Masters Degrees (Political Science)

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Blockchain technology: A policy instrument
(Stellenbosch : Stellenbosch University, 2020-03) de Jongh, Christiaan Louw; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: As we continue to progress into the Fourth Industrial Revolution the need for technologically advanced government administration tools has become more evident as governments are struggling to remain influential and effective in implementing public policy. In addition to the challenges of technological advancement, governments also continue to face internal issues of corruption, inefficiency,and distrust,which influences its ability to produce value for citizens and further national development.This research identifies the innovative technology blockchain as a tool to achieve goals and address various existing problems within the processes of public policy implementation. A literature review identified a research gap indicating that no research has been undertaken by policy scholars to explore this technology as a policy instrument, despite various blockchain scholars recognizing it as an ‘instrument of government’. To address this lacuna, a qualitative exploratory research approach was used to explore whether blockchain can fulfil the functions of policy instruments.This study applied a newly constructed analytica lframework called the Īnstrūmentum framework. It was used to analyse data on the applications of blockchain technology within government to determine if it can fulfil the functions of a policy instrument. This study proceeded from the premise that if blockchain can fulfil the functions associated with policy instruments, then those who study policy instruments should devote attention to it.The data examined was drawn from publicly available sources which focus on the application of blockchain technology for 1) national land registries, 2) national elections(voting)and 3) citizen identity management. The findings produced by this research concluded that blockchain technology can fulfil the functions of policy instruments in a way that has both theoretical and practical implications. Firstly, considering blockchain can fulfil the functions associated with policy instruments, it is necessary for policy scholars to study this technology in depth. Furthermore, from a practical understanding, as a policy instrument, blockchain has the potential to address various real-world issues (corruption, inefficiency, lack of accountability and transparency) within existing As we continue to progress into the Fourth Industrial Revolution the need for technologically advanced government administration tools has become more evident as governments are struggling to remain influential and effective in implementing public policy. In addition to the challenges of technological advancement, governments also continue to face internal issues of corruption, inefficiency,and distrust,which influences its ability to produce value for citizens and further national development.This research identifies the innovative technology blockchain as a tool to achieve goals and address various existing problems within the processes of public policy implementation. A literature review identified a research gap indicating that no research has been undertaken by policy scholars to explore this technology as a policy instrument, despite various blockchain scholars recognizing it as an ‘instrument of government’. To address this lacuna, a qualitative exploratory research approach was used to explore whether blockchain can fulfil the functions of policy instruments.This study applied a newly constructed analytica lframework called the Īnstrūmentum framework. It was used to analyse data on the applications of blockchain technology within government to determine if it can fulfil the functions of a policy instrument. This study proceeded from the premise that if blockchain can fulfil the functions associated with policy instruments, then those who study policy instruments should devote attention to it.The data examined was drawn from publicly available sources which focus on the application of blockchain technology for 1) national land registries, 2) national elections(voting)and 3) citizen identity management. The findings produced by this research concluded that blockchain technology can fulfil the functions of policy instruments in a way that has both theoretical and practical implications. Firstly, considering blockchain can fulfil the functions associated with policy instruments, it is necessary for policy scholars to study this technology in depth. Furthermore, from a practical understanding, as a policy instrument, blockchain has the potential to address various real-world issues (corruption, inefficiency, lack of accountability and transparency) within existing techniques of policy implementation.This technology could be highly beneficial to governments for policy administration.This thesis recommends that governments, especially in developing nations, rethink traditional governance mechanisms and policy instruments, and embrace this new age technology for future policy implementation and digital public administration in the Fourth Industrial Revolution.
