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Dissertations / Theses on the topic 'Effective policy implementation and monitoring'
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Wolk, Jael Public Health & Community Medicine Faculty of Medicine UNSW. "Can government influence the effective development and implementation of hospital admission policy?" Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2006. http://handle.unsw.edu.au/1959.4/23398.
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It has consistently been documented in many countries and sectors that there are difficulties in implementing public policy effectively. A priori, the Australian health care system is no exception to this general proposition. While governments issue directives with particular goals in mind these goals are not always met, because of the modifications, interpretations or lack of uptake by targeted populations. However it is not clear the extent to which these difficulties occur in the public hospital sector, and we lack clear empirical data on this phenomenon. This thesis investigates the effects of a state government directive on the development and implementation of elective admission policies in New South Wales public hospitals. It did this by three separate but related studies that examined the impact of the directive at the hospitals??? management and staff levels. The first two studies were quantitative and qualitative surveys of hospital managers and admission staff. The management survey aimed to ascertain the extent to which managers responded to the directive in terms of developing and implementing hospital policies. The staff survey sought to investigate staff awareness and knowledge of the developed policies. The third study was a qualitative analysis of the policy contents to determine the extent to which they reflected the aims and objectives of the government directive guidelines. All three studies found a general lack of relevance and applicability of the government directive and its guidelines to individual hospital organisations. The manager survey showed a disconnection between the central government office responsible for implementing the directive and hospital managers??? perspectives. This was apparent by the lack of response to the directive by many hospitals and the fact that managers often passed on the task of implementing the directive and its guidelines to other hospital staff. The findings of the qualitative analysis of policies showed evidence of hospital strategies to manage pressures created by the directive. These difficulties were corroborated by the surveyed staff that reported difficulties in translating the directive???s requirements (as reflected by the hospital policy), into the reality of their daily work; a lack of organisational commitment to policy enforcement; and a suspicion regarding the directive???s political motives. The findings of this thesis show that, as with other public service sectors effective policy implementation in the public hospital arena is problematic, with government agendas frequently not aligned with the requirements of stakeholders, and inadequate understanding of implementation barriers. Recommendations are made regarding methods to improve the synchronicity of political directives with organisational realties in the public hospital sector.
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Ekong, Samuel Effiong. "Nigerian Policy on Child Labor: An Evaluation of the Education Sector Preparedness for Effective Policy Implementation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1886.
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A number of studies have been conducted about policy failures in Nigeria; however, little is known about the state of stakeholders' readiness to implement any government policy. Using the functionalist theory of Durkheim and the infrastructure theory of Frischmann, the purpose of this exploratory case study was to evaluate the level of preparedness of the education sector to implement the Nigerian policy on child labor, which was adopted on September 11, 2013, by the federal executive council of Nigeria. Preparedness in this study was conceptualized as the ability of the education sector to absorb children of school-going-age who quit all forms of child labor activities and return to formal education in schools. Open-ended interviews elicited narratives from 30 participants purposefully drawn from the Northern, Central, and Southern Uruan Local Government Areas of Akwa Ibom State. Interview data were transcribed, coded, and analyzed for emergent themes. The findings revealed that schools were evenly dispersed within the Uruan Local Government Area. However, the state of infrastructure in the schools, particularly in the rural communities, was in a condition of neglect with a high teacher-pupil ratio. There was a low incidence of child labor but a weak government enforcement strategy, particularly in the interior/riverine areas of the research population. This study leads to positive social change by creating awareness among policy makers that the various stakeholders in any public policy need to be equipped with adequate resources to minimize the incidence of policy failure in Nigeria.
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Penzhorn, Cecilia Elizabeth. "The implementation, monitoring and management of an effective legal deposit system for South Africa." Thesis, Pretoria : [S.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-01252008-154244/.
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Mutcheson, Ryan Brock. "Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81307.
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The Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers represented a significant overhaul of conventional teacher evaluation criteria in Virginia. The policy outlined seven performance standards by which all Virginia teachers would be evaluated. This study explored the application of cognitive diagnostic modeling to measure teachers' perceptions of intra-organizational mechanisms available to support educational professionals in implementing this policy.
It was found that a coarse-grained, four-attribute compensatory, re-parameterized unified model (C-RUM) fit teacher perception data better and had lower standard errors than the competing finer-grained models. The Q-matrix accounted for the complex loadings of items to the four theoretically and empirically driven mechanisms of implementation support including characteristics of the policy, teachers, leadership, and the organization. The mechanisms were positively, significantly, and moderately correlated which suggested that each mechanism captured a different, yet related, component of policy implementation support. The diagnostic profile estimates indicated that the majority of teachers perceived support on items relating to "characteristics of teachers." Moreover, almost 60% of teachers were estimated to belong to profiles with perceived support on "characteristics of the policy." Finally, multiple group multinomial log-linear models (Xu and Von Davier, 2008) were used to analyze the data across subjects, grade levels, and career status. There was lower perceived support by STEM teachers than non-STEM teachers who have the same profile, suggesting that STEM teachers required differential support than non-STEM teachers.
The precise diagnostic feedback on the implementation process provided by this application of diagnostic models will be beneficial to policy makers and educational leaders. Specifically, they will be better prepared to identify strengths and weaknesses and target resources for a more efficient, and potentially more effective, policy implementation process. It is assumed that when equipped with more precise diagnostic feedback, policy makers and school leaders may be able to more confidently engage in empirical decision making, especially in regards to targeting resources for short-term and long-term organizational goals subsumed within the policy implementation initiative.<br>Ph. D.
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Soule, Ann Catherine. "Deficiencies in wetland project planning, review and implementation." Thesis, The University of Arizona, 1990. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu_e9791_1990_637_sip1_w.pdf&type=application/pdf.
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Johns, Lynne Andrea. "The implementation of continuing professional teacher development policy in the Western Cape : constraints and opportunities." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2817.
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Thesis (MEd)--Cape Peninsula University of Technology, 2018.<br>Continuing Professional Teacher Development (CPTD) policy is an initiative intended to up-skill teachers, and in so doing improve schooling and learner achievement. CPTD involves the participation of teachers in various developmental activities for which they earn CPTD points. The professional development of teachers in South Africa has been erratic and, as a consequence, there has been a decline in the quality of teachers. Despite there being formal structures in place, policy implementation continues to be a problem. The purpose of this study was to identify constraints and opportunities regarding CPTD policy implementation in the Western Cape. The research tradition of interpretivism was chosen, allowing for a qualitative case study design to be employed. The non-probability sampling method was used to select a purposive sample of three WCED officials and four school principals. Convenience sampling was applied in identifying 24 teachers. Other data were drawn from policy documents. The study was conducted in an urban and rural district within the Western Cape. This study is significant in that it informs policy makers and implementers, and other stakeholders about the constraints and opportunities with regard to CPTD implementation and in so doing, paves the way for more effective implementation. Findings revealed that constraints outweighed opportunities. In spite of time constraints, principals and teachers reported that they are in support of professional development, but are not in support of the CPTD management system implemented by SACE. They do not agree with the one-size-fits-all approach to implementation, nor the focus of development being the collection of CPTD points. It is thus deemed that a review of the CPTD policy is necessary in order to clear the misconception that accumulation of PD points is the primary focus of CPTD. Granted, teachers would still need to collect points to monitor their growth. A recommendation is made in this study to improve the system and ensure that it is functional and accessible to all teachers at all times, including those in rural districts.
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Rashid, Rosli Abdul. "A model for an effective implementation of the government technology transfer policy in the Malaysian construction industry." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393576.
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Harvey, Linda Joan. "Effective implementation of the B.C. Fish Protection Act Draft Streamside Protection Policy Directives, a step toward community sustainability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59440.pdf.
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Makiva, Msuthukazi. "A critical evaluation of institutional architecture for effective policy implementation, oversight and accountability in the energy sector of South Africa: a petroleum perspective." University of the Western Cape, 2015. http://hdl.handle.net/11394/4675.
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Philosophiae Doctor - PhD<br>Coordination, Collaboration, and Cooperation, (C04); Community (C01) Driven Development (D2) minus Historical Institutionalisation (HI) is equal to Policy Implementation Effectiveness (PIE), is recommended by the researcher to improve results. Trends in compiled data were analysed with regards to legislative oversight and accountability in the petroleum industry, using the OECD/ DAC evaluation criteria. In terms of relevance, effectiveness, and efficiency, the researcher discovered a partial link between the activities performed by parliamentarians representing the petroleum industry where HDSA transformation is concerned. It was concluded that electrical energy generation and distribution throughout the five-year period drew more focus in terms of oversight than on other sectors. It was further noted that oversight and accountability could have been applied more efficiently if input were linked to policy objectives and activities. This resulted in only partial or limited HDSA transformation in the petroleum industry. When it comes to sustainability the researcher argued that despite the apparent long-term stability of parliamentary activities, such stability may not translate to sufficient oversight and accountability to ensure sustainable transformation in the petroleum industry. It was concluded that while oversight and accountability was being applied to one specific arena, other areas in need of transformation did not receive sufficient, or indeed any, legislative oversight. The facilitation model: Communication, Coordination, Collaboration, and Cooperation, (C04); and Community (C01) Driven Oversight and Accountability (D1OA) is recommended by the researcher to improve effective oversight and accountability. Thus, Effective (A + O) = C04 + C01 /D1OA equals to (A + O)e = C205 / D1OA.
