People with Disabilities in India: From Commitment to Outcomes

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B. Educational profile of PWD 4.12. While policies are important, it is educational outcomes that matter. This section describes current data on educational outcomes of CSN and PWD. Overview statistics on both the educational attainment of PWD and the current school attendance rates of CWD in basic education were presented in Chapter 1. It is very clear that both educational attainment of all PWD and current attendance of CWD are very poor and far below national averages. This section develops the picture from Chapter 1 with more detail on CWD educational performance, mainly relying on NSS sources. The focus is primarily on children in general education. 92 4.13. (i) Literacy rates of all PWD: Chapter 1 showed the high illiteracy rates of PWD across disability categories. It is also possible to analyze illiteracy rates of all PWD by the self-declared extent of their disability. This is presented in Figure 4.1 from NSS. The findings run in the expected direction. Almost three quarters of those with severe disabilities are illiterate, and even for those with mild disabilities, the illiteracy rate is around half. 93 For the severely disabled, just over 10 percent have achieved middle school or higher education, while even for moderately disabled people the share is only 20 percent. Table 4.1 examines the same data for children currently of school going age, and show that the situation has not improved at all for children in the current generation with severe disabilities. Illiteracy rates are very high for all PWD, but extreme for those with severe disabilities Figure 4.1: Illiteracy and primary attainment rates for all PWD, 2002 Figure 4.1 80 %of disabilitycategory, all ages 70 60 50 40 30 20 10 Illiterate Primary or less 0 Severe Moderate Mild Source: NSS, 58 th round. Bank staff estimates. 4.14. (ii) Literacy and attendance for children with disabilities: Figure 4.1 presents attainment data for the entire PWD population. For policy purposes, the more immediate focus has tended to be on current school age children and improving their educational attendance. Chapter 1 showed that around 38 percent of CWD aged 6-13 are out of school, with the rates much higher for certain disabilities. Figures 4.2 and 4.3 below track the school attendance of CWD between the ages of 5 and 18 by rural/urban and gender from 2002 NSS. Several points emerge: • across all CWD, attendance at school never rises above 70 percent for boys and around two thirds for girls, confirming the SRI data on non-attendance from Chapter 1. These rates also compare very unfavourably with the age-specific rates for all children, which for boys peak at over 90 percent (at around the same age), and for girls at close to 90 percent. 94 92 Vocational education for young adult PWD is discussed in the employment chapter. 93 Literates in the NSS 58 th round were defined as persons who could read and write a simple message with comprehension, and those unable to do so, were deemed illiterates. Such findings are consistent also with a number of micro-studies, including Unnati and Handicap International form Gujarat. 94 World Bank (2006, forthcoming), using the same NSS 2002 round for calculation of general rates. -61-
• significant gender differentials among CWD do not emerge till around age 12. This shows a marked difference to the general school age population, for which boys’ attendance rates remain 8-10 percentage points higher than girls’ throughout the basic education cycle. 95 The conclusion would seem to be that the negative attendance impacts of disability are diluting the gender discrimination in basic education which one sees for non-disabled children. School attendance of both boys and girls with disabilities is low, but gender differentials less than for non-disabled children Figure 4.2: School attendance of PWDs, 5-20, by age and gender 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% Figure 4.2 Boys Girls 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Source: NSS, 58 th round. Bank staff estimates. • as expected, attendance rates in urban areas for CWD are higher than rural, but even at peak attendance never exceed 74 percent in urban and two thirds in rural areas. This can be compared to figures from the same NSS round for all children in Figure 4.4, which indicate much higher age specific enrollment rates for both rural (close to 90 percent) and urban (over 90 percent) children without disabilities. School attendance for CWD in rural and urban areas is far lower than for other children throughout school age Figure 4.3: School attendance for PWD, 5-20, by age and area 80.0% Figure 4.3 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% Urban Rural 0.0% 5 7 9 11 13 15 17 19 Source: NSS, 58 th round. Figure 4.4: School enrollment of all children by age and location, various years 100 90 80 70 Enrollment Rates 60 50 40 30 20 10 - 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Age Rural 1987 Urban 1987 Rural 2002 Urban 2002 Source: World Bank (2006), based on NSS, 43 rd , 50 th , 55 th and 58 th rounds 95 Op.cit. -62-
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PEOPLE WITH DISABILITIES IN INDIA:
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Abbreviations and Acronyms ADL ANM
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Table of Contents EXECUTIVE SUMMARY
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Figure 5.3: Employment rates of PWD
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Box 5.4: A Jobs Fair Bringing Emplo
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NGOs, both quantitative and qualita
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Out of school rates for CWD are hig
