Principles into Practice

Learning from innovative rights-based programmes

Principles into Practice
TABLE OF CONTENTS
Foreword i
Executive Summary ii

Introduction Addressing the Causes of Poverty 1
Promoting Empowerment 2
Working in Partnership 4
Accountability 5
Promoting Responsibility 6
Opposing Discrimination 7
Opposing Violence 9
Using Human Rights Instruments and Law 9
A Continuum of Rights Strategies 11
Scaling Up Innovations 13
Common Challenges and Difficulties 14
Conclusions and Recommendations 15

List of Acronyms 17

Annex 1 List of rights-based approach (RBA) case studies 18
Annex 2 - Case Summaries 19
2.1 Bangladesh SHAHAR 19
2.2 Bangladesh SHCROP 21
2.3 Bangladesh Violence Against Women (VAW) 22
2.4 Bolivia Alternative Youth Education (AYE) 23
2.5 Burundi Theatre 24
2.6 Cambodia Highland Childrens Education (HCE) 25
2.7 Guatemala Female Citizens 26
2.8 Guatemala Promoting Maternal Health (PMH) 27
2.9 Honduras Appreciative Inquiry (AI) 28
2.10 India Integrated Nutrition and Health Project (INHP) 29
2.11 Peru Citizenship 30
2.12 Rwanda Causal-Responsibility Analysis (CRA) 31
2.13 Rwanda Action Learning System (ALS) 32
2.14 Sierra Leone Upstream 33
2.15 Somalia National Relief Organisation (NRO) 34
2.16 Thailand Migrant Workers 35
Annex 3 - Case Studies along the Continuum 37

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FOREWORD
CARE International has set itself the challenge of
incorporating human rights principles into its
work, in common with many of its peers in the
field of global relief and development. Being an
organisation primarily of practitioners, we are
keen to see what this much-vaunted rights-based
approach looks like when implemented on
the ground.
As an organisation, we asked ourselves what
behaviours we would expect to see enacted if we
were adopting a rights-based approach. This led
to the development of a set of six programme
principles which have been adopted globally
across CARE International. These principles are
to promote empowerment; work in partnership;
ensure accountability and responsibility; oppose
discrimination; oppose violence and to seek
sustainable results. They are intentionally generic
so that they can apply to the wide set of contexts
in which CARE operates. By evaluating our actions
against these principles, we are able to assess how
we have integrated a rights-based approach into
our practice. For this reason, we have used CAREs
programme principles as a way of structuring the
analysis presented in this report.
In 2004, CARE International UK invited CARE
country offices around the world to submit
examples of work which charted their attempts to
incorporate a rights-based approach. This
initiative specifically sought to gain insights into
a number of aspects of what it means to apply
a rights lens in practice. In particular, we
wanted to:
combine learning and action to inform sharper
analysis and planning;
create linkages between change agents
working in rights and social justice;
bridge theoretical concepts with practice to
complement and inform each other;
understand and show increased impact on
poverty and social injustice;
demonstrate organisational change consistent
with rights-based approaches used in projects;
and
critically analyse power relations and develop
strategies for building more equitable forms of
power for social and economic justice and
equality.
This Rights Innovations Prize produced entries
from 16 countries, from Bangladesh to Peru,
each of which demonstrated a different aspect
of how our practice has been modified by our
understanding of rights. We were so impressed by
this array of experiences that we felt it would be
valuable to collect the lessons learned into a
single volume.
We commissioned Mary Picard, formerly a
Programme Adviser for CARE International in
several countries, to write the main report.
She was supported and guided in this work by
Jay Goulden, then Head of the Technical and
Policy Unit at CARE International UK. We are
grateful to both these individuals for condensing
and distilling the essence of 16 very different
experiences.
We present the case studies presented here as
innovations in the sense that they have
often been conceived within the boundaries of
conventional projects, and sought to stretch them.
We therefore need most of all to thank the many
people behind the examples featured in this report
for their willingness to try new approaches, to
take risks, and to devote the extra time and
resources this inevitably entails. Without their
dedication we would not have these valuable
experiences to share.

Raja Jarrah, Programme Director
Fiona Turnbull, Head of Communications
September 2005
CARE International UK

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EXECUTIVE SUMMARY
As CARE International seeks ever more effective
ways to work towards eradicating poverty, it has
been testing methods of incorporating rights-
based approaches (RBA) into its development
programmes. This report and the individual project
summaries are an account of some of those
innovations and the lessons learned from them.
Throughout this report we understand a rights-
based approach to mean a deliberate and explicit
focus on enabling people to achieve the minimum
conditions for living with dignity in other words,
achieving their human rights.
The review of 16 RBA projects from Bangladesh,
Bolivia, Burundi, Cambodia, Guatemala, Honduras,
India, Peru, Rwanda, Sierra Leone, Somalia, and
Thailand gives us concrete evidence of what RBA
looks like in context and in practice.
The structure of this report broadly corresponds to
CAREs six programming principles. These are to:
promote empowerment;
work in partnership with others;
ensure accountability and promote
responsibility;
oppose discrimination;
oppose violence; and
seek sustainable results.
Other important aspects of RBA, such as the use of
human rights law and the scaling-up of
interventions are also considered.
Promoting empowerment
Invariably, attempts at rights-based programming
have gone beyond conventional levels of
participation by beneficiaries and partners. Far
more, they are about empowering marginalised
groups to take control over their own lives as an
integral part of understanding development and
dignity as a basic human right. All of the case
study projects took as their starting point the
need to give voice to the most marginalised
groups, whether or not the projects chose to
invoke the language of rights.
A few of the projects designed quite elaborate
processes to facilitate and mobilise community
groups, while others demonstrated the importance
of empowerment through solidarity.

Working in partnership
By acting within a rights framework, CARE staff
have found that they had to interact with a wide
spectrum of players in order to:
build alliances in creating a more powerful
force for change,
forge links between rights holders and duty
bearers,
step back into a facilitator role, passing the lead
to marginalised groups to let their voices be
heard.
Engaging with a greater number of stakeholders
means managing a complexity of relationships and
this requires skill and patience.
Ensure accountability
While not all cases were directly aimed at
improving CAREs accountability to the poor, it
is clear that greater scrutiny of the relationship
between CARE and poor communities is needed if
RBA is to be taken seriously. Furthermore, without
proper engagement and research into social,
cultural and economic differentiation, some social
groups can be left out of a programme, mirroring
their social exclusion. Exemplary relationships
with marginalised people bear characteristics of
trust, friendship, and a journeying together.
Promoting responsibility
The process of dialogue between rights holders
and duty bearers has proved to be transforming
for both groups. In most projects, this was
accomplished by facilitating discussion and
dialogue in an open and collaborative manner,
while in others, organised groups put pressure on
responsible actors.
Opposing discrimination
To oppose discrimination through its programmes,
CARE has also looked internally at the views and
attitudes of staff within the organisation.
Dialogue amongst staff, partners and community
members, for example, has in some cases created
the energy and commitment to move forward
towards elaborating a gender strategy.
Projects did focus attention on populations being
discriminated against, and recognised all forms of
discrimination. Many examples addressed the
double discrimination of women where norms and
traditions subordinated women even within the
most marginalised groups.

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Opposing violence
Many projects find there is a direct link between
opposing discrimination and opposing violence.
Violence and rights abuses against marginalised
or disenfranchised groups is a common theme,
as many countries where CARE is working are
recovering from war or affected by chronic
conflict, such that people only know violence
as the means to resolve it.
Seeking sustainable results
As the case studies in this report highlight,
poverty of specific groups of people is perpetuated
by political or economic structures, social norms
and even specific environmental conditions. By
examining underlying causes of poverty, rights-
based approaches help to focus interventions on
issues that may require a longer time horizon but
can produce more sustainable results. In many of
the projects featured, the root cause of the
communities poverty was linked to poor
governance and/or social exclusion.
Use of human rights language and legislation
The examples spanned across a spectrum of rights:
from moral rights (to be heard), and economic,
social and cultural rights (to live in dignity and
well-being), to legal rights (individual human
rights or rights as a citizen). Not all projects
perceived the need to invoke human rights
legislation or frameworks.
Explicit use was made by programmes that
incorporated human rights into community education,
or that were aimed specifically at achieving the legal
rights of citizens. In other examples, rights language
was minimised in favour of tapping into the values,
beliefs, and principles of the culture to achieve more
equitable treatment of excluded groups.
A continuum of approaches
Comparison of the 16 case studies suggests a
continuum of rights-based approaches that
encompasses:
research, analysis, and diagnosis;
dialogue and awareness raising;
planning for action, proposing solutions and
preparing the ground;
and taking action.
Not all examples progressed to the stage of taking
action but the majority were able to increase
knowledge of rights and responsibilities.
Categorising individual interventions along this
continuum so we can visualise how they might
evolve has proved a useful exercise.
This has been included at Annex 3.
Scaling up
A wide variety of scaling up strategies was
apparent. Within the countries or regions in which
the projects took place, these included:
a demonstration or modelling effect,
sustained advocacy,
information dissemination and shared documentation,
participation in networks,
replication to other geographical areas,
and spontaneous demand.
Within CAREs country programmes, the innovators
have begun to systematise and share learning with
stakeholders and deepen their commitment to
client populations. Beyond the individual
programmes, the experiences are being shared
through networking, information exchange and
dissemination, and cross-visits.
Some common lessons and challenges
In conclusion, the 16 RBA initiatives between them
display a combination of innovation, courage,
persistence, and willingness to learn and change.
Some common lessons emerged from the case studies:
Obtaining the support of key stakeholders is not
always possible at the outset, and requires
persistence, advocacy, transparency and negotiation.
Attention needs to be paid to assessing,
managing and taking risk, and this is relevant
to staff and client groups alike.
Client groups and partners report that more
time and support are needed than for a
conventional project.
CAREs dual accountability to the poor and to
donors imposes additional burdens if the
latter is not supportive of the innovation.
A multitude of internal, organizational
changes is implied including:
- the resources needed for reflection and research;
- the solidarity and commitment amongst staff
to enable them to take risks and become
advocates for change;
- a different skill set with a focus on
facilitation, mediation, and social science;
- and financial and administrative requirements that
facilitate rather than impede rights programming.
As CARE seeks to uncover the root causes of
poverty and social injustice, it needs to
differentiate its client population more
systematically and analyse inequities. This
extends to disaggregating within marginalised
or excluded groups by gender and other
relevant categories. This type of investigation
is fundamental and relies for its validity on
the participation of marginalised groups.
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Any effort to raise awareness of rights and
responsibilities relating to the problems facing
marginalised groups must include rights
holders and duty bearers, both of whom are
equally capable of transformation.
There are promising signs that RBA enhances the
sustainable impact of CAREs programming. As we
learn, new areas of further research amongst CARE
and other NGOs suggest themselves. The
experience so far is that much can be achieved in
addressing inequity and marginalisation by
applying rights-based approaches.

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INTRODUCTION ADDRESSING
THE CAUSES OF POVERTY
As a global confederation of 12 members operating in
over 70 countries, CARE Internationals fight against
poverty is brought together under a unifying vision.
Vision Statement
We seek a world of hope, tolerance and social
justice, where poverty has been overcome and
people live in dignity and security.
CARE International will be a global force and
partner of choice within a world-wide movement
dedicated to ending poverty. We will be known
everywhere for our unshakeable commitment to
the dignity of people.
As part of its commitment to this vision, one of the
objectives in CARE Internationals Strategic Plan is to
better understand and address the underlying causes
of poverty. In recent years, CARE has thus been
encouraging the exploration of rights-based practice
as one way of doing this.
CARE country offices around the globe have made
concerted efforts to translate this concept into
demonstrable examples of rights-based approaches
(RBA) in development programmes. This report is an
attempt to bring together some experiences from the
field about how different programmes conceptualised
and tested rights-based approaches.
Social injustice and poverty are closely intertwined.
By making this connection, rights-based
programming has compelled us to carry out a more
holistic analysis that includes an examination of the
structures, systems, and social norms or traditions
that perpetuate the poverty of specific groups of
people. The cases assembled attempt to address
causes of poverty in many spheres, including:
Political poor governance and institutional
capacity, corruption, violent conflict, lack of
political will;
Economic globalization, unequal terms of
trade, inequitable resource distribution;
Social harmful societal norms, culturally driven
inequities and forms of exclusion such as
gender, caste, wealth category, profession; and
Environmental limits on carrying capacity,
natural disasters, propensity for disease,
availability and quality of natural resources.
As well as addressing the structural causes of
poverty, the application of rights-based approaches
has several other implications for CAREs work,
including the need to:
exercise more consistent individual behaviours
amongst staff, partners, and client populations;
accept the limitations of a single organisation to
achieve sustainable impact alone, and view what
CARE does as integral to a weave of players;
be willing to take risks and know how to manage them;
engage longer-term with a client population and
grapple with the shorter-term horizons of funders;
become more versed in human rights discourse
and draw upon the concepts in sensible ways for
the people whose rights are at stake; and
rethink how to monitor and evaluate CAREs
work, particularly as changes in power relations
become more central.
To a large extent these considerations are
incorporated in a set of programming principles to
which CARE committed itself in 2003.
The structure of this report broadly follows the themes
raised in these principles, followed by reflections on
other considerations that are considered to be
distinctive characteristics of rights-based approaches,
namely the explicit linkage to human rights
instruments and the potential to have impact at scale.
A final section draws together conclusions and proposes
a framework for understanding the rights strategies
adopted by the range of examples.
What is a Rights-Based Approach (RBA)?
It is a lens and an approach to all our work, be
that programming or within our own organisation.
A rights-based approach deliberately and explicitly
focuses on people achieving the minimum conditions
for living with dignity (i.e. achieving their human
rights). It does so by exposing the roots of
vulnerability and marginalization and expanding the
range of responses. It empowers people to claim and
exercise their rights and fulfil their responsibilities.
A rights-based approach recognises poor, displaced,
and war-affected people as having inherent rights
essential to livelihood security rights that are
(sometimes) validated by law. (adapted from
Andrew Jones, et al. Incorporation of a Rights-
Based Approach, CARE, 2001).
CARE International Programme Principles
1 Promote empowerment
2 Work in partnership with others
3 Ensure accountability and promote responsibility
4 Oppose discrimination
5 Oppose violence
6 Seek sustainable results
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The cases reviewed originated from Bangladesh,
Bolivia, Burundi, Cambodia, Guatemala, Honduras,
India, Peru, Rwanda, Sierra Leone, Somalia and
Thailand. For some cases, the emphasis was on the
research and analysis itself that was needed to
identify the underlying causes of marginalization. .. .
In others, enough progress was made to produce
visible breakthroughs. This report proposes a
continuum of rights strategies that illustrates the
complementarity of different approaches.
These examples together illustrate how RBA can take
shape in a variety of creative ways in different
contexts. The analysis in this report tells us much
about their variety but, equally, about some important
cross-cutting elements of rights-based practice. It is
clear from the examples that a rights-based approach
does enable a deeper understanding of the causes of
poverty and social injustice and therefore opens up
the possibility of longer-term changes than more
conventional development approaches.
Annex 1 is a list of the cases and their respective
abbreviations used within the report. For more
detailed reading of the 16 cases, one-page
summaries of each are presented as separate annexes
(see Annexes 2.1 to 2.16). Annex 3 applies the
proposed continuum framework to the present set
of case studies.

