International NGOs’ Educational Budgets on Human Development Index in Conflicting Low-and-Lower-Middle-Income Countries

Abstract

This study critically examines the impact of International Non-Government Organizations’ (INGOs) educational funding on human development outcomes in conflict-affected and developing regions, focusing on Syria, Bangladesh, DRC, Sudan, and Ukraine. Employing a mixed-methods approach, the research analyses the relationship between INGO budget allocations for education and the Human Development Index (HDI), utilizing panel data regression models and qualitative thematic analysis. Quantitative findings indicate a positive association between INGO educational expenditures and HDI; however, econometric issues such as autocorrelation, heteroskedasticity, and cross-sectional dependence limit the robustness of results. Qualitative insights reveal that most INGOs operate with limited budgets, prioritize needs assessments, and consider macroeconomic factors like GDP and HDI in planning. Despite resource constraints, a majority intend to increase educational investments, often through partnerships with local governments. The study underscores the importance of context-sensitive strategies and comprehensive analysis for effective development interventions. While findings support the hypothesis that increased INGO funding correlates with improved human development, methodological limitations necessitate cautious interpretation. The research contributes to understanding operational dynamics, strategic planning, and the nuanced role of INGOs in fostering sustainable development in fragile contexts, offering valuable insights for policy and future research directions.