Sustainable development goals have been cited as holistic approaches to improve the quality of life for all living on Earth. The Rio-hosted 2012 UN Conference on sustainable development goals (SDGs) launched the process that led to the replacement of Millennium Development Goals (MDGs) achieved in 2015. SDGs addressed the three central dimensions of sustainable development: the environmental, the economic, and the social. The environmental and economic dimensions concern themselves with how industry players and other relevant stakeholders can contribute towards sustainability by controlling and the environmental impacts of these activities. The social dimension of sustainable development focuses on reducing poverty, encouraging and enhancing social investment, and establishing safe and caring communities for all, regardless of their (dis)ability status. Nigeria is among the 44 member states that have been included in the pursuit of achieving sustainable development to improve its citizens' quality. This paper will explore how SDGs promote inclusive development for people with disabilities, how Nigerians are affected by different kinds of disabilities, with a laser focus on visual impairment. The paper will conclude by examining how the SDGs can be activated to improve the situation of the visually impaired alongside recommendations on what the Nigerian government and other stakeholders within the private sector can make SDGs work for the visually impaired.
HOW THE SDGS PROMOTE INCLUSIVE DEVELOPMENT FOR PEOPLE WITH DISABILITIES
The social dimensions of SDGs are concerned with the well-being of humans in general. However, it is difficult to exhaust all elements that must be included in the social sphere. The social dimension is multi-pronged, and economic or environmental issues can sometimes be considered a function of human behavior. Fundamentally, SDGs are normative, meaning that they give directives for action without direct prescriptions that explain how actions should be taken to achieve the desired outcomes. The merit of this approach is that it allows the implementing bodies flexibility to tailor a non-standard approach that works best within a given setting, drawing from the intrinsic link between the economic, social, and environmental elements of that community ( Sustainable Development Report 2021 ). It is worth noting that despite the separation of the three domains for easy consideration, these domains are linked such that a change in one domain affects the other two domains. For example, while taking a social perspective concerning an issue, it is understood that social well-being cannot be achieved without considering the community's environmental and economic dynamics.
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SDGs promote inclusive development for people with disabilities by including disabilities as a function within the social sphere. As noted, the social goals of SDGs are eradicating poverty, social investment, and having safe and caring communities. About these goals, SDGs reference disabilities in areas related to education, growth, and employment, accessibility of human settlement, data collection and monitoring of disabled persons, and inequality issues ( Sustainable Development Report 2021 ). The SDG has specific goals that address these issues comprehensively but not exhaustively. First, the UN noticed that the backbone of understanding the prevalence of any issue has credible data. In Goal 17, SDGs stress that strengthening the means of implementation requires data collection that should promote monitoring and accountability ( Sustainable Development Report 2021 ). All UN member states realize the importance of capacity building and thus support each other in collecting data relating to disability in all nations. The least developed countries and small island developing states are supported by availing the resources that assist in achieving Goal 17. The objective is to generate high-quality, timely, and credible data to inform its policy formation.
The UN also realized that inclusivity is crucial in all areas and is the backbone of social harmony. In Goal 11, the SDGs state that all member states must ensure that all human pathways and settlements are safe, inclusive, and sustainable. The implication is that infrastructural systems must abide by a standard rule of safety, affordability, accessibility, and sustainability. For instance, the transport systems must consider improving road safety such that the abled and the disabled and other vulnerable groups utilize public transport infrastructure with ease and an assurance of safety ( Sustainable Development Report 2021 ). Similarly, all buildings must have specifications that allow the disabled to access them with ease or minimal assistance. In summary, Goal 11 calls for the provision of universal access, safety, inclusivity, and the upholding of sustainability that does not discriminate based on ability with the ultimate goal of promoting social harmony.
Inclusivity and equity are a priority to ensure that the disabled are part of the social sphere—goal ten addresses explicitly equity and inequality. Goal 10 states that all member states must ensure that they have adopted empowerment policies that promote socio-economic and political agendas for the abled and the disabled. Goal 10 aims to reduce inequality within and among the member states; the abled and the disabled must be included as part of the social structure. Within this goal are four targets specific to the disabled ( Sustainable Development Report 2021 ). The targets include reducing income inequalities, providing equal opportunities for all, ending discrimination, and adopting fiscal policies that promote equality. The developed countries again have the responsibility of assisting the developing nations towards achieving these goals within the specified timeline, which is by 2030 ( Sustainable Development Report 2021 ).