A case-based analysis of the implementation of transformation in Western Cape rugby
(Stellenbosch : Stellenbosch University, 2015-04) Cupido, Evan Dean; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: Rugby in South Africa has a long racial and political history. This history was a direct result of the policy of apartheid in which a deliberate attempt was made to arrange all areas of life along racial lines. One saw rugby being played and administered on the basis of race in which disparities between races became apparent. Twenty years into democracy and one has seen transformation in South African sport been increasingly prioritized by national government in which numerous policies have been developed to bring about redress and equity in sport. The South African Rugby Union (SARU) and Provincial Rugby Unions in their attempt to transform rugby have implemented numerous strategic plans to ensure greater access to the game in historically disadvantaged areas. Yet despite the efforts of both state and non-state actors rugby at a senior national and provincial level is still dominated by white players even though the majority of rugby players at a junior level are non-white. The research focused on how transformation policies in rugby have been implemented in the Western Cape. The research design was a case study, in which the author conducted a number of interviews with rugby administrators and managers, both past and present, involved at the Western Province Rugby Football Union (WPRFU). The objectives of the research was to look at what implementation initiatives have been put in place, both on and off the field, to bring about transformation of rugby in the Western Cape. The case study focused on rugby played at an intermediate level in which rugby institutions, school rugby and recruitment and club rugby in the Western Cape were explored. The research focused on how transformation policies have been implemented by those involved with rugby at a provincial and local level. Implementation of transformation policies in rugby was seen as a dynamic and complex process in which both state and non-state actors played an important role. Thus the theoretical approach of the research was a bottom-up approach to public policy implementation. The findings showed that while there was no strict enforcement of a quota on teams at the intermediate level the WPRFU have carried out a number of implementation initiatives in which transformation has been advanced. This is particularly true of transformation off the field in which employment equity and preferential procurement of the Union’s broader administrative structure has been advanced. Yet findings into school and club level rugby showed that there still existed great social and economic disparities between historically advantaged and disadvantaged groups. Thus the goal of achieving equity and access in rugby has yet to be reached at these levels. The research highlighted that transformation at a senior professional level will remain a challenge as rugby cannot escape the socioeconomic context in which it is embedded in. Therefore increase focus needs to be placed on transforming rugby at school and club level in which disadvantaged groups need to be assisted so as to ensure that rugby is played on a level playing field.
A comparative analysis of Shale Gas Extraction Policy : potential lessons for South Africa
(Stellenbosch : Stellenbosch University, 2013-12) Roberts, Judith Ashleigh; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: Since its arrival onto the U.S. energy scene in the early 2000s, shale gas has had a significant impact on the global energy market. The fact that the shale gas supply of a single country has had such a widespread influence on the global energy market hints at the power that this energy resource holds as a ‘game changer’. With the fifth largest estimated shale gas reserves in the world, South Africa now faces the challenge of developing its own shale gas resources in the Karoo Basin. Having lifted the moratorium on hydraulic fracturing in September 2012, the South African government has indicated its interest in pursuing the commercial extraction of the country’s estimated shale gas reserves. This comes in light of the country’s potential energy crisis, as well as an increased role for natural gas in the country’s energy mix. South Africa has no history of shale gas extraction and currently has no legislation or regulatory practices in place to deal specifically with shale gas and hydraulic fracturing. The South African government thus faces the challenge of drawing policy lessons from other experienced shale gas-producing nations, such as the U.S., to close these regulatory gaps and exploit its national shale gas resources in an environmentally and economically responsible way. Consequently, this thesis focuses on the regulation of the American shale gas industry by asking what policy lessons the South African government can draw from the United States of America on its regulation of shale gas extraction. Richard Rose’s lesson-drawing approach to policy learning was adopted as the theoretical framework for this study and can also be applied as an analytical tool to aid in data collection and data analysis. Furthermore, the framework was operationalised through the research methods used for this case study, which consisted of a review of literature on the U.S. regulation of shale gas extraction. This research produced a number of key findings in the form of policy lessons for South Africa. Four main policy lessons were drawn on the regulation of shale gas extraction: regulation of shale gas extraction must occur at all levels of government—national, provincial and local; policy research must be used to inform policymaking for the development of new legislation specific to shale gas and hydraulic fracturing, so as to avoid regulatory exemptions often linked to ad hoc policymaking on shale gas extraction; each level of government and their related regulatory agencies must have clearly defined regulatory roles relating to shale gas and hydraulic fracturing; and finally, there must be uniformity in terms of the regulatory focus of shale gas regulators at all levels of government.