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Oguagha, Udechukwu Offordile. "A critical evaluation of the effectiveness of local content policy (LCP) and transparency practices in LCP implementation in the Nigerian oil and gas industry." Thesis, Robert Gordon University, 2017. http://hdl.handle.net/10059/2742.
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One of the aims of the Local Content Policy (LCP) is the economic development of Nigeria through the utilisation of local personnel and resources in the activities of the Nigerian oil and gas industry. Many studies have investigated the LCP, but limited work has been undertaken in investigating the transparency practices involved in the implementation of the LCP in the Nigerian oil and gas industry. The study critically evaluates the effectiveness of the LCP and the transparency practices associated with its implementation. A conceptual framework based on accountability was developed and employed in designing the research instrument. This framework was underpinned by the institutional theory, which links accountability discourse to regulatory institutions where organisations within a particular field are subject to pressures to exhibit legitimacy through socially and culturally authorised administrative routines that are intended to render accountability. The study employed a qualitative methodology and the data was collected through in-depth semi-structured interviews with respondents from twenty-three indigenous oil and gas companies, regulatory bodies, international oil and gas companies and non-governmental organizations. The research findings demonstrate that the various LCP stakeholders’ views on the definition and purpose of the LCP differ significantly. These diverse opinions affect the way in which the LCP is perceived and implemented in the oil and gas industry. The study has been instrumental in revealing a number of positive effects the LCP has generated since its implementation in the Nigerian oil and gas industry. For example, the LCP compelled IOCs to utilise local resources in their operations, resulting in the domestication of oil and gas activities. However, the findings also reveal that the LCP has been enforced despite the lack of local capacity and capability for its implementation. The findings, therefore, highlight a number of challenges associated with LCP implementation including: the lack of infrastructure; insufficient capital and manpower; absence of trust; and the lack of coordination between the regulatory agencies in the industry. The research findings also reveal that there are different levels of transparency in the implementation of LCP. Determination of the level of transparency in LCP implementation and compliance monitoring is at the discretion of the NCDMB and the oil and gas companies, which unfortunately facilitates corrupt practices. Therefore, this study argues that significant improvements are required in transparency practices in LCP implementation by strengthening the LCP’s monitoring and enforcement process. Further, enforcement should strictly be the responsibility of the NCDMB, with no interference from the Nigerian government. Some further recommendations arising from this research include the need for investment in infrastructure that will facilitate indigenous companies’ participation in the industry. Also, efforts should be made to promote partnership and collaboration between indigenous companies and IOCs, encouraging investment in world-class infrastructure that can compete with international standards. To foster this partnership, the government and IOCs must invest in educational institutions which could boost the knowledge and capacity of Nigerians. The research concludes with the development of two new models: (1) The LCP stakeholder perception model; and, (2) The LCP implementation model. These models, which are the main contributions of knowledge arising from this thesis, will potentially aid the effective implementation of the recommendations arising from this study.
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Tumwine, Baguma Deo. "Challenges in implementing a South African curriculum in Eswatini." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78499.
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Since 2010, some private and public high schools in Eswatini1 have begun to offer the South African Curriculum and Assessment Policy Statements (CAPS). Demand for this increased from one school in 2010 to 13 schools in 2018. The study accordingly investigated the challenges inherent in the transferal and implementation of the CAPS Curriculum in secondary schools in Eswatini. Phillips and Ochs (2003) and Dolowitz and Marsh’s (2000) model of policy borrowing were used as a theoretical lens to steer the study. The study adopted a qualitative case study as the research design in terms of which a sample of four schools was conveniently and purposively selected. Document analysis and semi-structured interviews with 33 participants were conducted. The study identified that the curriculum transfer was initiated by parents whose demand for the South African curriculum emanated from a number of factors such as low pass threshold, cheaper access, rejection of Swazi learners by South African public schools, limited professional courses and few universities in Eswatini. The challenges to such transferal and implementation were identified as lack of contextual suitability; lack of training for educators; border immigration requirements; high tuition fees and absence of a memorandum of understanding between the two countries.<br>Thesis (PhD)--University of Pretoria, 2020.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Meneses-Trejo, Maria J. "A comparison of effective leadership characteristics and policy implementation : the role of educational leaders in developing and maintaining an environment that improves efficiency in schools /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.
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Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis).<br>Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).
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Pauw, Johan Christopher. "A comprehensive systematic approach to legitimise the adoption and implementation of a technical service by a public entity." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96207.
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Thesis (MBA)--Stellenbosch University, 2014.<br>Using the case of an environmental monitoring service envisaged by the South African
Environmental Observation Network (SAEON), this research represents a comprehensive
systematic approach to strategising for and justifying the adoption and implementation of a
technical service by a public entity. The conceptual design of the research followed the strategic
triangle for public management. Strategic analyses applied the Internal-Market-External (IME)
model to understand the current and future business contexts of SAEON.
Schemas for a generic business cycle and a value chain for the environmental research sector
were developed. These new schemas aided strategic thinking about environmental research as a
line of work within the public sector. Key findings were that competition is prevalent in the publicfunded
environmental research sector and the key competitive force driving the sector is the
availability of resources, which is largely determined by political financiers.
A survey of the potential market has provided sufficient evidence that a market for environmental
monitoring services does exist. This market was described in terms of market segmentation,
drivers of decision-making, specific requirements of service providers, perceptions about current
service providers and preferences for the type of service provider organisation. The results of the
survey elucidated the public value and legitimacy of an environmental monitoring service and
should have meaning beyond just South Africa in the context of the International Long-Term
Ecological Research Network (ILTER).
Analyses of the external environment of the proposed service confirmed that rising environmental
pressures and uncertainty are globally concerning governments, society and the business sector.
Since the service will eventually have to be fully paid for, the most powerful competitive force will
be the clients. Conversely to the high competition of the public funded environmental research
sector, current market failure was identified in the environmental monitoring services market since
all the market segments expressed their general dissatisfaction with the services they received
from a range of service provider categories. This leaves the door wide open for SAEON to enter
the environmental monitoring market legitimately to deliver on the market’s expectations as a form
of Blue Ocean Strategy in the public sector. The research found that the service will be an
extension of SAEON’s core competencies, but should apply a low-cost strategy. Application of
business tools such as business model design and key success factors provided clear guidelines
on how the service should be implemented.
Evidence was found that key theoretical constructs and management tools abstracted from
commercial enterprises may be usefully applied, either individually or in combination, in the context of the public sector, albeit with some modification. The research demonstrated how core business
tools such as the Five Competitive Forces, the Balanced Scorecard and Strategy Mapping can be
made amenable to the public sector by replacing ‘profitability’ with ‘public value’ as the key
objective for a public entity.
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Uugwanga, Nicodemous Natangwe. "The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and Management." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3787_1256290783.
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<p>After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The governmenthas been spending big budgets on Education. The Ministry of Education introduced various educational ploicies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of educationand continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not iplementedeffectively in schools. This research study argues thatprofessional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is noot impacting effectively on their leaadership and management in schools.</p>
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Olmsted, Daniel T. "Effective Environmental Management of the National Park Service: A Case Study of Channel Islands National Park." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/51.
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The topic of protected area management serves as the focal point of my thesis. The fundamental question I seek to answer is; what constitutes effective environmental management and how is it exemplified in the National Park Service (NPS)? How exactly does the NPS continually earn the trust and confidence of the American people when so many other government agencies are viewed in a negative light? How does the Channel Islands National Park, in particular, shape the economic and political framework in which it operates to achieve its goals? How does this agency effectively manage such a complex ecosystem spanning across five unique islands and the surrounding waters? More specifically, I examine how the NPS designs and implements strategies to simultaneously monitor a variety of endemic species, some of which are on the endangered species list, into feasible tasks and fundable projects. A wealth of information exists providing salient recommendations for improving endangered species recovery efforts, but this paper provides a detailed comparison of two contemporary recovery programs dealing with independent declines of the same species: the island fox. Finally, there is an overlapping mix of jurisdiction responsible for protecting the Channel Islands and I will also be examining the collaborative processes that take place among the multiple stakeholders such as the U.S. Navy, Catalina Island Conservancy, and The Nature Conservancy. The primary purpose of this thesis is to assess the relationships the NPS develops with other agencies in order to fulfill its mission within the context of the Channel Islands.
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Ilori, Emmanuel Olatomide Idemudia. "A critical analysis of monitoring and evaluation systems for small and medium enterprises: With specific reference to Small and Medium Enterprises Development Agency of Nigeria (SMEDAN)." University of the Western Cape, 2017. http://hdl.handle.net/11394/6392.
