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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.

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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?

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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?

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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.

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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.

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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.

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CRS SALT SUMMIT 2018

Reflection & Discussion

Activities and Further

Reading (Optional)

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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?