Dr. Kavita A Sharma
President, South Asian University, New Delhi, president@sau.ac.in
Abstract
Sustainable development has been put squarely on the world agenda by the UN through the adoption of Sustainable Development Goals post the Millennium Development Goals. Moving towards sustainability requires fundamental changes in human attitudes and behavior. Education plays a vital role in bringing about the behavioral changes in the youth. It is the only long term solution for the avoidance of conflict in the society and maintenance of peace. Education holds the key to the prevention of dangerous manifestations of unsustainability of the present development growth trajectory namely hunger, poverty, unemployment, diseases etc. It has been recognized to be a sustainable development goal that is pertinent for the realization of other goals. In spite of the efforts of the national governments, education has not percolated down to the marginalized sections of the society. This fact holds true in respect of most of the developing countries including many South Asian countries. The national governments in many places finds itself incapacitated, incapable or sometimes unwilling to reach the ‘lower strata’ of the population giving rise to unrest among those who feel left out. This unrest takes the form of violence and conflict in many areas. Civil Society can serve to be a body that can become the voice of those who were left out. It can reach places where government cannot. Civil Society Organizations when properly funded by the governments could act as a medium through which the policies of the government reach down to the marginalized sections of the population. As far as education is concerned, CSOs with its local element and wide reach can make sure that education never suffers during the time of conflict as well as peace. For the realization of universal quality education for all, the governments must act hand in hand with the CSOs.
Key words: SDGs, MDGs, Sustainable education, universal quality education, resolution of conflict, localization, Civil Society.
1. Introduction
Education has been recognized by the world community as the key to resolve various conflicts that exist in the contemporary world. It is a tool to empower the marginalized population and serves as a medium to uplift people from the vicious cycle of poverty. Education also promotes resolution of conflicts in peaceful manner and contributes to build a society where there is mutual respect for human beings, other species, nature and development with sustainability. The supreme importance accorded to education led to its inclusion in the Millennium Development Goals (MDGs) where the countries of the world came together and pledged to achieve universal primary education by the end of 2015. However, it was realized that the quality of education was being compromised in the wake of achieving high enrollment rates in schools. Recognizing the importance of quality education and the impact that different types of education can have on the sustainable development, Goal 4 of Sustainable Development Goals was dedicated to the cause of achieving quality education along with universal primary education by the end of the year 2030. One of the major points of difference between MDGs and SDGs was that the latter gave prime importance to the element of localization which focuses on the involvement of various stakeholders like people in general, interest groups, civil society, and local government. Civil Society played a major role in the negotiations that led to the adoption of SDGs and as agreed by the global community they have a major role to play in its implementation too. There are many areas where the government cannot reach due to its incapacity, unwillingness or inability. In some communities there is a general mistrust against the government. Civil society can act as bridge in such situations between the government and the people. Education must continue even during the time of conflict and civil society can be a medium through which it can reach to places where it is not possible for the government to reach. For the better realization of SDGs, education is a must and for the percolation of education and the policies of government to every section of the population, the role of civil society is pertinent. The present article throws some light on this intersectionality between SDGs, Education and Civil Society.
