00:01 Good morning,
00:02 good afternoon and good evening to everyone who has joined us today for this event.
00:07 Today's event is
00:09 towards an inclusive world,
00:10 collecting better
00:12 data on disability.
00:14 My name is Charlotte McLean Nhlapo.
00:16 I'm the global disability advisor at the World Bank,
00:19 and I'm a brown woman with green eyes.
00:22 I have long brown hair.
00:23 I'm wearing large gold hoops,
00:25 and today I have an orange sweater on.
00:28 And I'm wearing black rimmed glass or reading glasses.
00:32 So before we begin today's discussion,
00:34 I want to point out some accessibility features that we have for this launch.
00:40 First of all,
00:41 we have international sign interpretation
00:44 that will be spotlighted throughout the dis the discussion.
00:48 Secondly,
00:50 we have closed captioning.
00:52 If you would like to access this feature,
00:54 please go to the bottom of your screen and select CC
00:58 the CC icon
01:00 and it and select show subtitles.
01:04 Alternatively,
01:05 we are placing the streaming link in the chat box right now and so if I could do that,
01:10 that would be great.
01:12 We would encourage you to use the chat box to introduce yourselves.
01:15 Let us know the name of your organization you represent,
01:19 and if you wish,
01:20 please do tell us where you're joining us from.
01:23 Additionally,
01:25 please post any questions you may have for any
01:28 of the speakers during the duration of this session,
01:31 and we will try to get to those in the course of our discussion today.
01:36 Finally,
01:37 we will be recording today's discussion.
01:40 And it will be shared along with the
01:43 PowerPoint um slides that presenters put forward,
01:47 and this will happen,
01:49 this will be shared in the next coming days.
01:51 So without further ado,
01:53 I would like to introduce
01:54 Ingo Wiedhofer.
01:56 Um,
01:56 Ingo is the practice manager in the social
01:59 sustainability and inclusion unit at the World Bank
02:02 that hosts the disability inclusive development team.
02:06 So it's wonderful to have Ingo with us.
02:08 I know Ingo has been a great proponent of
02:11 getting this course done and out and out there.
02:14 So without,
02:15 without further ado,
02:16 over to you Ingo.
02:18 Thank you very much,
02:19 uh,
02:20 Charlotte.
02:21 Um,
02:21 and
02:22 good morning,
02:23 good afternoon,
02:23 good evening,
02:24 uh,
02:24 to all of those of you who have joined us,
02:27 uh,
02:27 and thank you for joining us for this important event today.
02:30 Um,
02:31 as Charlotte mentioned,
02:32 my name is Ingo Widhofa.
02:34 Um,
02:34 I'm the practice manager of what we call our
02:37 global unit in the social sustainability and inclusion,
02:40 uh,
02:40 global practice at the World Bank.
02:43 Um,
02:43 I identify as a,
02:45 a,
02:45 a white male in my early 50s.
02:47 I have short brown hair and brown eyes,
02:50 and I'm wearing,
02:51 uh,
02:51 blue reading glasses today.
02:54 Uh,
02:54 I'm joining the meeting from my
02:56 home office,
02:57 which has been my
02:58 workstation for the last 2 years,
03:00 pretty much.
03:01 Um,
03:03 So,
03:03 including persons with disabilities and expanding equitable opportunities
03:08 are at the core of the World Bank's
03:10 work to foster sustainable and inclusive communities.
03:13 And this is closely aligned with the institution's mission
03:17 to end extreme poverty and promote shared prosperity.
03:21 Um,
03:21 operationalizing,
03:22 however,
03:22 this disability inclusive development and realizing the
03:26 rights of persons with disabilities requires quality,
03:30 policy relevant data on disability and
03:32 disability desegregated human development indicators.
03:36 To date,
03:37 unfortunately,
03:38 our development efforts are often constrained by the lack
03:41 of timely and relevant disability disaggregated data.
03:46 Um,
03:46 the lack of this data,
03:48 um,
03:48 uh,
03:49 the lack of adequate and current data on the prevalence,
03:52 needs,
03:52 and development outcomes of persons with
03:54 disabilities in low and middle-income countries
03:57 remains a significant challenge.
03:59 Even though disability data collection methods and
04:02 tools have evolved in recent years,
04:05 persons with disabilities often too often remain invisible
04:08 in many forms of development data collection.
04:11 There's thus a need for systematic and and,
04:13 and,
04:14 and,
04:14 and systematic improvement of the production,
04:17 global statistics on disability
04:19 based
04:20 on internationally comparable uh disability data sets.
04:25 One of the World Bank's 10 commitments on disability focuses on scaling up
04:29 disability data collection and use guided by global standards and best practices,
04:34 such as using the short set of questions on disability
04:37 developed by the Washington uh Washington Group on,
04:40 on Disability statistics.
04:43 Ensuring that disability desegregated data is then
04:47 also accessible and available to policymakers,
04:49 development practitioners,
04:50 academics,
04:51 civil society,
04:52 and other interested stakeholders is
04:54 crucial to advancing the evidence-based programming
04:58 for disability inclusion.
05:00 Disability desegregated data is also central to expanding the knowledge base
05:04 on access to services and the participation of persons with disabilities.
05:09 So I'm thrilled to be here today at this important event
05:13 that focuses on collecting better data on disability.
05:17 We have an excellent lineup of speakers today,
05:19 both from both inside and outside of the world.
05:23 who will speak about recent efforts to collect better data on persons
05:26 with disabilities and the lessons that they have learned along the way.
05:30 I'm also
05:30 delighted that today we,
05:32 we are able to launch a new self-paced World Bank e-course,
05:36 uh,
05:36 entitled Collecting Data on Disability Inclusion
05:39 that offers technical knowledge to World Bank staff and
05:42 development partners on disability disaggregated data to support more
05:47 robust activities for inclusive development.
05:51 The course includes an introduction to the Washington Group
05:54 question sets which you will hear more about today.
05:57 I hope you will all find the event informative and that the e-course will also be a
06:01 useful tool to help guide us all in collecting
06:04 better data on the stability as we make progress
06:07 towards a more inclusive world.
06:09 Charlotte,
06:10 with that,
06:10 uh,
06:11 back,
06:11 back over to you.
06:12 And thank you very much,
06:13 Ingo,
06:14 and really just again,
06:15 thank you because I know you've been really pushing us
06:18 to get this course out and so it's out there.
06:21 We're launching it today and we're really excited and
06:23 glad that you could be here with us to share
06:25 our excitement.
06:27 I'd like to now move to um Sophie Mitra,
06:30 Professor Mitra,
06:31 and Sophie is the director of the
06:33 Research Consortium on Disability at Fordham University,
06:37 and Sophie,
06:37 if you could please give us a global overview of
06:41 the status of Disability Data Initiative.
