Roma and the Displaced in Southeast Europe, Bratislava: UNDP,

http://europeandcis.undp.org/uploads/public/File/rbecweb/vgr/vulnrepall.pdf; see also de Laat, J. (2010), Roma

Inclusion: An Economic Opportunity for Bulgaria, Czech Republic, Romania and Serbia, Policy Note, Washington,

DC: World Bank.

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Relational Policy Marker 4: Relation between mainstream population and the excluded

3.a. Social policies must target all groups of society

- Are social policies acceptable for all groups of society?

- Does social inclusion mean conformity and threatens certain groups of society to loose identity.

3.b. Social inclusion must be accompanied by meaningful dialogue

- Social policy must initiate a dialogue between groups that are included and groups that excluded.

- Dialogue must be meaningful and dialogue parties must be on equal footing.

F. Social inclusion has a group based and individual approach

dimension

1. Description

Successful removal of barriers - barriers that keep individuals or groups of society from participating and enjoying the same right, freedoms and obligations as mainstream society - are best approached through a combination of group and individual interventions. Group interventions are suitable to create impact for the majority of members of society but not all. Therefore individual interventions are necessary for those who are left behind or not thoroughly attended by group interventions. Individual interventions are very time consuming and cost intensive, however have the potential to reach those who are left behind from group approaches.

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Combination of group based interventions and individual interventions leads to social inclusion

2. Markers

A policy that allows for group based and individual interventions should ideally reflect the following makers:

Group based and individual approach Policy Marker 1: Exclusion risks

1.a. Group conditions and individual characteristics

- People prone to social exclusion are not a homogenous group.

- Even members of traditionally excluded groups show individual characteristics that make them prone to exclusion.

- These individual characteristics are linked to age, education, employment, ethnicity, gender, health, income, language, religion, and place of residence.

Example 9: Twin track approach for empowerment of persons with disabilities12

Track 1 involves the integrations of disability sensitive measure into design, implementation, monitoring and evaluation of policies and programmes. Track 2 accommodates the different individual impairment specific needs of persons with disabilities.

12 UN Economic and Social Council (2012), “Mainstreaming Disability in the Development Agenda”,

www.un.org/disabilities/documents/reports/e_cn5_2012_6.doc

Group based interventions

Individual interventions

Social inclusion

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1.b. Social exclusion is a common risk that does not exclusively threaten traditionally excluded groups

- Policies must not only focus on traditionally excluded groups.

- Policies must include safety nets for all citizens, as they all may become victims of social exclusion.

Group based and individual approach Policy Marker 2: Institutionalised drivers of exclusion

2.a. Structural, behavioural and policy related drivers of exclusion

- Do institutions exclude groups or individuals in society?

- Do our values and behaviours exclude groups or individuals in society?

- Do our policies have an inclusive character?

Example 10: Pro Bumiputra policies in Malaysia13

Since 1971, with the introduction of the New Economic Policy (NEP), the government gives its Malay population major benefits over the Chinese and Indian population of the country. The benefits range from access to education, housing, public service jobs, and banking services. This kind policy have the risk of creating a two-class society.

2.b. Bottlenecks and loopholes in existing policies

- Do our existing policies show systematic barriers to inclusion?

- Systematic identification of loopholes and bottlenecks in existing policies is necessary to improve the wellbeing of marginalized groups and individuals.

Group based and individual approach Policy Marker 3: Breadth and depth of an intervention

3.a. Risks and drivers as well as degree of coverage of an inclusive policy

Example 11: Multidimensional Poverty Index (MPI)14

13 The Economist, “A Never Ending Policy”, http://www.economist.com/news/briefing/21576654-elections-may-could-mark-turning-point-never-ending-policy The Malay Online, “Malaysia breaking international laws with pro-Bumiputra policies, Suaran advisor claims”, http://www.themalaymailonline.com/malaysia/article/malaysia-breaking-international-laws-with-pro-bumiputera-policies-suaram-ad 14 See Oxford Poverty and Human Development Initiative and their work on multidimensional poverty. <

http://www.ophi.org.uk/research/multidimensional-poverty/> and

<http://www.qeh.ox.ac.uk/research/groups/ophi>; UNDP Human Development Reports

http://hdr.undp.org/en/content/multidimensional-poverty-index-mpi

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- Breadth: how many exclusion risks and drivers for exclusion are addressed in a policy?

- Depth: to which degree are they addressed in a policy?

Mexico, Columbia, Tunisia and Pakistan are implementing the MPI. The MPI classifies each member of a household as ‘poor’ or ‘non-poor’ based on the deprivations the individual experiences in the dimensions of health, education and living standards. The results are then aggregated into a national measure. Such an exercise provides action-relevant data both on how many people experience deprivations and on how many deprivations they face on average.

3.b. Bottlenecks and loopholes in existing policies

- Do our existing policies show systematic barriers to inclusion?

- Systematic identification of loopholes and bottlenecks in existing policies is necessary to improve social inclusion of marginalized groups and individuals.