A critical analysis of problem representations in basic education policy in the democratic South Africa
(Stellenbosch : Stellenbosch University, 2018-12) Goddard, Martiana; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: The thesis critically analyses problem representations identified within basic education policy documents, dated between 1995 and 2015. These policy documents are identified in the thesis as: the White Paper on Education and Training of 1995, the Plan of Action: Improving access to free and quality basic education for all, and lastly, the Action Plan to 2019: Towards the realisation of schooling 2030. Problem representations, in the thesis, refer to the explicit and implicit representations of problems, as termed by Bacchi (1999). Bacchi’s (2009) “What’s the problem represented to be?” (WPR) approach is the foundation and the analytical tool utilised within the thesis, and is set apart from conventional forms of policy analysis. Part of its unconventional approach to policy analysis is its post-structuralism philosophy, which also underpins the direction of this thesis. The thesis considers global trends in approaching policy analyses, and then focuses more on the South African context. An in-depth analysis of literature reveals dominant themes and approaches in education policy analysis in South Africa, which also indicates that the WPR approach has never before been applied to education policy in South Africa. The WPR approach in the thesis is the analytical tool that is applied, and it supports the qualitative approach undertaken in the research. The explicit and implicit representation of problems reveal patterns that are observed across all three policy documents, namely; the provision of physical infrastructure, compulsory and free educations, management of the system and learner performance, early childhood development, teacher training and job satisfaction, and finally, the legacy of the past and inequality. Identification of problem representations and the application of the WPR approach show the underlying assumptions made by policy documents that are embedded within the explicit and implicit representations of problems. These assumptions bring about different meanings and interpretations of what is classified as the ‘problem’. The thesis emphasises the legacy of apartheid within the education system, and concludes that the democratic system expects learners who were previously disadvantaged – through the system of apartheid – and who are disadvantaged now – through socio-economic inequalities – to achieve the same learner performance outcomes as those who do not experience disadvantages in any of these forms.
An evaluation of the theory behind the South African Expanded Public Works Programme
(Stellenbosch : Stellenbosch University, 2013-03) Heradien, Elde Joy; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.; Adams-Jack, Ubanesia see Adams-Jack, U.
ENGLISH ABSTRACT: This thesis evaluated the theory behind the South African Expanded Public Works Programme (EPWP) during its first phase from 2004-2009. The research examined how sound the EPWP theory was which explains the logic that links programme objectives and programme activities and resources. The data for this study comprised of government departmental documents on the EPWP, the context of the EPWP and the policies that informed it. Evaluation of the EPWP theory revealed that the programme was based on a sound theory if focusing solely on projected objectives, activities and resources. However, the evaluation also revealed deficiencies in the programme theory with regard to the EPWP reaching its larger policy goals. The theory construction and evaluation framework by Rossi, Freeman and Lipsey (2004) is an evaluation tool that was used to evaluate the EPWP. More theory based approach evaluations would add value to the lack in theory based programme evaluations in South Africa. In brief, the problem of unemployment is structural in South Africa and requires long term solutions. The policies and policy programmes should thus be designed with permanent employment measures in mind. However, employment through one of the largest policy programmes in South Africa, the EPWP, was short term. It is therefore recommended that this method of programme evaluation be utilised in more studies prior to implementation of a programme, because if the logic behind a programme is sound, its chances to succeed could be improved.