06:44 Over to you,
06:44 Sophie.
06:46 Thank you.
06:47 Uh,
06:47 can you hear me OK?
06:49 Yeah,
06:49 you sound perfect.
06:50 Go ahead.
06:51 OK,
06:52 great.
06:52 All right,
06:53 um,
06:54 hi everyone.
06:55 My name is Sophie Mitra.
06:56 I'm a professor of economics at,
06:58 uh,
06:58 Fordham University.
07:00 I'm a white,
07:01 middle-aged woman with gray hair,
07:04 and today I'm wearing a blue sweater.
07:07 Um,
07:08 so next slide.
07:09 Um,
07:10 so 184 countries have ratified the United Nations Convention on
07:15 the Rights of Persons with Disabilities since uh 19,
07:18 um,
07:19 since 2006.
07:21 And um
07:23 Given these uh advances at the policy level internationally,
07:27 but also with some countries adopting national policies and legislations,
07:33 uh,
07:33 of course we can wonder have the rights of persons with disabilities been realized.
07:39 they've been realized in some countries only.
07:42 And for countries where rights have been realized,
07:44 what is it that worked and how.
07:46 So to answer such questions,
07:48 we need we need data.
07:50 We need to collect a lot of data.
07:52 So what kind of data do we need?
07:55 We need data produced by various stakeholders
07:58 and in particular by organizations of persons with disabilities.
08:02 And such data will go a long way in
08:05 understanding the situation of persons with disabilities and to inform
08:09 policy and advocacy efforts.
08:11 At the same time,
08:13 these efforts will not provide nationally representative
08:17 information on individuals and households with disabilities,
08:20 and they may be difficult to compare across countries.
08:24 So that's where national statistics based on household
08:27 surveys and censuses can be very useful.
08:31 Uh,
08:31 to provide estimates for indicators that document
08:35 whether equal rights have been respected.
08:38 So statistics need to be based on concepts that are in line with human rights
08:43 and in human rights approach to disability.
08:46 They need to be desegregated by disability status
08:49 and also reflect the diversity of people with disabilities
08:53 and various aspects of their lives.
08:56 Next.
08:58 So that's where the disability data initiative comes in.
09:02 Uh,
09:03 it was,
09:04 it was launched last June
09:07 and um it,
09:09 its website has a report,
09:12 uh,
09:12 data tables,
09:13 as well as country briefs,
09:17 uh,
09:17 next.
09:19 Um,
09:20 so the,
09:20 the,
09:21 I'm going to read out uh
09:23 the website is disabilitydata.
09:27 AC.fodham,
09:30 F O R D H A N.EU.
09:36 And next,
09:39 Um,
09:40 so this,
09:40 this is the website for the visions table.
09:42 Next.
09:45 Um,
09:45 so I'm going to give you an overview of some of the main results.
09:49 So the first part of the result is about the availability of functional
09:55 difficulty data.
09:57 So functional difficulty data
10:02 consists in reviewing
10:05 functional difficulty questions in censuses and
10:09 national surveys around the world.
10:11 Uh,
10:12 why do we focus on functional disability,
10:15 functional,
10:16 um,
10:16 difficulty questions?
10:18 It's because,
10:19 uh,
10:20 these are the questions that have been tested internationally and that we know are
10:25 comparable internationally and follow the recommendations of the United Nations
10:30 for disability collection data in censuses.
10:34 So what do we find?
10:35 The report finds that disability questions of any
10:38 kind are absent for 1 in 4 countries.
10:42 And for 65% of household surveys and censuses,
10:47 so there's absolutely no information on disability in that case.
10:51 That means that in many countries surveys and censuses,
10:55 people with disabilities
10:57 continue to be invisible in national statistics.
11:01 At the same time,
11:02 and this is more encouraging,
11:04 we find that
11:05 uh the functional difficulty questions
11:09 have been increasingly adopted.
11:12 Um,
11:13 and in particular,
11:14 uh,
11:15 those that,
11:15 uh,
11:16 are,
11:17 um,
11:18 similar or identical to the Washington Group short set of questions.
11:23 Overall we find that fewer than half of countries and only 16% of
11:28 the household surveys and censuses under review
11:31 have internationally comparable functional difficulty questions,
11:36 so there are some
11:37 important
11:40 advances to be made in the future.
11:42 Next.
11:44 Now,
11:45 um,
11:45 the,
11:46 the report also has results,
11:48 uh,
11:48 for the,
11:48 with the analysis of survey and census data for 41 countries.
11:53 The 41 countries
11:55 were countries for which we had access to national
11:58 surveys and census data with functional difficulty questions.
12:02 What do we find?
12:03 Well,
12:04 first we find that functional difficulties are not rare
12:08 across the countries under review.
12:10 The median share of the adult population with functional difficulties
12:15 stands at 13%.
12:16 So that's very close to the 15% global estimate of the World Report on Disability
12:22 of 2011.
12:24 For households,
12:25 the median share of households with add-ons
12:27 with functional difficulties is at 28%,
12:29 so more than 1 in 4 households.
12:32 Has a functional difficulty
12:34 next.
12:36 So the report then goes on to
12:40 document a variety of inequalities
12:44 between individuals with and without functional difficulties
12:48 and between households with and without functional difficulties
12:52 in terms of outcomes related to education,
12:56 work,
12:57 health,
12:58 and standard of living.
13:00 The disability gap,
13:02 which is a disadvantage for persons with functional difficulties
13:06 compared to functional persons with no functional difficulties,
13:10 is consistently found across countries in terms of educational attainment,
13:15 literacy,
13:16 food insecurity,
13:18 exposure to shocks,
13:19 asset ownership,
13:21 and health expenditures.
13:23 We also do a multi-dimensional analysis
13:26 and that's what's represented on the bar chart in the slide.
13:32 And so at the individual level,
13:34 that means that we consider the
13:36 multiple deprivations experienced by an individual.
13:40 So for instance,
13:40 not working
13:42 and not having adequate housing would be
13:45 two deprivations experienced by an individual,
13:48 and we do experience,
13:49 we do find a consistent and large disability gap for multidimensional poverty.
13:55 So what's next?
13:56 The next report will be published in June 2020 and we'll add more.
14:01 Um,
14:02 we'll add more microdata analysis
14:05 and we'll review recent surveys and censuses,
14:09 uh,
14:09 since 2019.
14:12 So thank you so much for your attention and
14:14 I look forward to your comments or questions.
14:18 So thank you very much Sophie,
14:19 thank you for sticking to the time um and
14:22 I would really encourage colleagues who've joined us to,
14:25 to check out the DDI's website,
14:27 there's some really very good reports there.
