ADOPTING A HUMAN RIGHTS BASED APPROACH TO DEVELOPMENT PROGRAMMING

Traditionally, the role of primary education has been emphasized strongly in development interventions. There’s an increased recognition that all levels of education must be addressed simultaneously, and that the link between higher education with human development and realization of human rights is crucial. Higher education has gained a recognized role as a key driver for development (Davis Bell; Altbach). Higher education has increasingly been understood to be underpinning all development targets, from poverty reduction to employability, health to environmental sustainability (Association of Commonwealth universities).

The Finnish development policy framework with its strong focus on adopting a Human Rights Based Approach (HRBA) is also instrumental in the Finnish Higher Education Institutions Institutional Cooperation Instrument (HEI ICI); a funding instrument by the Finnish Foreign Ministry for capacity building of educational institutions in the Global South. (A Human Rights Based Approach in Finnish Development Cooperation; Guidance Note). The paper presents an assessment of the HEI ICI programme phase implementation and reports during 2013-2015.

The very premise the funding instrument is built on is to be a vehicle for promoting democratic societies and through their interventions supporting states to respect, protect and fulfil their human rights obligations. The projects have integrated the core principles of HRBA: participation and inclusion, transparency and accountability. Many HEI ICI projects are firmly anchored in a principle of equality and non-discrimination. Multi-stakeholder dissemination events and project activities have created windows of opportunity for participation and empowerment of civil society, and marginalised and vulnerable communities and their representatives. Projects have played a role in promoting transparency and accountability and the practices of good governance at participating institutions.

Although there’s limited evidence of to what degree HEI ICI projects have affected the broader development and policy landscape in target countries, there are important indications for instance in terms of enhancing accessibility. Some projects have targeted out-of-school populations and professional, such as health professionals in vulnerable circumstances. Funded projects have enhanced rights in higher education and skills development through engaging learners of all ages and promoted lifelong learning practices. The paper explores in particular how skills development in the field of ICT can support HRBA.

Higher education can be instrumental in the realization of rights such as the right to water or the right to an adequate standard of living through development project implementation in the sphere of education. The HEI ICI project final reports and related results signal to the wider development and education communities that capacity building interventions have vast potential to promote social cohesion and stability. Projects support democracy and sustainable development as well as the principles of peace and non-violence and positive social transformation. These projects support the notions that higher education capacity building initiatives at the minimum ought to be human rights sensitive, or, human rights progressive. The Finnish experience can serve as guidance in terms of advancing the fulfillment of rights and freedoms in the Global South as an integral part of project implementation.