PROMOTING EMPOWERMENT
CARE Programme Principle 1:
Promote Empowerment
We stand in solidarity with poor and marginalized
people, and support their efforts to take
control of their own lives and fulfil their rights,
responsibilities and aspirations. We ensure that
key participants representing affected people
are involved in the design, implementation,
monitoring and evaluation of our programmes.
Perhaps the crux of the distinction between rights-
based approaches and more conventional
development programming is making the
empowerment of poor and marginalised groups
central. Going beyond participation of clients and
beneficiaries, such programmes empower people to
take control over their own lives as an integral part
of understanding development and dignity as a basic
human right.
There is substantial evidence in the examples of an
explicit attempt to empower client populations
and/or partners in some fashion. The pattern that
emerged across these examples was of CARE
supporting a community or social group to make
decisions about their own lives, take concerted
action to address problems, and hold duty bearers
accountable. Often, but not always, a relationship
was made between the problem and a human right.
The most comprehensive process is represented by the
Bangladesh SHAHAR project. It employs a community
empowerment process, known as the Pressure Plates
Model, which enabled communities to identify their
priorities, mobilise, and build networks with local
support structures to address their needs and rights.
The model begins with a rigorous well-being analysis
with the community, disaggregating households by
social and wealth classes. These are further sub-divided
into categories of profession and women headed-
households which then form special interest groups to
conduct separate problem trees and prioritise their top
two or three problems. Invariably, problems were
related to a rights violation or lack of governance. Each
special interest group then elects a representative to
the Community Resource Management Committee
(CRMC). Simultaneously, the project raises awareness
among service providers, mobilises them into local
support structures known as LSPs and links them with
the low-income settlements. The CRMC can then place
pressure on LSPs to be accountable to the communities
in resolving issues.
Rights also took a central place in the SHCROP
project in Bangladesh which raised awareness
amongst share-croppers whose rights were being
violated. The project built the capacity of sharecropper
organisations to negotiate with landowners to claim
their rights and entitlements using a strategy which
produced benefits for both sides.

The Cambodia Highland Childrens Education (HCE)
project, working with indigenous communities,
focuses on preserving local language and culture
while engaging the entire community in creating
schooling for their children. The project consistently
emphasises the importance of control and ownership
Sharecroppers in Chapai Nawabgonji (Bangladesh)
Results show that members of the Sharecroppers
Associations are receiving more of their entitlements
according to the national sharecroppers policy.
In terms of empowerment, farmers are increasing
their leadership, networking and negotiation skills,
as is evident in their willingness and confidence to
talk with landowners, organise press conferences,
and raise issues with the Agricultural Minister. The
Sharecroppers Associations are also becoming
recognised as community-based farmer-led
organisations addressing social justice at village
level, as they become involved in resolving other
conflicts that require an understanding of human
rights such as dowry and family law.
Principles into Practice
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by the community, albeit without full and overt use
of rights language and concepts.
In contrast, Guatemala Female Citizens project
empowered Mayan women by addressing their rights
as citizens and created a process that enabled them
to acquire and exercise their full rights, as did the
Peru Citizenship project in its work with the
Quechua-speaking people in Huaccana.
The principle of promoting empowerment has strong
implications for CAREs relationship with poor and
marginalised groups. The Raks Thai Foundation
commitment to migrant workers epitomises the
notion of standing in solidarity with the poor and
marginalised. What began as a small pilot in 1996
culminated in Board approval in 2001 to make
advocacy for this extremely disenfranchised
population an organisational priority. Advocacy
activities over the years have expanded with visibly
greater influence.

Raks Thai Foundation
Today, Field Coordinator Sompong assists the
Human Rights Committee, a national
organization, in conducting a study to draft a
master plan for migrant workers in Thailand based
on human rights and international conventions.
Sompong is also a member of the Action Network
for Migrants comprising about 12 NGOs who are
active in advocacy on migrant worker issues.
Empowerment can also relate to staff. CARE Honduras
used an appreciative inquiry approach within the
context of an organisational gender and diversity
initiative to give staff the freedom to choose how and
what they want to contribute to CARE.
What all 16 examples accomplished in a variety of
ways was to give voice to the most marginalised
groups and sometimes to increase their representation
in the project, and therefore in the community.
In other instances, it built their capacity to claim
their rights, as in the case of the Bangladesh
Violence Against Women (VAW) project.
What is empowerment?
In analyzing empowerment it is helpful to have a clear
conception of power. A useful typology suggested by
Just Associates in A New Weave of Power, People and
Politics (2002) distinguishes between
Power Over coercion and discrimination
Power With collective strength and common cause
Power To individual capacity to shape change
Power Within inner strength based on self-worth
Most of the case studies treated participation as a right,
not just a means to achieve project goals. They made
use of structured learning processes to solicit and
engage different perspectives, particularly those of
the more marginalised. As such they are good examples
of what might be termed interactive participation
1
Approaching self mobilisation, at the high end of
the participation scale, were the Bangladesh
SHAHAR project and the the the the Guatemala Promoting
Maternal Health (PMH) project. Both projects in
their entirety facilitated the mobilisation of
communities to seek and maintain control over
resources they needed. Similarly, in the example of
the Cambodia HCE project, the community assumed
control over all aspects of the project, including
governance of the schools themselves.
How well concepts and definitions of empowerment
were understood and interpreted in a meaningful
way for specific contexts and particular groups can
only be deduced from the response of those groups
to the various innovations undertaken by CARE.
All of the projects demonstrated positive results to
differing degrees. As a minimum threshold, the
voices of the marginalised were raised. Beyond that,
a gradient of progress can be identified which spans:
greater awareness of their rights,
increased confidence or self-identity (power within),
engagement in collective action (power with)
to resolve problems and/or claim rights,
influencing decision makers or duty bearers to
support their rights, and often succeeding in
having their demands met.
Further sections of this report will focus on some of
these aspects of empowerment more specifically.

1
A term borrowed from the typology of participation
approaches in VeneKlasen, Lisa with Valerie Miller. 2002,
A New Weave of Power, People and Politics: The Action Guide
for Advocacy and Citizen Participation, Oklahoma City:
World Neighbors, p. 106 see
http://www.justassociates.org/chap5%20planning%20basics.pdf.
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WORKING IN PARTNERSHIP
CARE Programme Principle 2:
Work in partnership with others
We work with others to maximise the impact of our
programmes, building alliances and partnerships
with those who offer complementary approaches,
are able to adopt effective programming
approaches on a larger scale, and/or who have
responsibility to fulfil rights and alleviate poverty
through policy change and enforcement.
In most instances, CARE did not initiate a pilot with
the explicit intention of improving partnership.
However, the focus on empowerment and/or raising
awareness of rights directly affected the nature of
relationships with client populations, partner
organisations, and other stakeholders.
Two examples did have an explicit focus on
relationships. The Rwanda Action Learning System
(ALS) case used a participatory monitoring exercise
to highlight the improvements its partners and client
population felt could be made in CAREs relationship
with them. The exercise uncovered opinions which
helped to strengthen CAREs accountability to
children and youth in preventing rights abuses.
After an initial inquiry, the feedback process was
systematised through an action learning and
monitoring system.
Constituency Building in the Bangladesh
Reducing Violence Against Women Pilots
The two pilots did not start off with a constituency
building plan but made a gradual move from engaging
constituents at household level to playing a facilitator
role in mobilizing other constituents. CARE and these
constituents have become part of a social movement
addressing VAW (violence against women) and womens
rights. These include the victims themselves, male
counterparts of victims, duty bearers in government,
the media, civil society organizations, local leaders,
cultural performers, donors, and the private sector.
The Bangladesh Violence Against Women case
illustrates the fact that rights-based programming
compels us to interact with a broader spectrum of
players, for a number of reasons:
(a) to build alliances and create a more powerful
force for change by uniting with other
elements of civil society which support a
common vision, such as the rights of women
(Bangladesh) or migrant workers (Thailand);
(b) to forge a link between rights holders and
duty bearers, with compelling examples from
Bangladesh (SHAHAR, SHCROP) or the
Guatemala cases on citizenship. This creates
new partnerships which, at the same time, place
CARE more squarely in a facilitator role; and
(c) to ensure voices of marginalised groups are
heard and respected, a diversity of
stakeholders who compose the social and
political fabric of life in that community is
called to be present. The Rwanda Causal-
Responsibility Analysis (CRA) pilot and the
Sierra Leone Upstream Approach illustrate
this well.
Sustainability of project interventions and/or
impacts rely on the support that can be gained from
an array of players whose behaviours, attitudes, and
actions are essential to meeting the needs and
demands of a marginalised group. Teachers, parents
and civil society actors were an important part of the
success of the Bolivia Alternative Youth Education
(AYE) initiative on the rights of working children
and adolescents.
This emphasis on partnership should not ignore the
fact that a greater number of stakeholders creates
new tensions that CARE must skilfully manage in
order to maintain the positive relationships needed
to sustain change.

Cambodia Highland Childrens Education
An ongoing challenge is to manage the often
conflicting agendas of key stakeholders. For
example, it is quite feasible to envisage a situation
whereby the Ministry of Education (MoEYS) makes
changes to curriculum documents that were
previously approved by community school boards.
Although, of course, MoEYS approval represents
a step towards Government recognition of the
community schools, this nonetheless raises
questions of community ownership and the projects
obligations to the communities.
Finally, many examples found the need to engage
the services of human rights organisations and/or
legal services when they were explicitly promoting
the defence of human rights, prevention of human
rights violations, or education in human rights.

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ENSURING ACCOUNTABILITY
CARE Programme Principle 3: Ensure
accountability and promote responsibility
We seek ways to be held accountable to poor and
marginalised people whose rights are denied. We
identify those with an obligation towards poor and
marginalised people, and support and encourage
their efforts to fulfil their responsibilities.
A rights orientation compels CARE to be more
accountable to the people it serves. It contrasts with
a results-orientated approach to development which
can overemphasise accountability to the donor.
This begs the questions: what results and for whom?
Are donor expectations always in the best interest of
poor and marginalised people? Are some people negatively
affected, albeit unintentionally, and how can CARE
be more consistently aware of the potential harms?
At least three cases were directly aimed at improving
CAREs accountability to the poor. The Rwanda ALS
example was a direct response to this issue,
soliciting viewpoints from clients, partners, and staff
about CAREs effectiveness.
CARE Rwanda Asks Some Critical Learning Questions
Based on its experience with a rights-based action
learning system, CARE Rwanda formulated questions
of relevance to the wider CARE region:
How, practically speaking, do we ensure that our
design, monitoring & evaluation processes provide
the people whose lives are affected by our
interventions with a direct say in the way our
projects are designed and implemented?
How can CARE be truly accountable for all of the
impacts of our interventions positive as well as
negative, intended as well as unintended? How
do we ensure that we capture negative impacts
and avoid or at least mitigate them?
How will this tool/methods focus on project
participants as client/rights-bearers and on the
establishment of a system for them to hold us
accountable help us to be more accountable?
What are the practical implications for CARE
programmatically and organisationally? What are
the lessons learned along the way and the
adjustments made?
The Somalia National Relief Organisation (NRO)
project project project project took a hard look at benefits and harms
for various social groups involved in this project.
The experience directly raised questions about the
accountability of NRO and indirectly that of CARE.
The analytical process revealed for NRO how
important it was to be knowledgeable about the
diversity and complexity of a community composed
of different clans and social groups to avoid
exclusion and harms. It also demonstrated to
community groups how a benefit to one group could
be a harm to another. This, and the Sierra Leone
Upstream Approach, revealed how culturally-rooted
discrimination will re-emerge in a development
project if it goes unexamined and unattended. CARE
Sierra Leones pilot raised awareness about exclusion
and, with partners and clients, overcame the problem.
Now We All Count Individual Registration
and Targeting of Seeds
Research revealed that patterns of exclusion in prior
distributions of humanitarian assistance in Sierra
Leone mirrored patterns of marginalisation in rural
society. Women, youth, internally displaced persons
(IDPs) and weaker social groups were not involved in
discussions about the allocation of seed and,
consequently, received no assistance. The same
categories of people were also excluded from
participating in local decision-making processes. Living
in remote, vulnerable communities, many respondents
said they were neither recognised as citizens by the
State, nor regarded as equal citizens within their own
communities. They also believed that local elites had
colluded with CARE staff in the past to exclude them.
CARE used the opportunity of a new food security
project to invite different social groups to discuss
previous problems and propose ways to overcome
them. Using the Declaration of Human Rights as a
starting point for the discussion, the project related
the question of equal rights and dignity to adequate
food. Participants felt all people were human beings
and citizens and should all receive seeds. Registration
of all individuals without selectivity conveyed a
message of inclusion to all groups with a clear
demonstration of how exclusion, favouritism and
injustice contributed to the emergence of conflict.
Increased accountability to the poor and
marginalised was expressed by many of the examples
which strove to:
(a) uncover the social, cultural, or economic
differentiation within the client population in
order to know who the excluded or
disenfranchised groups were and whether or
not CAREs programmes were neglecting them,
including them, or harming them in any way;
(b) create more opportunity for marginalised
groups to make their voices heard and use
their voices to claim their rights;
(c) use the knowledge gained of those groups
whose rights were being denied for better
project targeting and/or to explore in greater
depth the root cause of their rights
denial/marginalisation; and
Principles into Practice
Page 6
(d) constantly attempt to facilitate the fulfilment
of rights or to overcome the barriers to rights
fulfilment.
This persistence can reflect a growing commitment
towards a particular marginalised group. For
example, in the Raks Thai Foundations programme
for migrant workers, solidarity and accountability
went hand in hand. Words like trust, friendship,
and equity appear more frequently when describing
the relationship with client groups.
Utilizing a rights framework also empowers client
populations to hold CARE more accountable for the
results of its interventions, as the Rwanda ALS case
articulated. Donor concerns with numerical targets to
achieve results can sound out of synch and overly
technical in this context. Similarly, project
timeframes can seem artificial. More attention is
needed to joint reflection and learning to create the
space for staff, clients and partners to journey
together through a social change process. The
examples evince a growing, albeit not necessarily
irreconcilable, tension between accountability to
donors and accountability to communities and a
commitment to learning.

It is all about being a community of learners who are
on a journey. It is a journey of learning; it is a
journey that is far from smooth and not without the
occasional rough patch. But it is a journey where
steady progress is being made, and where there is a
confidence that the destination will provide indigenous
communities in remote areas of Cambodia with new
skills and knowledge to assist them in making their
way in an uncertain future.
Cambodia Highland Childrens Education Project

PROMOTING RESPONSIBILITY
The second part of principle three (see above) refers
to responsibility - CAREs obligation to identify,
encourage, and support those persons or institutions
who are duty bearers to meet their responsibilities
vis--vis rights holders.
The Guatemala PMH Project was conducted in
collaboration with the Ministry of Health so that the
pilot to improve obstetric health care would serve as
the model for the national strategy on reducing
maternal mortality. Healthcare providers, midwives,
and community institutions involved in the 4-Delays
Model sought solutions to improving access and
quality of care.
The Peru Citizenship example very deliberately linked
citizens and government in a participatory budget
design process as an exercise in citizen rights and
government accountability. Local authorities and the
state developed new attitudes and discourses based
on respect for rights. At the national level, lobbying
efforts shaped the rules and guidelines for the
Participatory Budget Planning issued by the Ministry
of Economy and Finance and the project contributed
to the formulation of the regulations governing the
Framework Law on Participatory Budgets.
The Guatemala Female Citizens Project directly
confronted the obligations of municipal authorities
by presenting them with innovative solutions for
registering poor Mayan women living in remote areas
as citizens. For the first time in the modern history
of Guatemala, municipal officers and the election
registrar spent an entire day in the remote
communities and assisted the women on a
personalised basis to obtain identification documents.
Sierra Leones Upstream Approach is another
example of success. With access to relevant information,
the community of Mogbuama used due process to
hold a public servant to account. This proved more
effective and empowering than the more familiar
reaction of reverting to grievance or violence.
Sierra Leone: Mogbuama School Management
Committee: Parent Power in Action
In the village of Mogbuama where CARE is working,
villagers heard a local radio broadcast stating that
schools in the district had received a payment from
the governments schools maintenance programme.
Payments are made directly to the school bank
account and the Headmaster is responsible for
allocating and spending the funds. The parents School
Management Committee (SMC) had no information on
how the previous subsidy had been spent but when
asked to provide an expenditure account, the
Headmaster refused. The SMC sent a delegation to
Moyamba to report the problem to the Schools
Inspectorate who called a public meeting at which the
Headmaster was asked to give a public account of
expenditure. Only a portion of the account was
deemed acceptable by the Inspectorate, who decided
that the missing amount would be deducted from the
Headmasters salary in monthly instalments. This led
to an agreement that the SMC would meet with the
Headmaster twice a month to discuss and agree
spending priorities, and two SMC members would be
included as signatories to the school bank account,
thus requiring the authorization of the SMC for
withdrawal of funds.
Principles into Practice
Page 7
Rwandas Causal-Responsibility Analysis (CRA)
tool tool tool tool expressly raised awareness amongst a range of
stakeholders on the rights of marginalised groups
and the moral and legal responsibilities of
authorities and duty bearers. The methodological
approach is being further explored with the aim of
improving governance in the province of Gikongoro.
An aim around promoting responsibility appears
in most examples as a natural extension of invoking
human rights in development work. Many of the
cases accomplished this through discussion and
dialogue amongst rights holders and duty bearers in
a transparent, collaborative manner. Others created
the opportunity for rights holders to organise and
put pressure on authorities or those responsible for
denying them their rights with a clear agenda of
their demands.

