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CRS UniversityINTEGRAL HUMAN DEVELOPMENT MODULESModule 3: The CRS IHD Framework: Structures and Systems
Last updated February 2019
Outline
• Overview of the CRS Integral Human Development Conceptual Framework
– IHD as Goal and Process
– IHD Key Features
– IHD Visual Models
• Structures and Systems
– Definitions, Examples, Importance
– Enabling vs. constraining structures and systems
– Ways to engage structures and systems
– Role of Partnership: Overseas & United States (CRS Student Ambassador Program)
• Optional Reflection & Discussion Activities and Further Reading
Note: You will see photos and images from our CRS programs and partners around the world
throughout this slide deck. As you come across them, reflect on how they illustrate concepts
from integral human development, especially the role of structures and systems.
2
Integral Human Development: Goal and Process
• GOAL: The people we serve increasingly realize their full
human potential in solidarity with others and in the context
of a just and peaceful society that respects the dignity of
every person and the integrity of creation.
• PROCESS: that enables individuals and communities to
protect and expand the choices they have to improve their
lives, meet their basic human needs, free themselves from
oppression and realize their full human potential.
Integral Human Development: Key Features
• HOLISTIC
• INCLUSIVE & PARTICIPATORY
• GROUNDED IN JUSTICE AND PEACE
• What’s different or unique?
– Focus on human beings, their dignity, and their relationships with
their families and communities
– Appreciative inquiry that seeks to build on strengths, assets, ideas
and strategies that people know and practice already in their
communities
Integral Human Development: Visual Models
• A variety of visual models have been developed over the years to help
explain the CRS IHD Conceptual Framework. Here are two common
examples. The following slide shows the newest approach.
Integral Human Development Framework
Outcomes
Strategies
Shocks,
Cycles &
Trends
Structures▪Institutions & Organizations
▪Public▪Private
▪Collective
Systems▪Social
▪Economic▪Religious
▪Political
▪Values & beliefs
Assets
Feedback = Opportunities or Constraints
Access
& Influence
Social
Spiritual & Human
Political
Financial
Natural
Physical
2018 CRS IHD Conceptual Framework: Visual Model
This newest visual model illustrates the
core IHD feature of human dignity while
also showing that IHD is holistic: human
beings are part of families,
communities, societies, and sustainable
landscapes.
The core components of IHD will be
further explained in this module
(structures and systems) and in other
modules (assets, shocks, vulnerability,
and strategies). These components
affect the ability of human beings to live
and thrive.
Structures and Systems: What Are They?
STRUCTURES: Organizations and institutions that organize and regulate
the way people live and affect what they do and how they do it (i.e.
judicial courts).
SYSTEMS: Values, attitudes, and policies that regulate and influence
people’s behavior and relationships (i.e. laws or religious beliefs).
Structures: Examples
PUBLIC SECTOR• Political (legislative bodies at various levels from local to national)
• Government Agencies (ministries, departments)
• Judicial Bodies (courts)
• Social Services Agencies (schools, clinics)
• International Government Bodies (UN, World Bank)
PRIVATE SECTOR• Shops
• Markets
• Factories & Corporations
COLLECTIVE• Civil Society/Membership Organizations (farmers groups)
• Religious Institutions (churches, mosques, temples)
• NGOs (international, national, local)
Systems: Examples
POLICIES & LEGISLATION• Constitutions & National Legal Systems
• Sectoral Policies & Regulations
• International Covenants & Treaties
• Trade Agreements
INSTITUTIONS• Markets
• Social Institutions (e.g. local chief systems, traditions, and conventions)
CULTURE AND POWER RELATIONS• Cultural Beliefs & Values
• Patterns of Gender, Class, Caste, Age, Racial and Ethnic Relations
Example: Education
• Access to formal education –
learning how to read and write –
is a critical part of human capital.
• Reflect: What structures and
systems affect decisions by
parents or others about access to
school for girls and boys in your
country and community?
11
BURKINA FASO
Structures and Systems: Why are they Important?
Structures and Systems can either ENABLE or CONSTRAIN our work
toward integral human development.
• In particular, structures and systems can enable or constrain INCLUSION &
PARTICIPATION:
– Each individual Christian and every community is called to be an
instrument of God for the liberation and promotion of the poor, and for
enabling them to be fully a part of society (Evangelii Gaudium 187).
Structures and Systems and those who INFLUENCE, ACCESS, and
CONTROL them can decide:
• Who has regular, stable access to services and assets
• Who gets important information and who does not
• Who participates in decision making and who is excluded from exercising
power
Enabling Structures and Systems
Examples of structures and systems that enable integral human
development:
• Laws that allow equal access to land ownership
• Government policies which abolish school fees
• Government or traditional safety-net programs
• Changes in social norms resulting in more families sending girls to school
• Affirmative action for oppressed minorities
• Freedom of press
What are other examples of enabling structures in systems in your own
life?
Constraining Structures and Systems
Examples of structures and systems that constrain integral human
development:
• Policies which leave urban dwellers and squatters without land titles, formal
representation, or services
• Power structures that allow a minority with power to benefit from a country’s
resources while the majority do not benefit
• Systemic ethnic inequalities or policies that fuel ethnic tensions
• Beliefs resulting in stigma against people with HIV
What are other examples of constraining structures in systems in your
own life?
