Are official statistics published covering the number of persons with disabilities who graduate from university (and tertiary education in general)?

Explanation

Please describe, if possible, how identification of such students has been made as, for example, many students with invisible disabilities choose not to self-identify at university level.

In detail

Summary

Only 5 percent of respondents answered with ‘yes’ – official data on the numbers of graduates with disabilities are available. In most countries, 65 percent, this seems not to be the case. Many students at university level do not want to self-identify as a person with disabilities and often statistics are not collected on a government and national level but rather by each institution individually, if at all.

Comments

Joanna Wojtynska, Poland: “These figures are published officially annually within the year, but some students choose not to self-identify as persons with disability.”

Caroline Carswell, Ireland: “These statistics tend to be sourced at grassroots level and not by a government or state agency – which may bring their validity into question.”

Cynthy Haihambo, Namibia: “They are not always published but are available upon request. We need to work on the regular publishing.”

CRPD Article

Article 24: Education

  1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning directed to:
    1. The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;
    2. The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;
    3. Enabling persons with disabilities to participate effectively in a free society.
  2. In realizing this right, States Parties shall ensure that:
    1. Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;
    2. Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;
    3. Reasonable accommodation of the individual’s requirements is provided;
    4. Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;
    5. Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.
  3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:
    1. Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;
    2. Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;
    3. Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.
  4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities.
  5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.

Article 31
Statistics and data collection

  1. States Parties undertake to collect appropriate information, including statistical and research data, to enable them to formulate and implement policies to give effect to the present Convention. The process of collecting and maintaining this information shall:
    1. Comply with legally established safeguards, including legislation on data protection, to ensure confidentiality and respect for the privacy of persons with disabilities;
    2. Comply with internationally accepted norms to protect human rights and fundamental freedoms and ethical principles in the collection and use of statistics.
  2. The information collected in accordance with this article shall be disaggregated, as appropriate, and used to help assess the implementation of States Parties’ obligations under the present Convention and to identify and address the barriers faced by persons with disabilities in exercising their rights.
  3. States Parties shall assume responsibility for the dissemination of these statistics and ensure their accessibility to persons with disabilities and others.