Group based and individual approach Policy Marker 4: Differentiated effects of policies

4.a. Differentiated effects - Does the policy take into account

differentiated impact on different members of society?

Group based and individual approach Policy Marker 5: Policy interventions should be tailored to the needs of the excluded

5.a. Tailored interventions - Tailored interventions are not

exclusive to certain groups. - Tailored interventions try to increase

uptake and acceptance in certain beneficiary groups.

Example 12: Decentralisation of services to local organisations15 To increase uptake of services in Maori communities in New Zealand, the government decided to decentralise service delivery to Maori organisations.

5.b. Tailoring to common patterns of exclusion

- Policies can be tailored not only to ethnic group needs but also to other socio-economic groups, risks, (common) intersections of such risks, and the resulting specific patterns of exclusion and deprivation.

15 Ringold, D. (2005), Accounting for Diversity: Policy Design and Maori Development in Aotearoa New Zealand

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G. Dynamic dimension of social exclusion and inclusion

1. Description

A person’s inclusion status is never static. Changing environments can (i) expose persons to new driver of exclusion or (ii) increase or reduce the impact of existing divers of exclusion.

Social inclusion is a process that implements interventions to bring people who are at the margins of our societies back to the centre of society.

Social inclusion is an Ultimate Goal: A society where all its members are included, have the same rights, same freedoms, and equitable opportunities for human development.

Social Inclusion – process and goal

2. Makers

A policy that addresses social inclusion in form of a process and has social inclusion as the ultimate goal should ideally reflect the following makers:

Dynamic Policy Marker 1: Policies must consider historical causes for exclusion

1.a. Persistence of deprivation Example 13: UK’s Sure Start16

16 United Kingdom, Department for Education (2010), The quality of group childcare settings used by 3-4 year old

children in Sure Start Local Programme areas and the relationship with child outcomes, Available at

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182027/DFE-RR068.pdf

Current state of our societies: Members of society are socially excluded

Process: Social Inclusion Interventions to battle social exclusion

Ultimate Goal: Total Social Inclusion

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- Policies must give special consideration to those groups of people who are historically and traditionally socially excluded.

‘Sure Start’ is set to tackle the cycle of social exclusion and child poverty through improved childcare, early education, health and family support. The programme utilises panel data rather than aggregate cross-sectional data in order to track the progress of the participating children.

1.b. Adequate data collection - To measure the impact of a policy,

data should be gathered before a new policy is being implemented and after its implementation.

- Data collection must focus on crosscutting data at different points of time to enable comparison and impact documentation of policies.

1.c. Historical context social exclusion - To develop meaningful policies that

empower certain excluded groups, it is essential to study the historical context of their exclusion.

Analysis of the historical context of excluded groups in society is essential to drafting meaningful policies that cure symptoms.

Dynamic Policy Marker 2: Policies must be long term

2.a. Unplanned results of long term policies - Social policies might lead to

unpredictable impact. - Monitoring impact of policies is

essential.

2.b. Newly emerging drivers of exclusion - Policies must have the potential to

deal with newly emerging causes for exclusion.

- Rapid data collection mechanisms must be part of a good policy.

2.c. Awareness of capacity and limitation - Policy makers should be aware of

their limitations.

Dynamic Policy Marker 3: Policies must have pro-active preventive early intervention mechanisms as well as reactive mechanisms

3.a. Pro-active preventive

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- Pro-active preventive early intervention means that policies include mechanisms that look critical at society and try to identify drivers for exclusion for exclusion prone groups and individuals at an early stage.

3.b. Reactive - Reactive means that policies must

have mechanisms that support those who are already socially excluded.

H. Levels and context dimension

1. Description

Social exclusion happens at all levels of our societies: macro level, meso level and micro level. A meaningful policy that favours social inclusion must address issues at all levels of society.

2. Makers

A policy that addresses social exclusion on all levels of society should ideally reflect the following makers:

Micro

• Individual

•Household

Meso

•Neighbourhoods

•Communities

Macro

•Nation states

•Global regions

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Levels and context marker 1: In-country coordination and coherence

1.a. Systematic pulls - Policies must address all levels of

society.

Example 14: Timor Leste disability policy and action plan17 Timor Leste has developed a disability policy and implementation action plan to empower and include persons with disabilities. The policy covers accessibility and mobility, cultural and sports activities, education, gender equality, health, information and communication, justice, social assistance, and vocational training and employment. The implementation is coordinated but the Ministry of Social Solidarity in cooperation with the Ministry of Health, Ministry of Justice, Ministry of Education, Ministry of Public Works, Ministry of Transportation and Communication, Secretary of State for Employment and Vocational Training, Secretary of State for the Promotion of Gender Equality, Secretary of State for Social Communication, and Secretary of State of Youth and Sport.

1.b. Horizontal coordination - Inter-ministerial coordination and

cooperation is necessary to develop and implement crosscutting social inclusion policies.