2. From MDGs To SDGs
The millennium Development Goals (MDGs) can be termed as the first concrete attempt by the global community to achieve a set of targets that had versatile social significance for making the world a better and peaceful place. The platform for MDGs was set by Rio+20 conference where the resolution called ‘The Future that We Want’ was passed by the member states in which it was agreed by the international community that it needed to work on the eradication of poverty, energy, water and sanitation, health and human settlement. In pursuance of this resolution eight MDGs were agreed upon in the Millennium Summit of UN in the year 2000. These were: eradicate extreme poverty and hunger, achieve universal primary education, promote gender equality and empower women, improve maternal health, reduce child mortality, combat HIV/AIDS, malaria and other diseases, ensure environmental sustainability and develop a global partnership for development.1 These eight MDGs form a blueprint agreed to by all the world’s countries and leading development institutions with the aim of achieving these important social priorities by the target year of 2015.2 As described by Bill Gates, the MDGs have become a type of global report card for the fight against poverty for the 15 years from 2000 to 2015.3
There was substantial progress made in the eight target areas by the countries across the globe. However, this progress was not even and often concentrated in certain regions or for certain groups. A 2015 UN assessment stated: “the assessment of progress towards MDGs has repeatedly shown that the poorest and those disadvantaged because of gender, age, disability or ethnicity are often bypassed.” However, it cannot be denied that the MDGs were a historic and effective method of global mobilization to achieve a set of important social priorities worldwide that expressed a widespread public concern about poverty, hunger, disease, unmet need for schooling, gender inequality and environmental degradation. The efforts made by developing countries were commendable; however, it was highly variable across goals, countries and regions and communities.4 For instance, except for Sri Lanka and Maldives, the rest of the countries in South Asia, have struggled with the MDGs in the area of education. Also, the developing countries as a whole have cut the poverty rate by half between 1990 and 2010 which has largely resulted from tremendous economic growth in China. For a decade and a half, the MDGs remained a focus of global policy debates and national planning. That is, perhaps, what led to a widespread feeling that the fight against poverty and inequity must continue.5
The MDGs focused on the achievement of universal primary education for all children across the globe by the end of year 2015. The data from 2000 to 2015 shows massive progress in the developing countries with the total enrolment rate going up to 91 percent in 2015, and the number of children dropping out of school worldwide has reduced by almost half. Along with it
1 Millennium Development Goal 8, Taking Stock of the Global partnership for development, MDG Gap Task Force Report 2015, available at http://www.un.org/millenniumgoals/pdf/ MDG_Gap_2015_E_web.pdf (Last Visited on 26.3.2018). 2 United Nations, Millennium Development Goals and beyond 2015, available at http://www.un.org/millenniumgoals/ (Last Visited on 26.3.2018). 3 Jeffrey D, Sachs, From Millennium Development Goals to Sustainable Development Goals, The Lancet , Vol. 379, Issue 9832 , 2206 – 2211, available at http://www.thelancet. com/journals/lancet/article/PIIS0140-6736(12)60685-0/fulltext, (Last Visited on 26.3.2018). 4 Id. 5 Idthe literacy rate has also increased dramatically and the enrollment rate of girl child has also increased. These successes are remarkable.6
However, the progress has been tough in some developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, due to ongoing armed conflict the number of children out of school has drastically increased, which is a worrying trend. While Sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain continues as the children from the poorest households are up to four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high in these regions.7
Despite being so targeted MDGs suffered from many lacunae which were inherent in it. It concentrated on the number of children getting enrolled in schools without any consideration of the quality of education. As a result of which there was a substantial increase in the number of children attending school but a consequent decrease in the quality of education. MDGs have also criticized by civil society groups for being more state centric and not involving enough public participation. Due to these reasons the benefit of the national policies did not percolate down to the bottom of the society and the poor and marginalized were left behind.
Nonetheless, the progress made by MDGs towards the alleviation of poverty, hunger and disease could not be ignored and there was a widespread feeling among the policy makers and civil societies to continue this effort even beyond 2015. As a result of which, another set of global goals were adopted, which were know as the Sustainable Development Goals. The Open Working Group (OWG) of the General Assembly that preceded the adoption of the SDGs pointed out the central difference between the MDGs and the SDGs being that the latter would emphasize on ending hunger; empowering women and mobilizing everyone while partnering with local government. Localization by involving massive public participation, active role of civil society and government at all levels lied at the heart of SDGs.
Although the SDGs built upon MDGs but it covered a much wider range of issues consisting of seventeen goals with 169 targets in Transforming Our World: The 2030 Agenda for Sustainable Development with the underlying thread of commitment to end poverty. The Preamble states of the document
6 United Nations Development Programme, Goal 4: Quality Education, Sustainable Development Goals, , available at http://www.undp.org/content/undp/en/home/sustainabledevelopment-goals/goal-4-quality-education.html (Last Visited on 26.3.2018). 7 Id.
states: “Eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest challenge and an indispensable requirement for sustainable development.” SDGs seek comprehensive responses to several critical issues as they make a bold determination to ensure that no one is left behind.
The seventeen SDGs are as follows: No Poverty; Zero Hunger; Good Health and Wellbeing; Quality Education; Gender Equality; Clean Water and Sanitation; Affordable and Clean Energy; Decent Work and Economic Growth; Industry, Innovation and Infrastructure; Reduce Inequalities; Sustainable Cities and Communities; Responsible Consumption and Production; Climate Change; Life Below Water; Life of Land; Peace, Justice and Strong Institutions; and Partnership for the Goals.
