{"id":357,"date":"2019-03-13T11:18:36","date_gmt":"2019-03-13T11:18:36","guid":{"rendered":"http:\/\/edup13.epgpbooks.inflibnet.ac.in\/?post_type=chapter&p=357"},"modified":"2019-05-01T06:52:43","modified_gmt":"2019-05-01T06:52:43","slug":"role-of-civil-society-organizations-in-governance-of-education","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/edup13\/chapter\/role-of-civil-society-organizations-in-governance-of-education\/","title":{"rendered":"Role of Civil society organizations in governance of education"},"content":{"raw":"
\"epgp<\/a>\r\n<\/span><\/div>\r\n\r\n
\r\n\r\nTABLE OF CONTENTS<\/strong>\r\n\r\n<\/div>\r\n \r\n\r\n1. Introduction\r\n\r\n \r\n\r\n2. Learning Outcomes\r\n\r\n \r\n\r\n3. Civil Society Organizations\r\n\r\n \r\n\r\n4. Governance of Education\r\n\r\n \r\n\r\n4.1 Major Characteristics of Good Governance of Education\r\n\r\n \r\n\r\n5. Participants playing an important role in Governance of Education\r\n\r\n \r\n\r\n6. Role of Civil Society Organizations in Governance of Education\r\n\r\n \r\n\r\n6.1.\u00a0 Role of Civil Society Organizations in Participatory and Accountable Governance\r\n\r\n \r\n\r\n6.2. Delivery of Social Services\r\n\r\n \r\n\r\n6.3. CSO\u2019s and Global Partnership for Education\r\n\r\n \r\n\r\n6.4. The role of CSO\u2019s\r\n\r\n \r\n\r\n6.5. CSO\u2019s and Social Mobilization\r\n\r\n \r\n\r\n6.6 Difference between NGO\u2019s and CSO\u2019s\r\n\r\n \r\n
\r\n\r\n1.<\/strong>\u00a0\u00a0 INTRODUCTION<\/strong>\r\n

Civil society is the aggregate of non-governmental organizations and institutions that manifest interest and will of the citizens. Civil society includes the family and the private sphere referred to as the third sector of the society distinct from government and business. The World Bank interacts with the thousands of civil society organizations throughout the world at global, regional, and country levels. These CSO\u2019s include NGO\u2019s, trade unio ns, faith-based organizations, indigenous people's movements, foundations and many others. CSO\u2019s are just like NGO\u2019s except they perform a larger number of functions making NGO\u2019s a subset of CSO\u2019s. CSO\u2019s perform an important role in local economic development and poverty alleviation. CSO\u2019s does the following activities:<\/p>\r\n \r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improve the local business investment climate\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Encourage new enterprises and livelihood programmes\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Deliver social services\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Training and Capacity building\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relief and Rehabilitation\r\n\r\n \r\n\r\n \r\n\r\n2.\u00a0 <\/strong>LEARNING OUTCOMES<\/strong>\r\n\r\nAfter studying this module, the students will be able to:\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the meaning\/ concept of Civil Society Organizations\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Elucidate the meaning\/concept of Governance of Education<\/p>\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the role of main stakeholders in Governance of Education\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the role of participants in Governance of Education\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enumerate the role of civil society organizations in Governance of Education\r\n\r\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate between NGO\u2019s and CSO\u2019s\r\n\r\n \r\n

3.\u00a0 <\/strong>CIVIL SOCIETY ORGANISATIONS<\/strong><\/p>\r\n

Civil Society Organisation can be defined to include all non- market and non-state organizations outside of the family in which people organize themselves to pursue shared interests in the public domain. They are the organized civil society and can come in many forms, some informal and some as formal entities such as non-governmental organizations (NGOs), CBOs, faith-based organizations (FBOs), among many others. This is when a group of individuals come together for a common purpose, as in to fulfill a particular mandate driven by need. Examples include community-based organizations and village associations, environmental groups, women\u2019s rights groups, farmers\u2019 associations, faith-based organizations, labour unions, co-operatives, professional associations, chambers of commerce, independent research institutes and the not- for-profit media.<\/p>\r\n \r\n