A Perspective from the Bolivia AYE Programme
Child or youth labour is a structural problem that exists
in Bolivian society, due to the conditions of extreme
poverty. As a result, a rights based approach had to
work intentionally in the context of educative political
structures in order to press them to assume their
responsibilities. Therefore the project opened doors to
other actors in civil society who were able to promote the
exercise of rights. For example, CARE has been working
with the Ministry of Education, the National Ombudsman,
the Directorates of Alternative Education and of Youth
and Adolescents, among others.
There was clear admission of risk and the need for
risk assessment and management, as duty bearers or
rights violators who are in positions of power may
choose not to co-operate. A sensitive approach, as
sought by the Burundi Theatre Project, proved
effective. A solid knowledge of rights and their
frameworks, advocacy and often collective action on
the part of rights holders are of equal importance to
risk-taking. The Bangladesh SHCROP Project
demonstrated the value of a win-win strategy.

OPPOSING DISCRIMINATION
CARE Programme Principle 4: Oppose discrimination
In our programmes and offices we oppose
discrimination and the denial of rights based
on sex, race, nationality, ethnicity, class,
religion, age, physical ability, caste, opinion
or sexual orientation.
CARE has been actively promoting a working culture
of challenging discriminatory attitudes and practices
through its gender equity and diversity (GED)
initiative, begun in 1999. This has strongly reinforced
the development of the skills and approaches relevant
to practise equity and diversity in programming,
observing the adage that to really make a change,
we must be the change we want to see.
Honduras: Using Appreciative Inquiry for
Building a Gender Strategy
Using techniques that facilitate conversation, suspend
judgment, and build trust amongst people can be
quite powerful when dealing with a sensitive subject
such as gender. Appreciative inquiry focuses on what
has been working well. CARE Honduras applied this
technique to shape the flow of a gender workshop
based on who we are and who we want to be.
Conversation Cafes, an adaptation of the native
American tradition of the talking stick, was also
introduced to promote conversation without
interruption or judgment. Drama was used to
introduce the topic of rights-based approaches,
leading in to examples of participation and how to
foster it internally and externally. While emphasizing
the freedom to be heard, participants told stories of
successful relationships between men and women,
creating a sense of connection and shared power
between staff.
In relation to programming, the projects incorporate
various efforts to oppose discrimination in all its
forms by:
(a) focusing attention on people or groups who
are being discriminated against (and whose
rights are being denied);
(b) recognizing discrimination where and when it
occurs; and
(c) raising the consciousness and sensitivity of
staff, partners, and clients on the gains of
equity and diversity.
Principles into Practice
Page 8
Discrimination against women in many societies is
most starkly manifested by domestic violence.
The prevalence of this phenomenon in Bangladeshi
society prompted a large-scale effort on the part of
CARE Bangladesh to promote gender justice for
women victims of violence. It did so by improving
governance at local level, empowering communities
through womens rights and gender education,
enhancing village support mechanisms, collaborating
with human rights organisations for legal advice,
and co-ordinating existing efforts of government,
civil society, and other actors.

CARE Bangladesh: Reducing Violence Against
Women and Promoting Womens Rights
The project in Natore district created a structure
of cells called Violence Prevention and Rights
Reinforcement Cells (VPRRC) to carry out
interventions in three domains: (1) legal
protection, (2) violence prevention and community
awareness raising, and (3) networking. .. . Cell
members were local male and female leaders
who consulted with confidants responsible for
mediating social conflicts. The confidants were then
linked to a committee at Union level, consisting of
three women and two men. This structure from the
grassroots to local government made it possible to
accomplish much in a coordinated, complementary
fashion to report and resolve cases of violence and
continue marshalling support for the protection of
womens rights.
India Integrated Nutrition and Health
Project (INHP)
This project increased womens voice and
representation of their issues in a traditionally male
domain, the Gram Sabha or Village Parliament. This
structure discussed issues around using the funds
available with the Gram Panchayat to build
infrastructure like roads, buildings, ponds, hand
pumps, in short, mens priorities. Today, the more
basic and important issues of nutrition and health
have made it on to their agenda.
Women may also suffer double discrimination in
some societies as a result of belonging to a socially
marginalised group whose norms and traditions
further subordinate women. They are specifically
targeted in the Guatemala PMH Project, which
addresses the needs and health rights of indigenous
women, and by the Guatemala Female Citizens
which made it possible for anonymous women to
become rightful citizens. In this latter case, women
voted for the first time in general and public
elections, and some women from 50 to 60 years of
age entered a relationship with the State for the first
time in their lives.
Attention to gender disparities generally is apparent
in the majority of projects reviewed and is an
integral part of working with marginalised groups.
Womens exclusion from participating in local
governance structures is one issue that CARE has
sought to confront. As the Somalia NRO case
showed, an in-depth knowledge of the local social
and cultural context is an important consideration
when seeking to raise womens representation in
local governance structures.

Guatemala Female Citizens Project
From Anonymous to Female Citizens
Principles into Practice
Page 9
OPPOSING VIOLENCE
CARE Programme Principle 5: Oppose violence
We promote just and non-violent means for preventing
and resolving conflicts, noting that such conflicts
contribute to poverty and the denial of rights.
Many of the countries where CARE works are
recovering from war, are under threat of conflict,
and/or are so affected by chronic conflict that
people only know violence as a means to resolve it.
Burundi is a country that has been plagued with
conflict since the end of colonial rule. The colonial
powers managed to destroy traditional conflict
resolution bodies placing social structures along
ethnic lines. Endless conflict has a profound impact
on the livelihood strategies of populations as well as
their behaviours and relations with others. As
individuals suffer trauma and loss, they become less
willing to discuss issues and seek solutions. In rural
Burundi, social networks have been destroyed and
the poor do not have a voice on basic issues such as
access to education or land-use. They are far from
being involved in the national level decisions around
the peace agreements and elections.
Faced with traumatised and destroyed rural
communities, CARE International in Burundi began
an innovative peace education project in 2001.
The project aimed to work with traditional conflict
resolution structures that exist in the hillsides as
well as to help the communities begin to address
past conflict and find ways to move forward. The
goal was to reduce the barriers that have been
created by those with power, allowing the poor to
participate in the reconciliation of conflict and their
own development. The project made use of CAREs
experience in the Balkans and the work of Search for
Common Ground in Burundi to use interactive
theatre as a way of bringing to light sensitive issues
and giving people a supportive environment in which
to discuss them.
In post-war rural Sierra Leone, CARE conducted
research on the underlying causes of war and
discovered that decades of political decay,
corruption, injustice, and the exclusion of youth and
poorer sections of society from decision-making were
more forceful than the apparent economic factors,
such as control over diamond mining, in driving the
conflict. CARE responded by designing its next
project on the premise that poverty, marginalization,
and inequality would best be addressed by setting up
local mechanisms to encourage social inclusion and
promoting the principles of citizen responsibility and
community self-reliance. The project facilitated the
practice of resolving local disputes peaceably within
communities by demanding transparency,
accountability and representation from authorities
and responsible institutions/individuals.
War-affected countries often witness a rise in social
problems at the end of the conflict, among them,
domestic violence against women.
However, violence against women also exists in
many societies as an outcome of the gender ideology
of that culture. The VAW Project of CARE Bangladesh
first had to grapple with the cultural context and
then use that understanding to construct a
programme of prevention.

Preventing violence and rights abuses against
marginalised or disenfranchised groups is another
common theme in the projects reviewed. Exploitation
and discrimination can take various forms of
physical, mental, or emotional abuse. Supporting the
rights fulfilment of vulnerable groups, such as the
street and working children in the Bolivia example
or female migrant workers in Thailand worked to
prevent such abuses and rights violations.

USING HUMAN RIGHTS
INSTRUMENTS AND LAW
Some case studies invoked human rights instruments
or legislation to support their rights-based work, and
almost all of them made reference to rights that
were relevant to the types of interventions being
proposed. In most cases this reference to the law
was used to inspire discussion rather than to make
use of the specific legal instruments. The table
illustrates the range of such uses.

Exploring the Causes of Violence Against
Women, Bangladesh
The basic cause of violence is rooted in the gender
ideology, which promotes male dominance and
superiority and women's subordination and
subservience. The husband's primacy and wifes lesser
rights stem from this ideology. In CAREs research,
many women and men felt that the disparity in the
rights of women and men created the social imbalance
which has resulted in the violence against women
syndrome. At the same time, while some women said
that it was the lesser value of women in Bangladesh
that led to this problem, the men disagreed. They felt
that equality between women and men cannot be
allowed and that a man had the right to discipline his
wife through violence but they disapproved of him
beating her unfairly or too much.
Principles into Practice
Page 10
As evident in the table, many of the projects used a
rights framework for education on human rights.
Others used rights instruments that were pertinent
to the issue at hand, such as policies for
sharecroppers, legal rights for women in Bangladesh,
or the Indian constitution, which mandates the
activity of local governance institutions. Some
sought to raise awareness of the legislation with
beneficiaries and stakeholders (including responsible
actors) or offer training in rights legislation to
bridge the gap between policy and practice.
Less discernible was precisely how well the human
rights frameworks were understood and taken up by
client populations and partners. Indeed, CARE Sierra
Leone designed its innovation with this very concern
in mind. Rather than engage people at grassroots
level with national issues such as corruption or poor
governance, the project focused attention of poor
and marginalised groups on their everyday
experiences with corrupt local politicians, creating
the space for them to reflect on and construct their
own meanings of injustice and then draw upon their
value systems to challenge and confront them.
In other projects, the reference to rights lent
legitimacy to community groups to engage in public
advocacy around a common cause.
Other examples spanned a wide spectrum of rights,
both legal and moral, but without an explicit
reference to any rights framework. Many fell within
the broad category of economic, social and cultural
or simply human rights.
It was also not always perceptible whether the cases
deliberately used rights language. Similarly it was not
always clear when projects deliberately refrained from
the use of rights language in their relationship with
partners and clients, while still maintaining human
rights as a conceptual framework for their work.
Where legislation and human rights conventions
were not specifically invoked, rights discourse
seemed to stress the imperative of a basic human
need, entitlement, or benefit that would empower
and improve the life conditions of marginalised
groups. Rights were often upheld as moral
obligations to provide equal opportunities and
benefits to all groups of individuals or to protect
oneself against potential harm, for example in sexual
and reproductive health. The central issue in the
Country and Innovation Human Rights Instruments or Legislation
Rwanda Action Learning System for Monitoring and
Accountability for Orphans, Vulnerable Children and
Youth (OVCY) in Gitarama province
A child rights framework with categories drawn from
the Convention on the Rights of the Child to ground
the results of this participatory monitoring exercise
in a legal context
Bangladesh Reducing Violence Against Women and
Promoting Womens Rights
The constitution that recognises equal rights for
women, ratification of the National Policy for
Womens Advancement to eliminate all forms of
discrimination against women (CEDAW) and, the
National Policy on Women which identified actions
against violence as a priority area for government
interventions
Bolivia Promoting The Rights Of Working Children
And Adolescents Alternative Youth Education
Programme
The law that promotes the protection and attention
of boys and girls in health, education, and other
services (Cdigo del Nio, Nia) and the UDHR
incorporated into the school curriculum
Guatemala From Anonymous to Female Citizens
the Post Conflict Democratisation Project
UDHR with emphasis on the political rights
(right to citizenship)
India Four Innovations in an Integrated Health and
Nutrition Project
The Indian constitution that mandates that Gram
Sabhas (village parliaments) should be held in rural
areas 3-4 times a year to strengthen and rejuvenate
their role in local governance and get health and
nutrition on the agenda
Peru Breaking the Silence Using a Participatory
Budget Planning Process to Build Citizenship
UDHR quoted in reference to rights education in
Spanish and Quechua
Sierra Leone Upstream Approach to Human Rights UDHR to stimulate discussion on rights relevant to
local conflicts (e.g., right to adequate food)
Thailand In Search for Rights A Programme on
Health for Migrant Workers
Convention on Human Rights to seek legal redress for
migrant workers
Principles into Practice
Page 11
deployment of rights language was equity in most
instances. In addition, rights awareness amongst
the client populations frequently served as a means
of empowerment aimed at increasing self-worth
(power within).
Which Rights? The right
To be heard
To choose
To adequate food
To live in dignity and well-being
To participation
To proper health care
To education
To own cultural identity and language
Tenure rights
Sexual and reproductive rights
Breastfeeding rights
Individual human rights
Collective human rights
Womens rights
Citizen rights
As exemplified by the Sierra Leone Upstream Approach,
it is also possible, with or without rights language, to tap
into the values, beliefs, and principles inherent in the
culture, religion, or traditions of the population as a
means of bringing about more equitable treatment of
others. Somalia sensitised the communities to the equal
worth and rights of all groups through the use of dialogue
and by citing Somali poems and proverbs and Qur'an
verses. The India INHP revived traditions, such as the
DharamDai, to overcome inequities in access to proper
nutrition and health care based on caste and creed.
CARE SIERRA LEONE UPSTREAM APPROACH
An important question for agencies such as CARE is
how to connect the rural mass of the population to
the human rights commitments made by their
government? The projects strategy is to facilitate the
demand for principled behaviour at all levels of
society; central to this strategy are representative and
responsive local authority structures formal and
traditional. Thus, rather than informing people of
their rights and encouraging them to claim them, the
project encourages a culture of principled behaviour in
relation to its activities, and then facilitates discussion
about these principles in relation to other walks of life
where problems exist, such as the functioning of local
authority structures, or the strictures of traditional
cultural practices, in practice it fosters adequate
community management and good governance.
A CONTINUUM OF RIGHTS
STRATEGIES
The 16 case studies reveal how an understanding
of rights was used in a range of different contexts
to inform practical action. This suggests a
continuum of stages from diagnosis and research
to rights fulfilment. The diagram below describes
such a continuum. Although it breaks down into four
categories, there is overlap between them and many
of the case studies consisted of a sequence
of steps along it. Annex 3 attempts to assign the
present case studies to the stages of the continuum.
Research, analysis, or diagnosis. Research might
delve into underlying causes of poverty, social
injustice, conflict, or human rights violations or the
search for causality might pertain to a particular
problem like high maternal mortality rates. What is
evident in the cases at this end of the continuum is
the participatory nature of the research which
strongly upheld the importance of giving voice to
disenfranchised groups.
Dialogue and awareness raising. In this category,
the object was very much centred on reflection,
learning and sharing, on creating dialogue and on
respecting the views of others. In some cases, the
intention was to acclimatise groups to a dialogue
process and then maintain the practice. Throughout
these processes, most projects sought to introduce
and build a culture of rights and responsibilities.
Planning action, proposing solutions, preparing
the ground. Many innovations developed structured
processes, firstly to pilot and then to institutionalise
the ways in which marginalised groups, communities,
and the range of state and non-state actors could
engage towards rights fulfilment. Others focused
more on broadening the support network to advocate
for rights.
In other cases, efforts were focused on educating
clients and different stakeholders on human rights.
They all sought to increase knowledge and
information about rights and responsibilities
amongst duty bearers and rights holders.
Action. Taking action meant that the acquired
knowledge of rights and responsibilities was applied
to some extent. Not all cases witnessed this. For
many cases, undertaking a public advocacy campaign
or joining forces with other organizations was in
itself a considerable achievement. Moreover, such
efforts often require persistence and long time horizons.
It is worth noting that the strategies also reflect a
difference in entry point for developing a rights
orientation in programming. This is partly
explainable by the varying contexts (internal and
external) in which the programmes operate. Yet the
Principles into Practice
Page 12
rationales given for the entry point also suggest a
difference in premises and beliefs about what works,
particularly in their own context. Do all RBA
programmes need a phase of research to identify
potential harms and develop a deep understanding of
marginalisation within a community? Is awareness-
raising and dialogue enough or should all RBA
programming be ultimately focused on the action
end of the continuum?
As CARE is still in a testing phase on rights
programming, it remains to be seen where the
crictical point of agreement are.