1.c. Vertical coordination - Intra-ministerial - e.g. national level,

provincial level, and district level - coordination to socialize policies and monitor their implementation on all levels of society.

1.d. Coherence, quality and efficiency - Good coordination is a means, not

the goal!

Levels and context marker 2: Regional coordination and cooperation

2.a. Soft laws - Soft laws or MOUs on regional level

are a way to boost mutual learning, exchange of best practices, transparency and policy harmonisation.

Example 15: ASEAN’s Kuala Lumpur declaration on ‘ASEAN 2025: Forging Ahead Together’ 18 The Declaration focus among other points on the development of a community that engages as well as benefits the people and is inclusive, sustainable, resilient, and dynamic.

2.b. Non-standardized instruments

17 Policy: Timor Leste Council of Ministers (2012), “Timor Leste Government Resolution 14/2012 approving the

national policy for inclusion and promotion of the rights of people with disabilities”

Action Plan: Ministry of Social Solidarity (2014), “National Action Plan for People with Disabilities 2014-2018”

18 ASEAN Secretariat (2015), “ASEAN 2025: Forging Ahead Together”, p. 16, http://www.asean.org/storage/2016/01/ASEAN-2025-Forging-Ahead-Together-2nd-Reprint-Dec-2015.pdf,

23

- Flexible regional cooperation frameworks among nation states are necessary to increase social inclusion.

The heads of state agreed to achieve this by: - Implementing inclusive

mechanism that benefit all people.

- Protecting the rights of women, children, youth, the elderly, persons with disabilities, migrant workers and marginalised groups.

- Promoting social development and environmental protection.

- Adapting and responding to social and economic vulnerabilities, disasters, climate change, and emerging threats.

- A harmonious community that is proud of its heritage and has the ability to innovate and contribute to the global community.

I. Participatory dimension

1. Description

Participation of those who are excluded is crucial to achieving meaningful and effective policies. Policy makers only get first hand evidence as well as information about needs, challenges, and solutions to challenges if they consult those who are socially excluded. Therefor participation is about involving those who are excluded in the policy development, budgeting, implementation, and monitoring process.

24

2. Markers

A policy that addresses participation of those who are socially excluded should ideally reflect the following makers:

Participatory marker1: Meaningful participation

1.a. Participation as a goal - Do policy beneficiaries participate in

decision-making and policy design?

Example 16: Gunung Kidul district in Indonesia19 The district of Gunung Kidul decided to involve persons with disabilities in the yearly planning and budgeting cycle to develop services that are accessible and meet their needs. Announcing the participation opportunity ahead of time and laying out the agenda introduced the process. Due to the complex structure of the planning and

1.b. Participation at all stages of policy development

- Do beneficiaries participate during priority setting, policy formulation, budgeting, and policy implementation?

1.c. Institutionalized participation

19 Handicap International, Advocacy for Change project, http://www.handicap-international-id.org/projects/past-project/108-advocating-for-changes-project-in-indonesia

Participation of those who are socially

excluded in ...

... development

... planning

... budgeting...

implementation

... monitoring

25

- Participation of the excluded should ideally be guaranteed through institutionalised mechanisms.

budgeting process, persons with disabilities were given the opportunity to access quality capacity building by local capacity civil society organisations to increase their knowledge and skills related to planning, budgeting, codes of conduct, presentation skills etc.

Participatory marker 2: Transition towards full and regular participation of the excluded

2.a. Proactive involvement of excluded segments of society

- The mere opportunity to participate in not enough.

- People who are excluded must be pro-actively invited to participate.

Example 21: see example above

2.b. Capacity building to enable excluded segments to participate

- People who are excluded might need access to capacity building interventions to be able to meaningful participate.

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V. Appendix 5 – EquiFrame

No.

Core Concept Key Question Key Language

1. Non- discrimination

Does the Policy support the rights of vulnerable groups with equal opportunity in receiving health care?

Vulnerable groups are not discriminated against on the basis of their distinguishing characteristics (i.e. Living away from services; Persons with disabilities; Ethnic minority or Aged).

2. Individualized services

Does the Policy support the rights of vulnerable groups with individually tailored services to meet their needs and choices?

Vulnerable groups receive appropriate, effective, and understandable services.

3. Entitlement Does the Policy indicate how vulnerable groups may qualify for specific benefits relevant to them?

People with limited resources are entitled to some services free of charge or persons with disabilities may be entitled to respite grant.

4. Capability- based services

Does the Policy recognize the capabilities existing within vulnerable groups?

For instance, peer to peer support among women- headed households or shared cultural values among ethnic minorities.

5. Participation Does the Policy support the right of vulnerable groups to participate in the decisions that affect their lives and enhance their empowerment?

Vulnerable groups can exercise choices and influence decisions affecting their life. Such consultation may include planning, development, implementation, and evaluation.

6. Coordination of services

Does the Policy support assistance of vulnerable groups in accessing services from within a single provider system (inter-agency) or more than one provider system (intra-agency) or more than one sector (inter-sectoral)?