The definition of civil society as proposed by Salamon (2004) characterizes CSO\u2019s with four criteria: CSO\u2019s are private, non-profit distributing, self- governing, voluntary organizations.<\/p>\r\n \r\n\r\n<\/div>\r\n

\r\n

\u00a0 \u00a0PRIVATE<\/strong>: This signifies that they are institutionally separate from the state, even if they can receive consequent amount from the state.<\/p>\r\n

NON-PROFIT DISTRIBUTING<\/strong>: This means that their purpose is not primarily commercial and they do not distribute profit to specific people that is shareholders or a set of directors. This means that if they make some profit, they reinvest it or use it to fulfill their mission.<\/p>\r\n

SELF-GOVERNING<\/strong>: This means that they are independent from both firms and governments, which means that they are in control of their own affairs.<\/p>\r\n

VOLUNTARY<\/strong>: This means that no one is obliged to join or become member of these organizations. Membership is the result of a free choice, which means that these organizations are at least partially based on voluntary actions.<\/p>\r\n \r\n

4. GOVERNANCE OF EDUCATION<\/strong><\/p>\r\n

The word \u201cgovernance \u201cmeans the process of decision-making and the process by which decisions are implemented (or not implemented). Governance can be used in several contexts such as school governance, local governance and corporate governance. School governance involves making decisions on:<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goals, aims and objectives<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Management strategies - how things should be done (the do\u2019s and don\u2019ts)<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formulation of policies<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plans and budgets<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Accountability and reporting mechanisms<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Information sharing systems<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Power relations in the running of the school<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Allocation, utilization and generation of resources<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Determination and enforcement of rules, procedures and guidelines<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stakeholder participation and community<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learning and teaching resources<\/p>\r\n \r\n

4.1 Major Characteristics of Good Governance of Education<\/strong><\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Participation<\/strong>: Participation by parents, teachers, community members and pupils is a key cornerstone of good<\/p>\r\n

school governance.<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rule of law: <\/strong>Good school governance requires fair legal frameworks that are enforced impartially. It also requires<\/p>\r\n

promotion or protection of human rights.<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Transparency:\u00a0 <\/strong>Transparency\u00a0 means\u00a0\u00a0 that\u00a0 decisions\u00a0\u00a0 taken\u00a0 and\u00a0\u00a0 their enforcement are done in a manner that<\/p>\r\n

follows rules and regulations of the school. It also means that information is freely available and directly<\/p>\r\n

accessible to those who will be affected by such decisions and their enforcement e.g. parents, teachers, pupils<\/p>\r\n

and sponsors.<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Responsiveness<\/strong>: Good school governance requires that school organs and processes try to serve all stakeholders,<\/p>\r\n

especially parents, teachers and pupils within a reasonable time frame.<\/p>\r\n\r\n<\/div>\r\n

\r\n

\u00a0 \u00a0 \u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Consensus\u00a0 oriented<\/strong>:\u00a0 Good school\u00a0 governance\u00a0 requires\u00a0 mediation of the<\/p>\r\n

different interests in schools to reach a broad consensus on what is in the best interest of the whole school community and how this can be achieved.<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Equity\u00a0 and\u00a0 inclusiveness:\u00a0 <\/strong>Ensuring\u00a0 that\u00a0 all\u00a0 members\u00a0 of\u00a0 the\u00a0 school<\/p>\r\n

community feel that they have a stake in it and do not feel excluded from the mainstream. This requires all groups, but particularly the most vulnerable, to have opportunities to improve or maintain their well being.<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Effectiveness and efficiency<\/strong>: The concept of efficiency in the context of good school governance also covers the sustainable use of resources and the protection of the environment.<\/p>\r\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Accountability: <\/strong>In general, an organization or an institution is accountable to those who will be affected by its decisions or actions.<\/p>\r\n \r\n\r\n \r\n\r\n5.\u00a0\u00a0 <\/strong>PARTICIPANTS PLAYING AN IMPORTANT ROLE IN GOVERNANCE\u00a0<\/strong>OF EDUCATION<\/strong>\r\n

In education, the term stakeholder typically refers to anyone who is invested in the welfare and success of a school and its students, including administrators, teachers,<\/p>\r\n

\u00a0<\/strong><\/p>\r\n

staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city councilors, and<\/p>\r\n

