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A Human Rights-Based Approach to Programming (HRBAP) UN HABITAT Nairobi, Kenya 23-25 October 2013

A Human Rights-Based Approach to Programming (HRBAP) UN HABITAT Nairobi, Kenya 23-25 October 2013 Urban Jonsson. OUTLINE. Causality Analysis Pattern Analysis Capacity Gap Analysis Identification of Priority Actions An Example. Recommendations from the UN Common Understanding.

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A Human Rights-Based Approach to Programming (HRBAP) UN HABITAT Nairobi, Kenya 23-25 October 2013

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  1. A Human Rights-Based Approach to Programming (HRBAP) UN HABITAT Nairobi, Kenya 23-25 October 2013 Urban Jonsson

  2. OUTLINE • Causality Analysis • Pattern Analysis • Capacity Gap Analysis • Identification of Priority Actions • An Example

  3. Recommendations from the UN Common Understanding

  4. THE UN COMMON UNDERSTANDING • Development cooperation should contribute to the development of capacities of ‘duty-bearers’ to meet their obligations and/or ‘rights-holders’ to claim their rights. (UN, May 2003)

  5. ESSENTIAL AND UNIQUE CHARACTERISTICS • Situation Analysis should identify immediate, underlying and basic causes of the non-realization of human rights (Causality Analysis) • Key claim-holder/duty-bearer relationships should be identified at all levels of society (Pattern Analysis)

  6. ESSENTIAL AND UNIQUE CHARACTERISTICS • An assessment and analysis should be made of the capacity gaps of claim-holders to be able to claim their rights and of duty-bearers to be able to meet their obligations. (Capacity Gap Analysis)

  7. OUTLINE OF AN HRBAP • Causality analysis • Pattern Analysis • Capacity Gap Analysis • Identification of Priority Actions

  8. Causality Analysis

  9. CAUSALTY ANALYSIS (1) • “You find what you look for” (T. Kuhn) • “I shall make it as simple as possible, but not simpler” (A. Einstein) • “The most important thing is to ask the rights questions; the answers can be found by amateurs” (A. Einstein) • The need to agree on a Conceptual Framework of Causality

  10. CAUSALTY ANALYSIS (2) • Identify and specify the major manifestation of the problem • Identify the key immediate causes • Identify the key underlying causes of the immediate causes • Identify the key basic/structural causes of the underlying causes

  11. CAUSALTY ANALYSIS (3) RESULT: A set of rights not being realized and the subjects and objects of each right (claim-holders and duty-bearers)

  12. DISCUSSION

  13. A ‘CAUSALITY TREE’

  14. Social, Economic, Political and Culture Process Malnutrition And Death Insufficient Dietary Intake Disease Inadequate Household Food Security Inadequate Maternal & Child Care Inadequate Health Service & Unhealthy Environment Inadequate Responsibility, Authority and Resources Social Processes And Generation of Capacity (Social Trends) Potential of Society Social Organization and Relations

  15. SOME CONCLUSIONS • Facilitates a ‘focused’ analysis • Facilitates a multi-sectoral dialogue • Improves program preparation, implementation, monitoring and evaluation • Strengthens the advocacy to address basic causes

  16. DISCUSSION

  17. Pattern Analysis

  18. PATTERN ANALYSIS • Relationships between individuals in their roles as claim-holders and duty-bearers • Recognises duty-bearers’ own rights (claims) • The identified claim/duty relationships must adhere or derive from human rights principles • Multiple duties of duty-bearers

  19. PATTERN ANALYSIS RESULT: A set of the most important Claim– Duty Relationships linking individuals in their roles as claim-holders and duty-bearers

  20. ANALYSIS OF THE RIGHT TO EDUCATION Claim-Holders Children Parents Teacher District Nat. Gov. Duty-Bearer Parents Teachers District Nat. Gov. G3

  21. ANALYSIS OF THE RIGHT TO EDUCATION Claim-Holders Children Parents Teacher District Nat. Gov. Duty-Bearer Parents Teachers District Nat. Gov.