How the ANC, the DA and the EFF construct South Africa as a nation
(Stellenbosch : Stellenbosch University, 2017-12) Koekemoer, Anja; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: The ‘nation’ is a powerful social construct. How it is understood has significant consequences for a society and its people. Actors compete for the ability to define the ‘nation’ as a means to spread their views and influence. Consequently, the conceptualisation of the nation remains subject to discursive contest and susceptible to change. South Africa is no stranger to the nation being redefined. Pre-1994 South Africa was shaped by segregationist policies. During apartheid, race determined national identity and the relationship among racial groups. The different ethnic nations co-existed in the South African territory, but they did not do so as equals. Non-white populations were oppressed and exploited and this provoked a struggle, which culminated in the country’s liberation in the 1990s with a negotiated settlement. The 1994 election symbolically marked the beginning of post-apartheid South Africa. It was also used as an opportunity to promote a reinvented South African nation. This ‘new’ national identity was to be based on inclusivity, equality and diversity. Archbishop coined the term ‘rainbow nation’ to reflect this vision for post-apartheid South Africa. The socio-political context in which South Africa as a nation is constructed has changed since 1994. Political parties have started to strategically focus on difference in order to win or maintain political support (Sarakinsky, 2001). This led to the research question of how three important political parties in South Africa, namely the African National Congress (ANC), the Democratic Alliance (DA) and the Economic Freedom Fighters (EFF), construct South Africa as a nation. Bacchi’s (2004) concept ‘problem representation’ was applied to official political party documents and political parties’ social media to examine their respective constructions of the nation. Bacchi (2004) argues that by using problem representations one can identify certain underlying assumptions that are implicitly being promoted by the construction of the problem. The concept ‘problem representation’ was used to identify what assumptions underpin their construction of the South African nation by analysing constructions of public policy problems and by looking at what these political parties find problematic about the notion of a Rainbow Nation. The ANC and the DA share a commitment to the ‘rainbow nation’. Both parties see unity, diversity and equality as desirable and as the foundation of South African national identity. In contrast, the EFF rejects the 1994 national narrative. They do not regard it as a reimagination of South African national identity and dispute the premise that the ‘new’ South Africa is based on the principles of equality, unity and diversity. According to the EFF, the nation remains ethnically, or racially, defined and black people remains subjugated. Support for the EFF indicates that political parties can benefit from promoting an alternative construction of the nation. However, discarding an inclusive, civic national identity can come at the cost of developing a more socially cohesive South Africa in the long run.
The makings of madness: how is the ‘problem’ of mental health represented in South African health policy?
(Stellenbosch : Stellenbosch University, 2021-12) Morrison, Claire; Fourie, Pieter Paul; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: This study critically analyses the problem representations found within South African mental health policy documents. It provides insight as to how mental health is problematised in South African public policy. The study makes explicit the embedded assumptions within the policy, and reveals the context in which mental health is conceptualised. The policy documents used for analysis are: The White Paper for the Transformation of the Health System in South Africa of 1997; the National Mental Health Care Act 17 of 2002; the National Child and Adolescent Mental Health Policy Guidelines of 2003; and the National Mental Health Policy Strategic Framework for 2013-2020. Carol Bacchi’s ‘What’s the problem represented to be?’ (WPR) approach is used as the analytical tool with which to identify the dominant problem represen- tations of mental health. Problem representations are referred to by Bacchi as the explicit and implicit statement of a ‘problem’ in any policy. This analytical tool is based upon Foucauldian, post-structuralist principles that centre around the construction of meaning through discourse and social practices. These principles direct the study in the process of analysing how mental health is shaped by discourse and interventions. The thesis considers the various conceptuali- sations of mental health that frame the context in which mental health is understood. The con- ceptualisation of mental health will greatly influence how it is framed and managed in policy. A review of the research already conducted on South African public policy shows that the focus of the literature is invariably centred around the implementation of the policies and the resulting service delivery gaps. The literature does not examine how mental health is conceptualised and constructed in mental health policy, revealing a gap in the research that this study fills. The critical analysis of the four policy documents reveals five dominant problem representations, namely: the separation of mental health services from general health services; poor intersec- toral collaboration in mental health care services; the disconnect between communities and mental health care services; the link between poverty and mental health problems; and the rights of those with mental health problems being infringed upon. The dominant problem rep- resentations are expressed both explicitly and implicitly. The identification of the dominant problem representations reveals the assumptions that underpin how mental health is problem- atised. The study emphasises the understanding of mental health as a socio-economic problem, providing solutions centred around poverty alleviation and economic development.