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Philosophiae Doctor - PhD (Public Administration)<br>The significance of small, micro, and medium enterprises (SMEs) development
cannot be overemphasized because it plays a considerable role in a nation's economy
particularly in developing countries. SMEs' contributions include job creation,
expanding the means of sustainable livelihoods and ensuring impartial distribution of
wealth amongst citizens. This study evaluates monitoring and evaluation systems,
policy and programmes of the Small Medium Enterprises Development Agency of
Nigeria (SMEDAN) to develop and transform the informal sector of the economy.
The main purpose of the establishment of SMEDAN is to facilitate the promotion and
development of a structured and effective small and medium enterprises sector that
will provide informal employment for unemployed, and enhance sustainable
livelihood and economic development in Nigeria. Unemployment and increased
poverty levels are key challenges to the government of Nigeria, which has resulted in
socio-economic and political unrest across the nation. Against the background of high
unemployment rate, especially amongst the youth and the deteriorating fortunes of
small and medium businesses in Nigeria, questions can be asked in relation to current
initiatives and policies to support SME sector.
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Mollo, Nicholus Tumelo. "A legal perspective on the establishment of anti-bullying policies in public schools." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-135205.
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McAllister, Steve Randolph. "Implementation of Food Safety Regulations in Food Service Establishments." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5902.
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Food service businesses in the United States have experienced millions of dollars in losses caused by foodborne illness outbreaks, which can lead to bankruptcy and business closures. More than 68% of all foodborne illness outbreaks occur in food service establishments. The purpose of this descriptive case study was to explore the strategies leaders of food service establishments use to implement food safety regulations. Force field analysis was the conceptual framework for this study. The population for the study consisted of 3 leaders of food service establishments located in the southeastern region of the United States. Data were collected using semistructured interviews and a review of the business policies and procedures that support compliance with critical food safety regulations. The methodological triangulation approach was used to assist in correlating the interview responses with company policies and procedures during the data analysis process. Yin's 5-step data analysis approach resulted in 3 themes: (a) organizational performance analysis for improvements in food safety, (b) strategies applied to improve food safety, and (c) stability of new strategies for food safety. The key strategies identified included adhering to the guidelines of food code and regulation, conducting employee training and awareness building, and working closely with food safety inspectors. The implications for positive social change include the potential to add knowledge to businesses, employees, and communities on the use of effective food safety strategies to minimize foodborne illnesses. Such results may lead to the improvement of service performance and long-term growth and sustainability of food service establishments.
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Ntentema, Phakamani. "The challenges in the intellectualisation of indigenous languages in post-apartheid South Africa: what will it take to give the indigenous languages a directive in the implementation and monitoring of language policy in South Africa?" Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33940.
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The language of an individual is another skin in ways that are many, a natural possession of any normal person we use to communicate our ideas and hopes, convey our beliefs and thoughts, explore our traditions and experiences, and improve the community of ours as well as the laws that regulate it. In the Bill of Rights, the right of official language selection was recognized, and the Constitution recognizes that the indigenous languages are a resource that has not been exploited. This study has been carried out to elevate the use and uplift the status of indigenous languages by examining the challenges of intellectualizing the indigenous languages in post-apartheid South Africa. The language choice in South Africa does not favour the indigenous languages. The South African government lacks the political will to practically implement the language policies. The gab is in the lack of monitoring the process of language policy and implementation. Some South African higher education institutions have clear plans to implement the language policies, and some do not. The English language dominance in the higher education system has negatively impacted the indigenous students and denigrated the indigenous language use and intellectualization. There is also a gap between the indigenous speakers and the language policy implementers. This study focused on youth from the indigenous speaking background. This study was carried out to get the voices of the indigenous youth regarding lack of implementation of language policies that are placed to develop and uplift the status and use of indigenous languages all domains and how that disadvantaged them from their point of view. This study has applied the qualitative methodology to collect the data. This study also applied the Critical Discourse Analysis and Critical Language Awareness theories to analyse the findings. These theories have awakened the indigenous speakers about the power dynamics that influences the lack of implementation of language policies. This study utilized the Interpretation-focus coding strategy to analyse the data. This study explored whether languages could provide access to change, social and material conditions of its speakers and the study found that the lack of implementation of indigenous languages correlates to the delay in development of the material conditions of the indigenous speakers and languages provide access to economic, social, material, and economic changes. Multilingualism is a way forward in resolving the language issue as South Arica is a multi-lingual nation. The limitations of the study were that it was carried out during the COVID-19 era and the hard South African lockdown.
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Tužinská, Iva. "Rozhodovací, implementační a kontrolní mechanismy v oblasti operačních programů ČR." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-5058.
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Upon accession to the European Union, the Czech Republic has been given the opportunity to use the support provided within the scope of economic and social cohesion policy. For the Programme period 2007-2013 the Czech Republic has prepared twenty four Operational Programmes. In this work I focus on one Oprational programe - Education for Competitiveness to be able cover all necessary aspects of Decision, Implementation and Contol mechanisms.
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George, Kelvin Michael. "Key Performance Indicators' Effects on Public Sector Infrastructure Project Efficiency in Grenada." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7474.
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Grenada is 1 of 15 developing countries in Caribbean Community known as CARICOM. The infrastructure capital projects in these developing countries are plagued with an array of issues: unethical practices, inadequate supervision, lack of transparency and accountability, inadequate monitoring and evaluation, cost overruns, and inefficiencies. In the 1980s and 1990s, the International Monitory Fund and World Bank introduced a balanced scorecard engineered under the structural adjustment program, but it was unable to improve infrastructure project efficiencies. This qualitative case study sought to understand the role of management key performance indicators (KPIs) on public sector infrastructure capital project efficiency on the island of Grenada. An institutional assessment and development framework and a classical management theoretical framework methodology were used to explore the effects of management KPIs on public sector infrastructure capital projects efficiencies in developing countries. The research incorporated a constructivist philosophy that underpins the evaluation and perception of the government, the National Water and Sewerage Authority (NAWASA), project teams, systems, and stakeholders. A purposive sampling strategy with elements of snowballing was used to obtain 12 representative participants for interviews, and a systematic approach of transcribing, coding, and thematic analysis was done. Findings indicate inadequacies in the BSC performance measure system on infrastructure projects, which justifies the use of comprehensive management KPIs. Positive social change implications of this study include recommendations for comprehensive management KPIs and policies to improve public sector infrastructure project efficiency in Grenada.
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Costa, Andrêa Filipa da Silva. "Uma medida de política pública : escola a tempo inteiro : estudo de caso do agrupamento de escolas de Miraflores." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4614.
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Dissertação de Mestrado em Administração Pública<br>A Organização para a Cooperação e Desenvolvimento Económico [OCDE] tem dedicado
particular interesse à educação no quadro das agendas políticas e económicas associadas à
sociedade do conhecimento, pelo que a medida de política educativa Escola a Tempo Inteiro
[ETI], incide nos domínios prioritários de intervenção estratégica de inovação e
melhoramento das competências básicas preconizados por aquela organização
internacional. A medida ETI, através de um conjunto de experiências abrangidas pelas
designadas Atividades de Enriquecimento Curricular [AEC], procura assim responder às
necessidades das famílias, garantindo aos seus educandos um serviço educativo de
qualidade e apoio ao estudo ao longo de todo o período escolar diário.
Pretende-se, com este trabalho, analisar o modo como a medida Escola Tempo Inteiro
foi implementada num agrupamento de escolas da Região da Grande Lisboa e em particular
a perceção de pais e professores relativamente à sua eficácia/eficiência e respetivo impacto.
Foram inquiridos duzentos e vinte e dois pais e encarregados de educação de alunos do 1.º
ciclo, através de questionário, e realizadas entrevistas semi-diretivas a uma amostra de dez
professores com experiência de AEC. A análise dos questionários aos pais e encarregados
de educação recorreu ao modelo das classes latentes, tendo as entrevistas aos professores
sido submetidas a uma análise de conteúdo temática simples.
De acordo com os resultados, os inquiridos, pais e professores, valorizam as finalidades
da medida ETI, sublinhando a sua efetiva importância do ponto de vista de adaptar os
tempos de permanência das crianças nos estabelecimentos de ensino às necessidades das
famílias, assegurados por atividades complementares das aprendizagens.Todavia, levantam
algumas dúvidas quanto à sua eficácia/eficiência, designadamente porque nem sempre
encontram no terreno as infraestruturas, equipamentos e recursos adequados à
ação/implementação da medida.<br>The Organization for Economic Cooperation and Development [OECD] has devoted
particular interest to education within the framework of political and economic agendas
associated with the knowledge society, so that the measure of educational policy Full Time
School [TSI], focuses on priority areas intervention strategy of innovation and improvement
of basic skills advocated by that international organization. As TSI, through a set of
experiences covered by the designated Curriculum Enrichment Activities [AEC], thus seeking
to meet the needs of families, ensuring their students a quality education service and support
to the study throughout the school year diary.
It is intended with this work, examine how the measure was implemented School Full
Time in a grouping of schools in the region of Lisbon and in particular the perception of
parents and teachers regarding the effectiveness / efficiency and respective impact. We
interviewed two hundred twenty-two parents and guardians of students in one.Cycle through
a questionnaire and semi-directive interviews with a sample of ten teachers with experience
in AEC.The analysis of questionnaires to parents and guardians used the model of latent
classes, and interviews teachers were subjected to a thematic content analysis simple.
