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   (PEDF –VI 2011-2015)
   Presented by Dr Kevin Murfitt, Pacific Regional Chair,
                    World Blind Union
            Paul Manning, Executive Officer,
         Parents of Vision Impaired NZ Inc/ICEVI
• The PEDF-VI reflects the views of participants of the
  Pacific EFA – VI Forum, held in Sydney on the 13 14
  January 2011.
• The report was compiled by: Mr Arthuson Albert, Ms
  Elsie Taloafiri and Mrs Frances Gentle. The draft report
  was then distributed to all participants to ensure that the
  contents reflect the views expressed at the “Forum”.
• Participants from the following countries attended the
  Forum: - Federated States of Micronesia, Fiji Islands,
  Kiribati, Nauru Island, Palau Islands, Papua New
  Guinea, Samoa, Solomon Islands, Tonga, Vanuatu,
  Australia and New Zealand
• Forum participants included 24 representatives of
  national education and health ministries/departments
  and organisations of people with disabilities (DPOs) from
  ten Pacific Island countries, and representatives of
  regional organisations.
             Forum Sponsors
• The Royal Institute for Deaf and Blind Children (RIDBC)
• Vision Australia (VA)
• Australian Government AusAID
• International Council for Education of People with Visual
  Impairment (ICEVI)
• World Blind Union (WBU)
• Pacific Disability Forum (PDF)
• Pacific Islands Forum Secretariat (PIFS) and the
• South Pacific Educators in Vision Impairment (SPEVI)
                    A global snap-shot.

• The World Health Organisation (WHO) estimates there are 285
  million people world-wide with vision impairments, including
  approximately 40 million people with severe vision impairment and
• The WHO estimates there are 1.4 million children under the age of
  15 who are blind and an additional 12 million children with eye
  conditions that could be corrected through the provision of
  spectacles (near-sightedness, far-sightedness, and astigmatism)
• The risk of blindness is five to 10 times greater in developing
  countries than in industrialised countries, and around 87% of people
  with vision impairments live in Africa, Asia, Latin America and the
  Pacific Region (Braille Without Borders, 2010; World Health
  Organisation, 2011).
• It is estimated that only 10% of school-age children with vision
  impairments attend school (Braille Without Borders, 2010;
  Vision2020 Australia, 2011).
            A Pacific Regional snap-shot.

• Research in Pacific Island countries has shown that the major vision
  impairments are cataract, diabetic eye disease, refractive error,
  trachoma, and trauma (Keeffe, Konyama, and Taylor, 2002).
• It is difficult to gain an accurate understanding of the number of
  preschool and school-age children with vision impairments in the
  Pacific region as population-based data on the prevalence and
  causes of childhood vision impairment in the Pacific Region are
  limited (Gilbert, Anderton, Dandona, & Foster, 1999).
• Regional governments tend to rely on school and clinic surveys to
  determine the number of children with low vision and blindness.
• Sadly, these surveys generally understate the number of children as
  school attendance rates for children with vision impairments are low
  due to school enrolment policies and clinic surveys generally do not
  include questions about the low vision (Keeffe, Konyama, and
  Taylor, 2002).
               EFA-VI: Education For All
              an ICEVI and WBU initiative

•   The campaign is titled “Education for All Children with Visual Impairment”
    (EFA-VI) and its major goal is to “ensure that all girls and boys with
    blindness and low vision enjoy the right to education” (ICEVI, 2011).

