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

II. APPENDIX 2: TIMOR-LESTE PROJECT IMPLEMENTATION FRAMEWORK

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

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

V. APPENDIX 5 – EQUIFRAME

VI. APPENDIX 6 - SUMMARY OF KEY ACTIONS IN EQUIPP

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

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

List of NPWG Member - Social Inclusion Project

National Directorate of Social

Ministry of Social and Solidarity

1 Mateus da Silva Assistance, Head of Program

MSS / DNAS

Development Department Ministry of Social and Solidarity Head and Chief Department of

2 Dinis da Silva

MSS

Humanitarian Assistance Program Chief Statistic Training Centre GDS,

Unit Coordinator & Operational

3 Silveiro Pinto

STATISTIC

Statistic , General Director of Statistic Ministry Finance

4 Estanislau Mariano

STATISTIC

Chief International Corporation

Secretariat of State Youth and

Chief Department of Human Resources

5 Florindo Napoleão

Sports

and Administration

Forum Tau Matan / Watch

6 Filipe Soares Child Protection Trainer

Forum

Monitoring Evaluation Officer -

7 Justino Sarmento

The ASIA FOUNDATION

(Nabilan) Ending Violence Against Women Program Senior Program Officer – Support for

8 Antonieta Maia

The ASIA FOUNDATION

Good Public Policy Program, Women Weavers Project Coordinator

Social Science and Human (SCH)

9 Fausto Guterres

Student University UNPAZ

faculty, Department of International Relationship

Social Science and Human (SCH)

10 Eligito Pereira

Student University UNPAZ

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

AHISAUN (Disability People Organization / DPO )

Antoninho da Silva Soares

AHISAUN ( Disability People

14 David Marcal Program Manager

Organization / DPO )

Amelia C.de A. Chief Department of Politic

15 Andrade

Unniversity UNPAZ

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

II. Appendix 2: Timor-Leste Project Implementation Framework

Policy Initiation Workshop: Capacity-building components Partner

Actions and areas of responsibility

Deliverables

Lead

National - Bring together the key national stakeholders - Validation of the policy proposal for

Implementing

to discuss and validate the policy priority for

assessment and revision, identified in

Partner

the preparatory stage for the project - Facilitate the policy research, assessment and - Draft plan of action to improve

the project

revision processes within the sub working

inclusiveness of the identified policies

group to be established during the workshop

(drafted based on input from all participants as an outcome of the Policy

- Ensure the logistics of the meeting, including Initiation Workshop)

the translation and interpretation

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

UNESCO HQ Understanding inclusive policy framework:

- Guide on assessing the degree of inclusiveness of public policies

One Senior - Parameters of Inclusive Policies from

Consultant UNESCO’s perspective - The Conceptual Framework of Policy

Innovation Lab and the linkages with the project

A toolkit for assessing gaps in availability and quality of data to support policies One

UNESCAP Data Capacity-building:

Senior - Introduction to the generic data gaps and and programmes to promote social

Consultant

quality assessment framework

inclusion

- Facilitating the development of action plan to - Identification of the gaps in availability

address the identified data gaps

and quality of data to support policies that promote social inclusion (to be

- building the capacities of the national delivered together with the lead national

counterparts on data collection and analysis

implementing partner and other relevant

methodologies that allow a special focus on

national stakeholders, such as national

inclusiveness policy features statistics office)

EquiFrame Policy Capacity-building:

- EquiFrame policy analysis tool as a model One

Senior - Introduction of the Inclusive Policy Process - Identification of the gaps in various Consultant & One

parameters of inclusiveness of public Associate

model

policies under review (to be produced - application of EquiFrame policy analysis tool

together with the lead national

for assessing the degree of inclusiveness of

implementing partner and other relevant

selected policies

national stakeholders)

