Understanding INGOs building education state capacity in Afghanistan, Problems and Prospects.

• In Event: Dissertation workshop session
  In Special Session: Development/NGOs

Proposal

CIES New Scholars Dissertation Mentoring Workshop Abstract: April 2019

Title: INGOs building education state capacity in Afghanistan, Problems and Prospects.

PH.D Stage: Data analysis completed, beginning writing stage

University: University of Sussex

Advisors: Prof. Yusuf Sayed and Prof. Mario Novelli

Why do I want to participate in the CIES new scholars dissertation mentoring workshop:
The workshop would provide me with the opportunity to discuss my thesis with a group of scholars and peers with similar research interests to mine. It would be very beneficial to receive feedback on my analysis, (which I aim to complete prior to the CIES conference) from peers and academics enabling me to refine the chapters more critically.

Background:
Capacity development is viewed as a means to improve sustainable access to quality education in conflict and post conflict states. Capacity development is intended to supports government actors to be more effective in creating policies to improve education systems. INGO’s (International Non-Governmental Organizations) play a crucial role in this regard, particularly in various ways including supporting formulation of policy, budgeting, building government capacity, as well as education provision. Much aid in conflict context is spent on supporting INGOs to develop state capacity to rebuild education systems. However, there is little research that grapples with “the security and development needs of the social, economic and political context” (Davies, 2009, p.6), in relation to education capacity development in conflict-affected countries.

Objective:
The doctoral thesis is based on fieldwork conducted in Afghanistan that focuses on the role and programs of INGOs working in the education sector intended to support the capacity development of government officials. The objective is to focus on the neglected topic of how INGOs support state capacity in a country impacted by conflict.

Perspective(s):
This study utilizes a conceptual framework using the theoretical work produced by Novelli et al (2014), Davies, (2009, 2011) and Pawson and Tilley (1997), the thesis aims to provides an critical empirical analysis of the role of INGOs in the complex context of Afghanistan.

The study overall aims to answer: What factors influence how INGOs shape education capacity development programmes in conflict-affected countries? A case of AKF education capacity development in Afghanistan. It does so by evaluating the following subsidiary questions;
i. What is the understandings of education capacity and capacity development between AKF (national and provincial levels) compared to education government beneficiaries (at national, provincial and district levels)?
ii. What are the mechanisms used by AKF in delivering education capacity development programmes?
iii. What are the intended and unintended effects of the education capacity development programmes implemented by AKF?


The mode of inquiry, methods, and techniques used/planned to attain the objectives?
The research utilizes a case study mix method approach, drawing data from interviews, questionnaires and documents. The study has gathered quantitative and qualitative data on the case INGO, Aga Khan Foundation, and education government at the national (Kabul), provincial (Bamyan) and district levels. In addition, the study interviewed key donors supporting the foundation work on capacity development alongside other INGOs that collaborate with the foundation to delivery capacity development programmes in Afghanistan.

Interviews have been transcribed and coded in NVIVO, while questionnaire data has been entered into excel for analysis in STATA. Documentary data collected during fieldwork is in the process to be coded in NVIVO as well.

I have begun the writing process, and aim to have my empirical finding chapters completed for the conference workshop and look forward to sharing them with the discussion group.

Author

• Farzana Bardai, University of Sussex