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From student to practitioner. Human Rights and Medical Education in Kenya – A Personal Perspective. Dr Ahmed Kalebi MBChB MMed. Core competencies. How do we move from learning about Human Rights (HR) to promoting and protecting HR on a personal and community level? University of Minnesota
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From student to practitioner Human Rights and Medical Education in Kenya – A Personal Perspective Dr Ahmed Kalebi MBChB MMed
Core competencies • How do we move from learning about Human Rights (HR) to promoting and protecting HR on a personal and community level? University of Minnesota Human Rights Resource Centre
Importance of experience … We must share, listen, and respect each other’s stories and journeys, working for human rights and human rights education! University of Minnesota Human Rights Resource Centre
Phase one • Early ’90s • Human Rights was synonymous to political activism associated with the ‘1st liberation struggle’ – fight for multiparty democracy and political space in Kenya • Human Rights = civil rights • No mention of HR in high schools
Phase two • Mid-90s to new millennium • No formal mention of HR in a single class or teaching session through out medical school • Joined student human rights committee (AMSUN - political and economical motivation) • Economic, Social, and Cultural Rights (e.g. healthcare, housing) are privileges
Phase three • Human Rights NGO initiate contacts with medics for purpose of realising own agenda rather than education. • Most active was anti-torture movement where medics got involved as examiners • Students involvement as part of increasing numbers • Excitement in getting involved in ‘outlawed frontiers’
Phase four • As a qualified doctor, services sought after by HR NGOs and primarily seen as professionals dissociated from activists • No structure in HR work even after ‘2nd liberation’ • HR only concerned with violations • Awareness of link between daily life and HR; awareness that “failure is in the system… the State, Society, NGOs, professional bodies…”
Phase five … • Professional activist thrust in the HR world with a schizophrenic existence • HR knowledge only for lawyers • Statistics ‘would be’ shocking • Disaffection • Anger and withdrawal • Cross-roads in career paths ? • ? Reawakening • Lessons ‘learnt’ <…>
?Phase six • How do we move from learning about Human Rights to promoting and protecting them on a personal and community level? University of Minnesota Human Rights Resource Center • We must share, listen, and respect each other’s stories and journeys, working for human rights and human rights education!
Utopia of HR among HCP “Training in human rights [must] be a fundamental and integral aspect of all curricula for health professionals. This training should address factors affecting human rights practice, such as knowledge, skills, attitudes, and ethical research practices. Knowledge of and competence and proficiency …. should be a requirement for qualification and registration” Truth and Reconciliation Commission report, 1998
Ultimate goal • HCPs should be TRAINED to integrate HR in their daily [professional] lives; • Respect • Protect • Promote • Fulfil • Acknowledgement and progressive realisation of National Plans of Action for Human Rights Education.
