The roles of non-state providers in ten complementary education programmes

DeStefano, Joseph; Moore, Audrey-Marie Schuh

doi:10.1080/09614521003763061

Cited by 20 publications

(13 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Having said that, some scholars have argued that the involvement of third sector organizations in educational processes enables greater flexibility and adjustability to the various differing needs of different schools (Woods & Woods, 2004). Hence, they usually hold a promise to improve educational quality by offering new programs adjusted to different populations (e.g., regarding human rights education, see Suarez, 2007; regarding gender education, see Stromquist, 2008) and by providing ongoing innovation and entrepreneurial opportunities (DeStefano & Moore, 2010).…”

Section: Introductionmentioning

confidence: 99%

A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel

Yemini

Cegla

Sagie

2017

Journal of Education Policy

View full text Add to dashboard Cite

This study examines the interaction between NGOs, the Local Education Authority (LEA), and public schools in communities of different socioeconomic backgrounds in Israel. We characterize how schools serving more and less affluent communities create, cultivate, and preserve interactions with NGOs; how NGOs form, and sustain interactions with schools serving communities of different socioeconomic backgrounds, and how this process is maintained through LEA regulation. The methodology is based on qualitative research principles involving data collection by means of in-depth interviews with different stakeholders including school principals, involved teachers, LEA representatives, and NGO directors and staff members. We show how school-NGO-LEA interaction is largely shaped by the affluence of respective schools' communities within given educational settings. Analysis of interviews conducted with different stakeholders exposed two main themes: (1) the differing capabilities of various actors in this interaction to express agency; (2) the power relations between involved parties, whereby NGO and LEA agents impose a global agenda on local schools (particularly those serving less affluent communities)occasionally in contrast to the needs as perceived by school agents. Our conclusions offer unique insights into the nature and possible consequences of the interaction between third-sector organizations and schools serving communities of different socioeconomic backgrounds.

show abstract

Section: Introductionmentioning

confidence: 99%

A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel

Yemini

Cegla

Sagie

2017

Journal of Education Policy

View full text Add to dashboard Cite

show abstract

“…One comprehensive review of 10 NGO education programmes finds that the interaction between these providers and the government was often limited to government allowing the non‐state actors to provide education. Although interaction has been evolving in some countries to include more government promotion of non‐state provision in national plans, this very rarely extended to governments providing funding to support the activities (DeStefano and Moore, ). Our research shows that even where government contracts are available, they usually provide one of a variety of sources of funds available to established non‐government service providers.…”

Section: Introductionmentioning

confidence: 99%

Strategies for Engagement: Government and National Non‐government Education Providers in South Asia

Rose

2011

Public Admin & Development

View full text Add to dashboard Cite

SUMMARYIt is often assumed that non-government education providers prefer to operate without 'interference' from government. However, in practice, they inevitably need to form relationships. There is also a common view that non-governmental organisations (NGOs) have to choose between service delivery and advocacy. As this article shows, these objectives are often not independent of each other. Drawing on evidence from established national non-government education providers in Bangladesh, India and Pakistan, the article identifies different strategies adopted in balancing their service delivery and advocacy objectives. In all cases, the NGOs find ways to ensure a cooperative rather than conflictual relationship with government to pursue their goals. Strategies vary according to the strength of the national policy context, the formality of the relationship and the degree of dependence on funding sources, with the latter being most influential.

show abstract

“…Outside of the mainstream formal interventions, informal approaches in the form of Complimentary Education Programs (CEPs) have also become a common practice across SSA—under the policy goal of taking basic education to underserved communities (DeStefano et al , 2007; Mfum‐Mensah, 2011). Literature on informal interventions promoting basic education have highlighted successful CEP models in countries like Ghana, Uganda, Mali, Malawi, and Zambia which have provided schooling opportunities to children from rural and pastoral communities (Mfum‐Mensah, 2003; Mfum‐Mensah, 2011; DeStefano et al , 2007; DeStefano and Shuh More, 2010; Pridmore and Jere, 2011). A key example in Ghana was the School for Life (SfL) initiative, which promoted functional literacy for out‐of‐school children who were later integrated into the mainstream formal school system (Casely‐Hayford and Hartwell, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…There is consensus in the current literature (White, 2004; Akyeampong, 2009; Birger and Craissati, 2009; DeStefano and Shuh Moore, 2010) that interventions (formal and non‐formal), such as complimentary education programmes, improvements in infrastructure, school fees abolition, and school feeding initiatives have been largely successful in stimulating enrolment in Ghana and the SSA context in general. In Ghana, however, studies continue to show that many children, especially those from the rural north, remain out of school and are unable to complete basic education (Balwanz and Darvas, 2013; Dunne and Ananga, 2013).…”

Section: Introductionmentioning

confidence: 99%

Revisiting global development frameworks and research on universal basic education in Ghana and Sub‐Saharan Africa: a review of evidence and gaps for future research

Nkrumah

Sinha²

2020

Review of Education

View full text Add to dashboard Cite

The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country's progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children's experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.

show abstract

The roles of non-state providers in ten complementary education programmes

Cited by 20 publications

References 4 publications

A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel

A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel

Strategies for Engagement: Government and National Non‐government Education Providers in South Asia

Revisiting global development frameworks and research on universal basic education in Ghana and Sub‐Saharan Africa: a review of evidence and gaps for future research

Contact Info

Product

Resources

About