TERMS OF REFERENCE

Consultant for Pedagogical Expert in Human Rights Education to Support the

Workshop on Human Rights-based Approach Integration into Course Modules

Project : Raoul Wallenberg Institute’s Regional Asia Pacific Programme on Human

Rights and Sustainable Development (2017-2023)
Period : September-December 2023

A. Background

The Raoul Wallenberg Institute of Human Rights and Humanitarian Law (RWI) is an
independent academic institution, founded in 1984 and affiliated with Lund University in
Sweden. The vision of the Institute is just and inclusive societies with effective realisation
of human rights for all. Considering this, the Institute contributes to strengthening
structures, systems and mechanisms for the promotion and protection of human rights at
all levels in society. RWI’s global thematic focus areas are: i) Human Rights and
Environment; ii) Inclusion and Non-discrimination; iii) Access to Justice; and iv) Human
Rights and Business. One of the initiatives under Human Rights and Environment theme is
on Climate Change and Human Mobility, which concerns on the importance of integrating
human rights-based approach (HRBA) into disaster displacement discourse and practice.
The inclusion of HRBA into development discourse, including in the context of disaster
displacement, is a relatively recent trend which started in 1970s through the debate on the
right to development1. The concept of right to development was advocated to call for a just
international redistribution of resources and acted as a counter-narrative against the
political and civil human right insistence by First World countries. In a nutshell, HRBA
encourages a redefinition of the nature of the problem in the development sector and
emphasizes that the processes by which development aims to pursue should respect and
fulfil human rights2.

1
Cornwall, A., Eade, D. and Uvin, P. (2010) “From the right to development to the rights-based approach: how
‘human rights’ entered development,” in Deconstructing Development Discourse: Buzzwords and Fuzzwords.
Warwickshire: Practical Action Publishing, pp. 163–174.
2
Seppanen, S. (2017) “From substance to absence: argumentative strategies in the implementation of the
human rights-based approaches to development,” New York University Journal of International Law and
Politics, 49(2), pp. 389–442.

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 Furthermore, HRBA is usually positioned by development scholars and practitioners as a
catalyst to transform the development practice, from a focus on identifying and the needs
of the people, to enabling people to recognize and claim their rights3. Therefore, the
inclusion of HRBA into development programmes usually takes in a form of capacity
building activities with duty-bearers (i.e., the state) and other relevant stakeholders, to
strengthen their capacity to respond and be accountable in protecting, respecting, and
fulfilling human rights.
Therefore, since 2018 RWI has worked with various stakeholders, including governments
and academia, to enhance their capacity in protecting, respecting, and fulfilling human
rights in the context of disaster displacement. For instance, RWI conducted the Asia Pacific
Conference on the Climate Change, Human Mobility, and Human Rights Nexus in 2022, to
facilitate the knowledge sharing and network building among Asia Pacific scholars, through
the reactivation of the Asia Pacific Academic Network on Disaster Displacement (APANDD).
One of the recommendations from that conference is to call for a more institutional
collaboration for course modules/curricula improvement. This is important because higher
education institutions/universities have a prominent role to play in advancing the goal of a
sustainable and just society, since they could shape the values and behaviours of the
students4. The significance of universities’ role in expediting the achievement of a more
sustainable and just society is also recognized by the United Nations, through Goal 17 in
the Sustainable Development Goals5. Thus, universities need to have course
modules/curricula that will enable students to formulate ways to protect and uphold
human rights principles.
Furthermore, some scholars also argued that in HRBA context, universities and higher
education institutions are duty-bearers, therefore have the obligations to work within a
human rights framework6. This argument is self-evident for public universities who are
funded by the State budget. As for private universities, this argument is also relevant since
they are required to abide to the regulations state by the State-run higher education
regulations. Furthermore, universities are essentially a public good (as well as a private
good), since they have vital role in pursuing the wider goals for society, such as active

3
Nyamu-Musembi, C. and Cornwall, A. (2004) What is the “rights-based approach” all about? Perspectives
from international development agencies. working paper. Brighton, Sussex: IDS.
4
Deshmukh, V. (2017) “Achieving Resiliency through Sustainable Literacy,” Handbook of Theory and Practice of
Sustainable Development in Higher Education, pp. 3–13.
5
Algraini, S. and McIntyre-Mills, J.J. (2022) “Transformative education: Employing the balanced scorecard for
regenerative development,” Transformative Education for Regeneration and Wellbeing, pp. 141–153.
6
Tibbits, F. (2022) Human Rights-based Approach Handbook for Higher Education. Lund, Sweden: Raoul
Wallenberg Institute.

