The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India
Nongovernmental organizations (NGOs) extend education to underprivileged children in India, and develop innovations that improve the quality of primary education. In this study of six NGOs working with school-age children in India, the author shows...
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| Format: | Policy Research Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2001/01/891730/role-nongovernmental-organizations-primary-education-study-six-ngos-india http://hdl.handle.net/10986/19714 |
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okr-10986-19714 |
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oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
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Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACHIEVEMENT ACTION RESEARCH ADAPTATION ADDITION ADOLESCENT GIRLS ADOLESCENTS ADULT EDUCATION ADULT LITERACY AGE GROUP AIR ATTENDING SCHOOL BASIC EDUCATION BASIC LEARNING BASIC LEARNING NEEDS BASIC NEEDS CHILD DEVELOPMENT CHILDHOOD CARE CLASS SIZES CLASSROOMS CLIMATE COMMUNITY PARTICIPATION COMPULSORY EDUCATION CURRICULUM CURRICULUM REFORM DISADVANTAGED CHILDREN EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT EDUCATION EDUCATION ADMINISTRATION EDUCATION OFFICERS EDUCATION PROGRAMS EDUCATION PROJECTS EDUCATION SYSTEM EDUCATIONAL INSTITUTIONS EDUCATIONAL PROVISION ELEMENTARY EDUCATION ENROLMENT RATES FAMILIES FEMALE LITERACY FINANCIAL RESOURCES FORMAL EDUCATION FREE EDUCATION GER GIRLS GROSS ENROLMENT RATIO HUMAN DEVELOPMENT HUMAN RIGHTS ILLITERACY IMPROVING ACCESS INNOVATION INSTRUCTORS INTERVENTION INTERVENTIONS INVESTMENT IN EDUCATION LEADERSHIP LEARNING LEARNING ACHIEVEMENTS LEARNING LEVELS LET LITERACY LITERACY PROGRAMS LITERACY RATE LOCAL COMMUNITIES MOTIVATION NER NET ENROLMENT RATIO NON- FORMAL EDUCATION NON-FORMAL EDUCATION NONGOVERNMENTAL ORGANIZATIONS OUT OF SCHOOL CHILDREN OUT-OF-SCHOOL CHILDREN PAPERS PARENT TEACHER ASSOCIATIONS PARENTS PARTNERSHIP PEDAGOGY POPULATION GROWTH POTENTIAL BENEFITS PRE-SCHOOL EDUCATION PRIMARY EDUCATION PRIMARY EDUCATION SECTOR PRIMARY SCHOOL PRIMARY SCHOOLING PRINCIPALS PRIVATE SECTOR PROFESSIONAL DEVELOPMENT PROGRAMS PUBLIC EDUCATION SYSTEM PUPILS QUALIFIED TEACHERS QUALITY CONTROL QUALITY OF EDUCATION READING REGULAR TEACHERS REMEDIAL CLASSES RESOURCE CENTERS RESOURCE CENTRES RURAL EDUCATION RURAL POOR SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL INFRASTRUCTURE SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEES SCHOOLS SIBLINGS STREET CHILDREN TEACHER TEACHER SALARIES TEACHER TRAINING TEACHER TRAINING INSTITUTES TEACHERS TEACHING TRAINING CENTRES TRAINING INSTITUTES UNIVERSAL ACCESS UNIVERSAL PRIMARY EDUCATION UPE VILLAGE EDUCATION VOLUNTARY SECTOR WORKERS WORKING CHILDREN YOUNG CHILDREN YOUTH YOUTH CLUBS |
| spellingShingle |
ACHIEVEMENT ACTION RESEARCH ADAPTATION ADDITION ADOLESCENT GIRLS ADOLESCENTS ADULT EDUCATION ADULT LITERACY AGE GROUP AIR ATTENDING SCHOOL BASIC EDUCATION BASIC LEARNING BASIC LEARNING NEEDS BASIC NEEDS CHILD DEVELOPMENT CHILDHOOD CARE CLASS SIZES CLASSROOMS CLIMATE COMMUNITY PARTICIPATION COMPULSORY EDUCATION CURRICULUM CURRICULUM REFORM DISADVANTAGED CHILDREN EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT EDUCATION EDUCATION ADMINISTRATION EDUCATION OFFICERS EDUCATION PROGRAMS EDUCATION PROJECTS EDUCATION SYSTEM EDUCATIONAL INSTITUTIONS EDUCATIONAL PROVISION ELEMENTARY EDUCATION ENROLMENT RATES FAMILIES FEMALE LITERACY FINANCIAL RESOURCES FORMAL EDUCATION FREE EDUCATION GER GIRLS GROSS ENROLMENT RATIO HUMAN DEVELOPMENT HUMAN RIGHTS ILLITERACY IMPROVING ACCESS INNOVATION INSTRUCTORS INTERVENTION INTERVENTIONS INVESTMENT IN EDUCATION LEADERSHIP LEARNING LEARNING ACHIEVEMENTS LEARNING LEVELS LET LITERACY LITERACY PROGRAMS LITERACY RATE LOCAL COMMUNITIES MOTIVATION NER NET ENROLMENT RATIO NON- FORMAL EDUCATION NON-FORMAL EDUCATION NONGOVERNMENTAL ORGANIZATIONS OUT OF SCHOOL CHILDREN OUT-OF-SCHOOL CHILDREN PAPERS PARENT TEACHER ASSOCIATIONS PARENTS PARTNERSHIP PEDAGOGY POPULATION GROWTH POTENTIAL BENEFITS PRE-SCHOOL EDUCATION PRIMARY EDUCATION PRIMARY EDUCATION SECTOR PRIMARY SCHOOL PRIMARY SCHOOLING PRINCIPALS PRIVATE SECTOR PROFESSIONAL DEVELOPMENT PROGRAMS PUBLIC EDUCATION SYSTEM PUPILS QUALIFIED TEACHERS QUALITY CONTROL QUALITY OF EDUCATION READING REGULAR TEACHERS REMEDIAL CLASSES RESOURCE CENTERS RESOURCE CENTRES RURAL EDUCATION RURAL POOR SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL INFRASTRUCTURE SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEES SCHOOLS SIBLINGS STREET CHILDREN TEACHER TEACHER SALARIES TEACHER TRAINING TEACHER TRAINING INSTITUTES TEACHERS TEACHING TRAINING CENTRES TRAINING INSTITUTES UNIVERSAL ACCESS UNIVERSAL PRIMARY EDUCATION UPE VILLAGE EDUCATION VOLUNTARY SECTOR WORKERS WORKING CHILDREN YOUNG CHILDREN YOUTH YOUTH CLUBS Jagannathan, Shanti The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India |