2.1 Goal 4 Of SDGs
Goal 4 of SDGs states the commitment of the world community to ensure inclusive and quality education for all and promote lifelong learning. Goal 4 is the bold attempt by the world community of education, as stated in the Open Working Group of the UN General Assembly, to ensure that all learners acquire knowledge and skills needed to promoted sustainable development through “education for sustainable development and sustainable life styles, human rights, gender quality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. There are seven targets under Goal 4: Universal Primary and Secondary education, Early childhood development and universal pre-primary education, Equal access to technical/vocational and higher education, relevant skills for decent work, gender equality and inclusion, universal youth literacy, education for sustainable development and global citizenship; and three means of implementing them: effective learning environment, scholarships and qualified teachers and educators.8
Education is the key for the realization of many other Sustainable Development Goals (SDGs). Quality education gives the ability to people to break from the cycle of poverty. Education inculcates value in people and lets them view the world from a different perspective that transcends the existing inequalities in the society which leads to its subsequent reduction. It also empowers people everywhere to live more healthy and sustainable lives. Education is also crucial to fostering tolerance between people and
8 UNESCO, Sustainable Development Goal 4 and its target, available at https://en.unesco.org/education2030-sdg4/targets, (Last Visited on 25.3.2018). contributes to more peaceful societies as it is considered to be the instrument of minimizing conflicts.9
According to Irina Bokova, “A fundamental change is needed in the way we think about education’s role in global development, because it has a catalytic impact on the well-being of individuals and the future of our planet. … Now, more than ever, education has a responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together.” 10
It has been suggested that if all students left school with basic reading skills 171 million people could be lifted out of poverty. A mother’s education improves her children’s nutrition and a child whose mother can read is 50% more likely to live past age five. One additional school year can increase a women’s earning by up to 20%. As societies become more educated they understand the link between clean water, sanitation and health. Educated citizens are more likely to adopt new technologies that are environmental friendly. Each additional year of schooling increases the average national GDP by 0.37%. A 0.1% improvement in country’s education, over 40 years, raises it per capita income by 23%. With higher level of education people show respect to the well being of the environment. Increasing enrollment in secondary education by 10% can reduce the risk of war by 3%.11
That Education is the key factor was recognized by the UN when it declared 2004-20015 the decade of Education for Sustainable Development. Education for all has always been an integral part of the sustainable agenda. The World Summit on Sustainable Development (WSSD) in 2002 adopted the Johannesburg Plan of Implementation (JPOI) which reaffirmed the MDG of achieving Universal Primary Education by 2015 and the goal of the Dakar Framework of Action on Education for All to eliminate gender disparity by 2005 in primary and secondary education and at all levels by 2015. The Muscat Agreement adopted at the Global Education for All Meeting (GEM) in 2014 and the proposal for Sustainable Development Goals (SDGs) developed by the Open Working Group of the UN General
9 United Nations, Quality Education: Why it matters, available at http://www.un.org/sustainabledevelopment/wp-content/uploads/2017/02/ENGLISH_Why_ it_Matters_Goal_4_QualityEducation.pdf, (Last Visited on 25.3.2018). 10 UNESCO, Education for sustainable development goals, Learning Objectives,2017available at http://unesdoc.unesco.org/images/0024/002474/247444e.pdf, (Last Visited on 27.3.2018). 11 Global Partnership for Education, 17 ways education influences the sustainable development goals, August 13, 2015, available at https://www.globalpartnership.org /multimedia/infographic/17-ways-education-influences -sustainable -development -goals, (Last Visited on 30.3.2018).
Assembly on SDGs (OWG) also emphasized education for sustainable development.
The Aichi-Nagoya Declaration on Education for Sustainable Development emphasized the potential of Education for Sustainable Development to “empower learners to transform themselves and the society they live in by developing knowledge, skills, attitudes, competences and values required for addressing global citizenship and local contextual challenges of the present and the future, such as critical and systematic thinking, analytical problem-solving, creativity, working collaboratively and making decisions in the face of uncertainty, and understanding of the interconnectedness of global challenges and responsibilities emanating from such awareness.” It recognized that Education for Sustainable Development was “an opportunity and responsibility for both developed and developing countries in intensifying efforts for poverty eradication, reduction of inequalities, environmental protection and economic growth, with a view to promoting equitable, more sustainable economies and societies benefitting all countries, especially those most vulnerable such as Small Island Developing States and Least Developed Countries.” It underscored that the implementation should “fully take into consideration local, regional and global contexts, as well as the contribution of culture to sustainable development and the need for respecting peace, non-violence, cultural diversity, local and traditional knowledge and indigenous wisdom and practices, and universal principles such as human rights, gender equality democracy and social justice.” It urged all stakeholders “to engage in collaborative and transformative knowledge production, dissemination and utilization, promotion of innovation across sectoral and disciplinary boundaries at the science-policy-ESD practice interface to enrich decision-making and capacity building for sustainable development with emphasis on involving and respecting youth as key stakeholders.” The objectives outlined in this agenda hint at the possibilities of great social capital which could successfully accrue from the collaborative functioning between nations.