Vulnerable groups know how services should interact where inter-agency, intra-agency, and inter- sectoral collaboration is required.

7. Protection from harm

Vulnerable groups are protected from harm during their interaction with health and related systems

Vulnerable groups are protected from harm during their interaction with health and related systems

8. Liberty Does the Policy support the right of vulnerable groups to be free from unwarranted

Vulnerable groups are protected from unwarranted physical or other confinement while in the

Table 1: EquiFrame Core Concepts, Key Questions and Key Language (Mannan et al, 2011)

27

physical or other confinement?

custody of the service system/provider.

9. Autonomy Does the Policy support the right of vulnerable groups to consent, refuse to consent, withdraw consent, or otherwise control or exercise choice or control over what happens to him or her?

Vulnerable groups can express “independence” or “self- determination”. For instance, person with an intellectual disability will have recourse to an independent third party regarding issues of consent and choice.

10. Privacy Does the Policy address the need for information regarding vulnerable groups to be kept private and confidential?

Information regarding vulnerable groups need not be shared among others.

11. Integration Does the Policy promote the use of mainstream services by vulnerable groups?

Vulnerable groups are not barred from participation in services that are provided for general population.

12. Contribution Does the Policy recognize that vulnerable groups can be productive contributors to society?

Vulnerable groups make a meaningful contribution to society.

13. Family resource Does the Policy recognize the value of the family members of vulnerable groups in addressing health needs?

The policy recognizes the value of family members of vulnerable groups as a resource for addressing health needs.

14. Family support Does the Policy recognizethat individual members of vulnerable groups may have an impact on the family members, requiring additional support from health services?

Persons with chronic illness may have mental health effects on other family members, such that these family members themselves require support.

15. Cultural responsiveness

Does the Policy ensure that services respond to the beliefs, values, gender, interpersonal styles, attitudes, cultural, ethnic, or linguistic aspects of the person?

i) Vulnerable groups are consulted on the acceptability of the service provided ii) Health facilities, goods and services must be respectful of ethical principles and culturally appropriate, i.e. respectful of the culture of vulnerable groups

16. Accountability Does the Policy specify to whom, and for what, services providers are accountable?

Vulnerable groups have access to internal and independent professional evaluation or procedural safeguard.

17. Prevention Does the Policy support vulnerable groups in seeking primary, secondary, and tertiary prevention of health

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conditions?

18. Capacity building

Does the Policy support the capacity building of health workers and of the system that they work in addressing health needs of vulnerable groups?

19. Access Does the Policy support vulnerable groups – physical, economic, and information access to health services?

Vulnerable groups have accessible health facilities (i.e., transportation; physical structure of the facilities; affordability and understandable information in appropriate format).

20. Quality Does the Policy support efficiency by providing a structured way of matching health system resources with service demands in addressing health needs of vulnerable groups?

Vulnerable groups are assured of the quality of the clinically appropriate services.

21. Efficiency Does the Policy support efficiency by providing a structured way of matching health system resources with service demands in addressing health needs of vulnerable groups?

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Core Concept coverage and examples of Key Language used

No.

Core Concept

Key Language of the National Disability Policy

Frequency Quality

1 Non-discrimination

Ensure that people with disabilities may obtain the services provided by health professionals, technical support, medication and specialized treatment in an equitable manner, regardless of place of

III 2

Vulnerable Group Definitions (Mannan et al, 2011)

Vulnerable Groups Definition

Limited Resources Referring to poor people or people living in poverty

Increased risk for Morbidity; Ischaemic heart disease, LRTI, CVD, Perinatal conditions, COPD, Diarrhoeal Disease, TB, HIV/AIDS, RTA, Self-inflicted harm.

Referring to people with one of the top 10 illnesses, identified by WHO, as occurring within the relevant country

Mother- Child Mortality

Referring to factors affecting maternal and child health (0-5 years)

Women-headed Households

Referring to households headed by a woman

Children (with Special Needs)

Referring to children marginalized by special contexts, such as orphans or street children

Aged Referring to older age

Youth Referring to younger age without identifying gender

Ethnic Minorities Referring to non-majority groups in terms of culture, race or ethnic identity

Displaced Populations

Referring to people who, becauseof civil unrest or unsustainable livelihoods, have been displaced from their previous residence

Living away from Services

Referring to people living far from health services, either in time or distance

Suffering from Chronic Illness

Referring to people who have an illness which requires continuing need for care

Disabled Referring to persons with disabilities, including physical, sensory, intellectual or mental health conditions, and including synonyms of disability

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residence (rural or urban)

2 Individualized Services

Increase the ability and diversify the response of physical and mental rehabilitation centers in order to meet the needs of people with disabilities; Ensure that equipment, and school learning materials are tailored to the type of disability and the process of learning

III 3

3 Entitlement Ensure the existence of social services to support people with disabilities and their families.

I 1

4 Capability Based Service

/ 0 0

5 Participation

The National Policy for Inclusion and Promotion of the Rights of People with Disabilities has to that extent, defined principles and strategies to be implemented in a phased and progressive manner by government departments and state agencies, in order to ensure the participation of disabled people in the society

IIIII 2

6 Coordination of Services

Recognizing that the promotion of the rights of disabled people requires the involvement and coordination among multiple public and private institutions

IIII 2

7 Protection from Harm

There is a duty of protection by the State

I 1

31

8 Liberty The disabled person must be maintained, whenever possible, with his family and his own social and professional environment, so the institutionalization should be a measure of last resort

I 1

9 Autonomy / 0 0

10 Privacy / 0 0

11 Integration Create conditions that allow the integration, maintenance and professional integration of disabled people in the labor market, through rehabilitation measures and technical professional conversion.

