Multi-Country Research on Private Education Compliance with Draft Human Rights Guiding... Tender

Procurement Summary

Country : USA

Summary : Multi-Country Research on Private Education Compliance with Draft Human Rights Guiding Principles

Deadline : 20 Oct 2018

Other Information

Notice Type : Tender

TOT Ref.No.: 27634669

Document Ref. No. :

Competition : ICB

Financier : Other Funding Agencies

Purchaser Ownership : -

Tender Value : Refer Document

Purchaser's Detail

Purchaser : ACTIONAID
United States of America
USA
Email :asmara.figue@actionaid.org

Tender Details

Tenders are invited for Multi-Country Research on Private Education Compliance with Draft Human Rights Guiding Principles.

The Tax, Privatisation and the Right to Education: influencing education financing policy project (the Hill-s project) is a multi-country education and tax justice project that brings together four countries (Ghana, Kenya, Uganda and Pakistan) working towards a common goal, which is to ensure that all children have improved access to public education of a high standard, financed through greater government support and increases in fair tax revenue. The project is funded by private donors. A summary of the project can be found here.

The Breaking Barriers project is a four year, Norad-funded multi country project which seeks to address some of the key barriers that prevent children, especially girls and vulnerable children from enjoying their right to free, quality, inclusive public education in Malawi, Mozambique, Nigeria and Tanzania. Included in the barriers are: discrimination, inadequate financing and the proliferation of private, low-cost schools. The project-s objectives are structured around ActionAid-s 4S framework for education financing, emphasising the need to ensure that:

1. Governments take actions to increase the SIZE of national budgets by raising fair tax

2. Governments take actions to increase the SHARE of funds allocated to and spent on free, quality, inclusive public education

3. Public education policies, systems and expenditure are SENSITIVE to the rights of girls and marginalised children

4. A strong active movement of community and civil society structures effectively SCRUTINISE education budgets and expenditure and hold governments to account for the provision of free, quality, inclusive public education especially for girls and marginalised children

Through a combination of participatory local research and desk research at national and international levels, the ActionAid country offices involved in the two projects are committed to gathering evidence to support effective advocacy and campaigning for free, quality, inclusive public education - especially for girls, children with disability and other marginalised groups - including on the role of private providers in education.

At the same time, the Right to Education Initiative and other education stakeholders are working together to develop 'Human rights guiding principles on states' obligations regarding private actors' involvement in education- (‘Guiding Principles-) that compile existing customary and conventional human rights law as it relates to the provision of education, including its delivery by private actors. The Guiding Principles are intended to be operational in and adaptable to different contexts and to provide a basis for advocacy, policy development, and litigation. Following extensive consultation, the guidelines are close to being finalised and will be formally approved by a prominent group of experts in February 2019.

Following the adoption of the Guiding Principles, an implementation roadmap will be put in place to ensure that they are not mere theory but lead to concrete implementation. The roadmap will explore at least five avenues that have already been identified throughout the consultation:

1. Community-level awareness raising and mobilisation

2. Political mobilisation through discussion and adoption at fora such as UNESCO, UN Human Rights Council, African Commission on Human and Peoples- Rights, etc.

3. Capacity building and technical support to States

4. Research and academic dissemination

5. Accountability mechanisms and litigation

Purpose

The purpose of this piece of work is to complement the existing multi-country research on the education landscape in terms of private providers of education in a number of countries where ActionAid is working (Malawi, Mozambique, Nigeria and Tanzania) and to provide a human rights analysis in light of the development - and forthcoming adoption - of the Guiding Principles. N.B. ActionAid International will use the same framework to conduct complementary research in Ghana, Kenya and Uganda and data from all 7 countries will be consolidated.

The Guiding Principles - together with its commentary referring each relevant provision of international law -will provide the human rights framework for this research and for a series of recommendations for states and civil society in each country. The education laws and policies, as well as statistics and other qualitative data about the education system will be analysed from a human rights perspective in light of the Guiding Principles.

The draft commentary of the Guiding principles will be used to guide the research and analysis in each country from a human rights perspective. In addition, the use of the draft Guiding principles for the research will contribute to refining the wording of the principles where needed and reflect on the best way of implementing them after adoption on the basis of concrete cases. The final version of the Guiding Principles, as adopted in February 2019, will be mentioned/referred in the final report presenting each country studies.

It is expected that the research will build on existing research from the target countries, including evidence from ActionAid-s intervention areas (Local Rights Programmes) and national-level policy analysis which provide an overview of the current situation with regards to public and private provision of education and its impact on the right to education (especially for girls and other marginalised children). Where possible, the national education budget will also be analysed in light of the Guiding Principles

Documents

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