Browsing by Author "Lentsa, Ntina"
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- ItemA 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.