| geographic_facet |
South Asia India |
| relation |
Policy Research Working Paper;No. 2530 |
| description |
Nongovernmental organizations (NGOs)
extend education to underprivileged children in India, and
develop innovations that improve the quality of primary
education. In this study of six NGOs working with school-age
children in India, the author shows the potential benefits
of a government-NGO alliance to achieve universal primary
education. The author emphasizes several areas in which
collaboration can be particularly fruitful. 1) Targeting
under-served children: The Government could support the
efforts of NGOs to bring out-of-school children into
schools, through timely supply of teachers, classroom space,
and other resources. Targeted action is needed to reach
different types of out-of-school children - those who work,
those who live in slums, those on the street, those who are
members of tribes, or of migrant families, and those who
live in places without schools. To encourage young,
first-generation learners to stay in school, requires a
supportive, and nurturing environment. To help make learning
interesting, and worthwhile for such children, teachers in
government schools could receive special training in new
methods developed by NGOs. 2) Enhancing quality: Improving
the quality of education requires working closely with key
agents of change, such as teachers, school heads, school
management committees, and village education committees. To
develop a cadre of trainers for primary school teachers,
teacher training institutes would do well to evaluate, and
learn from NGO models for teacher training. Teachers need a
range of knowledge, and skills to teach underprivileged
children effectively. Here again, NGO models would be a
useful tool for teacher training institutes. NGOs, and the
government could collaborate in developing appropriate, and
flexible learning assessment tools, in line with innovative
teaching, and learning methods. But without safeguards,
large-scale replication by the government of such NGO
innovations as the "alternative school" and the
"voluntary teacher" could lower the quality of
education. 3) Government-NGO links: The Government and NGOs
will need to share a common vision on how to achieve
universal primary education if India is to reach this goal.
NGOs can be credible partners with the government in shaping
policies for primary education. This entails collaboration,
rather than parallel initiatives by NGOs. To stay at the
cutting edge in education, NGOs should continually evaluate,
and refine their models. If NGOs are to play a policy role
in education, two areas that have been neglected will need
to be addressed - NGO capacity building, and organizational development. |
| format |
Publications & Research :: Policy Research Working Paper |
| author |
Jagannathan, Shanti |
| author_facet |
Jagannathan, Shanti |
| author_sort |
Jagannathan, Shanti |
| title |
The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India |
| title_short |
The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India |
| title_full |
The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India |
| title_fullStr |
The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India |
| title_full_unstemmed |
The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India |
| title_sort |
role of nongovernmental organizations in primary education : a study of six ngos in india |
| publisher |
World Bank, Washington, DC |
| publishDate |
2014 |
| url |
http://documents.worldbank.org/curated/en/2001/01/891730/role-nongovernmental-organizations-primary-education-study-six-ngos-india http://hdl.handle.net/10986/19714 |
| _version_ |
1764440432784179200 |
| spelling |