Policy Review Facilitation: Capacity-building components Partner

Activities/responsibilities

Deliverable

Lead National - Conducting policy consultation process. - Policy proposals that have Implementing - Facilitating the collection and analysis of the data

been revised as the result of

Partner

by the sub working group, assisted by the the policy review facilitation international implementing partners.

processes by the national working groups, with close

- Ensuring the logistics and communication with the support from the international

international partners as needed. implementing partners - liaising between the national and international

partners on addressing the constraining factors in programme implementation

UNESCO HQ Understanding inclusive policy framework:

- One mission to the country of 4 Two

Senior - Parameters of Inclusive Policies: UNESCO’s day duration Consultants

perspective - Several skype conferences - Policy Innovation Lab based on the outcomes of the

(frequency to be determined project (out of country)

based on need) - Regular support through email and/or phone communication - Policy Innovation Lab

UNESCAP Data Capacity-building:

- One mission to the country Two

Senior - Supporting the national team in applying the - Regular support through Consultants

framework to the selected social policies and teleconferencing sessions (as programmes

needed), email and/or phone - Supporting the national team in developing a

communication medium term action plan to address data gaps and -

a web platform for data gaps data quality issues identified during the Policy

quality assessment initiation workshop

and

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

EquiFrame Policy Capacity-building:

- Application of the EquiFrame Two

Senior - Supporting each participant in the policy revision policy analysis tool Consultants &

process - One mission to the country One Associate - Assisting the national team to identify the barriers - Regular

support through and facilitating factors in the process

teleconferencing sessions (as needed), email and/or phone communication

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

International Policy Partners (capacity-building providers)

Partner General Functions Experts UNESCO

Overall Coordination Irakli Khodeli (SHS/Jakarta)

Field Office

 Provision of expertize on inclusive policy framework Iulia Sevciuc (RPF/SHS),

(in-country)

UNESCO HQ

 Development of Policy Innovation Lab based on the Alexander Hauschild (consultant)

outcomes of the project (out of country)  Capacity-building on data: application of assessment Yanhong Zhang

framework and development of action plans to dress

(ESCAP/Bangkok)

the identified data gaps (in-country)

UNESCAP

 Development of data gaps and quality assessment Jessica Gardner (Consultant)

framework, including as a web platform (out of

country)  Capacity-building on policy: introduction of the Mac MacLachlan

(consultant)

Inclusive Policy Process model and the application of

EquiFrame

Hasheem Mannan

EquiFrame policy analysis tool for assessing the

(consultant)

degree of inclusiveness

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

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 Development 2 . 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 Goals 3 (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/#.VrsPpJN 97wc

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

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.

Economic dimension

Cultural

Political

dimension

Social dimension inclusion/exclusion dimension

Civic

Social

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

Example 1: EU labour market 4

or portfolio of policy actions

The EU’s recommendation for the - An effective policy portfolio is multi-

inclusion of persons excluded from dimensional and covers the social,

the labour market pushes for three economic, civic and political, and

integrated interventions:

cultural sector.

1. Income support

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

2. Inclusive labour markets

level

3. Access to quality services

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. 

- The goal of inclusion is part of all

policies. th Example 2: Malaysia’s 11 - 5 M&E of all concerned policies allow Development Plan

for the tracking of progress under the Malaysia’s current development plan overarching goal of inclusion.

(2016-2020) elevates the goal of - Inclusion is not integrated as a “on

social inclusion to one among 10 paper” goal only; it is adequately

goals (strategic thrusts). To achieve operationalized.

this goal, the development plan

1.c. Resources are allocated to inclusion

focuses its action on

based on real and assessed needs

1. support of poor households, - Social inclusion is not no-cost add-on

2. community empowerment, to existing policies.

3. transformation of rural areas, - Are resources allocated for the

4. accelerated regional growth, achievement of social inclusion?

and

- Could resources be reallocated to

5. Economic development for better support social inclusion?

the Bumiputra Economic Community.