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 citizenship, co-existence, and social cohesion, which aligned with the general democratic
purpose.
Responding to the abovementioned needs, RWI is planning to conduct an intensive co-
creation workshop to support teaching staff at universities to improve their course
modules/curricula to better integrate HRBA in the context of climate change and human
mobility (including disaster displacement). This workshop will be targeting at APANDD
members who attended the Asia Pacific Conference on the Climate Change, Human
Mobility, and Human Rights Nexus. Furthermore, this workshop will include a decent
portion on human rights education (HRE), particularly on how to deliver HRE effectively for
non-law background educators and practitioners. Therefore, RWI is currently looking for
consultant on pedagogical expert in HRE to support the implementation of the co-creation
workshop.
B. Objectives

The objectives of the co-creation workshop are to:

1. Enhance the knowledge of universities’ teaching staff on HRBA in the context of
climate change and human mobility;
2. Enhance the skill of universities’ teaching staff to integrate HRBA into teaching
materials and/or course modules; and
3. Facilitate experience and knowledge sharing between universities’ teaching staff on
designing and delivering teaching materials and/or course modules that integrate
HRBA principles.

C. Methodology

The workshop is planned to be conducted for 3-4 days, targeting at a team of teaching staff
(3-4 people) from 4-5 universities in the Asia Pacific region, with at least one university
from Southeast Asia, South Asia, and the Pacific sub-region. The workshop will be delivered
with adult learning and andragogy method, to enable active engagement from participants.
Furthermore, the workshop will facilitate a co-creation process among participants in
creating teaching materials and/or course modules draft that integrate HRBA principles. In
addition, participants will also receive virtual coaching session(s) after the workshop, to
ensure the follow up actions and how to move forward with the teaching materials and/or
course modules that were developed during the workshop.

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D. Tasks and Responsibilities

The consultant will work for 5 working days, which spread over a period of four months
(between September-December 2023) with the following tasks and responsibilities:
1. Facilitate and deliver sessions on transformative pedagogy and experiential
learning in the context of integrating human rights education to non-law disciplines,
which should include, but not limited to, the following information: i) must-haves
in HRE; ii) challenges in HRE and teaching human rights to non-law disciplines; and
iii) transformative pedagogy and experiential learning approach in teaching human
rights to non-law disciplines. It is expected that the sessions will be delivered using
activity-based and andragogy approach.
2. Provide expert feedbacks and recommendations, particularly from the perspective
of transformative pedagogy and experiential learning, for the participants regarding
their model modules, which integrates HBRA, and action plan.
3. Engage in the consultation sessions with the participants and other workshop
facilitators, which will focus on the progress of the participants’ action plan. These
sessions will be conducted two times (for each participant groups), between
October and December 2023.

E. Deliverables

The consultant is expected to produce the following deliverables:

1. Session materials, which should include, but not limited to, the following
information: i) must-haves in HRE; ii) challenges in HRE and teaching human rights
to non-law disciplines; and iii) transformative pedagogy and experiential learning
approach in teaching human rights to non-law disciplines.
2. Consolidated written feedbacks and recommendations, particularly from the
perspective of transformative pedagogy and experiential learning, for the
participants regarding their model modules, which integrates HBRA, and action
plan.
3. Written consultation notes, summarizing the progress of each participant groups,
as well as the expert recommendations to further accelerate the implementation
of the group’s action plan, particularly from the perspective of transformative
pedagogy and experiential learning.

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F. Payment Terms

The consultant will be paid according to the following terms:

Estimated Tentative
Deliverables Amount
Time Due Date
Payment will be made upon submission
and approval of:
a) Session materials, which should
include, but not limited to, the
following information: i) must-haves in
HRE; ii) challenges in HRE and teaching
human rights to non-law disciplines;
and iii) transformative pedagogy and
experiential learning approach in
teaching human rights to non-law
disciplines; and
b) Consolidated written feedbacks and
recommendations, particularly from
5 WD W1 Dec 100%
the perspective of transformative
pedagogy and experiential learning, for
the participants regarding their model
modules, which integrates HBRA, and
action plan; and
c) Written consultation notes,
summarizing the progress of each
participant groups, as well as the
expert recommendations to further
accelerate the implementation of the
group’s action plan, particularly from
the perspective of transformative
pedagogy and experiential learning.

