Difference between revisions of "Educational NGOs"
From NGO Handbook
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==Educational NGOS and Their Role in Peace and Human Rights Education== | ==Educational NGOS and Their Role in Peace and Human Rights Education== | ||
| − | Peace education is a component of a child’s right to education. Section 1(d) of Article 29 of the 1989 Convention on the Rights of the Child addresses this | + | Peace education is a component of a child’s right to education. Section 1(d) of Article 29 of the 1989 Convention on the Rights of the Child addresses this in saying “The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin ...” The right to an education includes an education in human rights, as it makes possible the educating of people about human rights and prepares them for the active protection of human rights of others (Spring 2004). |
| − | “The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin ...” The right to an education includes an education in human rights, as it makes possible the educating of people about human rights and prepares them for the active protection of human rights of others (Spring 2004). | ||
Some objectives in delivering peace education include: | Some objectives in delivering peace education include: | ||
| − | *Teaching how to think rather than what to think about issues | + | *Teaching how to think rather than what to think about issues |
| − | *Developing critical thinking skills in an informed citizenry | + | *Developing critical thinking skills in an informed citizenry |
| − | *Deepening understanding of the multiple factors at the local, national, regional and global levels that either foster or undermine peace | + | *Deepening understanding of the multiple factors at the local, national, regional and global levels that either foster or undermine peace |
| − | *Encouraging attitudes and actions which promote peace | + | *Encouraging attitudes and actions which promote peace |
| − | *Conveying relevant information and fostering a responsive attitude to current and future security challenges through the development and widespread availability of improved methodologies and research techniques | + | *Conveying relevant information and fostering a responsive attitude to current and future security challenges through the development and widespread availability of improved methodologies and research techniques |
| − | *Bridging political, regional and technological divides by bringing together ideas, concepts, people, groups and institutions | + | *Bridging political, regional and technological divides by bringing together ideas, concepts, people, groups and institutions |
*Projecting at all levels the values of peace, tolerance, non-violence, dialogue and consultation as the basis for interaction among peoples, countries and civilizations (Roche 2003). | *Projecting at all levels the values of peace, tolerance, non-violence, dialogue and consultation as the basis for interaction among peoples, countries and civilizations (Roche 2003). | ||
| − | + | Many NGOs deliver peace and human rights education to beneficiaries in differing ways. For example, in Japan, organizations such as the Buraku Liberation League and National Association of Disabled People deal with minority education issues, and several Dowa Educators’ Associations across the country deliver ethnic minority education to address the discrimination that face people from the Dowa districts. Some activities run by the National Federation of Dowa Educator’s Associations include an annual assembly of teachers, regular intensive discussions on its own policies, protests, and policy advocacy (Nabeshima et al 2001). | |
| − | + | ==Collaboration== | |
Government - Many NGOs opt to collaborate with the government of the country they are operating within. In India, NGOs complementing existing government educational programs has been an effective form of program delivery (Wazir 2000). Similarly, in Malawi, collaborations have been mainly on a one-to-one basis between an NGO and the government. In both instances, the problem that NGOs have run into is that there is no coordinating mechanism and framework for NGOs in general. Therefore, though NGOs have been welcomed in the implementation of educational programs, often times they have not been consulted on the policies, creation, design and evaluation of these programs (Chaturvedi 1994). NGOs often face insular governmental structures that may not want the input of outside agencies and interests. | Government - Many NGOs opt to collaborate with the government of the country they are operating within. In India, NGOs complementing existing government educational programs has been an effective form of program delivery (Wazir 2000). Similarly, in Malawi, collaborations have been mainly on a one-to-one basis between an NGO and the government. In both instances, the problem that NGOs have run into is that there is no coordinating mechanism and framework for NGOs in general. Therefore, though NGOs have been welcomed in the implementation of educational programs, often times they have not been consulted on the policies, creation, design and evaluation of these programs (Chaturvedi 1994). NGOs often face insular governmental structures that may not want the input of outside agencies and interests. | ||
Revision as of 10:40, 4 August 2008
Contents
Overview of Educational NGOs
NGOs are civil society actors. They have a specific agenda for the improvement of society, and act on the desire to advance and improve the human condition (Gallin 2000). In 1990, the decade of “Education for All” (EFA) was launched in Jomtien, Thailand. There were six goals set in Jomtien and in 2000 in Dakar, Senegal, these goals were reaffirmed for another 15 years until 2015 (Torres). They are:
- Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
- Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.
- Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.
- Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
- Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.
- Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills (UNESCO 2000).
Since the Dakar conference, the coordination group has been set up to ensure, in collaboration with UNESCO, that there are follow-up of activities as well as programs and mechanisms for NGOs under the area of “Education For All”. The Coordination Group is composed of eight representatives of civil society organizations, comprised of five regional organizations, two international organizations, and one representative of the UNESCO/NGO Liaison Committee (CCNGO 2001).
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