Activities
There are also numerous classifications of NGOs. The typology the World Bank uses divides them into Operational and Advocacy:
NGOs vary in their methods. Some act primarily as lobbyists, while others primarily conduct programs and activities. For instance, an NGO such as Oxfam, concerned with poverty alleviation, might provide needy people with the equipment and skills to find food and clean drinking water, whereas an NGO like the FFDA helps through investigation and documentation of human rights violations and provides legal assistance to victims of human rights abuses. Others, such as Afghanistan Information Management Services, provide specialized technical products and services to support development activities implemented on the ground by other organizations.
NGOs were intended to fill a gap in government services, but in countries like India, NGOs are gaining a powerful stronghold in decision making. In the interest of sustainability, most donors require that NGOs demonstrate a relationship with governments. State Governments themselves are vulnerable because they lack strategic planning and vision. They are therefore sometimes tightly bound by a nexus of NGOs, political bodies, commercial organizations and major donors/funders, making decisions that have short term outputs but no long term affect. NGOs in India are under regulated, political, and recipients of large government and international donor funds. NGOs often take up responsibilities outside their skill ambit. Governments have no access to the number of projects or amount of funding received by these NGOs. There is a pressing need to regulate this group while not curtailing their unique role as a supplement to government services.
Read more about this topic: Non-governmental Organization
Famous quotes containing the word activities:
“...I have never known a movement in the theater that did not work direct and serious harm. Indeed, I have sometimes felt that the very people associated with various uplifting activities in the theater are people who are astoundingly lacking in idealism.”
—Minnie Maddern Fiske (18651932)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (18591952)
“No culture on earth outside of mid-century suburban America has ever deployed one woman per child without simultaneously assigning her such major productive activities as weaving, farming, gathering, temple maintenance, and tent-building. The reason is that full-time, one-on-one child-raising is not good for women or children.”
—Barbara Ehrenreich (b. 1941)