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Building rights-driven
accountability to improve
education
WORLD BANK SPRING MEETINGS 2018
SYLVAIN AUBRY SYLVAIN@GLOBALINIATIVE-ESCR.ORG
@SAUBRYHR
3 pillars to face education challenges
1.Increased financing – domestic financing
2.Improved accountability where necessary
3.Public institutions’ building
Database of community-led accountability projects
Lessons learned
Positive
 Inexpensive
 Can improve learning outcomes and other measures of quality
 Increase fnancial transparency and accountability and reduce corruption
Limitations
 Sustainability
 Risk of elite capture (socio-economic, ethic, gender…), effect for the poorest
 Need structural capacities
But… measuring the right effect?
Human rights law matters
International Covenant on Economic,
Social, and Cultural Rights (ICESCR)
International Convention on the
Rights of the Child (CRC)
196 States parties164 States parties
Rights-driven approach to
accountability
 Relationship between rights-holders and duty bearers
 Holding the State accountable, not only schools but also macro level
 Building trust and mechanisms not suspicion
 Assessing against human rights obligations, defined by the law, not particular views – in the
context of the respect of all human rights obligations (including non-discrimination and
equality), reinforcing the rule of law
 States report, explain and justify how they are fulfilling their obligations
 Corrective/Retrospect: Take action, redress mechanisms
 Preventive/Prospect: empowerment of people, groups and institutions through a strengthening of
citizen’s participation in the different stages of policy-making: design, implementation and evaluation.
Purpose: build trust in order to facilitate the realisation of the right to education/fairness
Per year
• 2400 USD per county
• 112,800 USD for all counties
• 200,000 USD per country
• 13M USD for all 65 GPE countries
Human Rights
Guiding
Principles
Find out
more
To remain informed about
the latest developments:
http://bit.ly/privatnews
Our page on social
services:
http://bit.ly/educprivat

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Exploring rights-driven approaches to accountability in education

  • 1. Building rights-driven accountability to improve education WORLD BANK SPRING MEETINGS 2018 SYLVAIN AUBRY SYLVAIN@GLOBALINIATIVE-ESCR.ORG @SAUBRYHR
  • 2.
  • 3. 3 pillars to face education challenges 1.Increased financing – domestic financing 2.Improved accountability where necessary 3.Public institutions’ building
  • 4. Database of community-led accountability projects
  • 5. Lessons learned Positive  Inexpensive  Can improve learning outcomes and other measures of quality  Increase fnancial transparency and accountability and reduce corruption Limitations  Sustainability  Risk of elite capture (socio-economic, ethic, gender…), effect for the poorest  Need structural capacities But… measuring the right effect?
  • 6. Human rights law matters International Covenant on Economic, Social, and Cultural Rights (ICESCR) International Convention on the Rights of the Child (CRC) 196 States parties164 States parties
  • 7. Rights-driven approach to accountability  Relationship between rights-holders and duty bearers  Holding the State accountable, not only schools but also macro level  Building trust and mechanisms not suspicion  Assessing against human rights obligations, defined by the law, not particular views – in the context of the respect of all human rights obligations (including non-discrimination and equality), reinforcing the rule of law  States report, explain and justify how they are fulfilling their obligations  Corrective/Retrospect: Take action, redress mechanisms  Preventive/Prospect: empowerment of people, groups and institutions through a strengthening of citizen’s participation in the different stages of policy-making: design, implementation and evaluation. Purpose: build trust in order to facilitate the realisation of the right to education/fairness
  • 8.
  • 9. Per year • 2400 USD per county • 112,800 USD for all counties • 200,000 USD per country • 13M USD for all 65 GPE countries
  • 10.
  • 12. Find out more To remain informed about the latest developments: http://bit.ly/privatnews Our page on social services: http://bit.ly/educprivat

Editor's Notes

  1. Exploring avenues, based on preliminary research
  2. Market-based not a solution: Creates inequalities – long term study, Chile, PPPs – perverse incentives Undermines the rule of law, destroy exactly what wants to be built Inherent issues
  3. Address the issue holistically
  4. Set dignity principles Consensus of States Only existing broadly agreed norms Details of these conventions matters; each word discussed carefully and result of long negotiations amongst States We can discuss implementation, but normatively and in terms of support, no contestation
  5. Kennedy Asego primary school, Homa Bay
  6. 200 USD / month in each county 200* 12 = 2400 USD 2400 * 47 = 112,800 USD 200 000 * 65 = 13M Leveraging private capital