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Page 13
SCALING UP INNOVATIONS
The scaling up of innovations is either planned or
already occurring in various ways. Many cases used a
combination of strategies to scale up or
institutionalise the innovations.
Within the country (in some cases, the region)
A modelling or demonstration effect The
Bolivia AYE Programme for working adolescents
and young people began in seven experimental
schools and has since been incorporated into 47
other Educational Units in seven departments of
Bolivia. The Guatemala PMH was set up as a
model for the Ministry of Health to be
institutionalised in its national strategy for
reducing maternal mortality. In other cases, the
replication was voluntary rather than
intentional. The Peru Participatory Budget
Planning Process attracted the interest of
municipal authorities in surrounding districts.
The modelling effect of the DharamDai and
other practices in the India INHP project
spurred spontaneous uptake.
Sustained advocacy There were many
instances of the use of advocacy to promote the
practices and/or innovations of the pilot
projects. For example, one of the India INHP
innovations was the MELA, a Hindi fiesta that
became a forum for promoting better access to
health and nutrition services in a concerted way.
CARE Peru together with other institutions used
the participatory budget planning process model
as a frame of reference to lobby government to
adapt its budgetary processes. Raks Thai Foundation
shored up its advocacy efforts to promote better
health care access for migrant workers and more
benefits to this population generally.
Information dissemination Some cases
organised events aimed at a broad audience as
an opportunity for others to learn about the
innovation (Cambodia HCE, India INHP). Others
were invited by other NGOs or government
bodies to present their results at national and
regional forums.
Documentation The Peru Citizenship project
developed a manual on its participatory budget
planning process. Other projects developed training
materials, often in local languages, to make it
accessible to others. Still others expressed intent
to publish materials on the innovation.
Participation in networks The Bangladesh
VAW (violence against women) project and its
constituency-building efforts have evolved
into a much broader network, now referred to
as a social movement. Many other projects
experienced the value of networking and
coalition building. This could also refer to
expansion of smaller groups such as sharecropper
associations into a national network.
Replication to other geographical areas
Some programmes intend to extend geographically
(Guatemala Female Citizens) because of the
widespread relevance of the innovation.
Demand Although not a strategy per se, demand
from other organisations, communities, or client
groups is helping to popularise innovative
practices or processes. In another kind of
demand, marginalised groups with a newly found
voice are in some cases putting more pressure
on duty bearers for similar improvements
(e.g. Guatemala PMH, India INHP).
Within the country programmes
Spillover effects In the case of the Burundi
Theatre Project and the Bangladesh SHCROP,
elements of the process or skills acquired by
beneficiaries are being applied to other situations.
Systematizing learning and feedback The
intent behind the Rwanda ALS innovation is to
be appraised of the effects of CAREs work on
beneficiaries. CARE Rwanda also seeks to integrate
this action learning process into the monitoring
and evaluation systems for all projects.
Deepening commitment to client population
More than a few cases expressed the concern
that the achievements have been good but not
sufficient to sustain the impact. Thus, their
intent is to continue the programme with this
same population (e.g. Cambodia HCE Cambodia HCE Cambodia HCE Cambodia HCE).
Continuation of a structured learning process
For other cases, the innovation is only a first step
in a longer, phased learning process that will be
continued (e.g. Rwanda Rwanda Rwanda Rwanda CRA, Burundi Theatre).
Promoting same ethos, principles and
approaches across the whole programme
This was explicitly stated in one case
(Sierra Leone) but was implied by many more.
Many CARE country offices expect to use the RBA
pilot as a launching pad for re-orienting their
country programme.
Hiring staff from the client group Raks Thai Raks Thai Raks Thai Raks Thai
Foundation Foundation Foundation Foundation relied on volunteers from the
migrant worker population initially to facilitate
communication with its client population.
It later hired some as paid employees. Although
not documented by other cases per se, it would
be interesting to know whether country offices
seek representation of marginalised client groups
on their staff.
Within CARE
Networking and information exchange A few
country offices, through their participation in a
regional working group or network, are sharing
and discussing the results of the RBA pilots to
Principles into Practice
Page 14
generate feedback and encourage testing by
other country programmes. CARE Honduras has
formed a network with other Latin American
country offices to experiment with the
Appreciative Inquiry methodology, for example.
Cross-visits Some have also scheduled reflection
days to which other CARE offices are invited to
the country for sharing/learning on the innovation.
A few country offices have had visits which have
resulted in replication of the innovation.
Information dissemination Many CARE
country offices participate in CAREs RBA
Reference Group. This and other forums are often
used to present and publish case studies to
promote more inter-regional or global exchange.

COMMON CHALLENGES AND
DIFFICULTIES
Different levels of challenges and difficulties with
applying rights-based approaches have emerged from
this overview. These are summarised as follows.
Obtaining the support and buy-in upfront
RBAs require more effort in pursuing and securing
support from government authorities and
counterparts, not only to create the operating
space, but also to secure their participation. This
is due to a combination of factors:
many of the innovations were unprecedented,
non-conventional, or alternative solutions;
the increased need for duty bearers to accept
interventions as compared with traditional
project activities;
the greater number of stakeholders that need
to be involved from the outset.
Yet once that support was forthcoming, the rest
of the programme proceeded steadily. Many good
examples issue from the Rwanda ALS
innovation, the Cambodia HCE, the India
INHP, the Burundi Theatre, the Guatemala
Female Citizens, and the VAW Project.
Persistence, advocacy, transparency, dialogue,
and negotiation were some of the reported
techniques for obtaining buy-in.
Assessing, managing, and taking risk Making
individuals face up to the realisation that they
are not meeting their responsibilities brings with
it a certain level of risk. None of the instances
have proved insurmountable or generated
negative effects, but these situations must be
entered with prior risk analysis. Many of the
projects acknowledged that rights-based
programming implied more risk, not only to
clients and partners, but to CARE staff.
More time and support for taking root
Admittedly, many of the innovations represented
an initial stage of experimentation. Given the
novelty of the processes, modes of organization,
structures, and greater assumed responsibility,
it is perhaps not surprising that projects require
more time and more support to take root, as
much as four to five more years. More ambitious
innovations, such as the Pressure Plates Model,
would require proportionally more time. Insofar
as rights-based programming is aimed at
overcoming barriers at a deeper societal or
structural level, like power balances or social
norms such as early marriage, the change
process will be immeasurably longer.
Donor constraints RBA initiatives are
encountering more constraints from the
relationship with and accountability to donors.
Donor requirements tend to emphasise
quantitative targets and therefore do not fit
easily with a focus on inequities, for example.
A multiplicity of donors with different agendas
and timelines all operating in one geographical
area also poses a challenge. In particular, this
requires solid co-ordination to keep a close
watch on the benefits and harms to a highly
vulnerable population. CAREs increasing focus
on specific marginalised populations rather than
a sector per se reinforces the need for greater
co-ordination. Donors may even impede or not
agree with CARE undertaking activities at a policy
level. And resources available for reflection
processes, even when their contribution to
project impact is evident, are scarce.
Organizational or internal change implications
Some of these implications have already been
mentioned and interspersed throughout this report.
(a) The innovations, particularly those that
entailed reflection, inquiry, or dialogue
processes were said to require inordinate
amounts of time to which staff and country
offices were not accustomed. Inasmuch as
staff may favour and value these processes,
there are concerns about replication as well as
integration into the work flow. Moreover,
financial resources to support these processes
are not easily forthcoming.
(b) There is growing awareness around the need
for principled behaviours and attitudes within
CARE offices to co-exist with those promoted
in programming. Commitment, a common
vision, and solidarity amongst staff are
emerging as requisite strengths that will
enable them to take risks, become advocates
for change, etc.
Principles into Practice
Page 15
(c) The requisite skill set is also beginning to
change. Staff need more skills in facilitation,
mediation, advocacy, relationship-building,
community organizing, cultural sensitivity and
analysis. They also need a social science
orientation rather than purely technical skills
to undertake rights-based work.
(d) CAREs financial and administrative
requirements should support innovative
work, particularly in relation to the level of
flexibility and creativity accorded to project
partners activities.

CONCLUSIONS AND
RECOMMENDATIONS
CARE Programme Principle 6:
Seek sustainable results
By acting to identify and address underlying
causes of poverty and rights denial, we develop
and use approaches that ensure our programmes
result in lasting and fundamental improvements
in the lives of the poor and marginalised with
whom we work.
All 16 cases of CAREs rights-based work display
innovation, creativity, courage, persistence, and
willingness to learn and to change. Across the range
of examples, some stand out for either conceptual
rigour, vision, openness to scrutiny, commitment,
scale of undertaking, penetration into the local
context, or the network of players involved.
Across all examples we see some evidence of how a
rights-based approach in our own organisation and
in our programming is able to bring changes to
marginalised groups own sense of power and worth
as well as the power relations imposed upon them.
Some consistent messages emerge about what it
means to adopt rights-based approaches.
In particular, uncovering the root causes of poverty
and social injustice compels us to differentiate the
population with which we work in any one country
based on an analysis of prevailing inequities.
Who are the disenfranchised, excluded, vulnerable,
or marginalised groups and what are the forces that
cause and perpetuate their condition? This research
is fundamental to initiating any rights-based work
and its validity relies very much on the participation
of marginalised groups themselves. Furthermore,
engaging with people who have had little to no
voice in their communities or in public life spawns
an empowerment process. Once their perspectives
are heard and a picture of their lives constructed, it
becomes someones responsibility to act. It is the
same when problems or conflict issues are aired.
Dialogue is one commonly used instrument to
connect vulnerable groups with stakeholders who are
a part of the social and political fabric of their lives.
This needs to be managed well to be effective and
transforming at the same time. Moreover, any efforts
to raise awareness of rights and responsibilities
around the problems affecting marginalised groups
must be inclusive of both rights holders and
duty bearers.
The projects also show us that discrimination can
have many layers, and further disaggregation is
important to unveil gender or other forms of
inequities within marginalised groups. The
challenges in confronting the culture or social norms
remain formidable.
Furthermore, realigning CAREs focus with the
problems and rights of marginalised groups
generates, intentionally or as a consequence, a
deepening commitment to their cause. A principled
stance such as this implies greater risk-taking by
staff. Yet standing in solidarity with clients and
partners only serves to deepen CAREs engagement
with them. And in work such as this, CAREs
relationship with marginalised groups increasingly
takes centre stage.
CAREs accountability to communities is
concomitantly often in tension with accountability
to donors. Although this does not necessarily have
to be the case, in practice CAREs operational
procedures are more geared to the latter. If CARE
cannot get donors to support the reflection
processes, the search for underlying causes,
advocacy for policy change, and innovation itself,
it will become an increasing drain on resources to
meet the needs of dual accountability to donors
and clients, following different sets of criteria.
Alternatively, it may lead to a widening rift
between donor expectations and CAREs reality.
Viewed positively, rights-based approaches
potentially offer an opportunity to shift donor
attitudes towards a greater understanding of the
long-term commitment required and the underlying
issues that need to be addressed to tackle
marginalisation and social injustice.
Ultimately, RBAs strive to achieve sustainable
changes in the societal structures and relations that
cause and perpetuate poverty. How well do they
do this?
Principles into Practice
Page 16
We look to assurance in the following:
(a) understanding and addressing root causes
of poverty that exist at the level of society,
structures, and systems;
(b) involving a broader network of stakeholders,
spurring duty bearers and constituents into
action; and
(c) our own conscious longer-term commitment
to the marginalised.
We have some promising signs of change already
from these examples: duty bearers who responded
to pressures or demands of marginalised groups;
a greater ability in CARE to broach and discuss
issues of inequity with clients and partners; whole
communities that have taken control over decision
making processes; and myriad instances of
marginalised groups no longer voiceless or faceless.
A word of caution is in order. Perhaps it is still too
soon to tell if RBAs do indeed achieve sustainable
impact in the form of changing power relations in
support of the excluded and marginalised. It was
not always apparent from these case studies how
fully the projects grasped the complexity of power
relations in their context; in some cases it appears
they did not probe those issues. Even with the
evidence of change thus far, will marginalised
groups, for instance, have the confidence and skills
to continue to take risk, advocate, or pressure others
once CARE removes itself as the external facilitator?
An exploration of rights-based approaches at this
stage in their development opens up a number of
intriguing questions.
When and under what conditions does adopting an
explicitly rights-based approach make a difference?
In what circumstances is the approach of casting
wide the network of constituents a fruitful one?
When is it feasible and practicable to pursue a
more formal process of bringing together rights
holders and duty bearers?
How do we assimilate into our own
organisational culture and structure the more
challenging change processes that the examples
have shown to be a necessary support to rights-
based programming?
How prepared are we to open ourselves up to
scrutiny from our clients and partners, as some
of the projects have done deliberately?
CARE is currently collaborating with other NGOs to
probe further the difference that RBAs make. Our
colleagues in the field continue the substantive work
of exploring what RBA looks like in practice and in
context, developing these projects and learnings still
further in both organisational practice and programming.
CARE is still feeling its way and there is as yet no
charted course. The rights strategies and approaches
in this collection of RBA examples give us a sense of
what is possible in initiating rights programming,
albeit not with consistent clarity on the use and
effect of rights terminology. As for what works, the
models and processes associated with rights-based
approaches explored in these examples emerge from
the specific contexts and from opportunities that
present themselves.
The next generation of innovations may offer up
even more incisive lessons learned, as we refine our
understanding of rights-based approaches in both
our organisation and in our programming. For now,
this collection of case studies makes a compelling
case for how much we can achieve in addressing
inequity and marginalisation by applying a rights-
based approach.

Principles into Practice
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LIST OF ACRONYMS
AI Appreciative Inquiry
ALS Action Learning System
CO Country Office
CRA Causal-Responsibility Analysis
CRMC Community Resource Management Committee
CSO Civil Society Organization
GBV Gender-Based Violence
GED Gender Equity and Diversity
H&N Health and Nutrition
ICESCR International Convention on Economic, Social and Cultural Rights
ID Identification
IDP Internally Displaced Person
IMR Infant Mortality Rate
LSP Local Support Structure
M&E Monitoring and evaluation
MMR Maternal Mortality Rate
MPH Ministry of Public Health
NGO Non-governmental organization
OVCY Orphans, vulnerable children, and youth
PPM Pressure Plates Model
RBA Rights-Based Approaches
SCA Sharecroppers Association
SIG Special Interest Group
SMC School Management Committee
UDHR Universal Declaration of Human Rights
USAID United States Agency for International Development
VPRRC Violence Prevention and Rights Reinforcement Cell
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ANNEX 1
LIST OF RIGHTS-BASED APPROACHES CASE STUDIES

No Country Name of Case Abbreviation
1 Bangladesh A Tradition Broken A Strength Emerges. SHAHAR Project
(Supporting Household Activities for Hygiene, Assets and
Revenue) using the Pressure Plates Model (PPM)
SHAHAR
2 Bangladesh Securing Legitimate Rights of Sharecroppers
an Initiative of Life-No Pest Phase II Project
SHCROP
3 Bangladesh Reducing Violence Against Women and Promoting
Womens Rights
VAW
4 Bolivia Promoting The Rights Of Working Children And Adolescents
Alternative Youth Education Programme
AYE
5 Burundi Use of Interactive Drama in Peace-Building Theatre
6 Cambodia Highland Childrens Education Project HCE
7 Guatemala From Anonymous to Female Citizens the Post Conflict
Democratisation Project
Female
Citizens
8 Guatemala Innovations on Rights Directed to Promotion of Maternal
Health the 4-Delays Model
PMH
9 Honduras Using Appreciative Inquiry for Organisational Change AI
10 India Four Innovations in an Integrated Health and Nutrition
Project
IHNP
11 Peru Breaking the Silence Using a Participatory Budget
Planning Process to Build Citizenship
Citizenship
12 Rwanda Applying The Causal-Responsibility Analysis Tool CRA
13 Rwanda A Rights-Based Action Learning System for Monitoring and
Accountability for Orphans, Vulnerable Children and Youth
(OVCY) in Gitarama province
ALS
14 Sierra Leone Upstream Approach to Human Rights Upstream
Approach
15 Somalia Growing a Tree of Harmony in a Diverse Community work
with the National Relief Organization (NRO)
NRO
16 Thailand In Search for Rights A Programme on Health for
Migrant Workers
Migrant Workers
Principles into Practice
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ANNEX 2
CASE SUMMARIES