Problematizing unemployment : the competing representations of unemployment and the implications thereof
(Stellenbosch : Stellenbosch University, 2013-03) Symes, Caylynne Elizabeth; Adams-Jack, Ubanesia; Leysens, A. J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: Unemployment has been recognized as one of the most important social problems worldwide as most countries suffer from some unemployment. South Africa’s high unemployment rate has led to an abundance of research on the topic. A vast majority of the research available on unemployment in South Africa is positivist in nature. This study instead uses an interpretivist approach to analyse the problem of unemployment in South Africa. The study uses Carol Bacchi’s approach to provide a different way of analysing the problem of unemployment in South Africa. Bacchi’s approach allows the analyst to focus on problem representations and how these representations shape what is discussed and what is not discussed about the topic. This study demonstrates the application of Bacchi’s approach and focuses on the problem representations of the significant actors involved with unemployment, namely the South African government, business, COSATU and the SACP. The study focuses on the effects of the problem representations of unemployment, in particular the discursive and political effects. This study argues that Bacchi’s approach is a useful tool for the analysis of unemployment. It is also argued in this study that the approach provides insights into the problem of unemployment by highlighting what is not discussed in the problem representations of the significant actors. By sensitizing individuals to what is excluded in the problem representations, it is argued that solutions which negate the negative effects of such representations can be found. Bacchi’s approach highlighted a number of problem representations of unemployment. The study found that some problem representations were shared by one or more actors and that divergence exist between the representations of other actors. The shared and divergent representations focused on the tripartite alliance due to the significance of the alliance in South African politics. The shared and divergence representations were demonstrated to either help to towards improving the relationships between actors or, in the case of divergence, increase the tensions in the actor’s relationship with one another. The study also found that the non-government actors’ problem representations of unemployment direct attention to government’s responsibility for dealing with unemployment while minimising their role and contribution to unemployment. The study also demonstrated that the interests of different actors can be identified in the dominant problem representations.
A theory-based evaluation of South Africa’s education policy
(Stellenbosch : Stellenbosch University, 2019-12) Lentsa, Ntina; Adams-Jack, Ubanesia; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Political Science.
ENGLISH ABSTRACT: This thesis applied a form of theory-based evaluation known as realistic evaluation to uncover and evaluate the assumptions underpinning South Africa’s basic education policy. Advocates of realistic evaluation, Pawson and Tilley (1997), maintain that a good program theory comprises of context, mechanism and outcome (CMO) configurations. Following a document-based study, this thesis made use realistic evaluation as an analytical tool to uncover the CMO and build a program theory that revealed the assumed causal links between inputs and outputs intended to address the policy problem of a lack access to quality basic education. Subsequently, the assumptions underpinning the basic education policy were evaluated by applying the realistic evaluation question of what the basic education policy assumes ‘works, for who, and under what circumstances’. An overview of global trends in program evaluation was given whilst program evaluation in South Africa is detailed in more depth. The literature review conducted found that program evaluation is still developing in South Africa with critical and impact evaluations as the most popular amongst scholars of South African education policy. There is consensus amongst scholars that South Africa’s education policy has not been entirely successful in delivering basic education of acceptable level. However, there is a gap relating to the use of theory-based evaluation to provide clarity on the rationale behind policy interventions. Therefore, this thesis undertook a qualitative approach to evaluate the theory underpinning the basic education. The findings revealed that political history and socioeconomic disparities are the most influential contexts that inform education policy processes. While mechanisms for culture of learning; attracting learners and teachers to school; and fostering receptive learners all inform provision of resources. From these mechanisms, the intended outcomes are improved learner performance, increased enrolment and retention rates and effective school management. The assumptions of the basic education policy regarding what works for who and under what circumstances in order to deliver access to quality basic education were evaluated. The assessment of policy assumptions showed that some of the assumptions are poorly aligned with South African contexts and realities at an individual, school and community level of beneficiaries. These assumptions are poorly aligned because policy-making soon after apartheid ended engaged less with rationalising activities and drawing causal links and more with symbolism. These assumptions are however still informed largely by the political context of apartheid with little account for how democratic processes can influence the success of basic education policy. This thesis also provides a synthesis of the policy notions that inform basic education policy.

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Browsing Masters Degrees (Political Science) by browse.metadata.advisor "Adams-Jack, Ubanesia"

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