According to the results, respondents, parents and teachers value the purpose of the
measure TSI, stressing the importance of effective point of view of adapting the residence
times of children in schools to the needs of families, provided by complementary activities of
learning. However, raise some doubts as to their effectiveness / efficiency, particularly as not
always at the grass roots infrastructure, equipment and resources appropriate to the action /
implementation of the measure.
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Guset, Victor Grigore. "L'interprétation de la Charte européenne des langues régionales ou minoritaires." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0884/document.
Full textAbstract:
La Charte européenne des langues régionales ou minoritaires de 1992 est la seule convention internationale ayant pour objet exclusif la diversité linguistique présente dans les Etats. La manière dont le traité se saisit de cet objet consiste à prévoir plusieurs obligations qui sont interprétées tant par les Etats parties que par le Comité d’experts, organe chargé du contrôle du respect de la Charte. Or, l’addition de ces obligations prévues par la Charte équivaut à l’existence d’une politique publique linguistique ayant pour objectif la protection et la promotion des langues régionales ou minoritaires. Ainsi, à travers leur interprétation des obligations, les Etats et le Comité d’experts construisent d’une manière concertée cette politique publique linguistique. Dans cette configuration, nous assistons au contact entre l’opération d’interprétation des normes juridiques, question centrale de la science du droit, et l’existence d’une politique publique, modalité d’intervention de l’Etat intéressant la science politique. Ce contact entre les deux éléments n’est pas neutre. En effet, la politique publique linguistique utilise les obligations de la Charte comme des instruments afin de parvenir à l’objectif qu’elle s’est fixée : la protection et la promotion des langues régionales ou minoritaires. Cette instrumentalisation a un impact sur l’interprétation de ces obligations que celle-ci soit fournie par les Etats ou par le Comité d’experts. En ce qui concerne l’interprétation des Etats, l’influence se manifeste par une certaine transformation de la substance des actes étatiques relevant de la mise en œuvre des obligations de la Charte. Pour ce qui est du Comité d’experts, les exigences des obligations, telles qu’elles résultent de son interprétation, sont également surdéterminées par l’objectif de la politique publique linguistique. Par conséquent, la construction concertée de la politique publique linguistique par l’interprétation des États et par l’interprétation du Comité d’experts nous invite à réfléchir, d’une manière plus générale, sur les transformations subies par le droit lorsqu’il entend s’emparer et transformer des réalités sociales complexes<br>The European Charter for Regional or Minority Languages adopted in 1992 is the only international treaty dealing exclusively with linguistic diversity. It lays down obligations which are interpreted by the State parties and by the Committee of Experts, a monitoring body established by the Charter. Adding up the Charter’s obligations amounts to the existence of a language policy aiming for the protection and the promotion of regional or minority languages. Therefore, when interpreting these obligations, both the States and the Committee define the framework of the language policy. In so doing, the interpretation of legal norms and the existence of a public policy become connected. This connection is not neutral as the language policy uses the Charter’s obligations in order to achieve its objective : the protection and the promotion of regional or minority languages. This « instrumental » conception of the obligations layed down by the treaty does have an impact on their interpretation. It influences the States’ interpretation by transforming the content of the acts they adopt when implementing the treaty. As for the Committee of Experts, the requirements resulting from its interpretation are also influenced by the language policy’s objective. Thus, the common construction of the language policy by the interpretation provided by the States and by the monitoring body of the Charter involves a more general reflection on the changing nature of law when it aims to deal with and transform complex social realities
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Mhlongo, Asser Ramogoe. "The effectiveness of the implementation and monitoring of education policies in schools." Diss., 2009. http://hdl.handle.net/2263/22932.
Full textAbstract:
Effective implementation and monitoring of education policies in schools impact directly on the quality of education in public schools in general and on the vision and mission of the North West provincial department of education in particular, where the research was conducted. The effectiveness of the implementation and monitoring of education policies in schools are investigated by analysing data collected in through questionnaires and interviews conducted on the study in the Moretele Area Project Office (APO) of the Bojanala Region of Education in the North West Province. The study was conducted to investigate the effectiveness of the implementation and monitoring of educational policies by educators, Principals and District Officials in schools. The study focused on their understanding of the concept policy and its purpose, since policies serve different purposes and are constructed for different reasons. It has immerged from the study that much still has to be done in order to improve on effective policy implementation and monitoring in schools. Educators have shown that they are aware of the concept policy and its purpose. There are, however, challenges identified in terms of implementing these policies and also ineffective communication by the district offices and the schools. This assertion is evidenced by the findings from the questionnaires that revealed a serious communication problem between districts and schools. It was also found that educators are aware of the different authoritative roles held by policies in education system. They were able to give examples of policy documents that have national authority, provincial authority, and district and school authority. What seems to be still lacking is the effective application of the theoretical knowledge gained on policies when executing their duties.<br>Dissertation (MEd)--University of Pretoria, 2009.<br>Education Management and Policy Studies<br>unrestricted
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"Engaged conservation planning and uncertainty mapping as means towards effective implementation and monitoring." UNIVERSITY OF CALIFORNIA, SANTA BARBARA, 2007. http://pqdtopen.proquest.com/#viewpdf?dispub=3252817.
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"Effective Darts on A Blurred Board: Expedient Uncertainty in Policy Implementation in China." 2016. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292503.
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Naidoo, Parvathy. "The design and effective implementation of a financial school policy for school improvement." Thesis, 2008. http://hdl.handle.net/10210/1290.
Full textAbstract:
M.Ed.<br>The design and implementation of a financial school policy is an important function of the School Governing Body. Although every public school designs a financial school policy, the success of managing the school’s finances effectively and efficiently is dependent on how the policy is implemented. The aim of this research was to investigate the role played by the School Governing Body (SGB) and the School Management Team (SMT) in the design and effective implementation of the financial school policy. The impact of the South African Schools Act together with the Norms and Standards for Funding on state funding, school fees and school fees exemptions were also explored. The functions of the SGB in respect of financial matters and the role played by the finance committee emphasizes the devolution of financial matters from the state to communities. By virtue of the Schools Act the principal is responsible for the professional management of the school and together with the SGB is directly responsible for the effective use of all funds belonging to the school. It is incumbent upon the SGB and the SMT to take accountability for all their financial activities by being transparent and responsible in the management of school funds. The design of a financial school policy and the effective implementation thereof will ensure school funds being managed effectively and efficiently. The quantitative research method was used to elicit the perceptions of SGBs, SMTs and educators with regards to the designing and implementing of the financial school policy. This research study was confined to primary and secondary schools in the district D9, D10, D11 and D12 areas of the Gauteng Province. A structured questionnaire was distributed to members of the SGB, SMT and educators in the above-mentioned districts. The empirical study resulted in mean scores of the thirty-two items ranging between 2,63 and 5,34. An analysis of the data revealed that the financial school policy is central to all financial activities in schools and it must be designed and implemented by all stakeholders.<br>Prof. R. Mestry
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Quao, Kwami Hope. "Financial monitoring policies of microfinance institutions in Accra : policy formulation and implementation challenges." Thesis, 2017. http://hdl.handle.net/10321/2563.
Full textAbstract:
Submitted in fulfillment of the requirements for the Degree: Doctor of Philosophy (Business Administration), Durban University of Technology, Durban, South Africa, 2017.<br>Although numerous articles have been published globally on microfinance (MF), essentially highlighting the need to regulate microfinance institutions (MFIs), none of these, to the knowledge of the researcher, specifically explore in profundity the formulation process of financial monitoring policies (FMPs), their implementation, and the challenges MFIs encounter in implementing these policies. The wave of distressed and failing of MFIs in Ghana and the loss of hard-earned thrift deposits of the poor, therefore demand for this investigation.
This study consequently viaducts the gap and contributes to the debate by reviewing the specific financial policies pertaining to MFIs, their formulation, implementation of such policies, and the challenges MFIs encounter relating to those policies. Also introduced into the MF research arena, is the concept of implementation theory to move knowledge frontier forward. Further, the outcome will be of particular relevance to all emerging economies who view MFls as praxis for poverty alleviation, employment creation and addressing inequality.
The study adopted a mixed research approach, with both qualitative and quantitative data gathered from a sample of 65 MFIs in Accra through a self-administered, Likert-scaled questionnaire. Data were analysed using SPSS version 24.0, with results presented in frequency tables, figures, correlation tables, and cross-tabulations.
The findings reveal that FMPs exist for MFIs in Ghana – Accra, particularly. However, regulation formulation is shown to be lopsided, with implementation of FMPs, and monitoring and supervision thereof, also found to be deficient. The results further indicate that using minimum capital as a tool to ensuring efficiency in the sector, is a major obstacle to overcome to create an impetus for regulatory non-compliance. Based on the findings, the research recommends consideration by policymakers and MFI monitoring units to create a semi-autonomous institution, the National Microfinance Promotion Authority, to regulate and supervise the MFIs in Ghana. It is also recommended that research focus be shifted to policy implementation regarding MF operations.<br>D
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Brook, Aletta Nomgidi. "Exploring the policy process leading to the establishment of the ARF (African Renaissance and International Co-operation Fund)." Thesis, 2015. http://hdl.handle.net/10539/18705.
