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VN-verdrag inzake de rechten van personen met een beperking

Deze publicatie maakt deel uit van het Europese onderzoek Community Support, waarbij in vier steden (Amersfoort, Maastricht, Budapest en Tallinn) wordt beoogd betere voorwaarden voor sociale inclusie te scheppen voor mensen met beperkingen. Ook voor de huidige en aankomende professionele hulpverlener heeft dit zijn weerslag op hoe het beroep verder vorm krijgt. De kennis en ervaringen uit dit onderzoeksproject zijn derhalve vertaald naar onderwijsmodulen ten behoeve van het Hoger Sociaal Agogisch Beroepsonderwijs. Centrale thema’s in de onderwijsmodulen zijn het VN-verdrag, de betekenis ervan voor personen met een beperking alsmede voor de professionele hulpverlening en community support.

Rapportage project Vernieuwing Medezeggenschap

Supported education toolkit

People with psychiatric disabilities frequently experience difficulties in pursuing higher education. For instance, the nature of their disability and its treatment, stigmatization and discrimination can be overwhelming obstacles. These difficulties can eventually lead to early school leaving and consequently to un- or underemployment. Unfortunately, support services for (future) students with psychiatric disabilities are often not available at colleges and universities or at mental health organizations.For the social inclusion and (future) labor opportunities of people with psychiatric disabilities it is of the utmost importance that they have better access to higher education, and are able to complete such study successfully. Supported Education is a means to reach these goals. Supported Education is defined as the provision of individualized, practical support and instruction to assist people with psychiatric disabilities to achieve their educational goals (Anthony, Cohen, Farkas, & Gagne, 2002).The main aim of the ImpulSE project (see Appendix 1 for information about the project's organization) was the development of a toolkit for Supported Education services for (future) students with psychiatric disabilities. The toolkit is based upon needs and resources assessments from the four participating countries, as well as good practices from these.Secondly, a European network of Supported Education (ENSEd) is initiated, starting with a first International Conference on Supported Education. The aim of ENSEd is to raise awareness in the EU about the educational needs of (future) students with psychiatric disabilities and for services that help to remove the barriers for this target group.The toolkit is aimed at students’ counselors, trainers, teachers and tutors, mental health managers and workers, and local authority officials involved in policymaking concerning people with psychiatric disabilities. It enables field workers to improve guidance and counseling to (future) students with psychiatric disabilities, supporting them in their educational careers.In the Netherlands alone, it is estimated that six per cent of the total student population suffers from a psychiatric disability—that is, a total of 40,000 students. On a European scale, the number of students with a psychiatric disability is therefore considerably high. We hope that through the project these students will be better empowered to be successful in their educational careers and that their chances in the labor market and their participation in society at large will be improved.

De verantwoordelijkheid voor de bescherming van milieuvluchtelingen

Er is wereldwijd een groeiende groep milieuvluchtelingen waarvoor nog geen internationaal beschermingsregime bestaat. Het internationaal recht biedt geen adequaat antwoord. Dit artikel laat zien welke soorten milieuvluchtelingen bestaan, en zal betogen dat de bescherming van deze groep plaats kan vinden onder het VN-principe The Responsibility to Protect (R2P). Staten en de internationale gemeenschap hebben een zorgplicht voor milieuvluchtelingen. De basis hiervan ligt bij de Rechten van de Mens. De effectieve uitvoering van een aantal basisrechten wordt immers negatief beïnvloed door milieudegradatie. Tevens wordt staatssoevereiniteit steeds meer beschouwd als een verantwoordelijkheid. Via The Responsibility to Protect ontstaat er een integrale aanpak: 1) een staat is ten eerste zelf verantwoordelijk voor de bescherming van milieuvluchtelingen, 2) de internationale gemeenschap heeft een verantwoordelijkheid een staat hierbij te assisteren, en 3) indien een staat zijn milieuvluchtelingen niet wil of niet kan beschermen, verschuift de verantwoordelijkheid voor dit probleem naar de internationale gemeenschap, om collectief snel en beslissend te reageren. ABSTRACT The number of environmental refugees is growing, but an international legal protection regime is non-existent. This article shows eight different kinds of environmental refugees, and will argue that the protection of these groups can take place under the UN principle The Responsibility to Protect (R2P). States and the international community are obliged to help environmental refugees, based on the International Bill of Human Rights. The effective implementation of basic rights is influenced negatively by environmental degradation. Furthermore, changed notions regarding state sovereignty are also pointing at the responsibility of the state. The Responsibility to Protect (R2P) offers an integral approach: In first instance, the responsibility to take protective measures lies with the state itself. Secondly, the international community has a responsibility to assist. Lastly, when a state is not able or willing to protect its environmental refugees, the responsibility yields to the international community, to respond in a swift and decisive manner.

Voor wat en wie het waard is...

As labour is becoming more and more knowledge controlled, it also getting closer to the individual person. We sometimes seem to forget this. To an increasing extent it is becoming a part of oneself and therefore of the personal identity. The increasing humanization of labour asks for an HRM-policy and an organizational context in which the individual is able to identify with the organization, colleagues, customers/clients and product. Heterononimous or abstract organizations, organizations in which the employees and civilians have been reduced to numbers and in which there is no real consideration for the individual differences, have to make way for organizational structures in which the individual feels (self) responsible again. The future lies with personal, tribally inspired organizations in which managers will be leaders and where employees and managers can show social commitment. Images like that of: the egocentric boss who by making swift career moves avoids responsibility for employee/co-worker and customer/client; of colleagues taking the day off without consultation or who are putting their phone through to someone else without saying so beforehand, meeting rooms which are not being cleaned up after use and the image of a Xerox machine not being refilled up with paper by anyone, are all too frequently dismissed as not being part of productivity.

Post-precariteit

Een exploratie van principes voor beleid, zelforganisatie en solidariteit voor cultuur aan gene zijde van de Covid-crisis