Critical discussion on NGOs role

Recently (5-6th July 2023), Leadership for Equity (LFE) and Flame University joined forces to organize a symposium on "Rethinking Educational Transformation: Systems Change for a Better Future." The event brought together renowned dignitaries such as Prof. Padma Sangpani and Mr Subir Shukla to discuss crucial aspects of educational reform. Among the topics explored, one discussion, in particular, shed light on the growing influence of non-governmental organizations (NGOs) in government policy-making and implementation, specifically in the context of education in India.

The Shift in Policy Development: India has reached a point where even the apex body in education, the National Council of Educational Research and Training (NCERT), lacks the in-house capacity to draft national-level policies and educational frameworks. Consequently, many of these critical activities are outsourced to NGOs or consultants. While seeking support from non-governmental bodies is essential, the complete occupation of governmental spaces by NGOs raises concerns regarding objectivity and the overall pursuit of national interests.

Understaffing and Influence: Influential NGOs take advantage of the understaffing issues faced by the NCERT by deploying their own employees as support staff within the organization. While this may provide short-term solutions, it also restricts the entry of alternative thoughts and perspectives. When a particular organization occupies these vital offices, the potential for diverse viewpoints and a broader representation of interests is significantly diminished.

NGOs and Government Spaces: A recent visit to an exhibition organized by the G20 showcased a surprising trend: many state stalls were occupied by one or another NGO. While it is essential to seek support from non-governmental agencies, the complete occupation of governmental spaces by NGOs poses risks to the public good. Let us explore these concerns in detail.

• Dependency on External Funding: NGOs often rely on external funding from profit-making companies or other sources. This dependency raises questions about the alignment of their agendas with the interests of the public. While many NGOs work tirelessly for social causes, their reliance on external funding may introduce biases or compromises that are not necessarily aligned with the larger public good.

• Diverse Interpretations of Public Good: Every NGO has its own understanding and interpretation of what constitutes the public good. While their intentions may be noble, these varying perspectives can lead to disagreements and compromise the overall vision for educational transformation. The absence of a unified and inclusive approach to policymaking may hinder the achievement of equitable education systems.

• Ideological Alignment and Children's Education: Governments often select NGOs that align with their specific ideologies, potentially overlooking alternative perspectives. This approach may inadvertently overlook crucial considerations for the welfare and education of children. A lack of diversity in the NGOs engaged in policy formulation could result in policies that do not adequately address the needs of all students and perpetuate inequalities within the education system.

Seeking Balance: To ensure that educational transformation remains focused on the larger public good, it is imperative to strike a balance between governmental bodies, NGOs, and other stakeholders. Here are some suggested approaches:

• Strengthening Governmental Capacity: Investing in building the capacity of governmental institutions, such as the NCERT/SCERT is crucial to regain their effectiveness in driving national interests objectively. By addressing staffing shortages and enhancing in-house expertise, the government can take the lead in shaping educational policies and frameworks.

• Encouraging Collaboration and Pluralism: While NGOs bring valuable expertise and perspectives, fostering collaboration among multiple stakeholders is essential. Engaging NGOs with diverse ideologies, experiences, and areas of expertise can lead to comprehensive and inclusive policy outcomes. Encouraging open dialogue and incorporating multiple perspectives can help mitigate the risks associated with ideological alignment.

• Increased Transparency and Accountability: To maintain public trust and ensure the pursuit of the public good, it is crucial to establish transparent processes for NGO engagement in policy formulation. This includes clear guidelines for selection criteria, funding sources, and monitoring mechanisms. By ensuring accountability, governments can minimize the risks associated with undue influence and compromise.

The growing influence of NGOs in education policymaking and implementation in India demands careful consideration. While non-governmental organizations play a vital role in addressing social challenges, the dominance of NGOs in governmental spaces raises concerns about objectivity, interpretation of the public good, and the exclusion of alternative perspectives. Striking a balance between governmental bodies, NGOs, and other stakeholders is essential for achieving equitable educational transformation. By strengthening governmental capacity, fostering collaboration, and ensuring transparency and accountability, we can work towards a better future for education, where the public good remains at the forefront of decision-making.