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

2.a. Inclusion is reached through integrated Example 3: Supporting homeless interventions

people in the USA 6

- Are the interventions to achieve In the USA, nineteen government social inclusion multidimensional?

departments and agencies, NGOs - Are the interventions designed and

and the private sector under the implemented by interdisciplinary

coordination of the US Interagency multi-stakeholder team?

Council for the Homeless support

2.b. Integrated interventions must be

people living in shelters to

coordinated

1. move to transitional housing, - Are mechanisms in place that allow

2. prepare for jobs,

3. receive drug and alcohol (education, health, civic, political,

coordination across sectors?

treatment if necessary, culture)

4. reunite with their families, - Are mechanisms in place to allow

5. find a permanent home, and coordination across levels? (national,

6. stay housed.

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-

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

3.a. Trial and error approach Example 4: HIV test result delivery

- Do policy makers and service 7 in Zambia providers have the freedom and

In 2010, the Mwana project flexibility to apply a ‘try, test and

implemented by the Zambian improve’ approach to inclusive policy Ministry of Health reduced the time

development and implementation? to deliver HIV test results from 66 to

3.b. Inclusion of beneficiaries though new

33 days in average. The project

technologies during the design process

delivered test results through mobile - Are beneficiaries involved in the

phone messages.

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 Example 5: Social media as crisis

- Is data collected in a coherent

indicator 8

manner to support social inclusion In Indonesia, the number of Twitter policies?

messages closely matched the

official inflation statistics, showing - Does the collected data enable the

4.b. Data must be equity weighted

how the volume and topics of detection and tracking of disparities? Twitter conversations can reflect a

4.c. Data collection must be timely

population’s concerns in close to real time.

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

- 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.

... the wellebeing of mainstream society.

Wellbeing of an individual or group compared to ...

... individual potential.

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

Example 6: Brunei vision 2035 9 - Are causes for social inclusion

1.a. Dealing with causes of social inclusion

The Brunei Economic Development addressed in existing policies or do

Board outlines in its ‘Vision 2035’ to they deal with symptoms?

transform Brunei into a nation - Social inclusion cannot only be

recognised for:

achieved by dealing with symptoms - the accomplishments of its well- of social inclusion.

educated and highly-skilled

1.b. Opportunities must be equitable not

people as measured by the

only equal

highest international standards; - Are social policies putting in place

- its quality of life that is among services that grant equitable access

the top 10 nations in the world; - Are socially excluded persons enabled

and

to access to enjoy public services? - its dynamic and sustainable

1.c. Policies must focus on the long term

economy.

goal of social inclusion

To achieve this ambitious goal, the - Are policies designed to achieve the

government developed strategies for log term goal of social inclusion?

the following sectors:

- Social policies should not focus on

- education,

quick wins.

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

Relational Policy Marker 2: Provision of and access to services

2.a. Providing public services and access to Example 7: Conditional transfer public services

systems payments in Columbia,

- Are public services available?

Mexico and Columbia 10

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

- Are public services accessible? ‘Conditional transfer system

2.b. Acceptance and uptake of public

payments’ have increased the

services

enrolment of boys and girls in - Do the beneficiaries accept and make schools. The payments are made to use of public services?

families whose children are in school - What are the reasons for low uptake age but do not yet attend school. and rejection?

They are made under the condition that if a family accepts the payments, the children have to attend school.

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

3.a. Redirection of resources Example 8: Situation of Roma in

- Are resources redirected towards 11 Southeast Europe groups that are socially excluded?

Insufficient education and - Is participation of the socially

participation in the labour market excluded practiced during public

among Roma, the combined budget expenditure planning?

economic losses of four countries in

3.b. Is society aware of groups of persons

Europe (Serbia, the Czech Republic,

that are socially excluded

Bulgaria, and Romania) amount - Society must be made aware of

annually to as much as 5.7 billion groups of persons that are socially

Euros, while the fiscal losses are excluded.

estimated at 2 billion Euros annually. - Society must be made aware of the impact of social exclusion on society

Inclusive policies that holistically at large.

address the issue of low participation - Society must be made aware of the

in the labour market would benefit cost of social exclusion versus the

everybody in these countries. 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. 