The UN also realizes that education is an essential tool in addressing equality and improving the quality of human resources in its member states. Goal 4 is specific in addressing the state of education and the targets, as it insists on "inclusive and equitable quality education" ( Sustainable Development Report 2021 ). Therefore, learning opportunities that do not discriminate on gender or abilities must be created and made accessible to all, irrespective of the age of learners. Goal 4 also states that education facilities should be built so that the learners, both abled and disabled, have ease of access. In addition, psychological and physical safety must be assured within these institutions ( Sustainable Development Report 2021 ). The learning environment should therefore be inclusive and effective for all. The provision of education without prejudice on abilities must be accompanied by an equal opportunity for all to compete favorably. Nevertheless, priorities must be given to the disabled in areas where they cannot compete favorably with the abled.
Lastly, providing education and a competitive environment for all is mandatory, and this is complemented by Goal 8, which states that it is essential to "promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all" ( Sustainable Development Report 2021 ). The specification on "inclusive" and "full and productive employment," as well as "decent work", means that abled and disabled persons must be availed with works that respect their dignity and allow them growth opportunities to promote their professional and personal selves. Goal 8 also states that "the international community aims to achieve full and productive employment and decent work for all women and men, including persons with disabilities, and equal pay for work of equal value" ( Sustainable Development Report 2021 ). This specification again echoes the importance of considering gender equality concerning productivity and remuneration. All nations that adopt the SDGs must ensure that their labor markets are structured in response to these needs. This goal confirms the interlinkage between the economic and the social spheres of SDGs.
DISABILITY IN NIGERIA
The SDG Goal 17 stated that its decisions must be informed by updated and reliable data that reflect the state of affairs within a given community ( Iliya & Ononiwu, 2021, p.121 ). The World Report on Disability (WRD) in 2011 noted that 25 million Nigerians were living with at least one form of disability, while 3.6 million could not fully function due to disability impairments ( Iliya & Ononiwu, 2021, p.121 ). The World Health Organization (WHO) estimated that by 2020, 27 out of the 206 million people living in Nigeria were living with at least one kind of disability (United Nations, 2020). These findings were corroborated by data from the Nigeria Demographic and Health Survey (NDHS-2019), which noted that 7% of people above five years within any household, and 9% of those 60 years and older were living with some disability in the functional domain of cognition, walking, self-care, hearing, communication and seeing. NDHS also reported that 1% of Nigerians had a lot of functional difficulties or were fully functionally impaired. NDHS acknowledged that the data estimates were probably underreported due to the lack of a comprehensive surveillance mechanism and the social stigma that still affects the disabled or most people supporting people with disabilities.
A breakdown by Smith (2011, p.35) noted that of the 25 million disabled persons reported in 2011, the most common disabilities, without controlling for age or gender, were vision (37%), immobility (32%), and hearing (15%). Controlling for age, one-third of the 25 million disabled were 21 years and younger and were unemployed (Smith, 2011, p.35). 72% were Muslim and 28% other religions. Over half of the 25 million were not educated, 20% had at least primary education, 8% had at least secondary education, and only 2% had tertiary education, while 18% had special Islamic education (Smith, 2011, p.35). Breaking down for occupation, 16% of the 25 million were beggars, only 14% were still in school, 11% were farmers, and 8% were involved in trade (Smith, 2011, p.35). 61% were unemployed, citing their disability as the significant factor contributing to their exclusion and discrimination in employment.
Still, over 71% could not access disability-specific health services, and 37% were using some form of assistive device. Absent the disability-specific professional health services; the discriminated resorted to traditional aid, counseling, and rehabilitation (Smith, 2011, p.35). Only 15% and 10% sought vocational training and economic empowerment ventures, respectively. These data are consistent with 2018 findings by the World Bank (WB-2019), which noted that there is a widespread lack of access to essential services and a high prevalence of attitudinal barriers that impede the disabled from enjoying inclusivity and other fundamental human rights prescribed within the SDGs. Therefore, there is an urgent need to address the attitudinal issues that propagate stigma, inhibit the provision of equal education opportunities, alongside other sound reforms that aim to improve the socio-economic situation of the disabled in Nigeria.
VISUAL IMPAIRMENTS IN NIGERIANS AND THEIR NEGATIVE CONSEQUENCES
Akano (2017, p.2) and Emeka (2015) notes that before 2005, there was no national survey about blindness in Nigeria due to systemic inefficiencies that rendered such surveys impossible. However, between 2005 and 2007, the Nigeria National Blindness and Visual Impairment Survey (NBVIS) undertook a national survey that availed data examining the economic, geographical, ethnic, and cultural factors and their relation to blindness in Nigeria (Akano, 2017, p.2). The data gap before 2007 explains why most studies relating to blindness begin from 2009.
