enhance spending on social sector programmes. Damiba (1991) argues that there is a
symbiotic relationship between democratisation of the political process and basic
human rights and the capability of governments to successfully administer social and
economic development programmes. And there are some signs that where autocracy
and the suppression of human freedoms have been commonplace and yet economic
development has occurred that increased affluence and economic well being has led to
growing pressures for political reform.
An emerging consensus suggests that the development of civil society, reflecting the
necessary and desirable cultural differences that exist between countries and groups,
should be seen as an integral component of the development process. Without the
institutions that this embodies, and the protection that these provide to the citizenry
from arbitrary, autocratic or oligopolistic government which may degenerate into the
fascism of the right or the left, it is difficult to defend a development strategy.
Education, and the freer flow of information, are central elements in this process and
this is where educational assistance has the most obvious role to play. Literate citizens
are better able to play a full role in civil affairs. The abilities of collating, analysing and
interpreting information are skills encouraged by educational experience. Levels of
awareness of both the immediate and more general context in which decisions have to
be taken on development issues are also enhanced by the possession of higher levels of
education. At a more specific level support for good government, the development of
human rights and the democratisation of political systems has at least four elements.
Economic reform is seen by some as a necessary pre-requisite with movement away
from centrally planned economise towards market or market like systems of production
and marketing of goods and services. These arguments are generally based on the
presumption that economic growth is more likely, and human resources better used, in
market economies where a bureaucratic state does not dominate. This obviously has
ideological overtones as does the whole of this debate. An implication is that assistance
predicated on this assumption has to recognise that adjustment from one economic
system to another may not be simple and may require considerable support to cushion
immediate effects on employment, the availability of basic commodities and on prices.
Without some measure of assistance instability may be precipitated and ground
painfully won to increase human freedoms rapidly lost. It may also imply changes in
the character of education and training and therefore types of assistance that are
appropriate.
Institution building is a second element without which good government in terms of
efficient administration, and human rights guarantied by a legal system, are unlikely to
flourish. Adequate education and health services are generally argued to be at the centre
of institution building programmes which can provide human resources of sufficient
quantity and quality to support the growth and consolidation of social and economic
institutions. They also encourage and facilitate greater participation through increased
literacy and numeracy, higher levels of development of cognitive skill, and more