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.

Group based interventions

Social inclusion

Individual interventions

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 Example 9: Twin track approach for characteristics

empowerment of persons with

- disabilities People prone to social exclusion are 12 not a homogenous group. - Even members of traditionally

Track 1 involves the integrations of excluded groups show individual

disability sensitive measure into

characteristics that make them prone design, implementation, monitoring to exclusion.

and evaluation of policies and - These individual characteristics are

programmes.

linked to age, education, employment, ethnicity, gender,

Track 2 accommodates the different health, income, language, religion,

individual impairment specific needs and place of residence.

of persons with disabilities.

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

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

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 Example 10: Pro Bumiputra policies related drivers of exclusion

in Malaysia 13

- Do institutions exclude groups or Since 1971, with the introduction of individuals in society?

the New Economic Policy (NEP), the - Do our values and behaviours exclude government gives its Malay groups or individuals in society?

population major benefits over the - Do our policies have an inclusive

Chinese and Indian population of the character?

country. The benefits range from

2.b. Bottlenecks and loopholes in existing

access to education, housing, public

policies

service jobs, and banking services. - Do our existing policies show

This kind policy have the risk of systematic barriers to inclusion?

creating a two-class society. - 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 Example 11: Multidimensional coverage of an inclusive policy

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 

- Breadth: how many exclusion risks Mexico, Columbia, Tunisia and and drivers for exclusion are

Pakistan are implementing the MPI. addressed in a policy?

The MPI classifies each member of a - Depth: to which degree are they

household as ‘poor’ or ‘non-poor’ addressed in a policy?

based on the deprivations the

3.b. Bottlenecks and loopholes in existing

individual experiences in the

policies

dimensions of health, education and - Do our existing policies show

living standards. The results are then systematic barriers to inclusion?

aggregated into a national measure. - Systematic identification of loopholes Such an exercise provides action- and bottlenecks in existing policies is relevant data both on how many necessary to improve social inclusion people experience deprivations and of marginalized groups and

on how many deprivations they face individuals.

on average.

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 Example 12: Decentralisation of

- Tailored interventions are not services to local organisations 15 exclusive to certain groups.

To increase uptake of services in - Tailored interventions try to increase Maori communities in New Zealand, uptake and acceptance in certain

the government decided to beneficiary groups.

decentralise service delivery to

5.b. Tailoring to common patterns of

Maori organisations.

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 Māori Development in Aotearoa New Zealand 

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.

Ultimate Goal:

Total Social Inclusion

Process: Social Inclusion Interventions to battle social exclusion

Current state of our societies:

Members of society are socially excluded

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 Start 16

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

- Policies must give special ‘Sure Start’ is set to tackle the cycle consideration to those groups of

of social exclusion and child poverty people who are historically and

through improved childcare, early traditionally socially excluded.

education, health and family

support. The programme utilises - To measure the impact of a policy,

1.b. Adequate data collection

panel data rather than aggregate data should be gathered before a

cross-sectional data in order to track new policy is being implemented and the progress of the participating after its implementation.

children.

- 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

- 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.

Micro

•Individual •Household

Meso

•Neighbourhoods •Communities

Macro

•Nation states •Global regions

2. Makers

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

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

1.a. Systematic pulls Example 14: Timor Leste disability

- Policies must address all levels of 17 policy and action plan society.