The recent Work Bank data confirmed that at least 4.5 million adults aged 40 years and above had moderate to severe visual impairment or blindness. A study by Kyari et al. (2009, p. 1) noted that the state of visual impairment in Nigeria is severe, and there exist significant differences within similar geopolitical zones, with Nigeria being on the extreme level. Regarding the causes of blindness in Nigeria, a study by Abdul et al. (2009, p.4115) on adults aged at least 40 years and above noted that of the 13,599 persons sampled and examined, 84% of the participants were visually impaired. Uncorrected refractive errors caused 57% of the impairment, while 43% were due to eye cataracts (Abdul et al., 2009, p.4115). Cataract-related and glaucoma-related illnesses caused only 1.8% and 0.7% of the cases, respectively. The study also noted that geopolitical location, education level, and gender factors predicted the likelihood of blindness for the participants (Abdul et al., 2009, p.4116). Females, illiterate persons residing along the North-East geopolitical zones had a higher likelihood of cataract-related blindness.
Similar findings are highlighted by Akano (2017 p.1), who notes that: "The male dominance culture and lower literacy levels among women in Nigeria have led to a higher prevalence of blindness and visual impairment among women compared to men." Akano (2017) provides that "eye diseases that lead to blindness and visual impairment occur more in certain geopolitical zones and ecological regions than others" (p.1). As such, more Nigerians who live in remote rural areas, with little or no access to health care, rather than in urban areas where there are more eye care practitioners and better facilities for care are more likely to suffer eye problems and leave preventable eye issues to grow beyond management and responsiveness to medical treatment. Akano (2017) and Abdul et al. (2009) agreed with Kyari et al. (2009) that there is an immediate need for attention to address visual impairment as well as education on ocular health in Nigeria.
EXCLUSION OF THE DISABLED IN NIGERIA
In January 2019, Nigeria signed the Discrimination Against Persons with Disabilities Prohibition Act 2018 (Haruna, 2017, p. 103). The law states that there shall be full integration of persons with disabilities into the Nigerian society and an establishment of a National Commission for Persons with Disabilities that allows the Commission to oversee the education, provision of healthcare, and promotion of social, economic, and civil rights of the disabled (Haruna, 2017, p. 103). The Discrimination Against Persons with Disabilities Prohibition Act, 2018, integrated all the elements concerning disability and disabled persons in Nigeria as addressed in Goal 4, Goal 8, Goal 10, Goal 11, and Goal 17 of the UN SDGs (United Nations 2020). The Act also encompassed the social parameters within the SDG that promote social investment in education and eradication of poverty.
Thompson (2020, p.4) states that lack of education among the disabled is ignored and often given secondary consideration, yet it is the most significant impediment to allowing the able-minded disabled persons to address their poverty situation. In summary, the Discrimination Against Persons with Disabilities Prohibition Act of 2018 prohibits discrimination based on disability and imposes sanctions like fines and imprisonment for violation of the law. The Act allowed a five-year transition period within which public buildings and automobiles were allowed to remodel their structures to accommodate disabled persons. In addition, the law mandated that all employment places were to reserve at least 5% of the employment opportunities for disabled persons. Similarly, in institutions that provide accommodation, the first considerations were given to the disabled (Haruna, 2017, p.103). Nevertheless, this law has not been fully applied as there are multiple discrimination cases for the disabled of all kinds in the Nigerian education and labor sectors.
Uduu (2020) notes that the social protection of the disabled in Nigeria has been fragile since the Disability Prohibition Act in 2019. First, Uduu (2020) notes that it has been only three years since the Act was legalized, and thus, the five-year adjustment phase has not lapsed, allowing many employers to site time as a factor in their adjustment. The law has not significantly affected the labor market nor improved the economic, political, and social situation of people living with disabilities (PWDs). Uduu (2020) credits the prevalence of discrimination and exclusion of the disabled in Nigeria to the stigmatization of PWDs. He writes: "Discrimination against PWDs in Nigeria stems from the negative public perception of the people with disabilities in communities across the country" (par. 5). In Nigeria, PWDs are stigmatized due to the perception that their natural situation results from a curse. This misinformed cultural belief has led to poor identification, screening, and collection of data for persons with disabilities and children.
