PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.
Re-thinking comparative education and religion: temptations, traditions, and politics