Sustainable development requires a thoughtful renovation of how we think and act. To build a more sustainable world and to achieve the targets of SDGs, individuals must become sustainability change-makers, which requires the knowledge, skills, values and attitudes that empowers and motivates them to contribute to sustainable development. Education is the basis of achievement of sustainable development. However, the type of education also becomes determinative of sustainable development. The approach of Education for Sustainable Development (ESD) does not just promote economic growth alone which might contribute to unsustainability but empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just and equitable society for present and future generations.12
ESD as a key component for sustainable development has been recognized internationally as it was acknowledged at the three seminal global sustainable development summits: the 1992 UN Conference on Environment and Development (UNCED) in Rio de Janeiro; the 2002 World Summit on Sustainable Development (WSSD) in Johannesburg, South Africa; and the 2012 UN Conference on Sustainable Development (UNCSD), also in Rio de Janeiro, Brazil. It has also been recognized in other key global agreements, such as the Paris Agreement (Article 12).13
3. Challenges And Role Of Education
In today’s world the lines between conflict and no-conflict are blurred. Rarely do two states officially declare war upon each other. What is more common is ‘low level’ conflict between the government and a section or sections of society or between different sections among each other. Hence the world continues to be engulfed in both violent regional conflicts and violent internal conflicts. Conflicts lead to vast destruction and massive displacement of people. They create political refugees and asylum seekers. Movement to another part of the world only worsens the situation of most as they live in below subsistence level conditions with minimal of education and health care. The uneasiness and fear become sharper because of huge disparities existing in the world that cause tensions between the local and the global. Issues of education, health and employment play out against this backdrop. However, what is important is not conflict itself but the destructive impact of the conflict. Apart from armed conflict there are other factors fuelling tensions. One concern is the growth of population and its distribution which would impact not only the life styles and standards of living but also financing and public expenditure. At the same time, about 26.3% of the world population is below 14 years of age with its own needs and requirements. Population movements do not take place only internationally because of conflicts, environmental disasters or in search of better economic opportunities. These also take place within nation states as people move from one part to another in search of safer habitations or greater opportunities. Consequently, rural areas are marginalized and accelerated urbanization takes place. The uprooting that goes with migration leads to the breakdown of family life, uncontrolled urbanization and
12 UNESCO, Education for sustainable development goals, Learning Objectives, 2017 available at http://unesdoc.unesco.org/images/0024/002474/247444e.pdf, (Last Visited on 27.3.2018). 13 Id.
collapse of neighborhood solidarity that leads to the isolation of individuals and their marginalization, brutalizing and often criminalizing them. There is growing inequality because of poverty and exclusion not just among different nations of the world but within social groups within nations. Using the World Bank definition of $1.25 a day, there were 1.2 billion people living in extreme poverty in 2013. According to ILO, the world faces the urgent challenge of creating 600 million jobs over the next decade in order to generate sustainable growth and maintain social cohesion. But simply creating more jobs is not enough as 900 million workers live with their families on less than $2 dollars a day and most of them are in developing countries. This is unsustainable.
Globalization has its own far reaching effects. Globalization involves the inexorable integration of markets, nation-states and technologies to a degree never witnessed before–in a way that is enabling individuals, corporations, and nation-states to reach round the world farther, faster, deeper and cheaper than ever before, producing a powerful backlash from those brutalized or left behind. Hence, it should not come as a surprise that crime too has become globalized. Technology has created a digital divide between those who have adjusted to these technologies and those who haven’t because of lack of resources or political will.