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Thesis (M.M. (Public and Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Public and Development Management, 2015.<br>Development aid plays a significant role on the African continent in a number of ways which include, but is not limited to, financing budget deficits, conflict resolution and humanitarian assistance. South Africa, China, India and Brazil are among the “four main South powers” emerging on the global scene with aid policies designed at providing development aid to African Countries [Tjønneland, 2013: 1].
This study has examined the establishment and implementation of the African Renaissance and International Co-operation Fund (ARF) by analysing the policy processes that led to its creation and operation, from 2000 to 2009. The principle behind the development of such an act was South Africa’s desire to show its commitment in assisting in resolving Africa’s socio-economic challenges that impede development in Africa. ARF has suffered inconsistency in policy making and implementation. The study has found that the challenges in ARF policy processes were attributed to governance issues, issues of accountability, temptation to be used as a state fund for political interest, weakness in the institutional framework, absence of autonomy in management, absence of monitoring and evaluation, political power and poor administration systems.
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Bouloudinine, Raphael Eric. "From experimentation to Mental Health policy: "Un chez soi d'abord" program. Implementation of an evidence based policy in France." Master's thesis, 2018. http://hdl.handle.net/10362/34456.
Full textAbstract:
RESUMO: No sentido de construir uma saída para o debate ideológico que acontece na
psiquiatria na França desde seu início, o governo Francês escolheu pela primeira vez
no campo da saúde mental implementar um modelo de intervenção baseado em
evidências, incorporando fortes pesquisas científicas. O ensaio clínico da experiência
denominada Housing First permitiu a validação científica da eficiência deste modelo
no contexto Francês. O segundo passo é crucial: a implementação desse programa em
20 cidades. Trata-se de um axioma da avaliação de programas a compreensão de que
é improvável que uma intervenção seja efetiva se essa não for implementada
adequadamente. E se a eficácia de qualquer intervenção depende em parte da
qualidade de sua implementação, isso é particularmente verdadeiro para o modelo
Housing First. Nesse trabalho, nós focamos nessa questão central: Para implementar
adequadamente um modelo validado após uma fase experimental, quais ferramentas
de avaliação podem ser usadas para avaliar e monitorar se a intervenção foi
implementada conforme planejado? Assim, primeiramente, analisamos a criação das
especificações. Em seguida, novos requisitos foram surgindo, em particular no que
diz respeito às questões de avaliação e monitoramento, que até então têm sido
terceirizadas para equipes de pesquisa. Dessa forma, nós podemos ver como uma
caixa de ferramentas pode ser desenvolvida com base em especificações, permitindo
que essas questões de avaliação e monitoramento sejam respondidas precisamente
com relação a dois objetivos específicos: o respeito aos modelos de intervenção, bem
como a sustentação da dinâmica de apropriação do programa tanto pelos
profissionais, como pelos usuários.<br>ABSTRACT: As a departure from theideological debate that has preoccupied French psychiatry since its
inception, the French government has chosen for the first time in the field of mental health to implement an evidence-‐based intervention model incorporating powerful scientific research. The clinical trial of Housing First has permitted the scientific validation of the efficiency of this model in the French context. The second step is crucial: The implementation of the programme in 20 cities. It is an axiom of programme evaluation that an intervention is unlikely be effective if it is not implemented appropriately. If the effectiveness of any intervention depends in part on the quality of its implementation,this is particularly true for the Housing First model. In this work, we focus on this main question: In order to appropriately implement a validated model after an experimental phase, which evaluation tools can be used to evaluate and monitor whether an intervention has been implemented as planned? We first analyze the creation of the specifications.Then, new requirements are emerging, in particular evaluation and monitoring issues,which until now have been outsourced to the research teams. We shall thus see how a toolbox can be developed based on the specifications allowing these
questions of evaluation and monitoring to be answered precisely with regard to two specific objectives: Respect for the intervention models, as well as maintaining the dynamic of appropriation of the programme
by both professionals and users.
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"Implementation of the National Skills Development Strategy (NSDS) with special reference to the Department of Correctional Services." University of the Western Cape, 2019. http://hdl.handle.net/11394/6997.
Full textAbstract:
Magister Artium - MA<br>Youth unemployment has become a national crisis in South Africa. The South African government has put policies in place to combat this challenge. Among the policies that have been implemented to address the problem of unemployment, is the National Skills Development Strategy (NSDS). The purpose of this study is to analyse the implementation of the NSDS by using the Department of Correctional Services (DSC) as a case study.
The study explores the importance of public policy monitoring and evaluation within the DCS. This study analysed the implementation of the NSDS by looking at the Five C’s approach to implementation. The Five C’s (content, context, commitment, clients and coalitions, capacity) which also formed part of the literature review and theoretical framework. The Five C’s will form the basis of selection and assessing the implementation of the NSDS in the DCS and its subsequent monitoring and evaluation.
The researcher used a triangulation approach as a research technique, which means that the researcher utilized different methods in collecting data. The research used DCS as a case study, and also made use of academic journals, government reports and policies.
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Deenanath, Geetha Devi. "Effective implementation of school environmental education policies in a school district in Gauteng." Diss., 2004. http://hdl.handle.net/10500/1888.
Full textAbstract:
The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies.<br>Educational Studies<br>M.Ed. (Environmental Education)
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Tezera, Tibebu Legesse. "An investigation of effective implementation of instructional supervision practice in secondary schools in Hawassa, Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/27469.
Full textAbstract:
The purpose of the study was to investigate the effective implementation of instructional supervision practices in secondary schools of Hawassa City Administration in Ethiopia. The study focuses particularly on the practices and roles of supervisors in the implementation of instructional supervision, and the factors affecting its implementation in secondary schools. Basic questions related to the availability of instructional supervision strategies and their implementation, the roles of instructional leaders, perceptions of instructional supervision, and challenges for proper implementation of instructional supervision were raised. In addition, strategies for strengthening the effective implementation of instructional supervision were also addressed.
The study was framed within the Theory of Change in Teachers’ viewpoints on instructional practices. In fact, there is a strong link with the instructional leadership strategies and the role of supervisors for the effective implementation of instructional supervision practices. The Instructional Supervision Model was used as it integrates the activities of instructional supervision in the schools. Moreover, this study reviewed global perspectives on educational supervision and provided an overview of the study context with an emphasis on improvement of instructional supervision.
Philosophically, this study followed the pragmatist research paradigm, employing mixed research approaches; it also employed an explanatory sequential design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Data were gathered from 160 supervision teams (vice-principals, senior teachers, unit leaders and department heads), 185 teachers. In addition, 14 principals and supervisors took part in interviews. One focus group discussion was also conducted with the city educational experts. Data were gathered through survey questionnaires, semi-structured interviews, FGD question guides and document reviews. Quantitative data was analysed through the descriptive approaches such as percentage, mean, grand mean and inferential statistics, known as standard division and t-test. Qualitative data collected through interviews and FGDs was summarised through thematic and narrative techniques, and finally triangulated.
The results indicated that the quantitative and qualitative data supported one another. It was found that school supervision in line with strategies was inadequate. In addition, school supervision corresponding to the expected standards was not effectively done. The extent to which instructional supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient. Evidence showed that instructional supervisors’ role in building effective relationship in schools was weak. Supportive, directive, conflict management and monitoring and supervising roles in the implementation of instructional supervision were also found to be inadequate. The teachers did not have enough support from supervisors in order to improve their instructional skills, and there was a negative perception of teachers about the implementation of instructional supervision.
On the other hand, effective implementation of instructional supervision was hampered by a lack of qualified instructional supervisors, management skills, professional manuals, cooperation, and motivation for work and a lack of training and funding. Inadequate facilities and assignment of small number of supervisors hindered proper implementation of instructional supervision. Moreover, lack of commitment on the part of teachers and school leaders, lack of effective stakeholder support, lack of respect among stakeholders, lack of participatory supervisory approach and lack of adequate guidance between instructional leaders hampered instructional supervision.
Based on the findings, instructional leaders, teachers, supervisors, school instructional supervision team and school communities need to be well equipped with basic knowledge and skills on the implementation of school instructional supervision, through pre-service and in-service training, experience-sharing programmes, seminars, workshops and discussion forums about the different approaches of supervision in order to enhance the professional growth of teachers and improve their instructional practices. This could help in fostering critical thinking and the problem-solving capacity of the supervisors. Moreover, the instructional leaders in schools need to plan for continuous training and orientation on the nature, practice and significance of instructional supervision. Suggestions were made to solve the factors that hinder proper implementation of instructional supervision.<br>Educational Management and Leadership
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Lopez, de Alba Gomez Adriana. "Identifying the barriers and opportunities for the implementation of an effective Integrated Solid Waste Management Program in the Mexican Federal District." Thesis, 2009. http://hdl.handle.net/10012/4549.