2.1 A TRADITION BROKEN
A STRENGTH EMERGES
SHAHAR PROJECT
CARE Bangladesh
Context: One of the poorest, most densely
populated and most corrupt countries in the world,
Bangladesh has a substantial number of households
that have left their rural homes to earn a
threadbare existence in the cities. This trend has
led to urban low-income settlements in which whole
communities are vulnerable to inhumane and
barbaric evictions. SHAHAR (Supporting Household
Activities for Hygiene, Assets and Revenue) is one
of CAREs integrated food security projects which
seeks to promote and protect food and livelihood
security for vulnerable groups in four municipalities
with a reach of 35,000 households.
The initiative and its application: Two years into
the project, a new project co-ordinator led a series
of in-depth reflective exercises with staff and
partners to understand how well the project was
progressing, with a view to maximising its
sustainable impact. These reflections showed that
SHAHAR had been conceived and designed as
primarily operational in its approach, focusing on
knowledge transfer and developing infrastructure
without paying attention to gross rights
violations, the lack of good governance and the
absence of a safety net for a largely un-served
population of urban poor.
Internally, CAREs staffing structure was adapted
to afford flexibility in working with both hard and
soft components (e.g. community mobilization).
This replaced a more traditional project approach.
Teams were formed that were able to approach the
range of a communitys needs. Field management
began regularly convening the different teams to
share ideas and lessons learnt. At a strategic level,
the co-ordination unit began linking with other
organisations and policy-makers and formed a
committee of 15 major urban development and
donor agencies, known as the Bangladesh Urban
Round Table.
SHAHAR then developed the Pressure Plates Model
(PPM), based on the premise that any development
achieved by an external project slowly erodes and
eventually disappears unless the communities takes
charge of their own lives. The model promotes and
enables a process whereby the community identifies
its issues, organises itself, and mobilises for
change. Critical steps include establishing special
interest groups by social and economic distinction,
for example women-headed households, setting up
Community Resource Management Committees
(CRMC) with representation from each interest
group, and forming Local Support Structures, known
as LSPs, who are responsible to the urban poor.
Pressure is then exerted from interest groups who
take their issues to the CRMC who in turn apply
pressure on the LSPs with the aim of making local
institutions and actors more responsive to
communities for resolving issues sustainably.
Results to date: Over the course of one and a
half years, numerous examples of community
empowerment and mobilisation have been achieved.
One of the most notable successes in increasing the
accountability of state and non-state actors was the
Chachra Check Post, a 20-year-old low-income
settlement of 77 households evicted by the
government and left homeless. With the eviction
and the subsequent death of one of its members,
the community marched to the municipality to
demand relocation. The two land-related claims
made to local government resulted in the transfer
of permanent land and the government assuming
responsibility for land-filling and construction of
basic infrastructure. This obviated the need for
SHAHAR to invest further. A large part of the
success was a true partnership with the state
and service providers.
Innovation: SHAHARs management succeeded in
converting a traditional project approach and
staffing structure to one more oriented towards
community empowerment and focused on the
rights of the vulnerable. The pilot arose after the
project team began assessing the effects of its
tools and discussing the information collected
with all levels of staff and external experts. This
catalyzed a series of fairly dramatic changes.
These were carried forward despite the lack of
interest from the donor in engaging policy-makers
through the formation of the urban round table.
Suggestions for building on the learning:
The PPM model systematizes how a community
should organise, recognise problems and build
networks with local support structures to
continually address emerging issues. Thus, it is
relevant to most projects, rural or urban. Staff
facilitation skills are critical and the process
requires considerable time, owing to the
significant behavioural change required.
Principles into Practice
Page 20
Diagrammatic representation of pressure
plates model
CARE Bangladesh
SIG = Special interest group
CRMC = Community Resource Management Committee
LSP = Local support structure

Principles into Practice
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2.2 SECURING LEGITIMATE
RIGHTS OF SHARECROPPERS
AN INITIATIVE OF LIFE-NO PEST PHASE II
PROJECT
CARE Bangladesh
Context: The LIFE-NoPest project has been working
with small-scale farmers in five different sites, one
of which consists primarily of sharecroppers. The
exploitative nature of sharecropping arrangements
has a negative impact on efforts to make farm
productivity more environmentally friendly as they
discourage investment and the application of
improved technology. Although the national Land
Reform Ordinance provides for an egalitarian
sharecropping system, this has not been the case in
reality. Sharecroppers are often short-changed by
the duration of land tenancy and on the share of
the harvest.
The initiative and its application: CARE decided
to undertake a pilot to address the issue of
sharecropper rights and entitlements in relation
to landowners, using a farmer field school
approach to raise awareness about human rights
and to build the sharecroppers capacity to claim
their rights. The lives of 500 sharecropper families
in the Chapai Nawabgonj district were changed
through the project.
Households were organised into 20 sharecropper
associations (SCAs). Their objectives were to
become familiar with the sharecropping policies
and to claim their legitimate rights. Relationships
with key actors in the community were built
following an analysis of local power structures.
This helped the project staff gain the sensitivity
they needed to facilitate rights issues.
A rights forum consisting of government, NGOs,
and local representatives was created and used
to give information about land policies and
processes. In negotiation with land-owners,
sharecroppers were taught a win-win strategy,
arguing that the current pattern of land tenancy
arrangement was a loss to both parties. Technical
sessions had to be facilitated to demonstrate the
disadvantages of short-term contracts and rights
abuses. The SCAs also engaged in advocacy to
bring attention to the fact that sharecropping
policy was being poorly applied by land-owners.
Results to date: In the case of the Chapai
Nawabgonj sharecroppers, results show that
members of the SCAs are receiving more of their
entitlements according to the policy. In terms
of empowerment, farmers are increasing their
leadership, networking and negotiation skills, as is
evident in their willingness and confidence to talk
with landowners, organise press conferences, and
raise issues with the Agricultural Minister. The
SCAs are also becoming recognised as community-
based farmer-led organisations addressing social
justice at village level and resolving other
conflicts that require an understanding of human
rights such as dowry and family law.
Innovation process: This was an ongoing,
traditional project focused on technical issues
which switched emphasis to a focus on rights.
Once it was recognised that the exploitation of
sharecroppers was impacting negatively on the
projects ability to increase small farmers
productivity, the project decided to address the
issue of their rights. A pilot was set up to build
sharecroppers understanding of rights issues.
This shift was aided by consultation with the
Rights & Social Justice and Governance Units
within CARE Bangladesh and led to several
workshops/training sessions with local actors.
Other like-minded NGOs and relevant literature
were also consulted. Several ideas were generated
on the most appropriate approach. This was
followed by a filtering process and review period
with CARE staff, other NGOs and government
organisations, concluding in the launch of
the pilot.
Suggestions for building on the learning:
Empowering the poor to claim and enjoy their
rights requires three-to-four years back-up support
until there are sufficient levels of local resources,
skills and confidence. The sustainability of SCAs
may need more ongoing support or local resources
to be able to take more risks, strengthen their
leadership, mitigate class conflict in communities,
engage in civic action and improve internal
governance. The SCA idea could be built upon by
bringing the associations into a national forum to
strengthen their collective force. CARE Bangladesh
has a plan to organize a national seminar that will
invite critical analysis of this initiative from a
network of development partners.

Principles into Practice
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2.3 REDUCING VIOLENCE
AGAINST WOMEN AND
PROMOTING WOMENS RIGHTS
CARE Bangladesh
Context: The prevalence of gender-based violence
in Bangladesh is one of the highest in the world.
A United Nations study revealed that 47% of
Bangladeshi women reported physical violence
inflicted by their husbands. Despite a constitution
that recognises equal rights for women, a National
Policy for Womens Advancement to eliminate all
forms of discrimination against women, and the
establishment of committees for prevention of
violence against women at Union Parishad (local
government) and Upazila (sub-district) levels,
deeply entrenched social norms of gender ideology
perpetuate violence against women. Studies
conducted by CARE Bangladesh and others
identified a plethora of gaps in efforts to prevent
violence against women and promote gender
justice, many of which are targeted by two
initiatives: (1) addressing violence against women
in Dinajpur district; and (2) the Violence
Prevention and Rights Reinforcement Cell (VPRRC)
in Natore district. Both are aimed specifically at
addressing the underlying causes.
The initiative and its application: The initiative
in Dinajpur district is aimed at promoting gender
justice for women subjected to violence. It does
this by improving governance at local level,
empowering communities through womens rights
and gender education, enhancing village support
mechanisms, collaborating with human rights
organisations for legal counsel, and co-ordinating
existing efforts of government, civil society, and
other actors.
The VPRRC operates on the basis of cells active on
three fronts:
legal protection and counselling support for
victims;
training in violence prevention and community
awareness raising for cell members who are
confidants in mediating social conflict;
and networking with locally available legal
support and womens rights organisations.
At the Union level, a five-member committee
(three women and two men) interacts with nine
confidants one per ward. CARE has made a
gradual move from engaging constituents at
household level to playing facilitator at mobilizing
other constituents. CARE and these constituents
are becoming part of a social movement
addressing violence against women and
womens rights.
The major constituents in the gender-based
violence (GBV) pilot initiatives
Victims of violence: organizing themselves to
act as one of the pressure groups and linking
with support systems;
Male counterparts of the victims and the
public: Joining the victims to make their case
and make financial contributions to support
the victims when required;
Duty bearers in the Government e.g. police,
health officials, executives: to ensure support
and protection of the victims and bring
perpetrators to justice;
Media: publishing the cases of violence and
rights violation, and examples of dealing
with those;
NGOs, Civil Society Organisations (CSOs)
and legal aid organisations: Acting together
to address the cases, counseling victims,
providing legal support and working for
prevention;
Locally elected bodies, local leaders and
religious leaders: Gender sensitive arbitration
e.g. in shalish (local arbitration), awareness
raising, and promoting the initiative in
different forums;
Local cultural performers and folk groups:
Mass awareness raising on issues related to
GBV and womens rights; and
Donors and private sector: Providing funding
support.
Results to date: Both initiatives have shown
success through cases of violence resolved or
referred; referrals for victims; arbitration at local
level; reaching large numbers of people via
education campaigns on gender-based violence;
and galvanizing support from NGOs, Union
Parishad, Upazila, law enforcement agencies and
others to prevent violence against women. Above
all, networking has led to broad constituency-
building towards the common goal of stopping
violence against women and respecting womens
rights and dignity. The pilots have re-invigorated
communities, women leaders, social workers, and
local administration.
Innovation process: The innovation lies in
promoting womens rights but more notably, in
preventing violence against women in a socio-
cultural context that condones it. For CARE
Bangladesh, the aim of addressing the underlying
causes for violence against women represented a
shift for the organisation that would require staff
to engage with all levels of the systems and
structures that deny people their rights. Building
solidarity amongst organisations and individuals
Principles into Practice
Page 23
through alliances with a shared vision will bring
about a more just, peaceful and equitable society
for poor and marginalized groups.
Suggestions for building on the learning:
Long-term involvement is necessary to achieve
sustainable results and to institutionalize the
initiative at local level. The use of popular media
is important for sensitizing communities about
violence and legal issues. The role of respected
leaders is also critical in gaining acceptance for
dealing with sensitive issues.

2.4 PROMOTING THE RIGHTS
OF WORKING CHILDREN AND
ADOLESCENTS
CARE Bolivia
Context: Increasing levels of poverty in Bolivia
have driven girls and boys as young as seven into
the cities in search of a better life. Twenty-one
percent of the population is between the ages of
seven and 19, many of whom find themselves in
poorly paid jobs and street life. The majority of
these children and adolescents belong to
indigenous rural, farmer populations. They are
extremely disadvantaged by their low educational
abilities, having abandoned school or never
entered the formal education system, and by the
fact that Spanish is not their mother tongue. CARE
Bolivias Alternative Youth Education (AYE)
programme was designed to meet the specific
educational and life-skill training needs of street-
and working-children, by offering them a tailored
curriculum through night classes. For the initial
pilot, six experimental schools in La Paz and one
in El Alto were selected. The curriculum has been
incorporated into 47 other Educational Units in
seven departments in Bolivia.
The initiative and its application: While not
designed to promote human rights as an end in
itself, the AYE programme saw the need to
emphasise rights education to promote the dignity
of these young people who were at risk, being
exploited and devalued by their teachers and to
encourage respect for them. The programme not
only developed the childrens life skills but also
strengthened their identity and self-worth,
developed their abilities to define their rights and
exercise their citizenship, protected their sexual
and reproductive rights, and raised awareness of
gender equity to overcome discriminatory
attitudes and behaviours towards women.

Strategies and achievements of the AYE
250 teachers underwent training to strengthen
their classroom skills and to learn to facilitate
a curriculum on rights, citizenship and
democratic participation.
Mothers and fathers were sensitized to and
provided with information on the importance
of the integral development of the child. They
learned the value of their support and increased
their abilities to communicate and enjoy
dialogue. They too have had the opportunity
to recognize the importance of rights.
520 adolescents were trained to be leaders and
to orient their peers in the knowledge of
rights and citizenship. Their capacity to make
decisions affecting their own lives and to
negotiate, particularly in worker-employer
situations, has been strengthened.
7000 adolescents have developed life skills
and social abilities and have improved
knowledge about how to exercise their rights.
Many participating students have also gained
a stronger social identity and increased self-
esteem, leading to behavioural change and
greater self-discipline.
Young women who typically work as domestic
maids or small-scale street sellers have made
strides in their personal development and
educational achievements, gaining the potential
to promote themselves as leaders in education.
Innovation process: Recognising the specific
needs of working and street children, CARE Bolivia
developed an alternative education curriculum
geared towards their holistic development.
The programme was based on a vision of education
that encompassed empowerment of young people,
especially girls and young women, to strengthen
their self-worth, identity, and knowledge of rights
as healthy, reproductive individuals and as
citizens. This was achieved by also addressing the
behaviour and attitudes of parents, teachers, and
the institutions with which they engaged.
Suggestions for building on the learning:
It is essential to find and create opportunities
for political advocacy aimed at enforcing those
policies which defend the rights of children and
adolescents. This requires stronger networks of
individuals and civil society organisations who are
better able to respond to the demands of this
population, not only in the areas of health and
psychology but also in civic participation and the
exercise of rights.
It became apparent that adults needed to free
themselves from their limiting assumptions about
adolescents and young people and to foster
Principles into Practice
Page 24
partnerships that promoted the participation of
young people in their own development. For CARE,
the level of trust between facilitators and the
client population is very important it must be a
relationship in which friendship and equity are
recognisable. The programme could be made even
more effective by:
breaking down the population by age group
and designing relevant interventions;
addressing other rights, such as freedom of
expression, the right to equal opportunity,
rights to private property, personal security
and so on;
extending citizenship and democracy
education to the entire population in Bolivia,
particularly to children and young people so
that they view themselves as full participants
in civil society. This is needed urgently.
2.5 USE OF INTERACTIVE
DRAMA IN PEACE BUILDING
CARE Burundi
Context: Plagued with conflict since the end of
colonial rule, the people of Burundi have suffered
trauma, loss, disempowerment, and the erosion of
traditional conflict resolution bodies. Against this
backdrop, CARE Burundi began an innovative
peace education project in 2001 to revive
traditional conflict resolution structures
(Bashingantahe) and help communities reconcile
conflict to further their own development. An
assessment study conducted with various segments
of society revealed that distinct, homogeneous
groups can be quite open about sensitive or
controversial issues but this was not the case in a
more diverse group. It also found that sensitive
issues could be approached through the use of
stories or proverbs more than through direct
questioning. Furthermore, reinforcing the capacity
of the Bashingtahe seemed a viable avenue for
resolving issues at local level. Based on examples
in the Balkans as well as the work of Search for
Common Ground, CARE turned to interactive
theatre as a way to create safe space for
discussing sensitive issues.
The tool and how it has been applied:
CARE field staff worked with associations, the
Bashingtahe and other community members to
identify issues of conflict, unresolved tensions
and sensitive issues which contributed to the
marginalization of certain members of the
population. These themes were then discussed
with a local theatre group, the Tubiyage, trained
by Search for Common Ground. The Tubiyage
developed a story around the theme, for example
the return and reintegration of refugees or former
combatants, with no set script and adapted to the
audience. As the conflict is about to erupt in the
drama, it is interrupted and the audience is
invited to play a role and alter the scene to avoid
the conflict. When the audience reaches an
emotional high-point, comedy is added to allow
people to digest and internalize the issues.
Discussions take place after the performance to
enable everyone to talk about the problems, analyze
the critical issues together, and determine the roles
and responsibilities of all players. The longer-term
effect is continued learning which in turn leads to
the population advocating for social change.
As interactive drama is recreational, it is open to all
members of the population. Mothers, children,
government officials, the army, and even members of
rebel groups attend, all on the same footing. At the
end of the performance, all members of the audience
are engaged in discussing and resolving issues.
Results to date: The use of interactive theatre
has focused attention on two main types of issue:
those that can be resolved by encouraging people
to work more closely together or to forgive each
other as well as those which deal with the barriers
faced by marginalized people, such as land use.
It has also been beneficial to involve the
Bashingantahe in the performances and to build
their capacity. Several councils realised the need
to include others, such as young people and
women, in resolving conflict.
Spillover Effects
Other CARE projects have observed the advances made
by the peace education project for the purpose of
community problem analysis and planning. In one
location where interactive theatre was being used, the
members of that community felt empowered to make
their own decisions. The Caprin Project offers a rotating
credit scheme of goats and had traditionally left the
decision of which households would benefit and in
what order to the project staff, local administration,
and village leaders. Since the peace education project
was implemented, the conflict over who gets what
before whom has been supplanted by control over
decisions by community members, both men and
women, who are part of the scheme. Now the
association, or credit scheme, makes decisions and
plans for the future which it hitherto had not done.
Innovation process: While the idea of interactive
drama is not new, its introduction into CARE
Burundis Programming for conflict resolution has
been both innovative and beneficial. CARE Burundi
contributed to its innovativeness by inviting
community members to identify the themes and
Principles into Practice
Page 25
adapting the tool to the cultural context and in such
a way that sensitive issues could be addressed.
Suggestions for building on the learning: It is
possible to scale up the use of interactive theatre
so long as culturally accepted ways of addressing
sensitive issues can be adopted. Most cultures
have their own forms of drama, and the arts can
be adapted to help these communities address
conflict. CARE Rwanda staff recently visited its
activities. Cross-learning between the Tubiyage
and other theatre groups in Rwanda, for example,
may be possible. In a next phase, CARE intends to
strengthen the capacity of the Tubiyage and to
target government officials in a move to address
the most critical issues plaguing Burundian society.