While the link between conflict and education is difficult to establish but it is seen that schools and health centers are increasingly becoming targets of military activity. When educational institutions are targeted, it leads to the breakdown of the education system itself which results in large numbers of young uneducated men that creates circumstances that sustain conflict. Hence, education or rather lack of it can exacerbate conflict. There are studies that show that it is the rapidity of change rather than poverty per se that contributes to conflict because many high income countries with well developed education systems also have conflict. So perhaps it is the type education and attitudes that it promotes that are important for peace. Simply providing education does not ensure peace. The relationship between education and conflict should not be considered only at a time of crisis but should be an integral part of development thinking. It can be examined through three perspectives.
(1) Education as a right: this should be maintained in the most difficult of times and not neglected during conflict. For example, Vietnam ensured basic education for its people even through thirty years of war and emerged with almost hundred percent literacy at the end of it, in spite of the incidences of violent conflict.
(2) Education as a Millennium Development Goal: education is an important tool for human development and the eradication of poverty. Children rarely get a second chance for education once the opportunity has been lost due to conflict situation. It means loss of social capital required to recover from the conflict. Now with the SDGs, by placing the individual and the community at the heart of development, education becomes more important than ever.
(3) Education as a part of the problem and a potential cause of conflict: policies and practice at all levels within an education system need to be analyzed to see whether they aggravate or ameliorate conflict.
On education lies a heavy responsibility. Nothing can replace formal education which introduces students to many forms of knowledge. There is no substitute for teacher student relationship which is underpinned by authority and developed through dialogue. Through basic education, marginalized people learn more about health and are better able to protect themselves and their children against disease. This in turn improves the receiving and benefitting from education. Increased access to education and skills can contribute to reducing poverty and to breaking the cycle of transmission of poverty from one generation to another. Thus, improvement in education leads to benefits in other and hence synergies between them have to be sought and found.
4. Role Of Civil Society
One of the major criticisms of MDGs has been less involvement of different stakeholders which was essential for the achievement of these targeted goals. Most of the debates were concerned with the setting of goals and indicators and less attention was paid to the roles and responsibilities that different stakeholders should have in the implementation of these goals so that its effect could permeate to the local level. In the negotiations leading to adoption of SDGs it was realized that the given massiveness of the scope and targets of SDGs, it would be impossible for the national governments to achieve the agendas alone. It was agreed that they must facilitate participation of all sectors of society, including civil society organizations (CSOs), the private sector and the general public at the local level. This “localisation” calls for an inclusive approach that utilizes local knowledge to tailor the ambitious global-development agenda to specific local circumstances.14
Civil society stakeholders played a critical role in the negotiations that led to the adoption of SDGs by participating in the sessions of the intergovernmental negotiations and the Open Working Group and provided input to governments ahead of and during sessions. Through their research
14 Global Public Policy Institute, Role of civil Society in localizing the sustainable development goals, March 7, 2016, available at http://www.gppi.net/publications/ innovation-in-development/article/the-roles-of-civil-society-in-localizing-the-sustainable-d evelopment-goals/, (Last Visited on 25.3.2018). and persistent advocacy CSOs influenced governments’ positions even outside the formal setting. CSOs worked in coalitions across sectors, countries and regions to coordinate their effort and strengthen their advocacy and helped in the shaping of the 2030 Agenda, making it ambitious and holistic and covering a wide set of objectives across social, economic and environmental dimensions of sustainable development. Addressing many of the shortcomings of the MDGs, they firmly called for an agenda which was grounded in human rights principles with the aspiration of improving outcomes for all people, including marginalized population groups.15
Goal 16 of SDGs acknowledges the role of civil societies in the achievement of its targets. It states: “Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.” This shows the paramount importance of CSOs in implementing the targets and achieving the SDGs.16
5. Role Of CSOs In Promotion Of Education Under The SDGS: Inter-Sectionality
There are many reasons that make the involvement of CSOs imperative in the promotion of education. CSOs act as the voice of the poor and most marginalized section of the society.17 As stated above education is the key to the realization of all SDGs. However, despite overall increase in the number of children attending school, there are millions who only dream of it. Even among those who attend the school, quality education is missing. Most of the uneducated people belong to the lower strata of society that is marginalized. Lack of education leads to lack of employment which further contributes to poverty leading to several health hazards and poor standard of living. This is a vicious cycle that continues through generations. Government has come up with several national policies for the education of these marginalized children. However, the progress has been very slow. It is not possible for the government to go to the local levels and try to
15 Raffaela Dattler, Not Without Us: civil society’s role in implementing the sustainable development goals, available at http://www.euro.who.int/__data/assets/pdf_file/0006/ 319308/6-Not-without-us-civil-society-role-implementing-SDGs.pdf?ua=1, (Last Visited on 26.3.2018). 16 United Nations, Sustainable Development Knowledge Platform, available at https://sustainabledevelopment.un.org/sdg16, (Last Visited on 31.3.2018). 17 Global Public Policy Institute, Role of civil Society in localizing the sustainable development goals, March 7, 2016,available at http://www.gppi.net/publications/ innovation-in-development/article/the-roles-of-civil-society-in-localizing-the-sustainable-d evelopment-goals/, (Last Visited on 25.3.2018).