Despite these revelations, Nigeria remains committed to achieving the SDG goals and is making efforts to ensure inclusion in all development sectors. Considerable resources have been directed in promoting healthy outcomes, especially in prenatal and postnatal care (United Nations 2020). Nigeria understands that building caring communities requires the collaboration of families at the smallest social unit and up to the general community level. However, the ranking of Nigeria on the SDG index report as of 2021 is 160 out of 165, which shows that there are fundamental issues that must be addressed if Nigeria seeks to improve and show more commitment to achieving its goals by 2030 ( Sustainable Development Report 2021 ).
DISCRIMINATION AGAINST THE VISUALLY IMPAIRED
The visually impaired in Nigeria make up a large percentage of the PWDs in the country, yet, there is a minimal systemic infrastructure to support their access to education, the tool which is necessary to allow them an opportunity to address their economic and social challenges. As Uduu (2020) noted, exclusion of PWDs is manifested in education, employment, and their access and use of public spaces. A 2015 study by Omede concerning the challenges of educating the visually impaired in tertiary learning institutions in Nigeria outlined four fundamental issues that are a barrier to the Nigerian visually impaired in accessing quality education. These include architectural barriers, negative attitude of the public, inadequate equipment to support their learning, and cost issues.
Regarding architectural barriers, Omede (2015, p.3) states that the infrastructural systems do not allow easy access to education, which contravenes the SDG goals 8,10, and 11. Omede states that most buildings in tertiary education centers are not standardized to allow the visually impaired to access most basic amenities, including classrooms and ablution blocks. These buildings have high steps, curved stairways, and narrow walkways that make it difficult for the visually impaired (including the partially sighted, low vision, and blind learners) from accessing and utilizing these facilities. Concerning negative attitudes at the learning facilities, Omede (2015, p.3) echoes the findings of Uduu (2020), noting that the teachers and student peers harbor negative attitudes towards the blind, which was evident in the amount of assistance that these students got from their peers and teachers. Similarly, Omede (2015, p.3) noted that blind learners require unique learning materials, including computer applications, optical aids, braille reading and writing materials, library resources, and other personnel availability to study qualitatively. The absence of this equipment forms most learning institutions makes quality-driven learning to the blind difficult. The quality of the education that these learners got from many of the designated learning institutions was substandard and compromised. Lastly, the cost of education for the blind was relatively high due to the associated resources, personnel services, acquisition of additional special equipment, and other notable architectural features to support access to learning centers. Most visually impaired learners come from economically disadvantaged backgrounds, which adds to the burden, making education unattainable for the blind.
SDGS, INCLUSIVE DEVELOPMENT, AND DISABILITY INCLUSION
To promote an improved national outlook and to show proof of dedication towards achieving the SDG goals by 2030 requires that Nigeria must make policy changes that favor the disabled. In Nigeria, PWDs are disadvantaged due to systemic challenges and weak enforcement of the outlaid laws. First, Nigeria suffers a long history of socio-cultural misconception about the disabled that is manifesting in its systems despite the educational background of most of the employed. A study by the Grassroot Researchers Association (2020) in Nigeria concerning the treatment of disabled persons in North-Eastern Nigeria revealed worrisome facts about the Nigerian social and systemic treatment of the disabled (Uduu, 2020). For example, disabled persons are not allowed to marry or have romantic relations with abled persons and are denied medical services assuming that they will not afford these services. Besides, they are not allowed to participate in religious functions such as the pilgrimage, and they do not participate in school competitions. In some areas, the disabled cannot rent or own property, engage in political affairs, access quality education, or live in specific neighborhoods. These social norms are propagated by poor protection in the laws and the poor political representation of the disabled.
There is a need for public education to eradicate the stigma embedded among the ignorant and the elite. It is a fact that disabilities are caused by a combination of socio-economic and biological issues that have no connections with the supernatural. For example, poverty, in which 40% of Nigeria suffers, is tied to inadequate access to food, clean water, inability to afford quality healthcare. Besides, lack of education and other issues impeded personal health and may cause children to develop blindness or disabilities related to not taking particular vaccine-like polio ( Jaiyeola & Bayat, 2019, p. 185 ). Also, war, which has affected Nigeria for decades, leaves many injured and lost limbs. Other potential factors that may cause disabilities include inherited disabilities, medical errors, dangerous work conditions, illnesses (Korieh et al., 2009, p.2033). Education must focus on upsetting traditional beliefs and encourage people to develop a positive attitude towards the treatment of the disabled.
Secondly, promoting the SDGs requires a combined effort of all the stakeholders with influence on the social sphere. These include teachers, medical professionals, parents, employers, and politicians. Teachers have been highlighted by Omede (2015) as an impediment towards upsetting the misinformed cultural beliefs. For instance, teachers of the blind must make sure that they are supportive to their students, provide input on the factors affecting their delivery of quality education to the learners, and other challenges they face as a fraternity. Such input will form vital information that will affect the policies being formed to address these systemic issues.