  22. THE DUAL CLAIM/DUTY RELATIONSHIP PARENTS’ CLAIMS ON TECHERS = TEACHERS’ DUTIES TO PARENTS TEACHERS’ CLAIMS ON PARENTS = PARENTS’ DUTIES TO TEACHERS

  23. ANALYSIS OF THE RIGHT TO EDUCATION Claim-Holders Children Parents Teacher District Nat. Gov. Duty-Bearer Parents Teachers District Nat. Gov.

  24. HUMAN RIGHTS STANDARDS AND HUMAN RIGHTS PRINCIPLES Human Rights Standards The minimum acceptable level of a desirable outcome Human Rights Principles The criteria for an acceptable process

  25. DISCUSSION

  26. Capacity Gap Analysis

  27. CAPACITY FOR ACCOUNTABILITY • Responsibility “should” • Authority “may” • Resources “can”

  28. CAPACITY FOR DEVELOPMENT • Responsibility/Motivation/Leader. • Authority • Resources - Human - Economic - Organizational • Capability for Decision-making • Capabilities for communication

  29. CAPACITY GAP ANALYSIS • Identify each claim-holder’s capacity gap for not being able to claim their rights • Identify each duty-bearer’s capacity gap for not meeting duties • Sort capacity gaps by category of capacity (responsibility, authority, resources etc.

  30. CAPACITY GAP ANALYSIS RESULT: For each claim-duty relationship a list of capacity gaps of both the claim-holder and the duty-bearer.

  31. DISCUSSION

  32. Identification of Priority Actions

  33. IDENTIFICATION OF PRIORITY ACTIONS • Actions aim at narrowing or closing capacity gaps of claim-holders and duty bearers. • Actions are aggregated into projects, and projects into programmes with clear output and outcome objectives

  34. GENERIC STRATEGIES Generic Strategies: • Advocacy/Social Mobilization • Information • Education • Training • Service-delivery/Investment

  35. An Example

  36. ASSESSMENT OF RIGHT TO EDUCATION Claim-Holders NationalGovernment Children Parents Teachers Community District Duty-Bearers Parents Teachers Community Leaders Mobilisers Faciliators District Officials National Government Min. of Education Min. of Finance Parliment Establish parent-teacher associations Provide good quality teaching Not be drunk in school Not harass girls

  37. ANALYSIS OF CAPACITY GAPS OF TEACHERS Claim-Holders DistrictAuthorities CommunityLeaders Children Teachers Capacity Responsibility Authority Resources Decision-Making Capability (AAA) Communications

  38. ANALYSIS OF CAPACITY GAPS OF TEACHERS Claim-Holders DistrictAuthorities CommunityLeaders Children Teachers Capacity Think drinking is a private matter Feel they can get away when harassing girls Some parents refuse to listen to teachers Inadequate funds to attract parents to PTAsDo not control school budget Lack of text books Do not involve parents in school-related discussions Talk to parents in an authoritarian mannerDo not listen to people who are poor Use rote tesacing methods Responsibility Authority Resources Decision-Making Capability (AAA) Communications

  39. ACTION TO CLOSE GAPS OF TEACHERS Claim-Holders DistrictAuthorities CommunityLeaders Children Teachers Capacity Responsibility Authority Resources Decision-Making Capability (AAA) Communications

  40. ACTION TO CLOSE GAPS OF TEACHERS Claim-Holders DistrictAuthorities CommunityLeaders Children Teachers Capacity Increase teachers’ salariesProvide information on the risk of alcoholTrain teachers in zero-tolerance on sexual exploitation Select teachers who can be good role models Re-train teachers Provide basic test books Train teachers in the concept of ‘Child-Friendly Schools’ Re-train teachers in participatory learning facilitation Responsibility Authority Resources Decision-Making Capability (AAA) Communications

  41. DISCUSSION

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