implement the policies and do away with the problems that are associated with the implementation of such national policies. Sometimes the government is incapable, incapacitated or unwilling to go to the grass root of the problem. Role of civil society becomes significant here. CSOs are closer to local people and communities which makes it easier for them to interact with people, listen to their problems, build dialogues and a strong relationship of trust. This helps in assessing the grass root level impediments which is impossible to evaluate from the national level. For ex-There are certain areas where people have a general mistrust against the government and its policies like some of the naxalite areas in India and other conflict zones, CSOs can reach out to these people and can disseminate the benefits of the policies which would never reach them otherwise. This would be in consonance of the policy of ‘leaving no one’ which is underlying principle of SDGs.18 The Treaty on Environmental Education for Sustainable Societies and Global Responsibility recognizes the central role of education in shaping values and social actions and creating sustainable and equitable society and also emphasizes on the role of CSOs in furthering of education for all.19 Sometimes the arguments of the poor and marginalized people are rejected because it lacks the legal backing and structure which can be provided by the CSOs. They can act as the voice of people and translate it into strong arguments that could be addressed by the local authorities. CSOs can act as a bridge between people and local authorities and government and can disseminate information to the people and be a tool of social change by educating people about the benefit of education and SDGs.
CSOs also act as the agent of accountability urging the government to be transparent and accountable in its actions. This involves designation of clearly defined roles which are specific, so that the responsibilities of all the stakeholders are stark and transparent which would allow the easy identification of lapses and accountability. Corruption is a problem that has engulfed the whole world. Developing countries have the highest incidences of corruption which is fueled by wide inequalities in the society. The difference between haves and have not has increased to such a level that it has reduced many sections of the population to extreme poverty. The benefit of national and global policies never reaches to these people because of the existing corruption in-between. Therefore, role of CSOs become critical in keeping the government and public officials responsible and accountable to the general public. CSOs can take the help of media, pressure groups,
18 Id. 19 The Treaty on Environmental Education for Sustainable Societies and Global Responsibility, available at http://www.stakeholderforum.org/fileadmin/files/Earth_ Summit_2012/1992_treaties/Treaty_on_Environmental_Education_for_Sustainable_Societi es_and_Global_Responsibility.pdf, (Last Visited on 1.4.2018).
litigation and public shaming to keep the officials in check and to ensure that the people avail the benefits which are meant for them. There has been end number of misappropriation of fund cases in India in the field of education. The plight of Government run schools in India speak for the corruption itself.
CSOs may act as service delivery agents too20 especially in regions of conflict and extreme poverty where the government cannot reach. It is pertinent for the realization of SDGS that education must not stop even during the time of conflict. It has been observed that schools and health centers are increasingly becoming targets of military activity. When educational institutions are targeted, it leads to the breakdown of the education system itself that results in large numbers of young uneducated men which further helps to create circumstances that sustain conflict. Hence, education or rather lack of it can exacerbate conflict. CSOs can help in continuation of education system which can both be formal and non formal. Non formal education refers to organized activities, international in nature which is held outside of formal educational institutes, by the CSOs with a certain degree of systemization and structure, with the objective of offering select types of education to specific subgroups of the population.21 During the times of conflict too CSOs can help by continuing the non formal education, if the formal system gets disrupted. However, this would involve a lot of funding by the government and that is why the government must act hand in hand with the CSOs. Instead of finding faults and blaming each other for the gaps, aim should be to collaborate for the greater good. It is better if the funding is granted by the government over international organizations22 because it would create a system of accountability between the government and the CSOs and the local issues could be better tackled. International funding makes the CSOs accountable to the international community and there would be greater chances of misappropriation.