14:30 And I think one thing,
14:31 one,
14:31 a lot of points stuck with me,
14:32 but one that I really,
14:34 that really stood out was that
14:35 disability
14:37 questions are absent from 1 in 4 countries censuses,
14:41 and,
14:41 and I think that's quite a stark
14:43 number,
14:44 and I think it just tells us about the deficit of disability data.
14:48 So now we would like to move to our next speaker,
14:53 and I'm going to turn to Pepe Montes,
14:56 and Pepe is a data scientist at the bank,
14:59 and Pepe has been working with the disability team as well as You know,
15:05 just continuing to drive
15:07 the importance of having disability disaggregated data,
15:11 and if you could tell us a bit more,
15:13 Pepe,
15:13 about the work that you're doing in collecting this disability inclusive data,
15:18 and you've got 7 minutes.
15:20 Yes,
15:21 hello.
15:21 My name is Jose Montes.
15:23 I go by Pepe.
15:24 I am a Peruvian citizen,
15:27 um,
15:28 browns screen,
15:29 brown eyes.
15:30 I'm wearing blue light glasses
15:33 and I'm wearing a green t-shirt.
15:36 So I'm going to tell you a little bit
15:39 about
15:40 the commitment of the bank to gather information
15:43 and what the challenges are
15:45 to actually gather the Washington Group's short set of questionnaires.
15:50 So in the next slide,
15:51 you're going to see the goal.
15:53 Which is the bank
15:55 has the goal to support 30 other countries.
15:58 To build capacity to reduce gap
16:01 in the ability of core data.
16:03 Including the segregation data by sex and disability.
16:08 So that's the commitment support the National
16:10 Statistics Office to gather desegregated data.
16:14 To,
16:14 uh,
16:15 carry information on sex and disability.
16:18 So in our next slide you're going to see.
16:20 What the questions,
16:21 what the group short set of questions are.
16:29 The
16:31 The problem was not
16:33 only the lack of information.
16:35 The lack of number of surveys or censors asking for this information,
16:40 but also in the way they were asked.
16:42 So
16:43 trying to improve the way
16:45 the information is gathered.
16:47 The Washington group
16:49 said
16:50 Several questions to address this issue.
16:53 And the minimum,
16:54 minimum
16:55 number of questions
16:56 to have
16:57 a proper profile
16:59 of people with disability is the short set.
17:02 That includes 6 questions.
17:05 That goes to
17:06 difficult seeing,
17:08 difficult hearing,
17:09 difficulty in walking,
17:11 difficulty remembering and concentrating,
17:13 difficulty in progressing yourself,
17:16 and
17:17 difficulty
17:18 for communicating.
17:20 So this is the minimum set of questions
17:23 to have a proper profile of people with disability
17:27 to know.
17:28 Whether uh
17:30 Who they are and what they need.
17:33 So,
17:34 um,
17:35 but
17:36 This is a very important first step on that information,
17:40 but the challenges are
17:43 Uh,
17:43 on how to implement this in the survey.
17:45 So in the next slide,
17:47 you're gonna see
17:48 that
17:49 in the next slide,
17:50 you're gonna see that the bank already is supported worldwide 31 countries
17:56 to gather this information.
17:59 So,
18:00 um,
18:00 it is a progress,
18:02 yes.
18:03 Um,
18:04 the challenge is this,
18:05 as you can see on the table is a period 2015,
18:07 2020.
18:10 First challenge,
18:11 uh,
18:12 not
18:13 every country has household surveys every year.
18:17 We also have problems trying to make countries to have periodically
18:22 household services so we can make sure not only
18:25 Um,
18:26 uh,
18:26 people with disability,
18:27 people without disability or anything at all.
18:29 So that's the first challenge,
18:30 but I'm going to talk a little bit
18:33 about that in the next few slides.
18:34 So.
18:36 The next slides.
18:38 Uh,
18:39 show the main difficulty of the bank.
18:41 To
18:43 increase the number of household service.
18:44 And the first
18:45 challenge is we are not
18:47 the only
18:48 players
18:49 advising the National Statistics Office.
18:52 And in most of the cases,
18:54 we are not financing any survey,
18:56 so we support and we advise,
18:58 but we don't have the power to actually impose
19:01 the inclusion of the Washington
19:03 group short set of questions.
19:05 Um,
19:06 we all know that there is,
19:07 uh,
19:08 we have a commitment and we advise.
19:10 Um,
19:11 but we,
19:11 it,
19:11 it's,
19:12 it's a lot of task.
19:13 It's a huge task to convincing the countries that they need to have,
19:17 to add this
19:19 question.
19:19 So that's the first challenge.
19:22 The second challenge
19:23 is that
19:25 not all the surveys are
19:28 are created to estimate or to measure individual characteristics.
19:32 So
19:33 it's not only that we have
19:36 a challenge trying to
19:38 not being the main player to try to convince them to add them,
19:42 but there are some surveys that
19:44 report very little.
19:46 Individual characteristics.
19:48 The education model is very limited.
19:50 Health model does not exist.
19:53 Labor model is very limited.
19:55 So
19:55 the,
19:56 the survey itself is not designed to measure,
19:59 um,
20:01 individual characteristics,
20:02 and that makes a challenge to actually.
20:05 Convince the NSO
20:07 to include
20:08 the
20:09 the Washington Washington Group short set of questions.
20:12 So 2 additional challenges are shown in the next slide.
20:16 And you can see that the challenge also is
20:21 Once we got them,
20:22 but once we get the jazz.
20:24 This is a new topic
20:26 for most people,
20:27 for most countries.
20:28 So training has to be provided.
20:31 And training to the enumerators,
20:33 to supervisors,
20:34 to the people who do the consistency checks.
20:37 And this is a very critical point,
20:40 um,
20:41 not only because it's a new topic that people have to learn,
20:43 but
20:44 The definition
20:46 of who has disability or not
20:48 in the past was very subjective.
20:50 Now with the Washington Group shorts set of questions,
20:54 it's a little bit suggestive,
20:56 but people are still
20:58 not always
20:59 comfortable revealing
21:01 this type of questions,
21:02 so
21:03 Uh,
21:03 training to enumerators must be,
21:05 is critical to actually have information of quality.
21:10 The final challenge
21:12 is that
21:14 Since in some countries,
21:15 people with disability.
21:17 are very low share of the total population.
21:21 A survey might not be the best instrument
21:24 to gather this information.
21:26 A census could do it,
21:28 but a survey might not be the case if,
21:30 if there is a very small population share of the population.
21:34 Uh,
21:35 then the sample size has to be very big.
21:38 To have a proper estimation of the share of people with disability or any
21:42 share of people
21:43 with small share.
21:45 In,
21:46 in the population and that means increase the,
21:49 the sample size and increase the overall price of salary.
21:53 So
21:54 those are the main challenge
21:56 to
21:57 increase the number of surveys with the Washington group short set of questions.