Full textAbstract:
Generation of solid waste is a problem of great environmental significance in the Mexican Federal District. With an estimated daily generation of 12,500 tons waste management is a priority for the district government. Through the launch of a new initiative known as ‘Green Plan’, the government is proposing to implement an integrated waste management system that will not only reduce the amount of waste sent to landfills, increasing reuse and recycling of waste, but also will allow the district government to realize economic gains by charging a fee for collection services and selling energy generated from incinerating waste.
Integrated waste management programs have been implemented in the Mexican Federal District in the past. They have failed. This research has examined the most recent initiative in an effort to discover the causes of failure, using a case study approach. In addition to identifying barriers to and opportunities for implementation of an effective integrated waste management system in the Federal District, this research recommends options for the newly proposed waste management system that will achieve the objectives desired by the government, while aiding in the pursuit of sustainable development.
The research has revealed that the performance of the Federal District’s Integrated Solid Waste Management Program, or any other program of the sort, is affected mainly by a combination of factors that are under the local government’s control: legal instruments, administrative organization and political conflicts, allocation of resources, education and training, and citizen participation. Strengthening these areas will improve the performance of the program.
In comparison to much of the existing waste management literature that aims at identifying opportunities for supporting proposed systems through technological innovation (Chambal, et.al., 2003; Eriksson, et.al., 2005; Hung, et.al., 2007), this research has found that key barriers and opportunities lie in the strengthening of the institutional capacities of the local government. While recommendations of this study have been developed within the specific context of Mexico City, they may offer some more general guidance about how to respond to concerns which are likely to apply to many other large urban municipalities in developing countries. Application of the Gibson principles for sustainability in the context of Sandra Cointreau’s guidelines for sustainable waste management has provided a useful evaluation guide. This research has focused not just on evaluation of a particular waste management system, but also on the geographic and administrative context of the system in order to gain a broader insight into the factors over and above technical standards and mechanisms that affect the performance of the system.
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Honu-Siabi, MacCarthy Kofi. "An analysis of the implementation of a monitoring and evaluation system : the case of the NGO SaveAct." Thesis, 2013. http://hdl.handle.net/10413/10805.
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The importance of Monitoring and Evaluation (M&E) during programme implementation has driven many governments, organisations and donors to invest substantial means in developing comprehensive M&E and tools. However, research reveals that, while some of these comprehensive M&E systems have been successfully implemented, others could not be used to achieve the purposes for which resources were utilised in designing them. Some writers have explained that, even though great effort is invested in the development of M&E systems, not all of them actually get implemented, or even if they do, they are only partially implemented. One reason cited was the complexity of M&E systems, which makes implementation difficult. The Non-Governmental (NGO) sector in its implementation of social programmes, uses M&E systems and frameworks to monitor programmes for various reasons, including accountability and organisational learning purposes.
A case study approach, using in-depth qualitative methods, was used to analyse the implementation of the M&E systems in SaveAct, an NGO based in Pietermaritzburg in KwaZulu-Natal. A semi-structured interview guide was used to collect primary data. Interviews were conducted with various role-players within the system to gather information about their experiences of implementing M&E systems. Documents and reports were analysed to investigate the nature of the M&E systems, and their purposes and uses and implementation successes and challenges.
The findings of the study revealed that in SaveAct the M&E is done for the purpose of accountability to donors and for organisational learning and improvement in programmes. Two previous frameworks were designed for intensive evaluation purposes, but could not be fully implemented. Challenges that emerged include the comprehensive nature of the frameworks, lack of human capacity and limited finances for implementation. However, regular data collection for monitoring was being successfully undertaken. Some of the success factors identified include the simple and easy-to-understand data collection tools and the inclusion of M&E activities in the routine work of staff (mainstreaming). M&E systems that have simple tools which clearly outline the goals and where the functions are included in the daily routine of the staff, are more likely to be implementable. The conclusions of the study were that M&E systems can be made more implementable if they are designed with an understanding that the system components are interrelated and an attempt is made to see to it that each component is functional, to ensure the mode of action of the entire system. M&E systems and frameworks should be designed to be simple and clear. They should contain fewer tools and should be easily understood by the people who do the actual data collection. The tools with fewer questions were easier to implement than those with many questions. M&E functions in SaveAct were more successful when included in normal routine work of the staff, or mainstreamed, and not undertaken as a separate activity and also when they are located within planning and budgeting functions of the organisation.<br>Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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Steyn, Larry Samuel. "Professionalising local government: the implementation of the national treasury: municipal regulations on minimum competency levels." 2013. http://hdl.handle.net/11394/3870.
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Morgan, Kim (M A. ). "A framework for community participation in the planning, implementation, monitoring and evaluation of development programmes at the local level." Diss., 2003. http://hdl.handle.net/10500/640.
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Sigudla, Jeffrey Pikky. "A framework for effective implementation of Integrated Quality Management System in primary schools in the Western Cape province." Thesis, 2019. http://hdl.handle.net/10500/26618.
Full textAbstract:
The purpose of the study was to investigate the practices and challenges faced by primary schools in the Western Cape province when implementing the Integrated Quality Management System (IQMS) policy. The study concentrated mainly on monitoring and evaluation processes; as well as the relevance and appropriateness of the measures in place for refining the IQMS.
In 1994, the attainment of democracy in South Africa brought radical transformation to the education system, which resulted in the development of various educational policies. One of these policies was the Integrated Quality Management System (IQMS), which was introduced in 2003. The IQMS was aimed at improving quality education delivery. However, based on learners’ academic and quality results in terms of progression over the past two decades, the South African education system may not have achieved all of its desired outcomes. The school development teams, especially those in rural and previously disadvantaged schools, do not comply with the principles of the IQMS policy and, as a result, fail in their mandate.
The empirical approach employed in this study was successful in obtaining information from participants about the challenges they faced in implementing the IQMS policy. The study used qualitative approach. Participants included post-level one teachers as well as members of the school management team at five different schools. The research findings indicated that some schools only implement the IQMS to comply with the department requirements and to ensure that their educators receive the salary increments based on IQMS. Consequently, there is no real school development taking place. The study made a number of recommendations to consider with regard to effective implementation of IQMS in schools. It is recommended that the School Development Team (SDT) and the School Management Team (SMT) employ a well-adjusted approach to whole school evaluation, with a resilient effort on both professional development and performance appraisal in the engagement of whole school development. The study also suggests the appointment of Senior Education Specialists who will be based at every school and become part of the SDTs in order to assist the schools in converting evaluation into school development. Further suggestion is also made for performance agreements and targets linked to salary increments.<br>Educational Management and Leadership<br>Ph. D. (Education Management)
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Tshetlo, Piet Thabo. "An analysis of the implementation of the South Africa-China bilateral agreement : a case study of the South African Agricultural Technology Demonstration Centre." Diss., 2014. http://hdl.handle.net/10500/13305.
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This research was based on the implementation analysis of the South Africa-China bilateral agreements, specifically the case of the South African Agricultural Technology Demonstration Centre (SAATDC).
In this regard, the researcher was of the view that, with implementation analysis, it is possible to identify the particular circumstances that could affect implementation of a particular policy, both in advance of a policy’s adoption or after it is implemented.
This research tracked the implementation of the SAATDC bilateral agreement to examine whether this bilateral agreement was effectively implemented or not. There is a need to translate political commitment into a practical programme for successful implementation. Implementation is one of the major problems confronting developing nations, of which South Africa is one.
Furthermore the researcher investigated whether the SAATDC bilateral agreement meets necessary pre-conditions of policy implementation, necessary for successful policy implementation, and examines whether these pre-conditions are adequately addressed in the bilateral policy document.Previous research has shown that once these preconditions are met, the potential for successful implementation of a policy increases.
There is a need in South Africa to fully exploit opportunities provided through similar Chinese aid projects for the benefit of local workers such as artisans, engineers and project managers by ensuring that bilateral agreements adequately address factors that could undermine South Africa’s ASGISA and JIPSA objectives regarding skills and technology transfer. It is important to investigate whether the bilateral agreement here makes sufficient provision for adequate involvement of South African engineers, artisans and South African companies in the implementation of such Chinese aid programmes or projects. There is a need to enhance the sophistication of local artisans and engineers as required by the ASGISA and JIPSA strategy and objectives.<br>Public Administration & Management<br>M. Admin. (Public Administration)
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Moeti, Lucas. "Towards the effective implementation of the expanded public works programme in South African municipalities : a case study of the City of Tshwane Metropolitan Municipality." Diss., 2014. http://hdl.handle.net/10500/13634.