The example of Brazil can be quoted here-where the Government institutionalized this non formal system. However, it can be further argued
20 Global Public Policy Institute, Role of civil Society in localizing the sustainable development goals, March 7, 2016, available at http://www.gppi.net/publications /innovation-in-development/article/the-roles-of-civil-society-in-localizing-the-sustainable-d evelopment-goals/, (Last Visited on 25.3.2018).21 Virgínia Talaveira Valentini Tristao, José américo martelli Tristao, The contribution of NGOs in environmental education: An evaluation of stakeholders’ perception, Ambient. soc. [online], vol.19, n.3, pp.47-66, 2016, available at, http://www.scielo.br/scielo.php? script=sci_arttext&pid=S1414-753X2016000300047&lng=en&nrm=iso, (Last Visited on 1.4.2018). 22 Global Public Policy Institute, Role of civil Society in localizing the sustainable development goals, March 7, 2016,available at http://www.gppi.net/publications/ innovation-in-development/article/the-roles-of-civil-society-in-localizing-the-sustainable-d evelopment-goals/, (Last Visited on 25.3.2018).
that this can take place in formal education system as well. Hence Tribal education can be different from what the formal world teaches, and it should be respected, but when it comes to environment then the same should be universalized. The versatility and the accessibility of civil societies help them in reaching the areas where the Government cannot.
Hence it is important to involve them on a non profit basis to formalize this institutional education system with special concerns relating to environment. The non profit nature further helps the goals to be realized not merely in form but essence. The people and groups who volunteer to bring out such changes are real heroes of progress. The problem of funding can be resolved by consulting Private enterprises and giving them incentives to invest in such Civil Societies by way of tax exemptions and other procedural preferences.23
CSOs can also contribute in the policy making by aiding the government in research, monitoring the implementation process through collection of data and statistics by going to the marginalized areas.24
It can also help in giving expert opinion and work towards the attainment of sustainable education by collaborating with other groups. Collaboration among different civil society groups and NGOs would not only help in the achievement of SDGs but would also create a network of checks and balances where corruption could be kept at bay.
CSOs can provide meaningful help in the attainment of SDGs only when they get a free environment to work and operate which requires respect by governments to fundamental right to freedoms of speech and expression and of association and peaceful assembly as well as to access to justice. It further requires transparency in the government office and public access to information.25
23Virgínia Talaveira Valentini Tristao, José américo martelli Tristao, The contribution of NGOs in environmental education: An evaluation of stakeholders’ perception, Ambient. soc. [online], vol.19, n.3, pp.47-66, 2016, available at, http://www.scielo.br/scielo.php? script=sci_arttext&pid=S1414-753X2016000300047&lng=en&nrm=iso, (Last Visited on 1.4.2018). 24 Community of Democracies, The importance of ensuring an enabling environment for civil society as it relates to the Sustainable Development Goals, , June 2017, available at http://www.community-democracies.org/app/uploads/2016/09/Study-EnablingEnvironment-and-SDGs.pdf, (Last Visited on 31.3.2018). 25 Raffaela Dattler, Not Without Us: civil society’s role in implementing the sustainable development goals, available at http://www.euro.who.int/__data/assets/pdf_file/0006/ 319308/6-Not-without-us-civil-society-role-implementing-SDGs.pdf?ua=1, (Last Visited on 26.3.2018).
6. Conclusion
The role of civil society would be of extreme significance in spreading education which is sustainable to every strata of society. Sustainable education is a lifelong learning process that requires adequate changes in attitude and inculcates values that would further help in the realization of other SDGs. South Asia is a region of multiple cultures and religions that sometimes create a situation of conflict. There are incidences of dominance of the majority community over the minorities. These reasons coupled with economic disparity create an environment of distrust and chaos which gives rise to a number of internal and external conflicts. This region is also crippled with a low literacy rate. Education seems to be the only long term tool which has the capacity to improve this situation. It is only through creating an environment of trust, respect and mutual understanding that South Asia can get out of these mini battles. It is also a region of political instability and extreme distrust in government. This factor intensifies the role of civil society. Education can only reach to the remotest parts of the region when there is an active participation of civil society which is supported by the government. Because of the abovementioned reasons the inter-sectionality of Education, SDGs and Civil Society assumes magnanimous significance as far as South Asian Countries are concerned.