22:02 And that's it.
22:03 Thank you for your attention.
22:05 Thanks,
22:05 Peppa.
22:05 Thank you very much for setting out,
22:07 um,
22:08 some of the challenges.
22:09 I mean,
22:09 I think just to reiterate that the bank is not the only player.
22:13 Uh,
22:13 that not all countries are convinced that they want
22:17 to collect the data in the first place,
22:19 so some work needs to happen in that regard.
22:21 And then for just mentioning that there
22:23 are constraints around the instruments themselves,
22:25 the surveys themselves is important.
22:28 And of course the importance of ensuring
22:29 that we're training um enumerators is something that
22:33 certainly will be of interest going forward.
22:35 So thank you very much.
22:36 Now I want to move to our next colleague,
22:39 um,
22:40 our next speaker who's also a World Bank colleague.
22:42 Maria Elena Garcia Mora,
22:44 uh,
22:45 and Maria Elena is a senior social development specialist
22:49 and she recently led the launch of a report called titled
22:53 Inclusion of Persons with Disabilities in Latin America and Caribbean,
22:57 and this report has a huge amount of data.
23:00 And so
23:01 Maria Elena,
23:02 as you start to talk,
23:04 please just pay attention to
23:07 what does the data in fact tell us.
23:12 Thank you so much,
23:13 Charlotte.
23:13 And good morning,
23:15 good afternoon,
23:15 and good evening.
23:16 Um,
23:17 my name is Marielena Garcia Mora.
23:19 I'm a Latin woman
23:20 with very long wavy,
23:22 dark brown hair,
23:23 green eyes.
23:24 I am wearing um blue earrings
23:27 and a blue,
23:29 a blue sweater on top.
23:32 As Charlotte mentioned,
23:33 we recently launched this regional report on disability inclusion
23:36 in the region and would like to talk about
23:39 The data quality and availability in the region,
23:41 as well as give some ideas of the insights um of the main findings of the report.
23:46 And in the next slide,
23:47 you'll see how we'd like to start with the recognition that
23:50 the last decade has seen progress on data collection efforts.
23:55 We see that in the 1980s,
23:57 4 out of 32 censuses included disability desegregated data,
24:02 which went up to 26 out of 32
24:05 in 2010.
24:07 This goes in hand with progressive legal and institutional
24:10 recognition of the rights of persons with disabilities.
24:13 And particularly with the universal ratification of the United
24:17 Nations Convention on the Rights of Persons with Disabilities,
24:20 um,
24:21 by all of our Latin American and Caribbean countries with some recent changes,
24:26 um,
24:26 to the Caribbean,
24:27 particularly in the last couple of years.
24:30 Article 31 of the United Nations Convention specifically
24:33 establishes the obligations on statistics and data collection.
24:38 Yet we see still that many challenges remain.
24:41 So in the next slide we'll see that in addition to the number of countries.
24:46 that now collect disability segregated data.
24:49 We also see that impairment-based approaches have been progressively phased out.
24:54 And Professor Meacher already started discussing about the functional,
24:58 um,
24:59 functional way of collecting data,
25:02 and Pepe Montes started talking about the Washington Group's
25:05 short set of questions that we consider the gold standard
25:08 for disability data desegregated,
25:10 um,
25:11 collection.
25:12 As you saw,
25:12 the Washington Group set of questions explores
25:14 a person's difficulties in six core domains,
25:17 and it has allowed to rely on self-perception but also giving,
25:22 giving the information on severity of disability,
25:26 allowing as well a better understanding for policymaking.
25:30 So despite that,
25:31 we have seen,
25:32 and you can see uh in this map,
25:34 that there's a huge adaptation of the Washington Group
25:37 short set of questions in the censuses in,
25:39 in the 2010 round
25:41 in Latin America and the Caribbean,
25:44 we see that
25:45 in the 2000,
25:46 only 7 countries included that,
25:47 and it went to 21 in 2010.
25:50 Yet most of these countries only partially adopt
25:54 um the Washington Group short set of questions.
25:57 Many of them still include some screener questions that before the
26:01 short set asked about whether a person has disability or not.
26:04 So going back to some potential issues of order reporting
26:07 due to this um due to stigma associated to
26:11 certain questions or the way that it is asked.
26:13 We have some countries that do not ask all of the domains
26:16 that they change because of translation
26:19 and or that they change specifically aspects,
26:22 um,
26:22 particularly when it comes to asking questions in terms of concentration
26:26 or intellectual functioning in particular.
26:30 And the next
26:31 the next please.
26:32 The slow adoption of the Washington Group set
26:34 of questions is also noticeable in household surveys.
26:38 So we not only see that there's many household surveys that still do not include
26:43 A particular question for disability,
26:46 uh,
26:46 for persons with disabilities,
26:48 we still have 10 countries
26:50 that list disability as a reason for economic inactivity only,
26:54 or that they ask if a household member receives a disability-related cash
26:58 transfer or whether disability as a reason for children not attending school.
27:03 That limits a lot the analysis that this is the case in countries such as Argentina,
27:07 such as Brazil,
27:08 such as Uruguay.
27:10 For those countries that have indeed adopted,
27:13 um,
27:13 of the 18 recent household surveys,
27:16 only 4 countries fully adopt the Washington Group short set of questions,
27:20 and other 4 adopted,
27:22 um,
27:23 again,
27:23 partially.
27:24 The next one,
27:25 please.
27:26 But if we are to pinpoint
27:28 where do we have the biggest gap in
27:31 understanding the barriers of persons with disabilities,
27:34 it has to be that there's little to
27:35 no data on persons with intellectual psychosocial disabilities.
27:39 Um,
27:40 we still see that the questionnaires across 14 of household
27:44 surveys include over 20 different ways of asking for intellectual,
27:48 psychosocial disabilities,
27:50 with some notable stigmatizing vocabulary still being used,
27:53 like mental retardation,
27:55 like craziness,
27:55 mental
27:57 disorders.
27:58 So not only we see that there's many different ways of asking,
28:01 but again,
28:01 continuing with stigmatizing languages.
28:04 In addition,
28:05 numerous census and household surveys also leave behind those
28:08 that are in institutions and long-term rehabilitation centers,
28:11 hospitals,
28:12 prisons,
28:13 or hospice care centers.
28:14 We only have,
28:15 uh,
28:16 we have 12,
28:17 um,
28:17 censuses that did not reflect any collective living arrangements,
28:20 which again renders invisible an important segment of persons with disabilities.
28:26 National Statistics Office and Organizations of Persons with
28:29 Disabilities have led different efforts through specialized surveys.
28:33 We have 11 countries in our region that have specialized surveys for
28:38 um
28:39 understanding the barriers faced by persons with disabilities.
28:41 So that also has strengthened some of these data collection efforts.
