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Key Text NGO Provision of Basic Education: Alternative or Complementary Service Delivery to Support Access to the Excluded?

Author: Pauline Rose
Date: 2007
Size: 52 pages (416 KB)

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Summary

What role should NGOs take in providing basic education? How effective is NGO provision in facilitating access to education? This paper from the Consortium for Research on Educational Access, Transitions and Equity shows that NGOs increasingly see themselves as providing education services that are complementary rather than parallel to the state system. However, there is very little systematic, critical analysis of who is gaining access to education offered by alternative providers, or what they are actually getting access to. Further analysis of alternative provision of education is therefore needed, including the implications for NGO-government coordination.

While the state aims to be the provider of universal basic education, many countries rely on NGOs to reach those facing difficulties accessing formal education. The literature suggests that NGO provision of education often intends to bring benefits in terms of its alternative forms of pedagogy and accountability.

The international agenda continues to emphasise state provision of education. However, there is recognition of the role of NGOs, with a focus on complementary approaches and alignment between state and non-state provision. Further findings are that:

Changing aid modalities have led to greater involvement for non-state providers in policy dialogue, resulting in greater attention to non-state provision in national plans. However, recognition remains limited and variable across countries.
Access to alternative education programmes is difficult to assess due to lack of data. Some studies indicate that particular non-state programmes compare favourably against state provision. Concerns regarding access remain, however.
Data on the cost-effectiveness of non-state provision is limited. Evidence suggests that complementary programmes are more cost-effective than formal schooling. However, extending such programmes may not be sustainable financially.
Mainstreaming innovative approaches from alternative or complementary provision requires the coordination of alternative approaches and their integration within a national system. This requires state will and capacity.
Where scaling-up is related to integrating NGO provision into a state-led system, there is a need for government-NGO coordination. This can take the form of policy dialogue, contracting, facilitation, registration and regulation.

To fill gaps in the research, it is appropriate to do a stock-take on alternative and complementary approaches to education over the last 30 years. Such a study should focus on multiple providers within a system-wide approach. It should include critical analysis of:

Coverage of different forms of provision within countries, particularly where access to formal education is most limited
Demand for and supply of different forms of provision, to explore who continues to be excluded from education, and how to provide access for them
The extent to which programmes achieve their objectives, including in terms of community-based decision-making and pedagogical innovation, and the implications of this for access
A comparison of costs of different forms of provision, taking account of sustainability and scale
Opportunities available to those gaining access to NGO programmes, compared with those in state schooling and those without access to any form of education
Ways in which governments and NGOs can and do interact to offer sustainable solutions for scaling-up access to those most marginalised from state provision.

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Source: Rose, P. M., 2007, 'NGO Provision of Basic Education: Alternative or Complementary Service Delivery to Support Access to the Excluded?' Project Report, Consortium for Research on Educational Access, Transitions and Equity (CREATE), Falmer, UK.