IIIII 2

12 Contribution

/ 0 0

13 Family Resource

/ 0 0

14 Family Support

Develop early intervention activities that contribute to an immediate response to the needs of children with disabilities, through the strengthening of community health programs that involve the family

II 3

15 Cultural Responsiveness

/ 0 0

16 Accountability

/ 0 0

17 Prevention Develop early intervention activities that contribute to an immediate response to the needs of children

IIIII 3

32

with disabilities, through the strengthening of community health programs that involve the family and the community

18 Capacity Building

Ensure the existence of health professionals with specialized training, including physiotherapists, orthopedists, occupational and speech therapists, psychiatrists, nurses, physiatrists, psychologists and social workers

III 1

19 Access Promoting the transport of people with physical disabilities to health services in special or adapted vehicles

IIIIIIIIIIIII 3

20 Quality Ensure that technical assistance provided to people with disabilities is under the set internationally standards

I 1

21 Efficiency Financially and technically support the institutions of civil society to provide assistance to people with disabilities and their families

I 3

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Core Concept Terminology for core concepts in the UN CRPD (Article of UN CRPD in parentheses)

Non-discrimination States Parties shall prohibit all discrimination on the basis of disability (Art 5)

Individualized services States Parties shall take all appropriate steps to ensure that reasonable accommodation is provided (Art 5)

Entitlement In order to promote equality and eliminate discrimination, States parties shall take all appropriate steps to ensure that reasonable accommodation is provided (Art 5)

Capability based services States Parties undertake to adopt immediate, effective and appropriate measures: to promote awareness of the capabilities and contributions of persons with disabilities (Art 8)

Participation In the development and implementation of legislation and policies to implement the present Convention, and in other decision-making processes concerning issues relating to persons with disabilities, States parties shall closely consult with and actively involve persons with disabilities, including children with disabilities, through their representative organizations (Art 4)

Coordination of services States Parties. . . shall give due consideration to the establishment or designation of a coordination mechanism within government to facilitate related action in different sectors and at different levels (Art 33)

Protection from harm States Parties recognize that all persons are equal before and under the law and are entitled without any discrimination to the equal protection and equal benefit of the law (Art 5)

Liberty States Parties shall ensure that persons with disabilities, on an equal basis with others. . . enjoy the right to liberty (Art 14)

Autonomy The principles of the present Convention shall be: respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons (Art 3)

Privacy No person with disabilities. . . shall be subjected to

Core concepts of Human Rights in the United Nations Convention on the Rights of Persons with

Disabilities (Mannan et al, 2012).

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arbitrary or unlawful interference with his or her privacy (Art 22)

Integration Community services and facilities for the general population are available on an equal basis to persons with disabilities and are responsive to their needs (Art 19)

Contribution To promote recognition of the skills, merits and abilities of persons with disabilities, and of their contributions to the workplace and the labor market (Art 8)

Family resource Persons with disabilities and their family members should receive the necessary protection and assistance to enable families to contribute towards the full and equal enjoyment of the rights of persons with disabilities (Preamble to the Convention)

Family support To ensure access by persons with disabilities and their families living in situations of poverty to assistance from the State with disability-related expenses, including adequate training, counseling, financial assistance and respite care (Art 28)

Cultural responsiveness Persons with disabilities shall be entitled, on an equal basis with others, to recognition and support of their specific cultural and linguistic identity, including sign languages and deaf culture (Art 30)

Accountability In order to prevent the occurrence of all forms of exploitation, violence and abuse, States parties shall ensure that all facilities and programmes designed to serve persons with disabilities are effectively monitored by independent authorities (Art 16)

Prevention States Parties shall provide. . . services designed to minimize and prevent further disabilities, including among children and older persons (Art 25)

Capacity building Providing training in mobility skills to persons with disabilities and to specialist staff working with persons with disabilities (Art 20)

Access General Economic

The principles of the present Convention shall be: accessibility (Art 3)

Facilitating access by persons with disabilities to quality mobility aids, devices, assistive technologies and forms of live assistance and intermediaries, including by making

35

Physical Informational

them available at affordable cost (Art 20)

States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment (Art 9)

To promote other appropriate forms of assistance and support to persons with disabilities to ensure their access to information (Art 9)

Quality States Parties shall. . . provide persons with disabilities with the same range, quality and standard of free or affordable health care and programmes as provided to other persons (Art 25)

Efficiency NB. This CC was not referenced in the UNCRPD. Refer to the EquiFrame manual for key language in this regard.