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The Extended Public Works Programme (EPWP) is a government programme targeted at unemployed individuals. Public entities at the national, provincial and municipal level implement the EPWP. The City of Tshwane Metropolitan Municipality (CTMM) is one of the entities implementing the EPWP at the local level. This study investigated the implementation of the EPWP within the CTMM with a view to understand the current implementation approach. The CTMM has been unable to achieve their EPWP annual targets since 2009. The CTMM experienced the lack of attaining targets mainly in relation to persons with disabilities (2%), and indigents (50%). Other challenges include the lack of training EPWP participants in specialized skills; the unsustainable nature of the EPWP projects; and un-approval of the draft EPWP policy. This study proposes interventions with regard to the coordination of the EPWP, improved monitoring of projects, training, indigent criteria, and approval of the EPWP policy within the CTMM.<br>Development Studies<br>M.A. (Development Studies)
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Čáp, Peter. "Implementace institutu domácího vězení v české justici." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-298593.
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The aim of this diploma thesis is to describe and explain the main features of implementation practice of house arresting in the Czech Republic and consequently propose possible ways out in relation to subsequent (and successful) continuing of implementation procedure. In terms of theory there are reflected approaches of criminal law, criminology, penology, sociology and public policy. Within the research work, the space had been given to those participants immediately concerned and affected with house arresting agenda - judges, prosecutors, probators, ministry officers (Ministry of Justice), attorneys, watchdog organizations and experts on criminal law from academic sphere. House arresting had entered valid legal regulations in connection with new criminal law effectual since 1.1.2010. This new regulation substituted the pristine penal code. In new criminal law is significant shift of accent from tangible to formal conception of culpability. By the analysis of key participants of objective policy, identification of possible goals, adumbration of solution options is finally formulated optimal version. In terms of this version are reflected possibilities of evaluation and monitoring. Special attention is payed to identification of crucial risks and problems related to implementation practice, which...
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Masekoameng, Morongwa Constance. "An instructional leadership perspective on the management and implementation of Curriculum and Assessment Policy Statement (CAPS) in South African schools." Thesis, 2014. http://hdl.handle.net/10500/19994.
Full textAbstract:
This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system.<br>Educational Leadership and Management<br>D. Ed. (Education Management)
43
Moatshe, Montlhe Piet. "Assessing the effective management of the allocated funding for the provision of free basic services in Polokwane Local Municipality." Diss., 2018. http://hdl.handle.net/10500/26740.
Full textAbstract:
Most households from rural areas did not have access to basic municipal services prior to the advent of democracy in 1994. The most affected were those from the former homelands and deep rural areas from the former South Africa. Hence, since 1994, the South African government has inherited huge infrastructure backlogs which affect effective delivery of basic municipal services, particularly Free Basic Services (FBS), to alleviate the plight of the rural and poor communities.
Municipalities have to be self-sustainable for effective service delivery, even though their revenue base is such that they cannot generate enough income to maintain, extend and sustain basic services. Yet, they are mandated by the Constitution of the Republic of South Africa, 1996 to deliver services to all communities within their areas of jurisdiction, irrespective of whether the beneficiaries of the services contribute to their revenue. For this reason, the national government has committed in the Constitution to allocate funding to municipalities through the equitable share allocations to subsidise the costs of providing FBS to indigent households. However, the impact of the FBS programme on indigent households in the Polokwane Local Municipality has not been significant, given the effective management of the programme. Hence, this study was conducted at the Polokwane Local Municipality to establish the effectiveness of the management of the funding allocated for the provision of FBS.
The primary aim of the study was to determine the extent to which the Polokwane Local Municipality effectively manages the provision of FBS and the related funding to establish deficiencies in the system, with a view to improve the effectiveness of FBS delivery to indigent households. The data comprised responses to a questionnaire, semi-structured interviews, documents and studies conducted at the Polokwane Local Municipality.
The study highlighted that the Polokwane Local Municipality has developed an indigent policy for the implementation of the FBS programme; however, it is only applied in urban or established areas, thus only covering Polokwane city, Seshego and Westernburg out of a possible 265 settlements. Proper planning is also only done around these three areas, while estimations are made for rural areas or villages in terms of targeted households and budgets. Furthermore, National Treasury provided more than three times the funding budgeted by the municipality to fund the FBS programme. This suggests that the rest of the funds allocated for FBS delivery were used for municipal operations rather than for benefitting indigent households. Therefore, it can be concluded that the Polokwane Local Municipality does not manage the funding allocated for FBS effectively, given the limitations in the registration of indigent households as well as the planning, budgeting and implementation of the FBS programme. Finally, the study could not establish whether the municipality is making any impact on the lives of the indigent households as the municipality has not assessed the impact of the FBS programme on the indigent households since the inception of the programme in 2000.
The study will enable the development of proposals and recommendations which can assist in improving the effectiveness of the Polokwane Local Municipality’s management of funding allocated for the provision of FBS.<br>Public Administration and Management<br>M. Admin. (Public Administration)
44
Nelongo, Jafet. "Constraints and success factors in the implementation of the performance management system for the Namibian public service." Thesis, 2016. http://hdl.handle.net/10500/22161.
Full textAbstract:
This study investigates the constraints and success factors in the implementation
of the third performance management system (PMS) for the Namibian public
service from 2006 to 2014. It was purported to be implemented in 2006. However,
various government publications reported that its implementation process was
poor or slow. The study also made a contribution to the discussions regarding
individual performance agreements by politicians.
The review of the existing literature revealed that at the time of this study no
academic research was conducted in the Namibian public service considering the
PMS implementation process in totality. Furthermore, the conditions or factors of
an effective policy and performance management system implementation which
had been identified helped the researcher to decide on the focus of the study.
Methodologically, the study uses an implementation research design which
focused on process evaluation using the mixed method approach. During phase
one, data was collected using a diagnostic tool to determine the status of the PMS
implementation. The results of phase one guided the interviews conducted during
phase two that provided an in-depth understanding of the phenomenon under
investigation. A purposive sampling method was applied in selecting nineteen
respondents who participated in this study. Documentary sources were used
during all the phases of the study.
The main findings of the study are: notable achievements in terms of the PMS
design and its implementation, with four Offices, Ministries and Agencies (OMAs)
and Regional Councils (RCs) being identified as most successful at the time of the
study. Internal leadership commitment proved to be the main success factor.
However, the PMS was not implemented fully because it did not meet the
requirements of an effective one.
The study recommends to establish the PMS unit in each OMA and RC, integrate
the PMS with all aspects of human resources, simplify the PMS forms, formulate a
PMS policy for Namibian politicians, apply the templates and implementation
modalities of an individual performance agreement of political executives, formulate a social contract for the constituency councilors in the Government of
the Republic of Namibia, and introduce a Constituency Development Budget
(CDB) to support the implementation of the social contract.<br>Public Administration<br>D.P.A.
45
Dlamini, Bethusile Priscilla. "Implementing and sustaining free primary education in Swaziland: the interplay between policy and practice." Thesis, 2017. http://hdl.handle.net/10500/23168.
Full textAbstract:
The aim of this study was to investigate the implementation and sustainability of Free Primary Education (FPE) in Swaziland in terms of the interplay between policy and practice. The study was undertaken in four schools in the Manzini region of Swaziland. The schools were purposively sampled on the basis of their location. The participants consisted of the head teacher, a teacher and a parent, and six learners from each of the schools. Two Ministry of Education and Training (MoET) officials were also included; a regional inspector for primary schools stationed at the Manzini Regional Education Offices (REOs) and a senior official stationed at MoET headquarters. A qualitative approach and a case study design were used. The participants were interviewed using semi-structured interview schedules, while the learners were engaged in focus group
interviews at each school which were conducted according to a focus group interview schedule. Documents were also used as data sources. Data was analysed using a thematic and document analysis approach. The findings revealed a disconnection between policy and practice. FPE implementers are not well versed on the policies they are supposed to implement as they were not included in the policy-making process. Moreover, no consideration had been given to the legal framework underpinning FPE. It was found that the sustainability of FPE is threatened by certain indirect costs of schooling as well as the top-up fees that are being charged illegally by some schools, resulting in some learners dropping out of school – defeating the purpose of FPE and violating their right to access education. It would appear that the most contentious issue for FPE in Swaziland is the top-fee, although the head teachers were of the view that the FPE grant paid by government is inadequate for running schools and therefore top-up fees are necessary. Problems were also identified with the embezzling of school funds by head teachers. These issues have led to tension between schools and the MoET<br>Educational Leadership and Management<br>D. Ed. (Education Management)
46
Mahlalela, Bethusile Priscilla. "Implementing and sustaining free primary education in Swaziland : the interplay between policy and practice." Thesis, 2017. http://hdl.handle.net/10500/23271.
Full textAbstract:
The aim of this study was to investigate the implementation and sustainability of Free
Primary Education (FPE) in Swaziland in terms of the interplay between policy and
practice. The study was undertaken in four schools in the Manzini region of Swaziland.