•   The four measures of success of the EFA-VI campaign are: -
•    Increased enrolment rates,
•   Reduced dropout rates,
•   Improved access to support services, and
•   Educational achievement for children with vision impairment, on par with
    non-disabled children.
•   Progress to date has included implementation of the EFA-VI global
    campaign in 12 focus countries across the seven global regions of ICEVI,
    including China, Ecuador, Ethiopia, Vietnam, Pakistan, Nepal and Fiji.
                    Fiji EFA-VI campaign
•   Fiji was selected as the first focus EFA-VI country in the Pacific region. Fiji
    is well respected within the Region and Internationally for its provision of
    educational opportunities for children with vision impairments.
• Established organisations include the Fiji School for the Blind, the Fiji
    Society for the Blind, United Blind Persons of Fiji, and the Fiji National
    Council for Disabled Persons.
• During 2008, a series of Fiji-based meetings and forums culminated in the
    establishment of the Fiji National EFA-VI Task Force and development of
    the Fiji EFA-VI National Plan for 2009-2011.
• EFA-VI task force members include education, health, and rehabilitation
    leaders, practitioners, parents, and organisations of persons with disabilities
    in Fiji who work to promote and support the quality of life of children and
    adults with disabilities, including those with vision impairments.
The Fiji EFA-VI goals achieved during 2009 and 2010 included: -
1: Establishment of a braille production centre at the Fiji Society for the Blind
2: Expansion of the Suva parent group to a National Parent Support Group
3: Delivery of professional training programs in the areas of early care and
    childhood education (ECCE) for young children with vision impairments,
    inclusive education for students with vision impairments, Unified English
    braille code, and education of children with vision impairments and
    additional/multiple disabilities (MDVI).
    Development of the PEDF-VI: 2011-2015
• The major outcome of the Forum was the development
  of a set of Pacific Island priorities for education of
  children with vision impairments in the ten Pacific Island
  countries represented at the Forum.
• The Pacific EFA-VI Forum outcomes document is titled
  “Pacific Education Development Framework - Vision
  Impairment 2011-2015 (PEDF-VI)” to reflect its
  alignment with the Pacific Education Development
  Framework (PEDF) for 2009-2015 (Pacific Islands
  Forum Secretariat, 2009).
• And the PEDF, just presented by Filipe Jitoko., drawing
  out the cross-cutting issue of disability in the document
  Pacific Education Development Framework -
      Vision Impairment, 2011-2015 continued

• In developing the PEDF-VI priorities, Forum participants
  discussed approaches to education of children with
  disabilities in Pacific Island countries.
• The participants considered the education implications of
  the Convention of the Rights of Persons with Disabilities
  United Nations, 2006) in relation to the rights of children
  with vision impairments and their families.
• The Pacific Regional Strategy on Disability 2010-2015
  (Pacific Islands Forum Secretariat, 2009)
        Implementation of the PEDF-VI

• The Pacific EFA-VI Forum participants are committed to
  promoting the implementation of the PEDF-VI in their
  home countries and within their organisations.
• Their efforts will be complemented by the efforts of the
  Pacific Islands Forum Secretariat (PIFS)
• The Pacific Disability Forum
• Other regional bodies working to promote the rights of
  children with disabilities, including the right to education.
• Implementation of the PEDF-VI is aligned with and will
  compliment the implementation of the PEDF.
 Vision: - Quality education for all children,
including children with vision impairments in
           Pacific Island countries.
Mission: - To enable each Pacific learner,
  including each learner with vision
  impairment to develop all his/her talents
  and creativities to the full and thereby
  enabling each person to take responsibility
  for his/her own life and make a meaningful
  contribution to the social, cultural and
  economic development of Pacific society.
 Alignment with the Convention on the Rights
      of Persons with Disabilities (CRPD)
• The PEDF-VI is also aligned with the
  general principles and articles of the
  Convention on the Rights of Persons
  with Disabilities (United Nations,
  2006), in particular the following
  sections of Article 24 that have
  relevance to the educational rights of
  children and adults with vision
   CRPD Alignment: - Article 24: Education
• People with disability have a right to education, like other
   people do. Countries are to make sure that their general
   education systems include people with disability at all
   levels and aim to allow the full development of a
   person’s potential. To do that, countries are to make
   sure that:
1: Schools make some changes to accommodate for
   students with disability; and
2: People with disability get the support they need in the
   general education system, or
3: People with disability have access to special support in
   specialised schools that help them get the most out of
   their education and learn other life skills.
               CRPD Alignment           continued

• Countries are to help people with disability learn life and
  social skills. This includes taking appropriate steps to:

• make it possible for people with disability to learn other
  types of communication, such as sign languages and
  Braille, and skills that will help them move around freely

• arrange for people to support and mentor them

• make sure that students who are blind, deaf or deaf/blind
  are taught in the types of communication they can
  understand (United Nations, 2006).
    Major Action Themes from
• Early care and childhood education:- such
  as to establish vision screening
• Children with vision impairments have free
  and high quality formal school education
  (primary and secondary):- such as
  ensuring that national data shows
  progress and inclusive education
     Major Action Themes cont.
• By 2015, students with VI will have access to vocational
  and tech training with inclusive programs and services
• Non-Formal Education:- clear information and
  encouragement given to parents to understand their
  childrens’ rights for barrier-free learning environments
• In-service and pre-service education of teachers; and
  enhancing the teaching profession:-all teachers and
  related service providers will have awareness and basic
  understanding of individuals with disability including VI;
  and will accept responsibility for educating them with
  support from other appropriate programs or agencies.

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