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needs to respond more proactively t
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government strategies for promoting
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Safety Net Schemes 33. Safety nets
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40. In early 2006, a National Polic
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should move to implement the Act’
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54. Addressing current and future p
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disability SHGs, which has been sho
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have comparative advantage is putti
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extent of individual functioning du
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converting income into well-being o
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21. In light of the challenges that
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not be explained by this. The major
Page 39 and 40: Table 1.2: Disability Prevalence ra
Page 41 and 42: The share of disability impact due
Page 43 and 44: • It is also important to recall
Page 45 and 46: 1.17. A second issue with obvious i
Page 47 and 48: Figure 1.9: Employment rates of PWD
Page 49 and 50: Box 1.2: Census questions on disabi
Page 51 and 52: Box 2.1: Disability in Indian mytho
Page 53 and 54: • overall, there is low acceptanc
Page 55 and 56: Table 2.2: Positive perceptions of
Page 57 and 58: different areas, as for example the
Page 59 and 60: governmental sectors drive home the
Page 61 and 62: Box 2.4: Raising awareness and chan
Page 63 and 64: • onset of mental disabilities is
Page 65 and 66: 3.9. Locomotor disability is the ca
Page 67 and 68: B. Prevention of Disability 3.15. A
Page 69 and 70: 3.20. The NBCP, like other vertical
Page 71 and 72: almost three times more likely to h
Page 73 and 74: PWDs. The scheme operates in 11 cen
Page 75 and 76: Figure 3.4: Proportion of disabled
Page 77 and 78: Table 3.11: Type of Service Accesse
Page 79 and 80: Urban 1.46 North 1.40 South 1.10 Ea
Page 81 and 82: Box 3.1: WHO’s “Ten Question Pl
Page 83 and 84: 3.51. (f) Financial barriers to acc
Page 85 and 86: including for road accidents, and e
Page 87 and 88: A. Indian and International Policy
Page 89: 4.9. A specific feature of SSA is a
Page 93 and 94: Out of school rates for CWD are hig
Page 95 and 96: Only around 5 percent of children w
Page 97 and 98: 4.30. (b) Financial performance of
Page 99 and 100: only factor contributing to both po
Page 101 and 102: The numbers of CWD identified by SS
Page 103 and 104: IE training options. The impacts of
Page 105 and 106: part of the authorities to increase
Page 107 and 108: well beyond the needs of CWD alone.
Page 109 and 110: performance in the schooling system
Page 111 and 112: DLROs has contributed to West Benga
Page 113 and 114: CHAPTER 5: EMPLOYMENT OF PERSONS WI
Page 115 and 116: atios, while others such as J&K, Bi
Page 117 and 118: Figure 5.8: Employment rates over t
Page 119 and 120: • the relative wages of PWD to no
Page 121 and 122: of age and disability status. Multi
Page 123 and 124: 5.23. For males in the survey, a de
Page 125 and 126: equirement of specific post identif
Page 127 and 128: 5.34. Nonetheless, there has been u
Page 129 and 130: consistent with survey findings. Na
Page 131 and 132: exchanges are in any event servicin
Page 133 and 134: Source: NHFDC website reporting cum
Page 135 and 136: Box 5.5: Good practice in NGO skill
Page 137 and 138: D. Conclusions and recommendations
Page 139 and 140: is set. In the case of SGSY, the gu
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Table 6.2: States/UTs with unemploy
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Table 6.4: Coverage of disability s
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Table 6.6: Contributions and benefi
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6.24. Easily the largest scheme for
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6.35. While the design of the insur
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people. The transfer under NOAPS wa
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7.4 (a) The Persons with Disabiliti
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7.8 (ii) Sectoral policy issues in
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• in the area of education, the p
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awareness raising about disability
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more formal institutions in disabil
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7.28 There is little detailed analy
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Table 7.2: Institutions providing b
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systematically related to the numbe
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• collaboration between NGOs and
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moving to improved outcomes for PWD
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CHAPTER 8: ACCESS FOR PEOPLE WITH D
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Box 8.1: International and regional
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The comparison of institutional arr
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laudable, there are concerns that m
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ANNEX 1: COMPARING THE INCOMPARABLE
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of prevalence estimates across the
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person will be treated as having
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People with Disabilities in India: From Commitment to Outcomes

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