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VI. Appendix 6 - Summary of Key Actions in EquIPP

Key Action 2: Ensure the highest level of participation

This Key Action involves maximising the quality of participation and ensuring that all relevant

1. Vulnerable groups participate at the highest level possible and the possibility for joint- decision making has been considered

1. Do vulnerable groups participate in the highest-level deliberations and decision-making processes?

Stakeholder mapping, scheduling of public consultations, partnership frameworks, focus groups, citizen’s panels,

2. The interests of vulnerable groups

2. Are the interests of vulnerable groups

Theme 1: Inclusive and participatory policy procedure

Key Action 1: Set up inclusive and participatory mechanisms

This Key Action involves detailing a public engagement strategy for the purpose of policy development/ revision.

1. An engagement strategy which actively solicits the participation of vulnerable groups is put in place

1. Are concrete mechanisms in place to engage relevant stakeholders in an inclusive manner? Citizen

engagement strategy outcome document(s); citizen engagement strategy policy; stakeholder forums, working group formation; working group reports on citizen engagement; focus groups, consultations

2. Organisational, institutional and regulatory mechanisms for public participation are detailed and communicated with relevant stakeholders and vulnerable groups

2. Are relevant stakeholders and priority groups adequately informed of the possibility and opportunities for participation?

3. Participatory mechanisms are context appropriate

3. Do engagement strategies take into account contextual factors that may prevent inclusive participation?

Are participatory mechanisms adapted to local contexts?

Table 1: Summary of Key Actions for an equitable and inclusive policy

process

37

stakeholders participate directly or are adequately represented in policy deliberations.

are taken into consideration at the highest decision- making levels and included in final policy documents

adequately taken into consideration at the highest decision- making levels and are they visibly included in final policy documents?

formation

of working groups, composition of working

groupsor committee; working groups or committee reports; public proceedings; stakeholder mappings

3. Consensus is sought from participants in the formulation process

3. Are policy related decisions consensus- based?

Theme 2: Cross-sectoral and intergovernmental cooperation and coordination

Key Action 3: Strengthen cross-sectoral cooperation

This Key Action involves strengthening communication and the flow of information across government departments and the integration of plans and policies.

1. Relevant government departments come together to formulate an integrated strategy to address specific instances of exclusion

1. Are relevant government departments involved in formulating the policy strategy?

Cross-sectoral working plans, cross-sectoral communication plans; secondment of staff, creation of new positions, cross- sectoral definition of social inclusion, creation of inter- departmental task forces and inter- governmental committees, identification of focal points in different sectors, agreement of terms of reference (TORs)

2. Working modalities are adapted as appropriate

2. Are working modalities adapted to meet the needs for inter-sectoral cooperation and coordination?

3. A consensually derived definition and clear vision of social inclusion is communicated across government departments

3. Do all relevant departments sign up to the same definition and vision of social inclusion?

Key Action 4: Strengthen

This Key Action

1. Communication channels connect

1. Does communication exist

Design of guidelines and

38

inter- governmental cooperation

involves the harmonisation of national and local level initiatives through the creation of an overarching policy framework.

national, intermediary and local levels of government

between all levels of government?

issuance of mandates, overarching

policy framework, partnership frameworks, evidence of representation of local government in national level meetings, evidence of representation

of national government at local level, agreement of terms of reference (TORs)

2. Guidelines and specific mandates are issued to relevant government departments, executive agencies, local authorities and implementers as part of a

larger partnership framework

2. A larger partnership framework has been established among relevant actors? Specific guidelines and mandates are issued to relevant actors?

3. National and local initiatives are coordinated and aligned

3. Are efforts made to align national and local initiatives?

Theme 3: Matching social need and provision

Key Action 5: Plan according to need

This Key Action involves the adoption of participatory planning techniques to tailor policy provisions to local complexity of needs.

1. A participatory planning technique is adopted

1. Are vulnerable groups participant to and included in the policy planning process? Needs

assessment, working group formation; rationale for policy priorities, evidence of recognition of the multidimensionality of social inclusion, evidence of efforts to seek out local experiences and knowledge

2. Policy objectives correspond to the specific needs of vulnerable groups and are guided

by the principle of progressive realisation

2. Are policy objectives informed by the specific needs of vulnerable groups and are they guided

by the principleof progressive realisation?

3. Planning is informed by how the drivers of social exclusion operate and accumulate over time

3. Is planning evidence-based and does it take into consideration how the drivers of social exclusion operate and accumulate over time?

39

Key Action 6: Specify actions by which social needs will be addressed

This Key Action involves the identification of explicit projects, programmes, and interventions to address social needs and level the playing field and promote social inclusion.