28:45 But if we have to finish with 3 main messages um for this analysis.
28:50 The first one is that,
28:51 again,
28:51 disability data collection has
28:54 progressed immensely in our region,
28:56 but there's still many challenges related to comparability,
28:59 quality due to stigmatizing languages or lack of training or enumerators,
29:04 and leaving behind some important
29:05 subgroups.
29:06 The second one is that sectoral efforts to
29:09 strengthen disability data collection needs to be strengthened and
29:12 the bank is working with uh our education
29:15 colleagues in particularly on education management information systems.
29:18 But the last one and the most important one I think
29:20 is that existing data is sufficient to conduct robust analytics.
29:25 The report already showed how 15% of students are out of school.
29:30 that have disabilities.
29:31 We see also issues related to
29:34 poverty,
29:34 as Professor Mitra mentioned,
29:35 vulnerability.
29:37 We have data on,
29:38 on labor outcomes
29:40 and many other aspects that we can still already show despite
29:44 that data still needs to improve.
29:46 So I think that's the last part and with that,
29:48 we invite you to,
29:49 to see the report and perhaps go in further detail about the outcomes of,
29:53 of this data as well.
29:54 Thank you so much,
29:55 Robert.
29:56 Thank you Maria Elena,
29:57 and please do look at the report,
29:59 it's been put into the chat and feel free to
30:02 ask questions um and and post them in the chat.
30:06 So Maria Elena,
30:06 thank you very much and um you know,
30:09 very interestingly you mentioned that the Washington
30:11 short set in some countries is partially used
30:15 and that often the questions are not adopted in
30:18 totality and I mean that obviously raises some,
30:20 some challenges
30:22 and that they continue to be issues around translation.
30:26 Um,
30:26 and then I think thank you very much for flagging the point that
30:29 there is little or no data on
30:32 persons with intellectual or psychosocial disabilities,
30:34 and this is,
30:35 this is a challenge that,
30:36 um,
30:37 I think this sector needs to think about a bit more.
30:40 Um,
30:40 and then of course
30:41 also flagging
30:43 the really important point that often gets overlooked and that is that.
30:47 Persons with disabilities that are in
30:49 institutions or in long-term care facilities
30:52 often are not being included in in these surveys and um and and that obviously
30:58 means you're not,
30:58 you know,
30:59 you're not counting or including large groups of the population.
31:02 So thank you very much for that.
31:04 Now we'd like to turn to site savers.
31:07 Um,
31:07 SiteSavers probably needs no introduction to this group,
31:10 but,
31:10 um,
31:11 Savers is an organization
31:14 whose work focuses on the inclusion of persons with disabilities,
31:17 and we're super fortunate to have Doctor Elsie
31:19 Makachia.
31:22 Um,
31:22 and Elsie is a project manager at Sitesavers,
31:26 and so.
31:27 Elsie,
31:28 it would be great if you could talk to us
31:30 about some of the lessons learned on collecting disability.
31:34 Inclusive data at Sitesavers.
31:36 What have you done?
31:37 What's your approach been?
31:39 and over to you.
31:41 Thank you,
31:41 Charlotte.
31:42 Hi everybody.
31:43 My name is Elsie Makachia.
31:45 I'm the inclusive data project manager at Sitesavers.
31:48 I'm really pleased to be speaking to you this afternoon.
31:51 I'm a black woman,
31:52 I'm wearing red,
31:54 uh,
31:54 reading glasses
31:55 and a green top,
31:57 and I've got long,
31:58 um,
31:59 brown hair.
32:00 So,
32:01 um,
32:02 get to the next slide,
32:03 please.
32:04 Promoting equality and inclusion of people with disabilities
32:08 has been at the heart of SiteSaver's mission and is core to our advocacy
32:12 and work in
32:13 disability inclusion,
32:15 health,
32:17 education,
32:17 political participation in other areas of our work.
32:20 At So Savers,
32:21 we started looking at disability disaggregated data in 2014.
32:26 And since then,
32:27 our work on disability aggregation
32:30 using the Washington Group short set of questions
32:33 has progressed significantly.
32:35 From undertaking pilots
32:37 and research studies to us now collecting
32:40 disability data as part of routine monitoring
32:43 and inclusive eye health.
32:45 Projects
32:46 and looking at how we can strengthen the use of the Washington Group questions
32:50 across our programs,
32:52 sharing our challenges
32:53 and learnings with others in the development sector.
32:57 Increasingly,
32:58 we're taking a more holistic approach.
33:01 At how disability intersects with other characteristics such as wealth,
33:06 location,
33:07 education level,
33:08 race,
33:09 and others.
33:10 Sitesavers is a co-founding champion of the inclusive Data Charter,
33:15 a multi-stakeholder initiative
33:17 bringing governments and organizations together to collectively advocate for
33:22 and take action
33:23 on inclusive data,
33:25 and our work on disability data
33:27 is key to our inclusive data charter commitments.
33:30 Next slide please.
33:34 As you can see on the table,
33:35 um,
33:36 to the left of the screen,
33:38 um,
33:39 this gives some examples of some of the work that Safesavers has taken
33:42 on disability-inclusive data.
33:45 Um,
33:47 I've given an example of one particular project which is the Right to Health
33:51 project in Pakistan,
33:52 which,
33:53 in which we work with partners such as the LRBT
33:56 Eye Hospital
33:57 to restore and protect people's sights
33:59 and ensure that health services are accessible
34:02 for people with disabilities and other marginalized groups.
34:05 This was a co-funded project by
34:08 UK AIDS through the Aid Match Initiative and ran from 2018 to 2021.
34:12 And we use the Washington Group short set of questions
34:16 as baseline,
34:17 midline,
34:17 and endline of the project.
34:19 And our disability questioning was administered through a
34:23 mobile application,
34:24 data capture application called Comcare.
34:28 We actually found that services used by uh people
34:32 with disabilities was much higher than what we'd anticipated
34:35 and was actually consistently higher at primary care level.
34:39 And we use,
34:40 we use the project findings to lobby governments,
34:43 the government in Pakistan,
34:45 on the inclusion
34:46 of disability
34:49 questions within surveys
34:50 and censuses
34:51 and the integration of disability data and SDG reporting,
34:55 and I'm pleased to report
34:57 that the government of Pakistan is actually going to be including
35:00 the Washington Group questions this year in their census.
35:04 Next slide,
35:05 please.
35:07 Overall,
35:08 what we've observed globally
35:10 and organizationally over the last few years
35:12 is a greater awareness of the importance of disability data.
35:17 With the Washington group questions being increasingly used more widely,
35:21 but there's still a lot more work to be done to strengthen the collection
35:25 and use of disability data.
35:27 So the key learnings from our work as sightsavers
35:30 are at a more practical level.
