Browsing by Author "Uusiku, Victoria Jakula"

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    Implementation evaluation of the universal primary education policy at Khomasdal Primary School and Gammams Primary School in the Khomas Region, Namibia
    (Stellenbosch : Stellenbosch University, 2019-12) Uusiku, Victoria Jakula; Burger, Rinus Werner; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
    ENGLISH SUMMARY : This thesis evaluates the implementation process of the Universal Primary Education (UPE) policy at Khomasdal Primary School and Gammams Primary School in the Khomas Region of Namibia. The literature review addresses the discourse of public policy, with a focus on implementation, and examines the complexities of policy implementation and how certain variables can directly affect the process of implementation. As a result, the different approaches and models of implementation that are discussed in the literature gives rise to a consensus regarding important variables that policy makers and implementers need to consider in order to ensure that successful policy implementation is realised. The variables referred to here are the 7 C’s (content, context, capacity, commitment, clients and coalitions, communication, and coordination), which should be considered by policy makers and implementers in order to ensure a policy’s success. The 7 C’s were used by the researcher to formulate the data-collection tool, as well as for analysing and making sense of challenges facing the UPE policy. The research findings relating to the UPE policy illustrate that the policy has not been updated since its initiation in 2013, which could prove to be problematic as it has become outdated. Stakeholders, such as teachers and principals, were also not involved in the formulation of the UPE policy. In addition, the tool used to achieve the policy is ineffective, as the UPE funds are allocated to schools too late. Data collected from the fieldwork further shows that some resources needed for implementation of the policy are inadequate. Furthermore, findings indicate an absence of a monitoring and evaluation system to track the progress of the implementation process of the UPE policy. The research concludes that there are indeed multiple factors hindering the implementation of the UPE policy at Khomasdal Primary school and Gammams Primary school. The thesis makes the following recommendations: Making the UPE fund tool used to achieve the goal of the UPE policy more effective; updating the content of the UPE policy; provision of adequate resources needed to successfully implement the UPE policy; closer engagement with internal stakeholders and the external private sector; and the development of an effective monitoring and evaluation system. These stated recommendations will improve the effectiveness of the UPE policy only if the variables that affect policy implementation are acknowledged and taken into account in the future. Although the main aim of the study was to evaluate the implementation process of the UPE policy, collection of empirical data has shown that, through its implementation and in achieving universal access to primary education, it has created a new challenge relating to “quality” of education.