Abstract
This paper explores the impact that a Canadian NGO’s supported educational programs in Ethiopia have had on orphaned and vulnerable young people, socially, emotionally, and academically, as experienced, storied and understood by the children and adolescents themselves. Using Bronfenbrenner’s (2005) bio-ecological theory of human development as a theoretical framework and qualitative inquiry, specifically semi-structured interviews with 37 children and youths between 9 and 17 years old, as a methodological framework, this study explores factors that promote empowerment, resilience, and hope though students’ experiences and perceptions in these NGO’s educational programs. Discussion includes reflection gender, social justice, and implications for practice for Canadian educators who work with vulnerable youths, such as war-affected students.
Highlights
The role of nongovernmental organizations (NGOs) in alleviating poverty in Africa has been largely documented in popular media and in community-based reports, but has not been the object of much attention in scholarly research
A comprehensive study conducted on NGO provision and basic education (Rose, 2007) shows that NGOs play a key role in supporting education delivery for the excluded, pointing to the reality of educational exclusion
With these research needs in mind, this paper reports on the findings of a study conducted for Canadian Humanitarian (CH), a nongovernmental organization which works to assist “disadvantaged children and their families break free from the cycle of poverty” (CH, 2012)
Summary
The role of nongovernmental organizations (NGOs) in alleviating poverty in Africa has been largely documented in popular media and in community-based reports (mainly done by NGOs themselves), but has not been the object of much attention in scholarly research. Researchers who have conducted studies on this topic have generally looked at the following three fields: health, education, and economic development (Jianxiu, 2006; Meyer, 1996, Saint-Martin, 1994). In the field of education, NGOs are described as “allies” (Blackburn, 1998) in the development of classroom materials, long-term relationships in ongoing community-projects, and general fundraising initiatives. A comprehensive study conducted on NGO provision and basic education (Rose, 2007) shows that NGOs play a key role in supporting education delivery for the excluded, pointing to the reality of educational exclusion. This study posits that educational exclusion is a multilayered phenomenon, affecting children because of intersecting social conditions such as gender, orphans, child soldiers, child labourers, and socio-economic status. A common denominator of the strategies developed by NGOs to provide education to the excluded in developing countries is the development of alternative approaches to State Education, which may include small class size, flexible timetable, child-centered pedagogy, and complementary courses/approaches (Torres, 2001; Charlick, 2005; Mfum-Mensah, 2003)
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