2.6 HIGHLAND CHILDRENS
EDUCATION PROJECT
CARE Cambodia
Context: Highland indigenous peoples, such as
the Tampuen, Jarai and Kreung, occupy the
majority of the remote northeastern province of
Ratanakiri. With their own distinct languages and
cultures, they differ from the lowland Khmer
people who are being encouraged by the
government to migrate into the highlands.
Indigenous peoples are disadvantaged by their
lack of Khmer language skills the language of
instruction in government schools and have the
lowest enrolment and retention rates in Cambodia.
They face enormous external pressures on all
aspects of their lives. CARE Cambodia designed the
pilot Highland Childrens Education Project (HCE)
project aimed at providing relevant education to
highland indigenous communities in partnership
with the Ministry of Education, Youth and Sports,
the communities themselves, and local
organisations. It is being implemented in three
Tampuen and three Kreung remote villages which
have never had schools or any form of education.
The initiative and its application: The HCE
project has evolved from being primarily an
education project into one that addresses
community development and empowerment in a
holistic manner. The knowledge and skills that
children gain assist them and the wider
communities to face their uncertain future.
Children are taught basic skills in their mother
tongue, Khmer literacy and numeracy, and
traditional livelihood skills such as making
roosting baskets for chickens. The notion of
community ownership is pivotal to the projects
success. Communities establish their own school
boards based on traditional decision making
processes. The boards then choose which
community members will train as teachers, build
and run the schools and supervise student
progress. Gender equity on the school boards is
respected and there is a special focus on girls
education. The very idea of bilingual education in
respect of the language and cultural rights of
indigenous children distinguished this approach.
After significant levels of advocacy, it has finally
been recognised by the provincial office of education.
Pilot Project Components
1 Community governance and management
of schools
2 Building a team of ethnic minority resource
persons to support the establishment and
operations of community schools
3 Establishment of a stable teaching force of
20 community teachers, increasing their
competence through a community-based
teacher education programme
4 Adaptation of the Ministrys (MoEYS)
curriculum to local school settings
5 Linkages and advocacy with the provincial
and national system of the Ministry (MoEYS)
Results to date: Children are able to undertake
traditional activities in their mother tongue and
display more respect for community elders. In one
village, school board members felt the village had
become more cohesive, as the school provided a
focus that resulted in people working together more.
It was noticed that teachers and the school board
feel a duty to help children. Other effects such as
better hygiene and a slight reduction in illness in
the village were also attributed to the project.

"The children are the future leaders of the village.
If our future leaders are literate and educated, then
we will be able to protect the land and forest of the
Tampuen people into the future. Others will not
dare to exploit and threaten us".
Parent, Paor Kei Chong village

Innovation process: CARE developed an approach
centred on a learning community including staff,
school boards and teachers, using the education of
indigenous children as its core issue. This
embedded control and ownership in the
communities and helped to enrich them by
promoting the language and culture of the
indigenous peoples.
Principles into Practice
Page 26
Suggestions for building on the learning:
The pilot faced initial challenges to win the support
of government for community schools and bilingual
education. Potential scale-up is now possible thanks
to a number of opportunities that have arisen to
present the projects results at local, regional and
national fora and to interest from a number of
parties including the government. While it grapples
with short-term donor timeframes, CARE is looking at
a longer-term commitment to the indigenous
communities who have expressed a clear vision for
education and development.

2.7 FROM ANONYMOUS
TO FEMALE CITIZENS
CARE Guatemala
Context: A racist culture has prevailed
in Guatemala for centuries and is
manifest in the facelessness of a high
proportion of the population, above all
those with Mayan ancestry who do not
enjoy the most fundamental human
rights. Mayan women stand to lose the
most. As women of third category,
they possess no identification
documents (identity card, birth
certificate, etc.), leaving them
disenfranchised as citizens, unable to
participate in elections, leave the
country, or be given access to credit
and other basic services. The situation
grew worse for them during the armed
conflict when the municipality
registers were burned or the military
authorities destroyed ID documents.
Further disadvantaged by their remote
and poor living conditions in places
like Cuilco, Ixtahuacan or
Huehuetenango, the women could
hardly afford to travel to urban areas
to visit municipal offices. During the
rainy season, walking was the only
possible mode of transport. The plight
of Mayan women inspired the
development of the Post-Conflict
Democratization Project.
The initiative and its application: In
its goal to modify the racist treatment
of citizens by public authorities at
municipal level, the project focused on
the lack of identification documents
for women, first by encouraging them
to go to request their documents from
the municipal offices and register with
the Supreme Electoral Tribunal offices.
In most cases, those who did try failed. Rather
than give up, the project innovated with public
authorities. For the first time in the modern history
of Guatemala, the municipal officers and the
election registrar spent an entire day in the farthest
communities and assisted the women on a
personalised basis to register. Community leaders,
project staff, and municipal offices had to invest in
strong relationships with one another to achieve
the levels of support required for the project.
Confidence in the goodwill of the municipal
government had to be fostered amongst
communities, while the Supreme Electoral Tribunal
offices, municipalities and mayors had to be
convinced of the importance of innovating with
public service. This entailed training and awareness
raising with various institutions. A departmental
documentation forum conducted documentation
campaigns for each and every woman.
Results to date: Municipal personnel fulfilled
their commitment and took their services to the
communities, bringing registration books and
office supplies, including typewriters and cameras.
A mobile documentation centre was set up in each
community and the project changed perceptions of
public service on all sides. The women of the Agua
Dulce village, El Rodeo (Cuilco), La Cumbre and
El Papal (Ixtahuacan) went from being anonymous
to visible citizens with their full identity rights.
Women between the ages of 30 and 60 voted for
the first time in general and public elections on
9 November, 2003. Rates of participation in
elections in the two provinces increased between
1999 and 2003. Women from 50 to 60 years of age
entered a relationship with the state for the first
time in their lives.
Innovation process: The democratization project
forged a relationship between the rights holders
and duty bearers to resolve a fundamental human
rights issue that caused the disenfranchisement of
Mayan women. Change occurred on both sides -
the image of public servants reportedly improved
through responsible action that required a special
effort, and the situation of Mayan women was made
clear to public authorities. Innovating with the
delivery of public services to accommodate a neglected
segment of the population with no citizenship
rights was central to this endeavour to bring about
longer-term positive change for these women.
Suggestions for building on the learning:
CARE Guatemala plans to develop four more
documentation campaigns in different villages in
the department of Huehuetenango. The project
can be applied to the remaining 29 municipalities
in the department, where high percentages of
anonymous Mayan women have no documentation.
However, this requires a long-term commitment.
In Latin America, there are women who suffer the
Principles into Practice
Page 27
same exclusion and denial of basic human rights
for which documentation is indispensable. Moving
government services to be more closely located to
these women is equally relevant elsewhere.
2.8 INNOVATIONS ON RIGHTS
DIRECTED TO PROMOTION OF
MATERNAL HEALTH
CARE Guatemala
Context: The majority of the population in the
Department of Baja Verapaz are Ach, Kekch and
Pokomch. High levels of illiteracy and poverty
prevail amongst the women. Girls have limited
opportunities for primary education or to attend
any type of schooling. This, in turn, determines
their access to information on self-care, health,
and knowledge about their civil rights or how to
exercise and claim them. The disadvantaged
position of indigenous women accounts for high
maternal mortality rates. Innumerable barriers
delay the quality care a woman needs during
pregnancy and through to delivery. CARE
Guatemala decided on a project to promote
maternal health in five districts (Salam, Rabinal,
San Miguel, San Jernimo y Purulh) of Baja
Verapaz in collaboration with the Ministry of
Public Health (MPH) by improving access to and
quality of essential obstetric care.
The initiative and its application: The project
first undertook to explore what restricted womens
access to Emergency Obstetric Services. This was
done through an analysis and participative
planning approach with central and local MPH
staff, piloted in the district of Salam. Other
institutions were also invited to participate.
The investigation and the subsequent design of
strategies to improve the health of women and
their newborn babies was structured around the
4-Delays Model. The aim was to highlight and
then overcome the obstacles to obtaining proper
care. The first delay could be attributed to the
pregnant woman and her family not recognising
danger signs. The second delay often resulted, for
example, when a woman was denied her right to
decide the care she needed. The decision was
often made by her father or another male relative.
The third delay could be due to inadequate
transport and the fourth delay could relate to
deficient, incompetent, and/or disrespectful
treatment by health care providers. The results of
this inquiry process with the women were
presented to health personnel the solutions
proposed came from the women, midwives, health
promoters, leaders, and health service providers.

The 4-Delays Model
Delay #1: Delays in problem recognition
Delay #2: Delays in deciding to seek care
Delay #3: Delays in reaching the health facility
Delay #4: Delays in receiving treatment at
a health facility
Results to date: The methodology using the
4-delays model permitted men, women, and
community leaders to design, validate and start to
implement strategies to reduce maternal mortality
from the community standpoint. Women who
participated in the analysis had input into
community action plans. Community councils and
development committees formed with
representation of women who were aware of the
problems they face. Community committees
obtained seed money to transport women with
obstetric emergencies to referral centres. To
improve their knowledge and practices, midwives
had the opportunity of rotations in the regional
hospital of Salam.
Innovation process: The pilot project linked the
obstetric needs of under-served women with
health providers, including midwives, and
community institutions whose role and obligation
it was to deliver quality services to this client
population. Since it began in April 2003, the project
has made progress in facilitating a change in health
care provider attitudes. Once involved in the
community, health care providers began to act on
the recommendations they were given on how to
improve services. The learning process made good
use of the wisdom and experience of the communities,
created a voice for women, gave them control over
their own and their childrens lives, and brought
about recognition of womens right to health and
the responsibility of health institutions.
Suggestions for building on the learning:
Following this pilot in Salam district, the Ministry
agreed that the model would be institutionalised
nationally as the strategy to reduce maternal
mortality. It is expected to invite broad
participation of different sectors and favour
community involvement.
Principles into Practice
Page 28
2.9 USING APPRECIATVE
INQUIRY FOR
ORGANISATIONAL CHANGE
CARE Honduras
"To really make a change, we must be the change
we want to see.
(The Enactment Principle of Appreciative Inquiry)
Context: CARE Honduras and other country offices
in the central America region have been working
together on a gender, diversity and organisational
development initiative. A network of countries has
formed around learning and experimenting with
the methodology of Appreciative Inquiry (AI),
each with a different purpose and according to the
priorities and opportunities of each country. CARE
Honduras sought out the methodology to promote
internally what it promotes externally, consistent
with CAREs rights-based programming. It is only
when people change, individually and collectively,
that the organisation changes.
The initiative and its application: CARE Honduras
organised a workshop to develop a gender strategy
with a rights-based approach using the AI
methodology. Colleagues from CARE Guatemala,
Salvador and Nicaragua were invited as
were staff from different levels of programme and
programme support in CARE Guatemala and
representatives from Honduran communities.
The diversity of the group helped to create a
vision and strategy that were applicable both
internally and externally and had relevance for the
region. The entire workshop was run without an
agenda, pre-defined objectives, presentations,
rules or limitations. The facilitators had a plan
that changed depending on the group dynamic.
The 5-D model of appreciative inquiry shaped the
workshop and centred on who we are and who we
want to be. Conversation Cafes, an adaptation of
the native American tradition of the talking stick,
were also introduced to promote conversation
without interruption or judgment. Drama was used
to introduce the topic of rights-based approaches,
leading in to examples of participation and how to
foster it internally and externally.
Results to date: Participants told stories of
successful moments in relationships between men
and women. The informality of telling stories on a
sensitive topic such as gender encouraged a high
level of participation. A conversation about what
gender means to you reached the consensus that
men and women were equal and needed to
understand each other, work together, and share
the power. Throughout the workshop, a sense of
trust and support prevailed which enabled each
person to decide how they wanted to contribute.
Principles into Practice
Page 29
Innovation process: This pilot centred on a
personal and organisational change process, using
a well-adapted methodology for trust building, to
promote the values and actions internally in CARE
that are expected of rights-based programming
and in support of its gender strategy. It aimed at
empowering staff to participate, make their own
commitments, and foster natural leadership.
Suggestions for building on the learning:
Improvement is needed in finding ways to
document the creative ideas that came up in the
conversations. It was critical to ask clear and
comprehensive questions.