The political class includes the legislators who form laws that address social challenges. For instance, the Disabilities Prohibition Act, 2018, was a significant milestone towards promoting equality and equity of the disabled in places of work and education, but its implementation has been weak, showing a lack of cooperation between the executive and the legislative bodies of the government, In true essence, Nigeria does not lack a robust protection mechanism for the disabled. Within the past decade, numerous legislations have been passed to protect the disabled of all kinds. For example, the National Policy on Inclusive Education (2016) enforce inclusivity in education, National Health Act (2014) promotes equal access to health for the disabled. National Health Policy (2016) enforce the right to health, and Framework on Access and Participation and Policy on Albinism, all are intended to protect the disabled. Therefore, the political class must make efforts to ensure that there are sufficient laws that protect all disabled persons within all niches of their existence.
RECOMMENDATIONS
The only way that the government, civil society organizations, philanthropists, and the private sector can guarantee that the SDGs work for the visually impaired is to ensure that the goals to actualize delivery of quality education and allow access to non-discriminative employment opportunities for the visually impaired are aligned with SDGs. These actions will have them included in the move towards achieving the 2030 goals related to SDG if they consider the following:
First, the government should ensure that the school environment is supportive for the visually impaired. In this sense, the Discrimination Prohibition Act must be enforced so that all learning institutions and employment places have architectural support mechanisms free of the barriers to access and environmental degradation within the next two years. Such structures should emphasize the separation of content and structures, providing alternatives for the blind, using texture to convey information, and straightening the paths for easy access. Similarly, assisting personnel should be employed in learning institutions and places of work to allow the blind extra care when they are in need.
Secondly, education institutions must be made available and accessible, with resources and teachers available to support the learners. The qualified instructors must be updated with the modern and adequate learning material and information technology and any additional infrastructural support that can aid their education. The existing physical facilities can be refurbished, and notable additions made to include these learners. Optical aids, braille reading, writing materials, and typewriters specified to the blind should also be provided. The ultimate goal should be making resources and infrastructure supporting elements for visually impaired learners, and not a barrier as is their current predicament. In addition, the government should mobilize the public to allow the disabled to come out and seek educational opportunities to make them less dependent on their care providers and more independent.
Lastly, the government to allow the governing councils and other boards of trustees to oversee the implementation of the laws established to guide the employment and education of the visually impaired with minimal interference. Institutional autonomy should be emphasized, but concerning the laws placed to accommodate everyone. The result is that as the institutions reorganize their systems and physical structures to meet the needs of the visually impaired and other persons with disabilities, they will continue being accountable to the government and the community. Lastly, s stated, mass education must be prioritized to counter the longstanding effects of the negative perception of the disabled, which has led to stigmatization.
CONCLUSION
In conclusion, the assurance of quality education in educating the visually impaired in Nigerian institutions is mandatory if Nigeria is committed to moving all of its population alongside its SDGs. SDGs call for inclusivity, sustainability, and consideration of the social, economic, and environmental factors that affect the population. As noted, it is challenging to address social problems without creating a supportive environmental condition. As such, the Nigerian social understanding of the disabled and causes of disability must be evaluated, and appropriate measures are taken to assist the population in changing their perceptions. Similarly, the economic situation of the disabled must be considered when formulating policies or programs intended to assist them. As shown, it is futile to have institutions that purport to provide learning for the blind, yet, the poor students cannot afford education and the related equipment. The intellectual potential of the visually impaired remains unexploited, thus removing their contribution towards achieving the SDGs. The integration of the visually impaired and other PWDs will create many benefits for the PWDs. However, it is upon the government, NGOs, philanthropists, and interested stakeholders to work together and pool their resources to pull Nigeria towards meeting its SDG commitments regarding persons living with disabilities.
The continued outcry of people living with disabilities in Nigeria is alarming and raises a serious question on Nigeria's commitment to meeting the standard development goals regarding the social aspects of Nigerians. The data suggest that Nigeria has severe inefficiencies in forming and implementing policies to protect its visually impaired and other PWDs. The measures initiated and placed to tackle discrimination against these particular groups are weak. Equally, the prevailing beliefs and perspectives of a majority of the population challenge the achievement of equality and equity in promoting the rights of the disabled. These beliefs leave a large proportion of the Nigerian disabled unprotected by the laws formed to protect them.
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