The purpose of this study is to examine the role of politics in the host country–NGO relationship. Through non-governmental organizations in the global education sector, I strive to formulate policy recommendations for international development; maintaining a collaborative and cohesive model for further efforts for accessible and quality education on a global scale.
Sub-Saharan Africa’s Current State of Education
Each country evaluated through the case study research method has comparable economic expenditures of 4%, 3.8%, and 4.7%, respectively, accounting for public spending on education as a percentage of total gross domestic product (GDP) ( "Malawi, "Liberia", "Ethiopia" CIA World Factbook 1).
NGOs and International Development
Amutabi argues that because of the dominant role that NGOs have in the role of development, little development subsequently occurs without this private input, modeled in Kenya's government structure, which allows for the inclusion of NGOs in government development plans. These two factors together form similarities and differences in the analyzes presented conceptually.
Applicable International Governance
In addition, the Human Rights Council describes the management of non-governmental organizations in the right to education, which is described in the realization of the principles of human rights guaranteed in international law. The most important and recent legislation or international governance reports relevant to this report are the report of the Special Rapporteur on the right to education, Kishor Singh, who assesses "state responsibility in the face of the explosive growth of private education providers from a right to education perspective," and the reaffirmation of resolution 8/4 of 18 June 2008, recalling all other Human Rights Council resolutions on the right to education (UN A/HRC/32/L.33 1).
Case Study: Save the Children in Malawi
The relationship between Save the Children and the Malawian government Save the Children began operations in Malawi during Banda's rule and, after the new elections, operated eight pilot schools across the country. As a result, the vital components of the Save the Children education model were all at odds with the newly introduced government policy. However, to put pressure on Save the Children's community programs to conform to the newly implemented policy, the Malawi.
Despite early tensions between the state and Save the Children and evolving policies to tighten control of NGOs, the NGO's history and tenure in the region may have allowed it to become a strong ally in research and innovation with the NGOs. Save the Children in Malawi has influenced the education sector by having the government pilot their innovative curricula and teacher training with the intention of potentially adopting the model into the national curriculum. Despite the restrictive policies imposed on the government, the latest sponsorship information reports that Save the Children has expanded to support 455 schools in three districts (“Malawi Annual Sponsorship Update” 2).
Finally, the relationship between Save the Children and the government, backed by the NGO's sustainable practices in the country, demonstrates the benefits of welcoming NGOs into the world of education in appreciation of their innovative approaches and methods to failing education systems.
Case Study: More Than Me Foundation in Liberia
They appealed to donors to expand More Than Me's financial capabilities and act at the same time. Despite their continued involvement in the government's privatized education plan, More Than Me's relationship with the government of Liberia has recently reached a point of contention. However, a More Than Me document, titled “confidential,” identified a total of 30 victims, which made up about a quarter of the student population (Young 1).
More Than Me's Liberian Advisory Board established an independent panel with members representing “prominent civil society, women's and professional associations and the relevant Government of Liberia. Negbalee Warner, in collaboration with a globally recognized international counterpart from the African sub-region (“Statement from Liberian. Advisory Board of More Than Me” 1). Initial case study analysis of More than Me and the Liberian Government revealed one of the strongest NGO-government partnerships seen in contrast to the other two.
Not a single leader of More Than Me was present at the trial, leaving little to no case against Johnson without anyone testifying.
Case Study: Pact in Ethiopia
The country has a comparable literacy rate to that of Liberia, with 49.1% of the population over 15 having the ability to read and write ("Ethiopia" . 1). However, Ethiopia accounts for one of the lowest school life expectancy surveyed at only eight years in total. One of the most restrictive policies prohibiting NGO involvement lies in the decentralization of government through the allocation of intergovernmental fiscal transfers to regional, city and woreda (district) level governments.
The policy is coined in the international community as one of the most restrictive known so far for the autonomy of NGO activity in a country. More than any other country evaluated, Ethiopia has experienced various policy shifts within the education system regarding the role of the non-governmental sector in the last twenty-five years. In contrast, noting the positive contributions of the Covenant Ethiopia, the Ethiopian government also created one of the most detailed policies to guide non-state involvement, although it may have been overstepped.
In assessing each case study's findings, categorization of the NGOs' role emerged to align with roles in government, civil society and education.
Role in Government
As mentioned earlier, the two variables that have been judged to have the greatest impact on the role of NGO programs in the education sector are the goals and strategies of the NGOs themselves and, secondly, the unique combination of social and political realities in the countries. NGOs operate in These two factors combined to shape the similarities and differences in the analyzes presented conceptually. Not a single policy framework presented by any of the three governments addressed any regulation beyond financial or economic.
This was seen in both the Malawi and Ethiopia case studies, where NGOs that had long operated under the existing framework were threatened or suddenly ended, with potentially damaging impacts on education and civil society as a result. . Implementing policies to also address cases of human rights abuses or social responsibility and measures to hold these organizations accountable could allow for a more cohesive understanding of the roles of NGOs and the state. Moreover, another ambitious claim on a large scale, the reform of international law should theoretically include NGOs if they are to play as prominent a role in the global world in reforming and as "a legal consciousness".
Particularly as reports cite that NGO activities are increasing around the world, and as NGO leaders sit at the negotiating table of some of the largest financial institutions, state governments and intergovernmental organizations, their role must be as defined and monitored as those with whom they work together.
Role in Civil Society
At the national level, I propose policies to protect civil society in the country by introducing and enforcing child protection policies in conjunction with pre-existing state policies for each NGO. Some of the main concerns or threats to civil society that I assessed throughout the study were the absence of child protection policies that were consistent with. Two of the three evaluated NGOs had a child protection policy in place for the organization; but they were.
However, if they do not have policies in place that ensure they do not act recklessly at the expense of the youth they claim to serve, these attitudes will not be positive. As the country expanded its policies and pushed out a substantial majority of NGO involvement in the country, the case study showed how civil society was negatively affected. By changing expectations for sustainability and recognizing that NGOs integrate into the culture of the countries they serve, civil society can benefit from the presence of these actors.
If NGOs are considered nothing more than contractors, they will lose their ability to innovate, create new relationships between community and state, and transform the nature of the citizen in society.
Role in Education: Innovation in Curriculum and Mechanism of Delivery As the basis of this study, and the only role I initially foresaw investigating before
Conclusion
Non-governmental organizations have made their powerful role in the global education sector evident, whether their mechanisms are through service delivery, political advocacy or international aid. While the motivation and modalities of these partnerships vary, the increase in private sector involvement brings new opportunities for education funding. The growing involvement of these private actors and the diversity of their development activities has resulted in either alleviating or competing with developing countries that do not have the same capacity to ensure both quantitative and qualitative development of the education systems.
The presence of these organizations presses the question of the capacity of the governments of sub-Saharan Africa to provide a framework not only to regulate but also to monitor these partnerships to ensure that their actions are constructive and not destructive in relations to contribute to the country's overall development goals. Although the evaluation of these case studies raised several policy gaps on a national and international scale, it also showed several positive attributes that each NGO-government relationship had produced. 58 understanding of this relationship, global education could probably benefit more from the presence of these organizations.
By regulating and monitoring the role of NGOs in government, civil society and education, the presence of NGOs in global education can enable cooperation on an international scale, challenging the entire international community to take responsibility for providing the right to accessible, quality education for all.
Bibliography
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How charity more than I played the Internet and Hollywood to win a million dollars.” ProPublica, March 9.