okr-10986-197142021-04-23T14:03:44Z The Role of Nongovernmental Organizations in Primary Education : A Study of Six NGOs in India Jagannathan, Shanti ACHIEVEMENT ACTION RESEARCH ADAPTATION ADDITION ADOLESCENT GIRLS ADOLESCENTS ADULT EDUCATION ADULT LITERACY AGE GROUP AIR ATTENDING SCHOOL BASIC EDUCATION BASIC LEARNING BASIC LEARNING NEEDS BASIC NEEDS CHILD DEVELOPMENT CHILDHOOD CARE CLASS SIZES CLASSROOMS CLIMATE COMMUNITY PARTICIPATION COMPULSORY EDUCATION CURRICULUM CURRICULUM REFORM DISADVANTAGED CHILDREN EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT EDUCATION EDUCATION ADMINISTRATION EDUCATION OFFICERS EDUCATION PROGRAMS EDUCATION PROJECTS EDUCATION SYSTEM EDUCATIONAL INSTITUTIONS EDUCATIONAL PROVISION ELEMENTARY EDUCATION ENROLMENT RATES FAMILIES FEMALE LITERACY FINANCIAL RESOURCES FORMAL EDUCATION FREE EDUCATION GER GIRLS GROSS ENROLMENT RATIO HUMAN DEVELOPMENT HUMAN RIGHTS ILLITERACY IMPROVING ACCESS INNOVATION INSTRUCTORS INTERVENTION INTERVENTIONS INVESTMENT IN EDUCATION LEADERSHIP LEARNING LEARNING ACHIEVEMENTS LEARNING LEVELS LET LITERACY LITERACY PROGRAMS LITERACY RATE LOCAL COMMUNITIES MOTIVATION NER NET ENROLMENT RATIO NON- FORMAL EDUCATION NON-FORMAL EDUCATION NONGOVERNMENTAL ORGANIZATIONS OUT OF SCHOOL CHILDREN OUT-OF-SCHOOL CHILDREN PAPERS PARENT TEACHER ASSOCIATIONS PARENTS PARTNERSHIP PEDAGOGY POPULATION GROWTH POTENTIAL BENEFITS PRE-SCHOOL EDUCATION PRIMARY EDUCATION PRIMARY EDUCATION SECTOR PRIMARY SCHOOL PRIMARY SCHOOLING PRINCIPALS PRIVATE SECTOR PROFESSIONAL DEVELOPMENT PROGRAMS PUBLIC EDUCATION SYSTEM PUPILS QUALIFIED TEACHERS QUALITY CONTROL QUALITY OF EDUCATION READING REGULAR TEACHERS REMEDIAL CLASSES RESOURCE CENTERS RESOURCE CENTRES RURAL EDUCATION RURAL POOR SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL INFRASTRUCTURE SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEES SCHOOLS SIBLINGS STREET CHILDREN TEACHER TEACHER SALARIES TEACHER TRAINING TEACHER TRAINING INSTITUTES TEACHERS TEACHING TRAINING CENTRES TRAINING INSTITUTES UNIVERSAL ACCESS UNIVERSAL PRIMARY EDUCATION UPE VILLAGE EDUCATION VOLUNTARY SECTOR WORKERS WORKING CHILDREN YOUNG CHILDREN YOUTH YOUTH CLUBS Nongovernmental organizations (NGOs) extend education to underprivileged children in India, and develop innovations that improve the quality of primary education. In this study of six NGOs working with school-age children in India, the author shows the potential benefits of a government-NGO alliance to achieve universal primary education. The author emphasizes several areas in which collaboration can be particularly fruitful. 1) Targeting under-served children: The Government could support the efforts of NGOs to bring out-of-school children into schools, through timely supply of teachers, classroom space, and other resources. Targeted action is needed to reach different types of out-of-school children - those who work, those who live in slums, those on the street, those who are members of tribes, or of migrant families, and those who live in places without schools. To encourage young, first-generation learners to stay in school, requires a supportive, and nurturing environment. To help make learning interesting, and worthwhile for such children, teachers in government schools could receive special training in new methods developed by NGOs. 2) Enhancing quality: Improving the quality of education requires working closely with key agents of change, such as teachers, school heads, school management committees, and village education committees. To develop a cadre of trainers for primary school teachers, teacher training institutes would do well to evaluate, and learn from NGO models for teacher training. Teachers need a range of knowledge, and skills to teach underprivileged children effectively. Here again, NGO models would be a useful tool for teacher training institutes. NGOs, and the government could collaborate in developing appropriate, and flexible learning assessment tools, in line with innovative teaching, and learning methods. But without safeguards, large-scale replication by the government of such NGO innovations as the "alternative school" and the "voluntary teacher" could lower the quality of education. 3) Government-NGO links: The Government and NGOs will need to share a common vision on how to achieve universal primary education if India is to reach this goal. NGOs can be credible partners with the government in shaping policies for primary education. This entails collaboration, rather than parallel initiatives by NGOs. To stay at the cutting edge in education, NGOs should continually evaluate, and refine their models. If NGOs are to play a policy role in education, two areas that have been neglected will need to be addressed - NGO capacity building, and organizational development. 2014-08-26T20:04:32Z 2014-08-26T20:04:32Z 2001-01 http://documents.worldbank.org/curated/en/2001/01/891730/role-nongovernmental-organizations-primary-education-study-six-ngos-india http://hdl.handle.net/10986/19714 English en_US Policy Research Working Paper;No. 2530 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research South Asia India |