2.10 FOUR INNOVATIONS IN

AN INTEGRATED NUTRITION
AND HEALTH PROJECT
CARE India
Context: In Chhattisgarh state, the infant
mortality rate is 76 per 1000 live births and the
maternal mortality rate is 498 per 100,000 live
births. CARE India started an Integrated Health
and Nutrition (H&N) project in 2001 reaching
808,000 beneficiaries and introduced four best
practices aimed at sustaining positive changes in
community health. By disseminating these
practices, CARE India sought to:
raise awareness among beneficiaries of the
importance of nutrition and health interventions;
bring about a change in behaviour and practices
within the rural community which accounted
for high rates of infant and maternal mortality;
and strengthen the health care system by
building the capacities of government officials
from the grassroots to the developmental
block level to the district level.
The initiative and its application: The diagram
below highlights the aim, specific innovations and
results achieved throughout this project. All four
innovations relied significantly on advocacy as a
critical step. They also emphasized the voice and
participation of women.
Results to date: The results from a project of this
scale are multifarious. Communities, and especially
women, began to voice their opinions and
understand the problems. Responsible individuals
and institutions became more accountable and
transparent. Networks of officials and beneficiaries
began to form, enabling the latter to voice their
concerns and influence decisions. Information was
shared more fully between villagers and service
providers. Coverage and access to health and
The communities
should be able to
demand and access
services from the
State.
Enable people-
centered advocacy
on the Integrated
Child Service
Development
Program
Strengthen local
governance to take
up H&N issues as a
priority during the
quarterly Village
Parliament
H&N on agenda of 3
most populated
districts with
concrete benefits
to pregnant rural
women
AIM AIM AIM AIM INNOVATION INNOVATION INNOVATION INNOVATION RESULT RESULT RESULT RESULT
Meet for Empower-
ment Learning &
Advocacy (MELA) a
forum for learning
and making needs
heard to officials
Ministry resumes
practice of Take
Home Rations vs.
Spot Feeding,
increasing access
to health services
Promote right to
information on
health
Social Audit
conducted in several
villages to make
people more
proactive about H&N
Through community
dialogue and
pressure on govt.
leaders, various
problems were
solved
Provide disadvan-
taged,
malnourished
children with better
nutritional options
Revitalize the foster
mother (DharamDai)
tradition to ensure
Essential Nutrition
Actions
Replication of
DharamDais
breaking barriers of
caste and creed to
adopt malnourished
children
Principles into Practice
Page 30
nutrition services improved as a result of the
reinstitution of the Take Home Rations, the
revitalization of the DharamDai, the incorporation
of health and nutrition issues into local
governance for the first time in the country, and
increasing pressure from grassroots women exercising
their right to information.
Innovation process: The project simultaneously
tackled several aspects of the health and nutrition
situation for women and infants/children through
the introduction of four innovations. All four
aimed to make sustainable changes by empowering
women and their communities and engaging
various stakeholders to put pressure on duty
bearers to take responsible action. The project
made best use of traditions and existing structures
to create positive changes, not only in health and
nutrition, but also in the general health of
communities and their ability to raise their voice
with dignity.
Suggestions for building on the learning:
The innovative approaches are being replicated
through demonstration sites, sustained advocacy
at all levels, and through sheer momentum.
2.11 BREAKING THE SILENCE
CARE Peru
Context: CARE Peru has been running the REDESA
programme (Food Security Networks) since 2000.
The aim of the programme is to:
create the conditions for sustainable food security;
strengthen local institutions;
empower citizens so that they can play their
part in the development of their communities;
support democratic processes;
stimulate local and regional economies; and
tackle discrimination in all forms.
Projects Applied Definition of Citizenship
the capacity to exercise and demand the
observance of ones rights;
the power to be involved in state decision-
making at national, regional and local level
with respect to economic, social and cultural
rights and foreign policy; and
the ability to demand accountability and to
have joint responsibility for the search for
development solutions.
The CARE office in Ayacucho has focused on the
poorest regions of the country which have been
hardest hit by the political violence between the
Shining Path and the Armed Forces. CARE
undertook a pilot project to restore the right to be
heard and the right to participation amongst
excluded or marginalized people in extremely
poverty-stricken rural areas. It selected the
Quechua-speaking population in the district of
Huaccana in Chincheros province. The team held
several meetings before selecting a participatory
budget planning process for the municipal office
aimed at building citizenship.
The initiative and its application: The project
lasted 12 months, encompassing the design,
preparation and training workshops with the
populations, implementation, and evaluation
of the participatory budget design process.
The project team, local authorities, municipal
officials, and civil society organizations,
particularly those representing excluded groups,
validated and approved the proposal.
Implementation and monitoring of the budget
proposal is done with institutions in the area.
The process is systematized and outlined in a
book called Democratizing public budgets.
It was understood that to build up citizenship for
disenfranchised people the project had to encourage
new forms of self-perception and opportunities
for practice. This was why the process also provided
them with information, knowledge, and a re-
affirmation of the value of rights and responsibilities.
A parallel stream focused on educating people about
their rights economic, social, cultural and political.
Materials in Quechua and Spanish were developed on
different rights, providing a guide to how to
recognise when they are not observed, when they are
violated, who is responsible for upholding them,
where to go to report rights violation, and so on.
Results to date: The project took note of results
at individual, group, national, and institutional
levels. At the individual level, improvements were
seen in self-esteem and being confident to voice
opinions publicly in ones mother tongue. People
developed better relations with the authorities and
women adopted leadership roles. Groups acquired
the capacity to identify rights violations and
solutions to these. Consensus-building committees
at zonal and district levels were institutionalised.
Excluded groups participated in local government
affairs. Local authorities and the state developed
new attitudes and discourses based on respect for
rights. At national level, lobbying efforts shaped
the rules and guidelines for the Participatory
Budget Planning issued by the Ministry of
Economy and Finance and the project contributed
to the formulation of regulations governing the
Framework Law on Participatory Budgets. At the
institutional level, the experience of citizen
participation and local governance in rural and
poor areas was ground-breaking. The population
now monitors compliance with the decisions adopted
Principles into Practice
Page 31
on municipal budgets, which in turn makes these
institutions more transparent and efficient.
Innovation process: The one-year process is an
innovation in building citizenship for excluded
groups through an exercise in citizen participation
in local governance. The process of planning linked
territories, strengthened development processes,
and facilitated the practice of rights education.
Suggestions for building on the learning: The
training of experts from other institutions and
authorities, and the materials produced will help
replicate the process. The new legal frameworks
also guarantee the sustainability of the budgetary
process. More systematic processes that integrate
the interventions of different institutions are needed
to sustain processes of ownership and changes in
attitudes, conduct, discourse and behaviours.

2.12 APPLYING THE

CAUSAL-RESPONSIBILITY
ANALYSIS TOOL
CARE Rwanda
Context: In its long-range strategic plan for
2002-2006, CARE Rwanda began emphasizing
human rights and diversity as core values and
right-based approaches, civil society
strengthening and advocacy as central to its
strategy for reducing poverty and advancing social
justice. To make the shift away from needs-based,
opportunistic programming to more holistic,
principled programming grounded in RBA, various
integration processes were undertaken. One was
the holistic analysis of the root causes of
economic insecurity affecting the poorest and
most food-insecure province of Rwanda -
Gikongoro. As a participatory and planning
process, the causal-responsibility analysis (CRA)
tool sought to identify fundamental and specific
causes of economic insecurity, general human
rights concerns, responsible actors and their
responsibilities. Through this process, root causes
related to (a) marginalization, discrimination, and
social injustice affecting the most vulnerable
segments of society and (b) the norms, political
systems and structures that perpetuate the power
imbalances were elucidated. The exercise helped
CARE, in partnership with others, to influence the
existing systems and structures in favour of the
poor and create opportunities to promote the
fulfillment of human rights responsibilities by key
actors. Operationally, the analysis was expected to
evolve a rights-based programme approach versus
a project approach for the province.
The initiative and its application: The causal-
responsibility analysis tool, as illustrated, looks at
each level of causation from fundamental to
intermediate to immediate in order to identify both
the gaps from a human rights perspective in a
communitys conditions and the actors at different
levels who have some capacity to address these
gaps. Within a human rights framework, capacities
become legal responsibilities for governments and
moral responsibilities for all. As such, it does not
ignore the range of responsible actors, from
individual household members and traditional
leaders to international civil society organizations
and multinational corporations. The appointed CARE
programme team, in collaboration with government
authorities and civil society representatives,
decided target groups, geographic coverage, and
other key aspects for the analytical exercise which
then took place with the involvement of the
marginalized groups in four districts, one per week,
in the province.
Results to date: The exercise produced useful
information on the concerns of the most
marginalised and on the fundamental causes of
their marginalisation relating to power relations.
The exercise influenced decision-makers by
creating an opportunity for them to discuss issues
with communities and to listen to peoples views,
even when discriminatory attitudes were revealed
throughout the process. Importantly, the exercise
raised awareness of rights and responsibilities,
although not without some discomfort, given
sensitivities around underlying issues. Risk
assessment and management should be made
part of the approach.
Innovation process: For staff, integrating an
analysis of human rights and responsibility into an
exploration of underlying causes of poverty was
itself innovative. Moreover, a participatory process
that engages a wide range of responsible actors
implies a built-in process of awareness raising and
dialogue around rights and responsibilities which
has not been a typical focus or intervention for
CARE. A central feature to the tool is the joint
engagement of both rights holders and duty
bearers, opening the space for honest discussion
towards the emergence of shared goals.
Causal-Responsibility Analysis
Causal Analysis
Outcomes
Immediate
causes
Intermediate
causes
Fundamental
causes
Unrealized
Rights
What Are They
Doing (+ or -)
and Why?
Who Is
Responsible
(How/ To What
Extent)?
Ways to
Promote
Responsible
Action
Principles into Practice
Page 32
Suggestions for building on the learning:
CARE Rwanda has developed a longer-term plan for
utilizing the results and lessons from the exercise
to engage CARE and other RBA supporters in a
regional working group in reflection on the
process and outcomes. Programmatically, it aims
to develop a methodological approach to
understanding and addressing power imbalances
and will initially take more immediate steps to
achieve the specific objective of improving
governance in the province. Any attempt to use
this tool should be a collaborative, group effort
with all stakeholders and should not be carried out
by an external consultant.

2.13 A RIGHTS-BASED
ACTION LEARNING SYSTEM
FOR PARTICIPATORY
MONITORING AND
ACCOUNTABILITY
CARE Rwanda
Context: CARE Rwanda is seeking ways to
strengthen and increase the sustainable impact on
the livelihoods and rights of its client population,
in particular orphans, vulnerable children and
youth (OVCY). In the province of Gitarama, CARE is
expanding its work with households headed by
children and youth who receive food, psychosocial
support, HIV/AIDS awareness, access to basic
health and legal services, vocational training, and
income generation from CARE and local partners.
To be more responsive to the expressed views and
demands of this vulnerable group, CARE is
developing a participatory monitoring and action
learning system to keep close track of changes in
their conditions and assess how the programme
can be more effective at facilitating the
realisation of their rights and aspirations.
Through this initiative, CARE Rwanda will be more
responsible for the results of its interventions and
will demonstrate its accountability to the client
population by collecting, on a regular, continual
basis, information on client-perceived successes
and failures and adjusting, as much as possible,
organizational approaches and practice in response.
The initiative and its application: CARE Rwanda
concedes that CARE and other NGOs have not been
sufficiently accountable for the results
foreseen/unforeseen and positive/negative or
their work. This RBA pilot is especially aimed at
improving CAREs accountability, inviting regular
feedback from clients on CAREs work to act on
their views of its interventions. The action
learning system makes use of a child rights
framework with categories drawn from the
Convention on the Rights of the Child, thereby
grounding the results of this participatory
monitoring exercise in a legal context that should
compel more responsive action, not only from
CARE, but also a wide range of other, especially
state, actors. Participatory methodologies have
been developed to enable OVCY clients to freely
express and follow up their views, concerns and
recommendations about CAREs interventions.
Results to date: Staff and local partners have
recognized the value of more systematic
feedback local partner representatives have
joined the team to carry the initiative forward.
Notwithstanding a recognized need for CARE to
be more accountable for its results, the pilot
highlights many challenges of engaging in this
process. Staff time and resources are at a premium
and donors will not fund a monitoring process of a
more reflective nature, going beyond the agreed
workplan and results. Moreover, the multiplicity of
donors for projects focused on OVCY in Gitarama
complicates the efforts of an integrated
monitoring and evaluation system that has to
meet donor requirements as well as incorporate
participatory monitoring and learning. The ability
to engage a wider range of actors serving OVCY at
the very outset in order to compel them to take
responsible action is also crucial to systematising
the reflection process. This is no less challenging
than managing donor requirements.
Innovation process: This innovation gives a
strong message to CARE staff to view themselves
as promoters of human dignity and rights and to
view so-called beneficiaries as rights-bearing
clients with a right to be heard and, more
specifically, to participate in decisions affecting
their lives. As such, they should be enabled to
hold CARE responsible for its actions. The initial
step in the process was forming a team made up
of Monitoring and Evaluation (M&E) staff and
social worker staff, and overseen by the Assistant
Country Director for Programmes to develop a plan
for taking the pilot forward. A consultant
specializing in participatory monitoring was hired
to assist the country office, taking into account
best practice in the wider child rights and
development community, to design an appropriate
methodology to first critically analyse the
relationship between clients and CARE and then
provide suggestions on how to improve it. On this
basis, the methodology was developed, pre-tested,
and integrated into the existing monitoring and
evaluation system.
Principles into Practice
Page 33
Suggestions for building on the learning: It is
still too early to reach hard and fast conclusions
since the monitoring and action learning system
has not yet been put in place. However, CARE
Rwanda seeks and promotes learning from across
the CARE federation by leading a regional working
group on accountability. Many of the issues that
this pilot deals with are of immediate relevance to
CARE programmes globally. CARE Rwanda has made
a commitment to documenting and disseminating
the results of the pilot experience.

2.14 UPSTREAM APPROACH

TO HUMAN RIGHTS
CARE Sierra Leone
Context: The end of the 11-year war in Sierra
Leone was formally declared in February 2002.
The war left more than 20,000 people dead,
displaced more than half of the 4.5 million
population, destroyed the countrys social,
political and economic infrastructures, and
devastated the agrarian-based livelihoods of the
mass of the population. Sierra Leone is not only
the poorest society on earth, but ranks last on the
current United Nations Human Development Index.
As it turned to the challenges of the post-war
period, CARE Sierra Leone began its own
programmatic re-orientation to address issues
of marginalization, exclusion and inequality that
fuelled violence and war far more than economic
factors, according to the research CARE conducted
on the underlying causes of war. This gave rise to
the design of the Rights-Based Approach to Food
Security (RBA-FS) project as its first attempt to
integrate development and human rights action
into its core business.
The initiative and its application: To promote
and protect human rights through development
activities, CARE Sierra Leone based its approach
on the premise that individuals or groups will
subscribe to and uphold most of the principles
in the Universal Declaration of Human Rights
(UDHR), given the opportunity. It was also
believed that any rights-oriented changes must
first take place at the local level to ground
principles and concepts in practical experience,
set precedents locally of what would be expected
from leaders and politicians and allow people to
become familiar with a structure and process for
demanding change. Referred to as the upstream
approach, it fosters a culture of rights and
responsibilities in relation to peoples everyday
experiences with injustices and then facilitates
discussion about the applicability of such rights
and responsibilities to other walks of life.
Results to date: CARE Sierra Leone illustrates results
with two examples. The first is about overcoming
exclusion through individual registration and
targeting of seeds and the second focuses on the
case of demanding transparency and accountability
from a school headmaster, highlighting the
relationship between rights holders and duty bearers.
In the first example, CARE facilitated an open debate
and discussion about the right to adequate food, a
principle everyone endorsed. When applied to the
context of seed distribution, participants had the
opportunity to link principle with practice. They
concluded that the registration, allocation and
distribution of seeds had not been inclusive and
transparent. Community groups, comprised of
representatives of all social categories, worked with
CARE staff to register every individual with the will
and the ability to farm. Where grievance and violence
would have been the most common reaction to
problems, this experience set a precedent for
resolving issues through due process. In both
examples, access to information empowered people
to put into practice principles of accountability,
representation and participation. In the case of the
school headmaster who was discovered to be
misusing public funds, the parents School
Management Committee consciously approached the
Schools Inspectorate to address the actions of the
headteacher, a public official, that were undermining
UDHR Article 26, and ICESCR Articles 13 and 14.
Innovation process: Leading up to the design of the
RBA-FS, CARE Sierra Leone conducted research to see
whether a human rights framework could better inform
the understanding of the causes of conflict and human
rights violations. The RBA-FS project design that
ensued was an explicit attempt to recognise and raise
awareness of social exclusion and human rights in
confronting everyday injustices at local level that
typically made rural communities susceptible to
violence. It enabled people to put into practice the
principles they agreed and, in doing so, to not only
uphold the principles themselves but hold others
individuals and institutions accountable.
Suggestions for building on the learning:
The upstream approach is already being adapted
by other CARE country offices. The key elements
that produced the project design and set-up were:
(a) a commitment to honest reflective practice
to look under the carpet and discover
whether current activities promoted, or
undermined, human rights principles,
(b) a commitment to basing this in a serious,
informed research process, not cutting
corners and not rushing out a product,
(c) the combination of social science and
practitioner perspectives, both rooted in
detailed knowledge of the programming
context, and
Principles into Practice
Page 34
(d) recognition of the importance of
consultation with all relevant actors.
These serve as valuable lessons to other
interested country offices.