15
DEMOCRATIC REPUBLIC OF THE CONGO
Engaging Structures and Systems
ACTIVE ENGAGEMENT:
Influencing policies and decision-
making (i.e. participating in a
parent-teacher association at a
school)
PASSIVE ENGAGEMENT:
Receiving services and following
policies (i.e. adopting agricultural
policies without fully
understanding or controlling
them)
What are other examples of active and passive engagement with structures and systems in your own life?
Role of Partnership –Overseas
CRS WORKS WITH LOCAL PARTNERS TO:
• Build Assets
• Change Systems and Structures
• Reduce Vulnerability to Shocks and Risks
• Expand Choices of Strategies
EXAMPLES:
• Partnering in an advocacy effort to change policies and laws
• Partnering to strengthen civil society and improve governance
• Partnering with businesses/private sector to improve economic
opportunities
Role of Partnership –United States
CRS WORKS WITH US PARTNERS (UNIVERSITIES, ETC.) TO:
• Build Assets
• Change Systems and Structures
EXAMPLES:
• Students develop leadership skills (assets) that can be put to use in serving the
global common good through CRS.
• Advocacy for changing US policies, laws, systems and structures so that they are
less exploitative and more just. For example, supporting supply chain
transparency legislation to root out labor trafficking in the production of goods
we consume in the US.
• Analysis of institutional implications in justice issues and opportunities to
transform organizational policies and practices to be part of the solution. For
example, analysis of support of institutionalized care can be transformed to align
with CRS Changing the Way We Care initiative.
19
Role of Partnership –US Colleges & Universities
PROGRAM: The CRS Student Ambassador program is a key example of CRS
partnership in the US aimed at building a national movement of leaders and
advocates for the global common good. Students grow in their leadership
skills to better understand and engage in the work of addressing the root
causes of global poverty, violence and injustice through CRS.
CAMPAIGN: “I am the Cause. I am the Solution.” We recognize our role as
individuals and institutions in the US in being the cause (often
unintentionally) of global justice issues and also learn to act in meaningful
ways, such as through advocacy and fundraising, so we can be part of real,
sustainable solutions.
ISSUES: Migration. Global Hunger. Climate Change. Human Trafficking. The
issues change year-to-year based on CRS realities, Congressional realities,
and other factors in the work to address systems and structures.
20
CRS Student Ambassador Program Examples
CRS Student Ambassador Program Examples
CRS Student Ambassador Program Examples
CRS University SALT Summit
The CRS University SALT Summit is a national gathering held every two years for student leaders and staff advisors from colleges and universities with CRS Student Ambassador partnerships. Students and staff travel to Baltimore to learn more about the work of CRS, and acquire skills to take action to support it. During their time in Baltimore they network with other CRS Student Ambassadors, get to know CRS staff, and learn leadership and advocacy skills. The Summit culminates with students putting their training into action as they meet with the offices of their Senators and Representatives in Washington, D.C. Attendees leave this in-depth experience with a substantial understanding of the global work of CRS and how college students can mobilize their campus communities on behalf of the poor and vulnerable overseas.
25
CRS SALT SUMMIT 2018
Reflection & Discussion
Activities and Further
Reading (Optional)
26
Reflection and Discussion: Bitter Chocolate Case Study
Read the one-page Bitter Chocolate case study.
Reflect individually, in pairs, or in groups on the following questions.
Option to share in class or with a larger group.
• What structures & systems affect the Diallo family?
• Where are these structures & systems located?
• What are the linkages between the structures & systems at the different levels?
• How have these structures & systems affected the Diallos’ assets, livelihood strategies
and outcomes?
• In order for a development project to have a sustainable, positive impact in the
Diallos’ lives, what changes in structures & systems need to be made?
Reflection and Discussion: CRS SALT Summit Video
Watch the following videos
• CRS SALT Summit: I am the Cause. I am the Solution
Reflect individually, in pairs, or in groups on the following questions.
Option to share in class or with a larger group.
• What systems and structures can college and university students in the US seek to
change?
• How do our US systems and structures impact people’s lives around the world?
Reflection and Discussion: Further Reading
Reflect on the following additional reading:
• “Mediating the Global Common Good: Catholic NGOs and the Future of Global
Governance” (by Kevin Ahern, Manhattan College, in Public Theology and the Global
Common Good: The Contribution of David Hollenbach, S.J., edited by Kevin Ahern, Meghan
J. Clark, Kristin E. Heyer, and Laurie Johnson (Maryknoll, NY: Orbis Books, 2016). Used with
permission.
Reflection and Discussion Questions
Reflect individually, in pairs, or in groups on the following questions.
Option to share in class or with a larger group.
• Why are structures and systems a crucial element of the CRS Integral Human
Development Framework?
• Can you think of examples from your own life or the lives of others where
structures and systems have been enabling or constraining? How can
structures and systems play a role in inclusion and participation?
• How do the photos and images in these slides illustrate the role of structures
and systems within integral human development?