35:32 Um,
35:33 most importantly,
35:35 is investing in training of staff and partners,
35:37 and that's in
35:39 integrating disability-inclusive data collection within job descriptions
35:43 alongside ensuring staff and partners
35:46 have the skills
35:47 to ensure data collection is done
35:49 consistently and accurately.
35:51 Moving on to the contextual awareness and adaptation,
35:55 you need to be cognizant of the local context
35:58 to ensure that data collection tools
36:00 such as the Washington questions are translated
36:03 well.
36:04 By considering the cultural and social norms at play,
36:08 and adapting the data collection approaches as needed.
36:12 You also need to engage your,
36:13 your respondents,
36:15 that's the,
36:16 the,
36:16 the people with disabilities across the data cycle.
36:19 So you need to ensure that you get informed consent
36:22 for their participation within the data collection process
36:25 and ensure that their feedback mechanisms in place so that they fully understand
36:30 what's expected of them,
36:32 how the data will be collected,
36:33 used and stored,
36:35 and what's going to happen
36:36 to the feedback
36:38 that comes as a result of the findings of the project or program.
36:42 At a broader level,
36:43 we've also learned the importance
36:45 of
36:46 the national capacity building and system strengthening.
36:49 So,
36:50 um,
36:50 with that,
36:51 more governments are including disability data
36:54 collection within the census and surveys,
36:56 but we need to invest
36:58 in resources to continue making progress.
37:00 In our experience,
37:02 working with governments
37:04 and partners.
37:06 It's important in understanding what's needed alongside
37:09 advocating for investments
37:11 in the collecting,
37:13 in the,
37:14 in the collection
37:15 of disability-inclusive data.
37:17 So capacity building to help governments to analyze and use the data
37:22 and being able to show them why data is critical
37:25 to their wider system strengthening
37:27 and driving more inclusive,
37:29 equitable policies and outcomes for all.
37:33 Then partnerships and collaborations are
37:34 really important between different actors,
37:37 including working with organizations of people
37:40 with of persons with disabilities,
37:42 civil society,
37:43 and others
37:44 is really critical
37:46 to addressing the barriers
37:47 and gaps on disability inclusive data.
37:50 For example,
37:51 we're seeing more recognition
37:54 of the importance and relevance of non-official data.
37:58 Sources collected from CFOs
38:01 and
38:02 communities to complement official data collection.
38:06 For a more inclusive COVID-19 response
38:09 and recovery.
38:10 So multi-stakeholder collaboration
38:12 is key to collecting and using
38:14 better quality
38:16 disability-inclusive data
38:17 and can also help to facilitate knowledge exchange on best practice and learning
38:22 so we can collectively
38:24 drive more momentum and action.
38:27 Thank you very much for listening.
38:28 And over to you Charlotte.
38:30 Thank you very much,
38:31 Elsie for a very rich,
38:33 rich presentation and thank you for sharing the Pakistan
38:36 example and how your work has then gone on to influence the government's decision
38:41 to include the Washington Group questions in in the census.
38:44 So it really shows that the data can make a
38:47 difference and our work is important in that regard.
38:50 And then also for noting the,
38:52 the importance of being aware of the cultural context
38:55 and and that links very much to the point that
38:57 Maria Elena made around translation.
39:00 So thank you.
39:01 Now,
39:01 I'm really excited and I almost feel like we need to have a drum roll here
39:06 to finally launch our e-course,
39:09 collecting data on disability inclusion.
39:12 And to help us launch this,
39:13 we're really fortunate to have
39:15 Dan Mont,
39:16 who's the CEO and co-founder of the Center for Inclusive Policy.
39:21 As well as Mitch Low,
39:22 who's a disability data
39:24 consultant.
39:25 Dan and Mitch,
39:26 over to you to give us a quick overview of this really exciting e-course.
39:32 Thanks so much,
39:33 Charlotte.
39:34 Um,
39:35 I'm Mitch Loeb.
39:36 Um,
39:37 I identify as a
39:39 moderately handsome
39:41 69 year old white male
39:43 with gray hair,
39:44 blue eyes,
39:44 and black glasses,
39:46 and I'm wearing a black sweater today.
39:48 Um,
39:49 Charlotte,
39:49 you took away the drum roll from me.
39:51 I should have had it,
39:52 uh,
39:52 on tape,
39:53 but,
39:53 uh,
39:54 that's exactly what we needed.
39:55 Um,
39:56 Dan and I worked,
39:57 uh,
39:58 worked hard with,
39:59 uh,
40:00 World Bank staff
40:01 to put this together,
40:02 this course together,
40:03 and we're really happy to,
40:05 uh,
40:05 present an outline of it for you today.
40:08 Um,
40:08 I'd like to thank,
40:10 before I begin,
40:10 the previous speakers
40:12 because I think they really laid the groundwork
40:15 for what we know
40:17 about
40:17 this.
40:18 data collections.
40:19 What's been carried out in,
40:21 in recent years,
40:23 some of the pitfalls of the past,
40:25 and some of the challenges that are still being faced
40:29 by
40:30 organizations of people with disabilities,
40:32 by government statistical offices in collecting
40:36 valid and reliable
40:38 disability data.
40:40 Can we go to the next slide,
40:41 please?
40:44 So,
40:45 um,
40:45 I'm gonna
40:46 just give a brief introduction to a few items in the course and then Dan will pick up
40:50 from where I leave off.
40:51 There are objectives,
40:53 clear objectives for this course.
40:54 We want to provide
40:56 technical knowledge on disability desegregated data
41:00 to support inclusive.
41:02 Development.
41:03 Within the World Bank,
41:04 there are a number of programs that will rely on collecting
41:07 quality
41:08 disability disaggregated data
41:10 and we want to provide
41:12 the technical knowledge to do that.
41:14 We want to impart information
41:16 and tools on data collection,
41:18 analysis,
41:19 and use of disability data.
41:22 So not just
41:23 the tools themselves,
41:24 but how to analyze data and how to use those data
41:28 in a,
41:28 uh,
41:29 in a way that can promote
41:31 inclusion
41:33 um through projects in the World Bank.
41:35 And we want to provide an introduction
41:38 to the questions developed by the Washington Group on Disability
41:41 statistics.
41:42 You've heard a little bit about them
41:44 already.
41:44 I'm going to give you a little bit more information
41:47 about them now
41:48 on the next slide.
41:51 So what we want to present
41:54 is uh an introduction to those questions
41:57 that were developed by the Washington Group
41:59 and designed primarily for population-based
42:02 surveys and censuses.
42:05 These question sets include
42:07 one that you've heard of already,
42:09 the short set of questions
42:11 intended for general populations 5 years and older.
42:16 You saw those 6 questions
42:17 covering 6.