Timor Leste has developed a

disability policy and implementation - Inter-ministerial coordination and

1.b. Horizontal coordination

action plan to empower and include cooperation is necessary to develop

persons with disabilities. The policy and implement crosscutting social

covers accessibility and mobility, inclusion policies.

cultural and sports activities,

education, gender equality, health, - Intra-ministerial - e.g. national level,

1.c. Vertical coordination

information and communication, provincial level, and district level -

justice, social assistance, and coordination to socialize policies and vocational training and employment. monitor their implementation on all

The implementation is coordinated levels of society.

but the Ministry of Social Solidarity in

cooperation with the Ministry of - Good coordination is a means, not

1.d. Coherence, quality and efficiency

Health, Ministry of Justice, Ministry the goal!

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.

Levels and context marker 2: Regional coordination and cooperation

2.a. Soft laws Example 15: ASEAN’s Kuala Lumpur

- Soft laws or MOUs on regional level

declaration on ‘ASEAN 2025: Forging

are a way to boost mutual learning,

Ahead Together’ 18

exchange of best practices, The Declaration focus among other transparency and policy

points on the development of a harmonisation.

community that engages as well as

2.b. Non-standardized instruments

benefits the people and is inclusive, sustainable, resilient, and dynamic.

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 ,

- Flexible regional cooperation The heads of state agreed to achieve frameworks among nation states are this by: necessary to increase social inclusion. - 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.

... development

... monitoring ... planning

Participation of those who are socially excluded in ...

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 Example 16: Gunung Kidul district in

- Do policy beneficiaries participate in

Indonesia 19

decision-making and policy design? The district of Gunung Kidul decided

1.b. Participation at all stages of policy

to involve persons with disabilities in

development

the yearly planning and budgeting - Do beneficiaries participate during

cycle to develop services that are priority setting, policy formulation,

accessible and meet their needs. budgeting, and policy

Announcing the participation implementation?

opportunity ahead of time and laying

1.c. Institutionalized participation

out the agenda introduced the process. Due to the complex structure of the planning and

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 the excluded should budgeting process, persons with ideally be guaranteed through

disabilities were given the

institutionalised mechanisms. 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 Example 21: see example above segments of society

- The mere opportunity to participate in not enough. - People who are excluded must be pro-actively invited to participate.

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.

V. Appendix 5 – EquiFrame

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

Key Language No .

Core Concept

Key Question

1. Non-

Vulnerable groups are not discrimination

Does the Policy support the

rights of vulnerable groups

discriminated against on the basis

with equal opportunity in

of their distinguishing

receiving health care?

characteristics (i.e. Living away from services; Persons with disabilities; Ethnic minority or Aged).

Vulnerable groups receive services

2. Individualized

Does the Policy support the

rights of vulnerable groups

appropriate, effective, and

with individually tailored

understandable services.

services to meet their needs and choices?

3. Entitlement

People with limited resources are vulnerable groups may qualify entitled to some services free of for specific benefits relevant

Does the Policy indicate how

charge or persons with disabilities

to them?

may be entitled to respite grant.

4. Capability-

For instance, peer to peer based services

Does the Policy recognize the

capabilities existing within

support among women- headed

vulnerable groups?

households or shared cultural values among ethnic minorities.

5. Participation

Does the Policy support the

Vulnerable groups can exercise

right of vulnerable groups to

choices and influence decisions

participate in the decisions

affecting their life. Such

that affect their lives and

consultation may include enhance their empowerment? planning, development, implementation, and evaluation.

6. Coordination of Does the Policy support Vulnerable groups know how services

assistance of vulnerable

services should interact where

groups in accessing services

inter-agency, intra-agency, and

from within a single provider

inter- sectoral collaboration is

system (inter-agency) or more required. than one provider system (intra-agency) or more than one sector (inter-sectoral)?

7. Protection from Vulnerable groups are Vulnerable groups are protected harm

protected from harm during

from harm during their

their interaction with health

interaction with health and

and related systems

related systems

8. Liberty

Does the Policy support the

Vulnerable groups are protected

right of vulnerable groups to

from unwarranted physical or

be free from unwarranted

other confinement while in the other confinement while in the

custody of the service

confinement?

system/provider.

