The relationship between non-government organizations and educational institutes

The aim of this study is to investigate the relationship between nongovernment organizations and educational institutes. Additionally, in this study, through the present relationships between non-government organizations and educational institutes, the further relationships with public institutions have also been analyzed. Their contributions to education were found. At the same time, the importance of these contributions was examined in the present educational system.In this research, public administration which can be one of the fundamentals in determining the relationship between non-government organizations and schools, the historical development of non-government organizations, the bond between nongovernment organizations and government, individual, community, the number of non-government organizations, direct and indirect influence of them on education have been inspected. This study which is in the form of survey includes as its population non-government organizations which participated in Turkey 3. Sector 2. National Declaration", organized by Turkey Third Sector Union in 2000. The questionnaire was given to 21 non-government organizations among 117 and the results were analyzed through descriptive statistics such as frequency, percentage, mean, standard deviation and SPSS.The answers which aim ;it determining the relationship between nongovernment organizations and educational institutions were evaluated in three parts. In the demographic information of non-government organization^ which was examined in the first part, aims and target population of them, variety in their field of study, their educated and wealthy founders, the number of staff (95, 3%) and the number of branches (38, 1%) were found. A medium relationship (61, 9%) with public institutions especially with Ministry of Education and universities mentioned in the second part was found. Additionally, under the headings which have been determined as the type of relationships, averagely, in the 6. question, a strong; in the 1. and 5. questions, a medium; in the 2. and 4. questions, a weak; and, in the 3. question, no relationship was found. In I he his! pari, reliilcd to the contributions to education, in 25., 26., 28., 30., and 31. questions a medium; in 33. and 37. questions no relationship was observed. The rest of the questions revealed their contribution to be weak.