42:19 Uh,
42:19 unique domains of functioning.
42:22 We also developed,
42:23 the Washington Group also developed an extended set of questions
42:27 that is 34 questions
42:30 over
42:30 10 domains of functioning
42:32 and begins to get at
42:34 one of the big gaps that was uh presented earlier,
42:38 psychosocial functioning.
42:40 We realized that
42:41 those types of questions
42:44 weren't really,
42:45 um,
42:46 um.
42:46 Designed
42:47 for survey for censuses
42:50 and that's why they weren't included in the short set
42:53 in an extended set of questions
42:55 where there's more room,
42:56 more time,
42:57 you can go into issues of psychosocial functioning.
43:00 There's also
43:01 um an in-between set of questions.
43:04 We call it the short set
43:06 enhanced version.
43:07 It's 12 questions
43:09 that cover 8 domains of functioning.
43:12 So that if for some reason you can't fit
43:14 34 questions
43:15 into your survey,
43:17 maybe you can fit 12,
43:18 and those 12
43:20 include the short set of questions that we already
43:23 talked about,
43:24 plus upper body functioning that was missing from the short set,
43:28 uh,
43:28 specifically,
43:29 and
43:31 issues of
43:32 anxiety and depression,
43:34 getting at psychosocial functioning.
43:36 The other thing that is emphasized in the course
43:39 is the child functioning module
43:43 developed by the Washington Group in collaboration with UNICEF.
43:47 And this set
43:49 addresses functioning domains relevant to children
43:52 either
43:53 2 to 4 years of age,
43:55 preschool children,
43:56 or 5 to 17 school-age children,
43:59 and the domains covered include
44:02 learning,
44:03 for example,
44:04 focusing attention.
44:06 Coping with change
44:07 and behavior,
44:08 among others.
44:09 These domains weren't included in the other Washington Group sets,
44:14 but these are very,
44:14 very relevant and pertinent
44:16 to
44:17 child functioning and development,
44:19 so they're included here.
44:21 And at this point,
44:22 I'll hand over to my colleague,
44:24 Dan.
44:25 There you go.
44:25 Hi,
44:25 uh,
44:26 uh,
44:26 thanks,
44:26 Mitch.
44:27 Um,
44:27 yes,
44:27 I'm Dan Moss.
44:28 I'm a,
44:29 a
44:30 6 year old white male with ever
44:32 Thinning and graying hair,
44:34 who's almost as good looking as Mitch,
44:36 though not quite.
44:38 Um,
44:38 so the,
44:39 uh,
44:40 uh,
44:40 our course is divided into two parts.
44:42 The first has to deal with a lot of what Mitch has been talking about and the previous,
44:46 uh,
44:46 presenters,
44:46 and that's identifying people with disabilities
44:49 and how to do that
44:51 in surveys and what are the best practices for trying to collect that information.
44:55 And identifying with people with disabilities
44:57 is obviously important for several reasons.
45:00 First,
45:00 it tells us the prevalence of disability.
45:03 It tells us the patterns of prevalence,
45:05 how disability is related to things like age or gender or region of residence.
45:12 And once we identify people with disabilities as uh Pepe was talking about earlier,
45:17 we can start to disaggregate outcome indicators and
45:19 we can compare the outcomes between people with
45:22 and without disabilities.
45:24 This is very important because it,
45:26 it gives us the,
45:27 the scale and scope and nature
45:29 of the um
45:31 issues that people with disabilities are facing.
45:34 But it's really only the beginning of what data analysis should be.
45:37 The next slide.
45:41 We have to go beyond just identifying people with disabilities.
45:45 If you're going to develop policies
45:48 and programs that address the uh the gaps,
45:51 we need to understand how the environments that people with disabilities live in.
45:56 So we start
45:57 looking at measuring the environment and
45:58 measuring those barriers and those supports
46:01 and we talk more about how do we analyze the data that we're collecting.
46:05 And we have some examples relating to poverty and also
46:08 to measuring inclusive
46:10 education.
46:10 So we can go beyond just
46:12 documenting a problem and trying to get the
46:15 information we need to solve the problem.
46:17 Next slide.
46:21 And so how the course is structured,
46:23 um,
46:23 uh,
46:24 there's,
46:24 as you just saw,
46:25 there's a bunch of modules.
46:26 Each module has a set of required readings.
46:30 Uh,
46:30 then there are pre-recorded videos and PowerPoint presentations that you can,
46:34 they are self-paced that you can,
46:35 uh,
46:36 go at your own,
46:37 your own speed.
46:38 They include knowledge checks and quizzes,
46:40 and in the end,
46:41 of course,
46:42 and additional resources if you want to
46:45 go into these issues,
46:46 uh,
46:46 more deeply.
46:48 And finally there is an end of course exam so you can
46:51 be certified as having um uh gotten up to speed on disability data issues.
46:57 Next slide.
47:00 And then the target audience for this is basically
47:04 anybody and
47:05 in the,
47:05 in the working in development and uh to uh
47:09 um to uh improve their capability to use and interpret data
47:14 and that includes World Bank Group staff
47:16 um but also uh clients uh including statistical offices or line ministries,
47:22 disability focal points.
47:24 Uh,
47:24 and,
47:24 and our development partners,
47:26 so that includes organizations of persons with disabilities,
47:29 other civil societies or or
47:31 or international bilateral aid aid agencies.
47:34 Any anyone really working on these issues,
47:37 um,
47:38 uh,
47:38 can,
47:39 uh,
47:39 I think this course is suited to you whether you are
47:42 absolute beginner or whether you have some experience with disability data
47:46 and just want to get into it
47:47 a little more deeply.
47:49 Next slide.
47:50 I think that's it.
47:51 Yeah,
47:52 so,
47:52 uh,
47:52 so we,
47:52 we,
47:53 uh,
47:53 hopefully you'll
47:54 find the course useful and enjoyable and we'd love to hear any feedback you have
47:59 on it.
48:00 Thank you.
48:01 Thanks,
48:02 Dan and Mitch.
48:03 Um,
48:03 really,
48:04 thank you very much.
48:04 That was very,
48:05 very helpful.
48:06 And again,
48:07 we're really excited about this course
48:09 and you know,
48:10 just to emphasize that this is both a course that can be useful,
48:14 used by World Bank staff but also
48:16 by,
48:16 by everybody else.
48:18 So please,
48:18 our external partners do feel free to,
48:20 to use it.
48:22 Um,
48:23 so
48:24 I just wanted to come back to a point that was
48:27 flagged in the chat box that I think is really important.
48:29 We've been talking about.
48:31 The dearth of data as it relates relates to social psycho disabilities and I was
48:36 wondering whether Jennifer would like to come in and just say a word on that.
48:40 Jennifer.
48:49 Um,
48:49 hi.