\u00a0<\/strong><\/p>\r\n

state representatives. Stakeholders may also be collective entities, such as local businesses, organizations, advocacy groups, committees, media outlets, and cultural institutions, in addition to organizations that represent specific groups, such as<\/p>\r\n

\u00a0<\/strong><\/p>\r\n

teachers unions, parent-teacher organizations, and associations representing superintendents, principals, school boards, or teachers in specific academic<\/p>\r\n

\u00a0<\/strong><\/p>\r\n

disciplines. In a word, stakeholders have a \u201cstake\u201d in the school and its students, meaning that they have personal, professional, civic, or financial interest or concern. The major participants in governance of education are:<\/p>\r\n \r\n

a)<\/strong>\u00a0\u00a0 Civil Society Organizations<\/strong><\/p>\r\n

CSOs have a constituency, as they have a clientele\/beneficiaries who m they serve and ideally should represent that clientele. As such, it is very disturbing to see how many purport to be representing the views of civil society when in fact civil society has no idea what their mandate is. This is because no matter how well- intended the effort is, if people do not know or understand the mandate being served when \u2018civil society\u2019 is represented - then we in the sector are guilty of what we often accuse government of doing - imposing plans on people rather than facilitating a sp ace in which people can make their own informed decisions.<\/p>\r\n \r\n

Many are skeptical of the work being done by CSOs, believing the sector to be self-serving and even at times, perpetuating the cycle of social exclusion under the guise of \u2018making a difference\u2019. This is a direct result of not differentiating between representing \u2018civil society\u2019 and a CSO representing a particular constituency of civil society. By virtue of seeking accountability from government and business, CSOs should hold themselves to the highest standards and this includes ensuring that no error is made about who and what CSOs represent.<\/p>\r\n \r\n\r\nb) Community<\/strong>\r\n\r\n<\/div>\r\n

\r\n

By building stronger links between the school and the community, the benefits of having a school will be shared, while at the same time community members will feel more ownership of the school itself. A joint community-school meeting could be held, to discuss these issues outlined above. This could then inspire a discussion on how they would like to see the school used to serve the local community, thinking how they could feel ownership of the school while extending their own learning processes.<\/p>\r\n \r\n

c)\u00a0\u00a0<\/strong>NGO\u2019s(Non-Governme ntal\u00a0\u00a0 Organization)\u00a0\u00a0 and\u00a0\u00a0 Community\u00a0 \u00a0Based\u00a0<\/strong>Organizations (CBOs)<\/strong><\/p>\r\n

Civil Society Institutions (CSIs), Non- governmental Organizations (NGOs) and Community Based Organizations (CBOs) are the main stakeholders of school governance and play an important role in quality management. Community based organizations (CBO's) are non-profit groups that work at a local level to improve life for residents. The focus is to build equality across society in all streams - health care, environment, quality of education, access to technology, access to spaces and information for the disabled, Organizing people into groups has wide-ranging advantages to the community in specific, and the society in general. Once the people are organized, they can be made actively aware as regard to their rights, contributions, responsibilities, and so on.<\/p>\r\n \r\n\r\n6.\u00a0\u00a0\u00a0<\/strong>ROLE OF CIVIL SOCIETY ORGANISATIONS IN GOVERNANCE OF\u00a0<\/strong>EDUCATION<\/strong>\r\n

For over two decades now, the process of globalization has been influencing the socio-economic environment in countries. While globalization provides new opportunities for economic development to countries through trade liberalization, foreign direct investment, capital flows, information exchange and technological transfer, it has meant increased Deprivation for those nations, which have been unable to adjust to the new requirements of global society. Thus, on one hand while we witness rapid economic growth and prosperity in some regions, there are more than a billion people who continue to live in poverty with purchasing power of less than a dollar a day. In the poorest countries, about one fifth of the children die in the first year of their birth; nearly half of those who survive are malnourished and a significant proportion of the population does not have access to clear water sanitation, basic health services and education. The harsh realities of increasing global inequalities had been a major concern to the international community over the years, but the new century opened with an unprecedented declaration of solidarity and determination to rid the world of poverty. The Millennium Declaration, adopted at the largest ever gathering of heads of state in September 2000, commits countries \u2013 rich and poor \u2013 to do all they can to eradicate poverty, promote human dignity and equality and achieve peace, democracy and environmental sustainability. World leaders promised to work together to meet the Millennium Development Goals (MDGs) with specific targets, including that of reducing poverty by half by 2015<\/p>\r\n \r\n