G. Requirements for Experience and Qualifications

1. Academic Qualifications
a. Advanced degrees in education, law, human rights, social science,
environmental management, development studies, geography, migration
studies, disaster management, or other relevant fields.
2. Experience
a. Professional experience working in the issue of capacity building in the
context of human rights, climate change, and/or disaster management.

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 b. Practical expertise in teaching human rights using transformative pedagogy
and experiential learning approach.
c. Proven experience in supporting universities/higher education institutions
to integrate human rights principles into teaching materials, course
modules, and/or curricula.
d. Strong familiarity with human rights-based approach in the context of
climate change and human mobility is desirable.
3. Competencies
a. Strong ability to work independently and in a team.
b. Excellent interpersonal and communication skills.
c. Advanced analytical and writing skills.
d. Fluency in English.

H. RWI’s Quality Assurance Practice

RWI has a declared commitment to quality assurance within the organisation and the
programmes as defined in the RWI Statement on Quality Assurance and its Procurement
Policy. For this consultancy RWI will:

1. Adhere to its established policy and practice guidelines;

2. Provide a clear and achievable terms of reference;
3. Make a fair and reasonable financial commitment to the consultancy;
4. Provide a consultancy contract;
5. Establish a clear line of management for the consultant;
6. Provide programme and organisational documents to the consultant;
7. Provide punctual feedback, document output reviews and/or decisions to the
consultant; and
8. Assume responsibilities for convening meetings and logistics for agreed methods to
achieve the deliverables where necessary.

I. General Eligible Criteria

All invited natural and legal persons may submit an offer and are eligible, on equal terms,
to be selected to carry out the assignment. However, consultants are excluded from being
selected if:

1. It is bankrupt, subject to insolvency or winding-up procedures, where its assets are

being administered by a liquidator or by a court, where it is in an arrangement with

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 creditors, where its business activities are suspended, or where it is in any
analogous situation arising from a similar procedure provided for under national
laws or regulations;
2. It has been established by a final judgment or a final administrative decision that
the supplier is guilty of grave professional misconduct by having violated applicable
laws or regulations or ethical standards of the profession to which the supplier
belongs, or by having engaged in any wrongful conduct which has an impact on its
professional credibility where such conduct denotes a wrongful intent or gross
negligence, including, in particular, any of the following:
a. Fraudulently or negligently misrepresenting information required for the
verification of the absence of grounds for exclusion or the fulfilment of
selection criteria or in the performance of a contract;
b. Entering into agreement with other economic operators with the aim of
distorting competition;
c. Violating intellectual property rights;
d. Attempting to influence the decision-making process during the
procurement; or
e. Attempting to obtain confidential information that may confer upon it
undue advantages in the procurement process.
3. It has been established by a final judgment or a final administrative decision that
the supplier is in breach of its obligations relating to the payment of taxes or social
security contributions in accordance with the applicable law;
4. It has been established by a final judgment that it, or persons having powers of
representation or decision-making control over it, is guilty of any of the following:
fraud; corruption; involvement in a criminal organisation; money laundering;
terrorist financing; child labour (or any other forms of trafficking in human beings);
or any other illegal activity detrimental to RWI’s interests;
5. The supplier has shown significant deficiencies in complying with main obligations
in the performance of a contract financed by RWI or any donor to RWI, which has
led to the early termination of a legal commitment or to the application of
liquidated damages or other contractual penalties or which has been discovered
following checks and audits or investigations; or
6. It, its subsidiary, another company belonging to the same group of companies, a
consortium partner or other affiliate, is found on the list of EU restrictive measures
(the lists of persons, groups, entities subject to the EU restrictive measures are
published on the following website: www.sanctionsmap.eu).

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 Consultants must certify that they are not in one of the situations listed above.
Furthermore, the contract for the assignment will not be awarded to consultants who are:
subject to a conflict of interest. The consultant/s must be independent and have no stake
in the outcome of the consultancy; guilty of misrepresentation in supplying the information
required by RWI as a condition of participation in the contract procedure or fail to supply
this information.

J. Application Documents

Please submit the following documents by September 4th, 2023, to Danang Nizar at
danang.nizar@rwi.lu.se:

1. CV/resume;
2. Technical proposal (2-3 pages, highlighting how you will approach the requested
task and responsibilities);
3. Financial proposal; and
4. 1-2 writing samples on topics relevant to the consultancy.

RAOUL WALLENBERG INSTITUTE

25 AUGUST 2023