9. Autonomy

Does the Policy support the

Vulnerable groups can express

right of vulnerable groups to

“independence” or “self-

consent, refuse to consent,

determinatio n”. For instance,

withdraw consent, or

person with an intellectual

otherwise control or exercise

disability will have recourse to an

choice or control over what

independent third party

happens to him or her?

regarding issues of consent and choice.

10. Privacy

Does the Policy address the

Information regarding vulnerable

need for information

groups need not be shared

regarding vulnerable groups to among others.

be kept private and confidential?

11. Integration

Does the Policy promote the

Vulnerable groups are not barred use of mainstream services by from participation in services that vulnerable groups?

are provided for general population.

12. Contribution Does the Policy recognize that Vulnerable groups make a vulnerable groups can be

meaningful contribution to

productive contributors to

society.

society?

13. Family resource Does the Policy recognize the The policy recognizes the value of

value of the family members

family members of vulnerable

of vulnerable groups in

groups as a resource for

addressing health needs?

addressing health needs.

14. Family support Does the Policy recognize that Persons with chronic illness may individual members of

have mental health effects on

vulnerable groups may have

other family members, such that

an impact on the family

these family members members, requiring additional themselves require support. support from health services?

i) Vulnerable groups are responsiveness

15. Cultural

Does the Policy ensure that

services respond to the

consulted on the acceptability of

beliefs, values, gender,

the service provided ii) Health interpersonal styles, attitudes, facilities, goods and services must cultural, ethnic, or linguistic

be respectful of ethical principles

aspects of the person?

and culturally appropriate, i.e. respectful of the culture of vulnerable groups

16. Accountability

Does the Policy specify to

Vulnerable groups have access to

whom, and for what, services

internal and independent

providers are accountable?

professional evaluation or procedural safeguard.

17. Prevention

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

18. Capacity

Does the Policy support the

building

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 have

vulnerable groups – physical,

accessible health facilities (i.e.,

economic, and information

transportation; physical structure

access to health services?

of the facilities; affordability and understandable information in appropriate format).

20. Quality

Does the Policy support

Vulnerable groups are assured of

efficiency by providing a

the quality of the clinically

structured way of matching

appropriate services.

health system resources with service demands in addressing health needs of vulnerable groups?

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?

Vulnerable Group Definitions (Mannan et al, 2011)

Vulnerable Groups

Definition

Limited Resources

Referring to poor people or people living in poverty

Increased risk for Referring to people with one of the top 10 illnesses, identified by Morbidity;

WHO, as occurring within the relevant country

Ischaemic heart disease, LRTI, CVD, Perinatal conditions, COPD, Diarrhoeal Disease, TB, HIV/AIDS, RTA, Self-inflicted harm. Mother- Child

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

Women-headed

Referring to households headed by a woman

Households Children (with

Referring to children marginalized by special contexts, such as Special Needs)

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 Referring to people who, because of civil unrest or unsustainable Populations

livelihoods, have been displaced from their previous residence Living away from

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

distance

Suffering from Referring to people who have an illness which requires continuing Chronic Illness

need for care

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

Core Concept coverage and examples of Key Language used

Quality o.

N Core

Key Language of the

Frequency

Concept

National Disability Policy

1 Non-

Ensure that people

III

discriminati with disabilities may on

obtain the services provided by health professionals, technical support, medication and specialized treatment in an equitable manner, regardless of place of obtain the services provided by health professionals, technical support, medication and specialized treatment in an equitable manner, regardless of place of

2 Individualize Increase the ability and III

d Services

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

3 Entitlement Ensure the existence of I 1

social services to support people with disabilities and their families.

4 Capability

0 0 Based Service

5 Participatio The National Policy for IIIII

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

2 n of Services promotion of the rights

PROMOTING SOCIAL INCLUSION IN TIMOR-LESTE Analysis of National Disability Policy Framework in Timor-Leste