48:51 Thanks,
48:51 uh,
48:52 Charlotte.
48:52 I,
48:53 I just put something in the chat that the Washington
48:55 group is continuing to develop questions on psychosocial disability.
48:59 We have a
49:00 Um,
49:01 a couple of
49:03 potential questions that we're trying to find,
49:05 trying to do some testing on,
49:07 um,
49:08 and we'll
49:09 be moving forward on that.
49:10 So,
49:11 just everyone stay tuned.
49:12 There may be another short module.
49:15 We've
49:15 tried to do more in intellectual disability.
49:17 It's a very difficult area.
49:19 Um,
49:20 we get a lot of questions about that.
49:23 So if
49:24 there's,
49:24 um,
49:25 anyone out there who has some
49:27 ideas about how one might approach that,
49:28 we'd be really interested in hearing that,
49:30 because that's another area.
49:33 Thanks.
49:34 Thanks,
49:34 Jennifer.
49:36 Charlotte,
49:36 if,
49:36 if I could just,
49:38 um,
49:38 if I could just add on to what,
49:40 what Jennifer was saying,
49:41 just to put this in a little bit of context,
49:43 uh,
49:43 the Washington group develops questions not for
49:47 themselves
49:48 or for one particular country,
49:50 but for all countries,
49:52 and one of the big challenges is developing a
49:55 of countries that can be,
49:56 sorry,
49:57 a set of questions
49:58 that can be used
49:59 cross-nationally
50:01 so that they're relevant,
50:02 the same questions
50:04 are relevant and can be used
50:05 in different countries,
50:07 in different cultures,
50:08 in different languages,
50:09 and in that way we get
50:11 comparable data
50:13 internationally.
50:14 So that's,
50:14 that's a big challenge.
50:18 In developing these questions,
50:20 not just
50:20 in isolation,
50:21 but,
50:22 um,
50:22 but globally,
50:23 yeah.
50:25 Right,
50:25 so I also want to just,
50:26 you know,
50:27 acknowledge that
50:28 what is it a week ago,
50:29 a week and a bit ago we had the Global disability summit,
50:33 um,
50:33 and there were a number of,
50:35 um,
50:36 a number of commitments that were made around data.
50:40 I know that the International Disability Alliance is going through
50:44 all the commitments and will be posting the commitments,
50:46 um,
50:47 you know,
50:47 to the public.
50:49 So it would be useful for us to go through those commitments to see
50:54 which are the commitments that are linked directly to disability data
50:59 and how can we,
51:00 you know,
51:00 how can we support,
51:01 how can we provide technical assistance,
51:03 how can we help countries
51:05 meet those commitments.
51:06 So just wanted to flag the importance of the summit
51:09 and the work that's been happening in in that space.
51:13 Great.
51:14 So with that I'd like to then move to our um last speaker.
51:19 And um here I have the pleasure of introducing my colleague
51:24 um who's been very central in getting this particular e-course up and,
51:29 and out.
51:30 So,
51:31 um,
51:31 Marie Kristenin and Marie is a senior social development specialist
51:37 with the World Bank,
51:38 and she's going to close us out with some
51:41 closing remarks.
51:43 Over to you,
51:43 Marie.
51:45 Thank you so much,
51:46 Charlotte,
51:46 and hello everyone.
51:48 So my name is Maria Kosinen.
51:50 I'm a senior social development specialist
51:53 here at the World Bank.
51:54 I'm a white woman
51:56 from Northern Europe
51:58 with short,
51:59 light brown hair.
52:01 I have green eyes,
52:02 and today I'm wearing a small silver hoops
52:07 and a white shirt with some black wavy
52:11 patterns.
52:14 What a rich discussion and presentation we have had today.
52:18 I really appreciate all of the speakers
52:21 that have joined us today and have highlighted the importance of collecting
52:26 data on persons with disabilities
52:29 and how it has been done in various ways.
52:32 We look forward to learning more from your experiences in the future
52:37 on this important topic.
52:41 I'm also very excited to see the e-course launched.
52:46 I have a lot of hope that this course will spark a rise
52:50 in the disability disaggregated data we see
52:54 so that we can all do better to ensure
52:57 our work is more inclusive of persons with disabilities
53:00 and targeting the gaps that we are able to better identify with this data.
53:08 This e-course was designed in cooperation with
53:11 quite many partners including our consultants,
53:15 Dan and Mitch
53:16 and Wei Chen uh with uh Sightsavers,
53:19 with Elsie
53:20 and her colleagues from there
53:22 and the World Bank Open Learning Campus.
53:26 This e-course will be part of their course selection
53:30 available for all World Bank staff and for external partners as well.
53:35 We also want to thank our bank colleagues for their comments and
53:40 and uh guidance.
53:43 I would also like to mention that this e-course
53:46 was funded by Partnership Fund for the Sustainable Development Goals,
53:52 SDG Trust Fund,
53:53 and we wish to thank them for their
53:55 very valuable support to finalize this course.
54:01 We know that disability inclusion requires everyone working together,
54:07 so we would be grateful if you could kindly share this e-course widely
54:11 with your networks.
54:15 We will also be providing a recording of this session.
54:18 That we hope you will share as well,
54:21 so that others who were not able to join this session
54:25 will be able to listen to the presentations and have more background
54:29 information on the importance of such e-course.
54:33 You can see,
54:34 I think Anna has already shared the link and maybe Anna you can.
54:38 Share it again
54:39 in the chat box now and for our external guests,
54:43 we will circulate information on how to access the course
54:47 with the follow-up
54:49 email for this event.
54:52 I want to say a final thank you
54:55 to all of you for joining us today.
54:57 We look forward to seeing the impact.
55:00 Um,
55:02 you're welcome this back to Eco.
55:04 So thank you so much once again and back to you,
55:07 Charlotte.
55:09 Well,
55:09 thank you very much,
55:10 Mari.
55:10 I see there's quite a lot of excitement in the chat box around um around the e-course,
55:16 um,
55:16 and again,
55:17 please,
55:17 you know,
55:18 have a look,
55:19 see if it works for you.
55:20 If it doesn't,
55:21 let us know because we want to make sure that it actually is useful.
55:26 So please do not feel like,
55:28 you know,
55:28 if it's not working,
55:29 you can't,
55:30 um,
55:30 you can't communicate with.
55:33 So I would just like to thank you all for coming.
55:36 We've had a really great set of speakers,
55:38 hm,
55:39 a lot of excitement around the course,
55:40 hmm,
55:42 and you know,
55:43 the,
55:43 the proof of the course is going to be uptake of how many people actually
55:48 get on it and do it.
55:49 So encourage you all to have a look.
55:51 Thank you all very much and
55:54 stay in touch.
55:58 Thank you very much for joining us today.
56:02 Thanks everybody.
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