However, four years after the Declaration, progress is partial. Some regions like Asia and the Pacific and some countries like China may generally be on track, but others are not. It seems that on current trends most countries will not reach many MDG targets. Achieving MDGs requires a shift in the development paradigm with: first, new, focused and coherent strategies which prioritize the MDGs; second, sustained commitment and enhanced political will on the part of world leaders and; third, new development partnerships based on shared responsibilities among major stakeholders. It requires many combined and complementary efforts by international agencies, national governments, local authorities, private sector and Civil society organizations (CSOs). Civil society has to make a larger contribution both directly and indirectly to the process of poverty reduction and attainment of other MDG targets.<\/p>\r\n\r\n<\/div>\r\n\"\"\r\n\r\nDIFFERENT SECTORS OF CIVIL SOCIETY ORGANIZATION<\/strong>\r\n

\r\n

In fact, one significant area of progress over the past decade has been the growing influence of local, national and global CSOs and networks in driving policy change, as with debt relief and trading arrangements. Non-governmental organizations (NGOs), community organizations, professional associations and other civil society groups are regularly called on to help design and implement poverty reduction strategies. Their participation is also built into special initiatives, like the Global Fund to Fight AIDS, Tuberculosis and Malaria.<\/p>\r\n \r\n

These new approaches reflect the three roles of civil society: as participants in the design of strategies, as service providers through community organizations and national NGOs, and as watchdogs to ensure government fulfillment of commitments. But in many countries these roles are taking root only gradually, with governments continuing to dominate decision-making and implementation. By insisting on a transparent process for the development national strategies to achieve the MDGs, bilateral and multilateral institutions can help civil society gain a stronger foothold in policy- making and implementation.<\/p>\r\n \r\n

Education takes place not only in schools but also within families, communities and society. Despite the various degrees of responsibilities taken by each group, none can be the sole agent to take 100% responsibility for educating children. Parents and families cannot be the only group of people responsible for children\u2019s education as long as their children interact with and learn from the world outside their families. Communities and society must support parents and families in the upbringing,\u00a0socializing and educating of their children. Schools are institutions that can prepare children to contribute to the betterment of the society in which they operate, by equipping them with skills important in society. Schools cannot and should not operate as separate entities within the society.<\/span><\/p>\r\n\r\n<\/div>\r\n \r\n\r\n6.1. Role of Civil Society Organizations in Participatory and Accountable Governance<\/strong>\r\n

\u201cCivil society is a sphere of social interaction between the household (family) and the state which is manifested in the norms of community cooperative, structures of voluntary association and networks of public communication \u2026 norms are values of trust, reciprocity, tolerance and inclusion, which are critical to cooperation and community problem solving, structure of association refers to the full range of informal and formal organization through which citizens pursue common interests\u201d (Veneklasen, 1994).<\/p>\r\n \r\n

\u201cCivil society is composed of autonomous associations which develop a dense, diverse and pluralistic network. As it develops, civil society will consist of a range of local groups, specialized organizations and linkages between them to amplify the corrective voices of civil society as a partner in governance and the market\u201d (Connor, 1999).<\/p>\r\n \r\n

Specifically CSOs, both local and international, can potentially contribute to local economic development and respond to the growing problem of poverty in a number of ways. Their responses can be categorized into the following: improve the local business investment climate; encourage new enterprises and live lihood programmes; deliver social services, provide training and capacity building programmes; and contribute to relief and rehabilitation. A summary of their roles and activities is presented in the following box:<\/p>\r\nImprove the Local Business\u00a0 Investment Climate\r\n\r\n \r\n\r\n\r\n\r\n\r\n
TYPE OF ROLE<\/strong><\/td>\r\nACTIVITIES<\/strong><\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  1. 1.\u00a0Economic\u00a0\u00a0\u00a0 Infrastructure\u00a0Provision and\u00a0Maintenance<\/li>\r\n \t
  2. Improve policy for business<\/li>\r\n \t
  3. Improved Governance<\/li>\r\n \t
  4. Investment Promotion and marketing<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\r\n