The Role Of NGOs
Based on the previous two sections it would seem that NGOs should be providing more culturally relevant educational programming over neo-liberal programming. This is because NGOs are supposed to represent the grassroots needs of the communities where they work (Miller-Grandvaux et al, 2006). The dominant paradigm is clearly embedded in government initiatives of both the Global North and Global South and within the multi-lateral institutes. Those who are marginalized oppressed and who are unable/unwilling to participate in the programs of the dominant paradigm should be represented by the NGOs who represent civil society. Given the empirical evidence that suggests that in the Global South the super -poor and women are not able to access/finish school suggests that dominant paradigm is not meeting their needs and that more culturally relevant programming is needed to ensure that those who are the most marginalized are educated in means that meets there own needs.
This next section will explore the critical literature that has emerged in the past five years on the roles that NGOs’ play in providing culturally relevant education. It will explore these roles at four levels where NGOs’ function when delivering education. Each level provides an opportunity for NGOs to take on a different role. At the formulation level International NGOs’ are involved in macro level global policy planning and are often brought to the table to decide how to filter aid to education through multi-lateral and bi-later partnerships. Through the implementation level international NGOs work with national governments and local NGOs to create/advocate for education policy within a nation-state. At the engagement and participationlevel international and local NGOs work with local communities to ensure that communities enroll, participate and complete education programs. Finally at the monitoring level, international and local NGOs work with a variety of key stakeholders to monitor education programming.
This next section will explore the critical literature that has emerged in the past five years on the roles that NGOs’ play in providing culturally relevant education. It will explore these roles at four levels where NGOs’ function when delivering education. Each level provides an opportunity for NGOs to take on a different role. At the formulation level International NGOs’ are involved in macro level global policy planning and are often brought to the table to decide how to filter aid to education through multi-lateral and bi-later partnerships. Through the implementation level international NGOs work with national governments and local NGOs to create/advocate for education policy within a nation-state. At the engagement and participationlevel international and local NGOs work with local communities to ensure that communities enroll, participate and complete education programs. Finally at the monitoring level, international and local NGOs work with a variety of key stakeholders to monitor education programming.