1. Programme level information is detailed and published

1. Are specific programmes identified? Is programme level information available?

Programme or project intervention level details, rationale for how distributional equity is achieved; overarching policy documents with clear alignment of priorities, goals and actions; evidence base

2. Programmes are explicit about their intention to level the playing field and promote social inclusion.

2. Are equity and inclusion considerations in programmes made explicit?

3. Programmes are evidence-based, where possible

3. Are programmes adopted evidence- based?

Theme 4: Social budgeting

Key Action 7:

Build equity considerations into budgets

This Key Action involves the prioritisation and funding of programmes, projects and interventions specifically designed to benefit vulnerable groups in government budgets.

1. Priorities related to inclusion are affirmed in budget statements and this can be inferred from proposed and enacted budgets

1. Are priorities affirmed in budget statements and reaffirmed in proposed and enacted budgets?

Priorities clearly affirmed in budget documents, budget statement, proposed budget, enacted budget, earmarked funding for priority programmes

2. Earmarked funding for programmes addresses social disparities

2. Does earmarked funding address social disparities?

3. The following (complementary) principles are applied in budgeting: progressive realisation, non- discrimination, maximum available resources, efficiency, effectiveness and equity

3. Are budgetary allocations guided by the principles of progressive realisation, non- discrimination, maximum available resources, efficiency, effectiveness and equity?

Key Action 8: This Key 1. Budgets reports 1. Are budget Enacted budgets,

40

Minimise gaps between real and planned budgets

Action involves creating a favourable and participatory oversight environment to monitor anticipated and actual expenditure.

are published throughout the budget cycle

reports published throughout the budget cycle?

in-year reports, mid-year reports, year-end reports, intention to commission audits, audits commissioned, list of stakeholders engaged in auditing functions, audit reports, audit recommendations, statements addressing audit recommendations

2. Social and participatory audits are commissioned and carried out

2. Are social and participatory audits commissioned and/ or carried out?

3. Resource generation and allocations does not impact vulnerable groups in a negative way

3. Does the generation and allocation of resources impact vulnerable groups in a negative way?

Theme 5: Inclusive and responsive implementation

Key Action 9: Devise a responsive and flexible implementation plan

This Key Action involves developing a detailed and overarching implementation plan in a participatory manner, and which should involve key stakeholders, including relevant government sectors, local governments, service users and service providers.

1. Implementation plans are designed in a participatory manner

1. Are implementation plans designed in a participatory manner?

Implementation lead confirmed, issuance of guidelines, issuance of mandates, setting of intermediary

and final time frames, capacity development plans, list of stakeholders involved in or consulted for the draft plan

2. Coordinating bodies, key implementers and implementation lead entities are identified from the outset

2. Are coordinating bodies, key implementers and lead entities identified from the outset?

3. Capacity gaps are identified and addressed

3. Are capacity gaps identified that could compromise implementation? Are these gaps addressed?

Key Action 10: Adopt the most inclusive

This Key Action involves taking

1. Appropriate selection mechanisms have

1. Are selection mechanisms appropriate to

List of beneficiaries, inclusive and

41

selection methodology

necessary steps to ensure that beneficiaries are identified in the most inclusive manner to yield a maximum of policy coverage.

been employed identify individuals entitled to benefits under the policy?

appropriate selection methodologies/ models

2. All potential beneficiaries are identified

2. Have all potential beneficiaries been identified?

3. Selection methodologies do not stigmatise vulnerable groups

3. Is there evidence that selection methodologies do not stigmatise vulnerable groups?

Theme 6: Implementation Partnerships and Cooperation

Key Action 11: Select the most appropriate implementation partners

This Key Action involves mobilising the non- governmental, civil society and private sector for the operationalization

of social inclusion policies.

1. Alternative implementation partners have been considered

1. Are alternative implementation partners considered to contribute to service provision?

Agreed communication strategy, mobilisation strategy, feedback from implementers on coherence of social inclusion agenda

2. Alternative implementation partners are actively encouraged to fulfil a role in the social inclusion agenda

2. Are alternative implementation partners actively encouraged to fulfil a role in the social inclusion agenda?

3.The buy in of implementers is secured for the implementation of the social inclusion agenda

3. Can the buy in of implementers be secured? Is the social inclusion agenda clearly communicated to implementers?

Key Action 12: Encourage cooperation between agencies and service providers

This Key Action involves strengthening the links between implementers on the ground to deliver a

1. Potential avenues for integration at the level of service delivery are explored

1. Are potential avenues explored to integrate service delivery?

Description of approach to service delivery, steering committees, partnership frameworks, schedule of inter- agency meetings

2. Provisions are discussed and put in place so that benefits can be accessed at the local

2. Are provisions put in place to allow individuals to access services at the local

42

more tailored and holistic response to social inclusion.

level level?

3. Partnership frameworks are established

3. Are partnership frameworks for implementation detailed and formalised?

Theme 7: Multi-dimensional and context driven data collection

Key Action 13: Collect qualitative and quantitative data

This Key Action involves setting up mixed and multi- methods monitoring and evaluation frameworks in

a participatory manner.