The schools were purposively sampled on the basis of their location. The participants
consisted of the head teacher, a teacher and a parent, and six learners from each of the
schools. Two Ministry of Education and Training (MoET) officials were also included; a
regional inspector for primary schools stationed at the Manzini Regional Education
Offices (REOs) and a senior official stationed at MoET headquarters. A qualitative
approach and a case study design were used. The participants were interviewed using
semi-structured interview schedules, while the learners were engaged in focus group
interviews at each school which were conducted according to a focus group interview
schedule. Documents were also used as data sources. Data was analysed using a thematic and document analysis approach. The findings revealed a disconnection between policy and practice. FPE implementers are not well versed on the policies they are supposed to implement as they were not included in the policy-making process. Moreover, no consideration had been given to the legal framework underpinning FPE. It was found that the sustainability of FPE is threatened by certain indirect costs of schooling as well as the top-up fees that are being charged illegally by some schools, resulting in some learners dropping out of school – defeating the purpose of FPE and violating their right to access education. It would appear that the most contentious issue for FPE in Swaziland is the top-fee, although the head teachers were of the view that the FPE grant paid by government is inadequate for running schools and therefore top-up fees are necessary. Problems were also identified with the embezzling of school funds by head teachers. These issues have led to tension between schools and the MoET.<br>Educational Leadership and Management<br>D. Ed. (Education Management)
47
Kluka, Darlene Ann. "The Brighton Declaration on Women and Sport : a management audit of process quality." Thesis, 2008. http://hdl.handle.net/2263/25016.
Full textAbstract:
The development of gender mainstreaming programs and proactive work aimed at addressing the historical imbalances of women in all sectors of society have become the staple of most international meetings with a concern for human rights. From a sport perspective, a number of organizations are keeping this critical issue alive at global, regional, international and national levels through policy documents, declarations and calls for action since 1948 to 2008 with the Dead Sea call for action. The Brighton Declaration on Women and Sport signed in 1994 by 250 signatories is universally regarded as the ground-breaking work on Women and Sport. Yet, despite years of campaigning and numerous policy documents, legislation and world conferences on women and sport, a marked gender imbalance in sport still persists. Little or no qualitative evidence could be found of clear process strategies to be followed by signatories of the Brighton Declaration on how to translate strategic intent into quality management processes to attain the envisioned result of the Declaration. Successful implementation of the principles of the Brighton Declaration depends on quality internal organizational processes and standards. The research question for the study was hence formulated as: “Do signatories of the Brighton Declaration have appropriate management processes and standards in place to translate the principles of the Declaration into sustainable practice?” The study was approached from a qualitative perspective as the perceptions of signatories relative to the quality of management processes have been evaluated. A questionnaire (Cronbach’s Alpha Coefficient ∞=0.978) based on ISO 9001-2000 management standards was used as a research instrument and administered to 246 currently existing signatories of the Brighton Declaration. A response rate of 51% (n=125) was attained. Several international and regional organizations emerged as role players in women and sport. The United Nations provided leadership through conventions on human rights, Millennium Development Goals and declaring 2005 as International Year of Sport and Physical Education. The International Olympic Committee took initiative through quadrennial world conferences on women and sport since 1994. From the seminal “Women, Sport and the Challenge of Change” conference in Brighton, England in 1994, flowed three culminating results: the Brighton Declaration on Women and Sport, the International Working Group on Women and Sport and the International Strategy on Women and Sport. The Brighton Declaration signed by 250 signatories, enlarged and coordinated the global debate on women and sport as the first declaration to provide a worldwide ethical frame of reference and paradigm shift in social change for the construct of women in sport and women and sport. The issue of women and sport continuously remains on the agenda of global social change. The convening power of sport makes it a compelling tool for social change provided its potential is harnessed through sustainable management and processes. Social change necessitates an understanding of social change theories, stages of change management, the role of change agents as well as change management models. The major challenge facing women and sport groups is to translate strategic intent into measurable and replicable business process standards. Designing and institutionalizing processes and standards can be the mechanism to realize strategic intent and progress signatories through the stages of change management. Dawson’s (1994) processual model is used as a theoretical framework to conceptualize process management and to build a case for mapping business processes, managing quality of the processes, and continuously auditing processes through replicable standards. ISO 9001-2000 standards were selected as the instrument to audit quality management processes of signatories. Overall results obtained from the research questionnaire indicated an alarming ignorance of the Brighton Declaration as a benchmark of efforts to improve the position of women in sport and second an absence of management processes and standards to guide the process within signatories of the declaration. Only 2.8% of respondents indicated a process management system. Signatories have not institutionalized gender mainstreaming in a sport context. Results confirmed unequivocally H1 set for the study: the quality of management processes followed by signatories of the Brighton Declaration on Women and Sport (1994) to achieve the principles of the stated declaration is unsatisfactory. It was concluded that, in essence, the Brighton Declaration is an initiative to affect social change in the context of sport. Efforts to achieve the desired social change have to be managed and benchmarked according to change management models and processes to retain credibility and attain replicable and repeatable results. The ISO 9001-2000 is deemed a reliable instrument and framework to guide management process design, mapping, documenting, implementing, supporting, monitoring and controlling management processes. The alarming lack of management processes resulted in a significant gap between strategic intent and reality and suggests that the notion of gender mainstreaming feeds on emotion rather than replicable management processes. The Brighton Declaration as a seminal document will not impact substantially on achieving gender mainstreaming in sport as signatories have not succeeded in creating a critical mass necessary to tip the scale. Results also indicated that signatories are locked into the introductory stages of change management because of the lack of organized change. Low levels of competent leadership responsible for managing the change process results in loss of corporate memory regarding the Brighton Declaration. The study is concluded with recommendations and managerial guidelines focusing on building a critical mass, revisiting the significance of the seminal Brighton Declaration. A universal declaration on women and sport is recommended to serve as the nexus for global efforts to improve the position of women in sport. Signatories should adopt a managerial approach to the implementation of the Brighton Declaration rather than a social philanthropic awareness approach to move forward. Implications for further study center around investigating possible performance management systems in order to refine or supplement the recommended ISO 9001-2000 standards for quality management processes, longitudinally audit quality management processes at international and regional levels, and probing the possibility of formulating a universal declaration on women and sport to accelerate critical mass building in the context of women and sport.<br>Thesis (DPhil)--University of Pretoria, 2009.<br>Biokinetics, Sport and Leisure Sciences<br>unrestricted
48
Matsebele, Selina Patricia. "The effect of national education policies on learner discipline and academic performance of schools in the Tshwane South district : a focus on school discipline policy." Diss., 2020. http://hdl.handle.net/10500/26477.
Full textAbstract:
The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The
problem was the learner moral decay, which was conspicuous to the public who saw
learners all over the school grounds during contact time, along streets strolling to
their schools without showing any remorse long after schools had started at 8h00.
Poor academic performance in public secondary schools in the Tshwane South
District is a cause for concern, whereby one of the schools in Tshwane South had
only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were
progressed. Qualitative methodology was used, and one-on-one interviews were
conducted to collect data from the SGBs, SMTs and teachers of five poorly
performing schools in the district. The study revealed that the incorrect development
and implementation of the new national education policies had a negative impact on
learner discipline and academic performance. The classrooms were overcrowded
which meant the teacher-learner ratio and teacher workload were high. The learners
and the parents were not provided with the Code of Conduct, and some teachers
never read the education policies and did not know that the Code of Conduct is an
alternative policy to the corporal punishment policy.
Consequently, learners who misbehave and are under the leadership of COSAS
defy it because they are aware that teachers are ignorant of the correct procedure to
enhance the Code of Conduct implementation. This implies that any case against the
learners was considered unprocedural and nullified. It became evident that the
Department of Basic Education needed to invest even more in education to deal with
the issue of overcrowding by deploying more teachers and teacher assistants. The
intervention was also necessary to equip stakeholders with skills in the adoption and
implementation of national education policies. The intervention should empower the
SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain
discipline with confidence and effectively to improve academic performance. As well
as the powerful tools for planning correctly by the SMT to involve policy authorities
for stakeholders’ development. The implementation of the teacher-learner ratio
policy, teacher workload policy and learner discipline policies required monitoring,
and to be reviewed if necessary, to avoid disparity between policy and practice.<br>Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la
ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la
maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go
phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya
thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola
dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja
Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke
diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a
mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba
bangwe ba fitišitšwe.
Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di
kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane
ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo
(SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng
seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya
melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le
mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o
boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro,
gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya
thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go
fapana le kotlo ya go betha.
Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS
ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile
mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se
se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga
se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le
hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši
bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se
ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya
maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse
le go kaonafatša dipoelo tša thuto ya barutwana.
Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la
mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go
lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng
ga lenaneo tshepedišo le tiragatšo ya lenaneo leo.<br>Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die
onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid
op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die
morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die
klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan
is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8
leerders in 2018 geslaag, terwyl die res oorgeplaas is.
Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel
in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e),
skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die
distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van
nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en
akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol
klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers
word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit
die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die
lyfstrafbeleid is nie.
Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die
Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste
prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels
as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die
Departement van Basiese Onderwys aandag moet bestee aan die kwessie van
oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel.
Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die
ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep
sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem,
waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die
verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die
onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline
monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en
die praktyk te vermy.<br>Educational Management and Leadership<br>M. Ed. (Educational Management)
49
David, Joanne Munro. "An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement." Diss., 2015. http://hdl.handle.net/10500/21803.
Full text