CRIN - Child Rights Information Network
While most people agree on the fundamental principles behind a rights–
based approach, its interpretation and implementation can vary.
A number of factors influence the nature of rights-based programming
adopted by an organisation. In broad terms, this will depend on whether it
is a human rights organisation striving to incorporate aspects of
development, or a development organisation endeavouring to embrace
human rights. Furthermore, it may view realising human rights as a
contribution to achieving the organisation’s goals, or as a goal in its own
right.
The constituencies with which the organisation works are also important.
These can range from local community groups and devolved non-
governmental organisations to International Financial Institutions and
United Nations agencies. Similarly, the sectoral area in which the
organisation works – children, women, labour, disability, marginalised
communities, water, food, trade, or environment – will to some extent
define the operationalisation of its rights–based programming. What are
the implications of this?
Programming will very much depend on the type of work conducted by an
organisation. For example, whether it:
works with rights holders to claim their rights, or duty bearers to meet
their obligations and responsibilities … or both.
aims to influence policy, undertakes practice, build awareness and
mobilise forces for change, or a balance between these.
operates with the system (for example, helping develop human rights
instruments) or with implementation.
Despite these apparent differences, it should be remembered that
organisations are probably looking to achieve similar results, and are
increasingly working towards those common targets now defined in
international human rights instruments.
A central challenge presented by the shift to a rights-based way of
addressing human development is the need to create optimal collaboration
between actors and stakeholders in the realisation of a right. It will often
be the case that a chain of duty bearers holds various responsibilities, and
that different actors interact with different stakeholders (see example
below).
| A rights-based approach to education All children have a right to education of a quality and relevance that contributes to their optimal development (and ultimately to the development of their society). In order to achieve this parents have a responsibility to ensure that all their children have these opportunities, and are supported, regardless of gender, ability or any other discriminating factor. Teachers have a responsibility not just to provide an educational opportunity to the children in their classes to the best of their ability, but also to support parents. Communities may have a responsibility to support school environments (and perhaps access to schools for those with mobility challenges). Local governments have a responsibility to manage the resources, and government institutions to provide for teacher training and materials. Central government has a responsibility to make sure that resources are obtained and allocated such that all children have appropriate opportunities and so on. IFI’s have a responsibility not to place restrictions on the full realisation of the above. Even children have responsibilities, to make use of the opportunities offered, and not to interfere with the rights of other children through, for example, bullying or prejudice. There may be several places in this pattern of obligations that need support or strengthening. Parents may not always have the skills or resources to meet their obligations, other stakeholders may face constraints beyond their capability Different support actors may be suited to points of intervention within their mandate or constituencies. |
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