Antecedentes

Persons with disabilities continue to be the most disadvantaged group in Armenia, though significant progress and improvements in a number of key areas have been marked throughout 2014-2016.As of July 2016, 6.7% of the population in Armenia are recognized as having disability status1. Among them children with disabilities are arguably the most vulnerable and invisible group. About 1% of children are recognized and have disability status[1], while according to the WHO estimation about 2.5 % of children have some form of disability[2].

In this context, since October 2014, UNICEF and UNDP Armenia have been implementing Phase I of the UNPRPD Round2 project, with participation of UNIDO and UNFPA. The project’s aim was to support the Government of Armenia in revising the Disability Certification and Individual Rehabilitation Planning procedures in line with the principles of UNCRPD and based on the conceptual framework of the International Classification of Functioning, Disability and Health (ICF). Through this the project has contributed to the overall objective to enhance access to services and participation of persons with disabilities.

 

Currently, persons with disability status are eligible for a disability pension (35-45 USD), and a limited package of medical services[3]. Though the basis for majority of cases for granting disability status are functional disorders (digestive, cardio-vascular, diabetes, etc.) the package of medical services provided is not necessarily related to these issues and is not needs based. The current model of disability certification is deeply medical: the person/applicant is assessed only by doctors of the medical institution /polyclinic, hospital/ and then by the medical experts/doctors in Medical Social Expertise Commissions (MSECs - 27 across Armenia) where a decision on eligibility for disability certification is taken. As a result, only health issues are normally considered as basis for assessment and disability certification.  In the context of various health conditions and injuries, medical diagnosis alone does not fully capture the status and may not fully predict service needs, neither at the level of individual treatment planning nor at the level of public health policy[4].

 

Using ICF supports a shift from a pure medical assessment, and “charity model” to a “human rights model”. In line with the UN Convention’s view of disability[5], the ICF has a broad scope and requires accounting for environmental factors that influence functioning together with the other factors. The ICF supports rights-based policies (UN 2006, Bickenbach 2009) and provides a framework and model that assist needs-based planning and communication across government and other sectors.  

 

Guided by these principles through the implementation of Phase 1 of the Project, the following results were achieved:

  • New Model of Disability Assessment and Certification was developed based on the ICF and aligned with UNCRPD (Convention for the Rights of People with Disabilities);
  • Medical Social Expertise Committee for children was established;
  • Gender responsive methodology for Individual Rehabilitation Planning was developed.

 

Building on the key results the Project plans to take the reform process further and support national application of the new assessment model and ensure on-the-job coaching throughout the process for all participating sectors (social, health and education) to root disability perception in line with the CRPD ensuring that the rights-based approach and gender mainstreaming are at the core of the process. To ensure due capacity development, UNDP and MLSA tap into the pool of local and international experts to ensure dedicated and longer-term presence, capacity building and on-the-job coaching to integrate the new model and the ICF-based thinking and approach into disability assessment.

 

PURPOSE OF INTERNSHIP:  

  • to provide a framework by which students with linguistics background gain exposure to the Project to enhance their educational experience and gain practice in the work of the Project;
  • and to provide the Project with support in conducting written and oral translations.

 

*Note: The unemployment rate among persons with disabilities is startlingly high according to official statistics – over 90%.  The majority of buildings and public transportation are not disability-friendly. Eighteen percent of children with disabilities do not attend school, and 82% do not receive any social support services except pension. 73% do not avail of any rehabilitation services. Sixteen percent are subject to institutional segregation – they live or study in residential institutions[1].

[1] Statistical Yearbook of Armenia 2014, http://www.armstat.am/file/doc/99489458.pdf

[2] World Report on Disability, WHO, 2011

[3] Ministry of Labour and Social Affairs, MLSA website

[4] A Practical Manual for using the International Classification of Functioning, Disability and Health (ICF), 2013, WHO.

[5] Ref. CRPD: Art.1. Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various   barriers may hinder their full and effective participation in society on an equal basis with others. See more at: http://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx#25

 

Deberes y responsabilidades

DUTIES and RESPONSIBILITIES:

  • translate documents from English into Armenian (and sometimes Russian) and vice-versa;
  • translation and interpretation services from/to English and Armenian (and sometime Russian) during meetings, as required;
  • transcribe, translate and add subtitles to video materials, if any.

 

ADMINISTRATIVE AND LOGISTICAL SUPPORT:

  • support the Project in organizing meetings, seminars/workshops, and other activities;
  • prepare minutes of the meetings;
  • provide administrative support to the Project staff;
  • undertake any other relevant tasks when necessary.

Competencias

  • strong English/Armenian translation and writing skills;
  • very good knowledge of Russian is a strong asset;
  • experience in translating official documents;
  • strong computer literacy and proficiency in MS Office;
  • Interest in and knowledge of the rights of persons with disabilities will be considered as an asset.

 

MANDATORY SKILLS:

  • demonstration of initiative, tact and high sense of responsibility and discretion;
  • capability to work in a team;
  • ability to meet deadlines, prioritize and maintain a flexible schedule;
  • personal responsibility, accuracy and punctuality;
  • ability to work under pressure;
  • respect to gender and cultural diversity.

Habilidades y experiencia requeridas

Education: Applicants to the UNDP Internship programme must at the time of application meet one of the following requirements:

  • Be enrolled in a graduate school programme (second university degree or equivalent, or higher, English-language Philology/Translation Department);
  • Be enrolled in the final academic year of a first university degree programme (minimum Bachelor’s level or equivalent, English-language Philology/Translation Department);
  • Have graduated with a university degree (as defined in (a) and (b) above) and, if selected, must start the internship within one-year of graduation.