Abstract
The article is part of the research project entitled “The Implementation of Educational Quality Standards for Non-Formal Education: Non-governmental organizations (NGOs), Partnerships dedicated to working with socially excluded groups”. The project was supported by the Research Plan of the University of Granada. It’s an initial study on the degree of implantation of quality models in Non-governmental organizations and Non Profit Organizations (NGOs and NPOs), and methodology of work developed in non-formal educational activities in the city of Granada (Andalusia, Spain). We have pursued a mixed methodology quasi-experimental descriptive for a random sample of 9 class organizations of the third sector of social action, using two questionnaires specifically created from already validated and a set of semi-structured interviews to complete the information. The obtained results offer us a poor implementation of the EFQM model of European Foundation for Quality Management in this kind of micro organizations and the need for optimization of internal work process face of accountability, improvement of services and the achievement of its objectives.
Highlights
IntroductionBrakes and setbacks that continue to result in major legislative changes and performing about the different social policies [1] [2]
The Third Sector plays a fundamental role in non-formal education and is defined by the Non-governmental organization Platform Social Action as: El ámbito formado por entidades privadas de carácter voluntario y sin ánimo de lucro que, surgidas de la libre iniciativa ciudadana, funcionan de manera autónoma y solidaria tratando, por medio de acciones de interés general, de impulsar el reconocimiento y el ejercicio de los derechos sociales, de lograr la cohesión y la inclusión social en todas sus dimensiones y de evitar que determinados colectivos sociales queden excluidos de unos niveles suficientes de bienestar [5]
Two questionnaires were designed: the “Questionnaire to assess the level of implementation of quality standards for non-formal education” for educators and professionals; and “Customer satisfaction questionnaire—user” from other already validated for their proven reliability and use this area [31]-[36] Semi-systematized open response interviews were designed to obtain qualitative information, which was contrasted with objective data previously collected
Summary
Brakes and setbacks that continue to result in major legislative changes and performing about the different social policies [1] [2] This conception of that derives a set of state policies partly transferred private market and non-profit includes a wide range of basic services among the education and the right to training. The associative capacities of individuals are strengthened by the civil society, while the ties seem weakened of the State in favor of financial recovery and sustainability of the system Within this scope, the Third Sector plays a fundamental role in non-formal education and is defined by the Non-governmental organization Platform Social Action as: El ámbito formado por entidades privadas de carácter voluntario y sin ánimo de lucro que, surgidas de la libre iniciativa ciudadana, funcionan de manera autónoma y solidaria tratando, por medio de acciones de interés general, de impulsar el reconocimiento y el ejercicio de los derechos sociales, de lograr la cohesión y la inclusión social en todas sus dimensiones y de evitar que determinados colectivos sociales queden excluidos de unos niveles suficientes de bienestar [5]
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