2.15 GROWING A TREE OF
HARMONY IN A DIVERSE
COMMUNITY
CARE Somalia
Context: Somalia remains stateless after the
collapse of the Siad Barre regime in 1991.
The legacy of the decades-long authoritarian rule
and the concurrent civil war that pitted clans
against one another rendered the country
fragmented and its population destitute. Without
a broadly supported central government, clan-
based traditional institutions and religious
authorities fill the power vacuum. The people of
Galdogob District along the border with Ethiopia,
95 km northwest of Galkayo, are largely pastoral
communities with a distinct clan identity from the
mainstream Puntlanders. Under the USAID-funded
Civil Society Expansion programme to support
nascent Somali organisations, CARE had been
supporting the local NGO National Relief
Organisation (NRO) to increase access to animal
health services for rural families in Galdogob
District. One and half years into the project, CARE
encouraged its partner to pilot a rights-based
approach. This initiative is part of CARE Somalias
documentation of ongoing learning processes.
The initiative and its application: CARE Somalias
aim to pilot RBA came during the third phase of a
project based on a proposal by NRO that had
originally made decisions with little input from
community members or civil authorities in order to
meet a deadline. NRO changed tack as it became
clear from discussions with a broader range of
community representatives that the minority clan,
women and others had been excluded by the
project unintentionally. The poor in the
community were made up of the minority clan,
women, and internally displaced persons whose
main livelihoods were not livestock herding and
whose survival often depended on the exploitation
of natural resources. After NRO moved its office
from Galkayo to Galdogob to learn more about the
communities, they came to know where the
disparities lay. In fact, access to and use of
resources such as grazing land and water has long
been a source of intense conflict.
Through a wealth ranking exercise and discussion
with community groups, the project identified
social groups based on means of livelihood and
wealth level and then analyzed benefits/harms
from the project. This revealed a relationship
between the level of participation of a group and
level of benefit.
Results to date: The application of the benefits-
harm tool in a diverse community is useful for
exposing how benefit to one group can be a harm
to another. The results of the analysis led the
project to be more inclusive of minority clan
members and women. These efforts did not always
work. Womens contribution gained wider
recognition but some minority clan members
moved out of the communities, feeling their
livelihoods threatened in the long run by the
environmental campaign. NRO as a local
organisation demonstrated the commitment to
learn from these experiences.
Innovation process: The RBA pilot with NRO
delved into issues of power relations through a
participatory process of analysing the socio-
cultural context. This revealed who was benefiting
or not benefiting from the project. The language
of equal worth and rights helped sensitize
communities and address in the project the
unintended exclusion of socially marginalized
groups. The pilot also pointed to the possibility of
a project gradually evolving into a rights-based
approach if the implementing agency is open-
minded and willing to learn deeply about the
existing patterns of power and wealth and use this
knowledge flexibly.
In one of the earlier meetings with communities, NRO drew
an analogy of a tree to explain the interdependency between
different groups to secure their rights and the equal
importance of every group to the community as a whole.
Principles into Practice
Page 35
Suggestions for building on the learning:
Much was learned about the importance of hidden
power relationships in the communities, their
consequences for the marginalized, and the
processes for grappling with them. The poor can
often internalise existing power structures and not
question authority. This means it is important to
affirm their equal worth and engage in ongoing
dialogue with dominant groups at the same time
so that they fully realise the concerns of the
marginalized. Furthermore, local NGOs like NRO
may be able to address sensitive issues in a
culturally appropriate manner, but external
assistance may be helpful in critically analysing
the foundation of their own values and norms so
as not to perpetuate patterns of injustice.
2.16 IN SEARCH FOR RIGHTS:
A PROGRAMME ON HEALTH
OF MIGRANT WORKERS
CARE Thailand/Raks Thai Foundation
Context: Thailand has a migrant population of
2.5 million. Most of these migrants enter Thailand
illegally through its long land borders with
Myanmar, Cambodia and Laos. In 1996, CARE
Thailand started a simple research study in the
port town of Mahachai to understand the risk of
HIV-AIDS among migrant workers from Myanmar.
Owing to the language barrier and their illegal
status, this population was highly under-served at
the time. The study revealed much about how
migrant workers sought health treatment and the
barriers they faced. CARE began a series of steps
to defend the rights of the migrant population.
The initiative and its application: The
government policy was unfavourable to migrant
workers due to the economic crisis in the late 90s.
However, this shifted in 2002 to allow
registration, repatriation and insurance for
migrant workers on whom Thai industries
depended for low cost labour and to fill jobs
unpopular with Thais. After an initial registration
of 500,000 workers, the numbers began
diminishing over the years. What follows is the
chronology of steps taken by Raks Thai from
1997 to the present.

Actions Taken by CARE / Raks Thai
Foundation (1997 present)
Small grant from new donor to open a small
family planning service centre in Mahachai near
a large shrimp-peeling market where 100,000
Burmese migrants, mostly women, worked.
The Field Coordinator writes stories voicing
perspectives of migrant workers. Invites two
English newspapers to write stories.
Small AIDS prevention project in two provinces
for Burmese and Cambodian migrant workers
working on Thai fishing boats
Volunteer migrant workers hired to
communicate with other workers. Ei Ei, a
Burmese doctor, hired to communicate directly.
Raks Thai adopts first vision, mission and
strategic plan. The Board agrees on strategic
direction to address issues of migrant workers
and their access to health services as an
organisational advocacy issue.
Due to restrictions on health services and
gap in preventive health programmes,
Raks Thai collaborated with Thai Lawyers
Council to conduct legal clinics at migrant
communities in Mahachai, independent of
funded project activity.
National workshop on migrant workers and
access to health in Thailand organized.
A network of NGOs formed with the two Raks
Thai staff as active members. Small grants
funds secured to support network meetings
and training on advocacy skills.
Raks Thai works with five NGOs and Ministry
of Public Health in organizing HIV/AIDS
prevention activities for migrant workers in
22 provinces. Also aimed at strengthening
community self-help and livelihood security
networks. Includes training on legal rights.
Aimed also at influencing government policy
in favour of migrant workers.
The Field Coordinator assists Human Rights
Committee, a national organization, to
conduct a study to draft a master plan for
migrant workers based on human rights and
international conventions. The Field
Coordinator is member of the Action Network
for Migrants of 12 NGOs.
Raks Thai modifies its policies to allow more
benefits to paid migrant workers as project
employees. Advocating with other NGOs to be
able to register/document migrant workers
working in projects to help migrant communities.
Principles into Practice
Page 36
Results to date: Raks Thai deepened its
experience with the migrant worker population
through its focus on access to health services and
its deepening commitment to defend their human
rights. The opportunities to work with this
population solidified when the Board agreed to
make this an organizational advocacy issue.
Raks Thai has continued to expand its advocacy
activities and has joined a network advocating
for the migrant rights.
Innovation process: The accomplishments of Raks
Thai in working with migrant workers are a
demonstration of a long-term commitment to
explore all opportunities to improve their access
to HIV/AIDS prevention and health services. The
extremely risky and difficult situation of migrant
workers clearly revealed rights issues that Raks
Thai has sought to address increasingly through
advocacy efforts. This experience is particularly
exemplary in its demonstration of solidarity with
the poor and marginalized.
Suggestions for building on the learning: Key
lessons learned from the work of Raks Thai include:
(1) there are many instances in development
where a straightforward response at
community level is inadequate and
obsolete;
(2) it is crucial to understand and accept
risk not only to the organisation but also
to staff;
(3) The organisation and staff must believe in
what they are doing and not operate merely
on a project implementation plan; and be
able to practise the same principles
internally;
(4) Working with networks is a must with RBA
and advocacy;
(5) Advocacy and pushing for rights of
marginalized groups must be backed by the
staff, the management, and the board; and
(6) Advocacy is not only about influencing
government policy but also about changing
public opinion.
It is clear that a number of further behaviours are
associated with standing in solidarity with the
poor and marginalised, namely perseverance,
defending the rights of the marginalized group in
the face of opposition, risk-taking, working with
legal rights specialists, and investing in staff who
represent the population.

Principles into Practice
Page 37
Research
Analysis
Diagnosis
Planning Action
Proposing Solutions
Preparing the Ground
Dialogue
Awareness Raising
Action
Rights Fulfillment
Bangladesh SHAHAR
Bangladesh SHCROP
Bangladesh VAW
Bolivia AYE
Burundi Theater
Cambodia HCEP
Guatemala PMH
Guatemala Female Citizens
India INHP
Peru Citizenship
Sierra Leone Upstream
Somalia NRO
Raks Thai Migrant Workers
Bangladesh SHAHAR
Bangladesh SHCROP
Cambodia HCEP
Guatemala Female Citizens
India INHP
Peru Citizenship
Somalia NRO
Raks Thai Migrant Workers
Rwanda ALS
Bangladesh SHAHAR
Bangladesh VAW
Burundi Theater
Guatemala PMH
Honduras AI
Sierra Leone Upstream
Somalia NRO
Rwanda CRA
Rwanda ALS
Bangladesh SHAHAR
Burundi Theater
Guatemala PMH
Sierra Leone Upstream
Somalia NRO
Facilitating right to be
heard of marginalized
and excluded groups
Raising awareness of rights
and responsibilities
Increasing the knowledge
and information of
rightsholders and
dutybearers on rights
Applying knowledge of rights
and responsibilities
P!accmcnt nI RBA Cascs nn Cnntinuum
Note: The highlighting
represents where innovations
contributed the most on the
continuum. Each innovation is
highlighted only once.
ANNEX 3
CASE STUDIES ALONG THE CONTINUUM
The innovative aspects of the individual case
studies whether in approach, methodology, tool
or process vary from case to case. They can be
usefully described in terms of the continuum
model outlined on page 12 by exploring the
following questions:
What are the gaps in knowledge and practice
which the innovations fill?
What is noteworthy about the particular
methods or approaches?
And what changes, organisationally or in
CAREs relationships with staff, partners or
clients, are implied by the innovations?
The chart below classifies the case studies
according to their characteristics. Most appear
more than once, indicating the use of overlapping
strategies. Each case is highlighted once to show
where it contributed the most.
The commentary highlights the contributions of
one particular case study for each stage of the
continuum. This is not intended to judge or
prioritise the cases, but rather to illustrate the
summary observations about the whole of that
continuum stage.
RESEARCH, ANALYSIS AND DIAGNOSIS
Rwanda CRA Innovation. CARE Rwanda engaged a
broad range of responsible actors from government
and civil society to agree to plan and then
participate in an analytical exercise to examine
different levels of causality for vulnerability of
marginalised groups: who was responsible for the
problems, whose rights were not being realised,
and what was being done or not done? This
research, using the causal-responsibility analysis
tool, was conducted in four districts with
representation from vulnerable and marginalised
groups (the Batwa, widows, children heads of
households and street children, etc.) The results
were then shared broadly. A central feature of the
methodology was that it jointly engaged both
rights holders and duty bearers, opening the space
for honest discussion towards the emergence of
shared goals. It was a powerful exercise to have
duty bearers exposed to discussion about their
responsibilities from the viewpoint of previously
voiceless groups. Introducing human rights and
responsibility analysis into research on poverty
was particularly new and innovative for staff.
In this innovation, the research/analysis stage
flowed into dialogue and awareness-raising as
one process.

Principles into Practice
Page 38
Summary Observations. Engaging marginalised
groups in this stage was empowering and
revealing. Their perspectives and opinions
shed light on the conditions they suffered
discrimination, exclusion, powerlessness and
enriched the analysis of poverty in a way that
could not have been contributed by others.
Once their views were spoken and heard, the
marginalised people gained a voice. Using a rights
and responsibilities lens in the analysis also gave
greater weight to claims made by marginalised
groups and placed a greater imperative on the
actions expected of responsible individuals.
DIALOGUE AND AWARENESS RAISING
Guatemala PMH. Using an approach called the
4-Delays Model to reduce maternal mortality,
CARE Guatemala engaged women, men, community
leaders, and medical staff in a dialogue on the
causes of maternal mortality. Women expressed
legitimate fears about going to hospital or dying in
labour during the long journey. Seeking help outside
the community required money and women were
often ill-treated once they reached the health
facility. Solutions were proposed by women and
members of the community, rather than by the
medical staff. Some more unconventional solutions,
such as allowing midwives into the health facilities,
were accepted and health personnel committed to
more humane and friendly care.
Summary Observations. To be effective, dialogue
and reflection processes must be carefully
managed and facilitated. RBA cases that focused
on approaches to dialogue and reflection were
non-conventional, culturally sensitive, non-
judgmental, non-threatening and took into
account power relations while putting all on an
equal footing. They sought to empower and
inform, allowing people to come to their own
realisations while raising awareness of rights and
responsibilities pertinent to underlying problems
in the inequity such as violence against women.
PLANNING FOR ACTION, PROPOSING SOLUTIONS,
PREPARING THE GROUND
Bangladesh SHAHAR. The pilot started with a
traditional project approach. This was then adapted to
create a new strategy and staff structure geared
towards facilitating the fulfilment of rights of the
urban poor. The Pressure Plates Model (PPM) promoted
and enabled a process whereby the community
identified its issues, organised itself, and mobilised for
change. The final pressures in the structured process
were upon the Local Support Structures with the aim
of making the local institutions and actors more
responsive to communities for resolving issues in a
sustainable way.

Summary Observations. The breadth of
observations that can be made on this stage is far
greater than the scope of this report. The
individual cases in Annex 2 capture some of the
richness. A few observations are included:
(a) It is possible to adapt traditional projects
to a rights-based approach. In other words,
it does not require starting from scratch.
(b) Empowerment in the sense of power
within self-worth, identity, confidence
is a critical part of encouraging excluded
and marginalised groups to act in their self
interest (courage).
(c) Similarly, to empower a vulnerable or
marginalised group, the sphere of change
must always be broader than the group
itself (for example, the teachers and
parents of Bolivian street children).
(d) The rights framework alters community
development approaches by necessitating
the involvement of duty bearers. It is no
longer strictly a question of self-reliance
but of holding others accountable for the
communitys welfare.
(e) There are many ways to educate people
about their rights and responsibilities but
relevance to their life situation, integration
into their professional responsibilities, and
congruence with the socio-cultural context
have proven effective, if not essential.
(f) Facilitating participatory planning
processes with a wide range of stakeholders
and partners must be done with a high level
of transparency and inclusion on the part of
CARE. Often, the external player, such as
CARE, is critical to achieving this
transparency and inclusion.

Principles into Practice
Page 39
ACTION
India INHP. The project tackled several aspects of
the health and nutrition situation for women and
infants/children through the introduction of four
innovations. These were all aimed at facilitating
sustainable change. The project did this by
empowering women and their communities, and
engaging various stakeholders to put pressure on
duty bearers to take responsible action. It made
best use of traditions and existing structures to
create positive changes, not only in health and
nutrition, but in the wider health of communities
who were now able to raise their voice with dignity.
Summary Observations.
(a) The ability to act depends firmly on
having access to relevant information and
knowledge (the right to information), not
only on the issue but on ones rights in
relation to it.
(b) When introducing principles relating to
human rights or equity, offering opportunities
and a structure for these to be put into
practice will facilitate their assimilation by
community groups more easily.
(c) Collective action enables community and
marginalised groups to engage in advocacy.
Broader, higher level policy changes,
however, often require coalition building
across a wider spectrum of civil society.
(d) Advocacy is both about influencing policy
and changing public opinion.
(e) None of the examples reported instances
of significant, and certainly not
insurmountable, resistance from duty
bearers, aside from a degree of discomfort.
(f) Organisational change and commitment on
the part of CARE are integral to the
adoption of rights-based programming.

Principle four, opposing discrimination, has
proved to be highly relevant to the case
studies. CARE Honduras brings to light the
importance of internal reflection and dialogue.
No less important is reflection with the client
populations, as the CARE Rwanda ALS
revealed. This aimed to ensure CARE was made
fully aware of the potential harms and
unintended effects of its work by soliciting
regular feedback from clients on CAREs
effectiveness. Many RBA cases implied requisite
changes, not only in staff attitudes and
behaviours, but also in skills, such as
facilitation, conflict mediation and community
organising. The Raks Thai Foundation example
demonstrates the fuller meaning of
commitment when we start to make choices in
a rights-based framework, for example
selecting as a focus an excluded group and
defending their rights.

Principles into Practice was published by
CARE International UK in September 2005.
For more information about our work, look at
www.careinternational.org.uk or call
020 7934 9334.