1. Participatory assessments are scheduled/carried out

1. Are assessments carried out in a participatory manner?

Evaluation frameworks, reports commissioned, inclusive and diverse evaluation methodologies

2. Multiple methods are selected for the purpose of monitoring and evaluation

2. Do evaluation frameworks contain multiple methods for monitoring and evaluation?

3. Policy content, implementation, impact and inclusiveness of the process overall are evaluated

3. Is the inclusiveness of the overall process evaluated?

Theme 8: Data-fit-for purpose

Key Action 14: Integrate, aggregate, disaggregate and share data

This Key Action involves integrating, aggregating, disaggregating and sharing data to monitor and evaluate policies across multiple domains and over time.

1. Policy specific data needs are identified

1. Are policy specific data needs identified?

Mapping of data needs, considerations or plans to integrate data sources, baseline reports, disaggregated data collection

2. Government departments and agencies explore the possibilities of meeting social inclusion specific data needs

2. Government departments and agencies are exploring the possibility of integrating, aggregating and sharing data in order to meet policy specific data needs?

3. Data can be disaggregated for

3. Is data amenable to disaggregation for

43

priority groups priority groups?

Key Action 15: Select appropriate indicator dimensions

This Key Action involves the participatory design of an indicator framework to measure appropriate social outcomes.

1. Indicators are expressed as relevant social outcomes

1. Are indicators expressed as relevant social outcomes such that they are measuring key dimensions of social exclusion?

Evidence to show consensus for indicator frameworks, portfolio composed of appropriate social indicators, appropriate headline indicators, appropriate supplementary and strategic change indicators

2. Indicator frameworks contain structural and subjective indicators to measure progress towards social inclusion

2. Do indicator frameworks contain both structural and subjective indicators to measure progress towards social inclusion?

3. All indicators are selected in a participatory manner with the input of

all legitimate stakeholders

3. Are indicators selected in a participatory manner with the input of

all legitimate stakeholders?

Theme 9: Comprehensive and inclusive dissemination system

Key Action 16: Share information with policy beneficiaries

This Key Action involves taking steps to ensuring equitable access to all information relating to policy benefits.

1. Barriers to accessing policy relevant information are identified

1. A barrier analysis has been conducted that identifies impediments to accessing policy relevant information?

Context appropriate and proactive dissemination strategy, usage of language that’s easy to understand, identification of barriers to accessing policy benefits, leveraging media partnerships, social network usage

2. A dissemination strategy is put in place

2. A dissemination strategy been devised and put in place that informs potential beneficiaries of how to access specific services and entitlements?

44

3. Communication strategies and mediums are context appropriate

3. Are communication strategies and mediums context appropriate?

Key Action 17: Share information with the policy community

This Key Action involves taking steps to ensuring equitable access to all information relating to the policy more broadly.

1. Information sharing is central to the policy process

1. Is information shared with the policy community? Is information shared in a timely manner?

Context appropriate and proactive dissemination strategy to distribute information relating to various stages of the policy process (e.g. information on public consultations, rationale for policy development, impact assessments, citizen’s budgets, budget information, audit reports, monitoring and evaluation reports etc.)

2. Information produced throughout the policy process is made available to the policy community

2. Is information produced throughout the policy process made available to the policy community?

3. Information is disseminated through context appropriate mediums

3. Is information disseminated through context appropriate med

45

VII. Appendix 7 – Sustainable Development Goals: Relevant Goals and

Indicators

Goal Indicator

Poverty

1. End poverty in all its forms everywhere

1.3.1 Proportion of population covered by social protection floors/systems, by sex, distinguishing children, unemployed persons, older persons, persons with disabilities, pregnant women, newborns, work injury victims and the poor and the vulnerable

Education

4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict affected, as data become available) for all education indicators on this list that can be disaggregated

4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

Economic growth and employment

8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

8.5.1 Average hourly earnings of female and male employees, by occupation, age and persons with disabilities

8.5.2 Unemployment rate, by sex, age and persons with disabilities

46

Inequality

10. Reduce inequality within and among countries

10.2.1 Proportion of people living below 50 per cent of median income, by age, sex and persons with disabilities

Cities and villages

11. Make cities and human settlements inclusive, safe, resilient and sustainable

11.2.1 Proportion of population that has convenient access to public transport, by sex, age and persons with disabilities

11.7.1 Average share of the built-up area of cities that is open space for public use for all, by sex, age and persons with disabilities

11.7.2 Proportion of persons victim of physical or sexual harassment, by sex, age, disability status and place of occurrence, in the previous 12 months

Peace and inclusion

16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

16.7.1 Proportions of positions (by sex, age, persons with disabilities and population groups) in public institutions (national and local legislatures, public service, and judiciary) compared to national distributions

16.7.2 Proportion of population who believe decision making is inclusive and responsive, by sex, age, disability and population group

Implementation

17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

17.18.1 Proportion of sustainable development indicators produced at the national level w ith full disaggregation when relevant to the target, in accordance with the Fundamental Principles of Official Statistics