Towards a framework for education policy implementation in the Lesotho education sector
| dc.contributor.advisor | Teise, Kevin Lance Gustave | |
| dc.contributor.author | Rakolobe, Kelello Alicia | |
| dc.date.accessioned | 2023-06-26T17:45:55Z | |
| dc.date.available | 2023-06-26T17:45:55Z | |
| dc.date.issued | 2022-04 | |
| dc.description.abstract | Policies are developed as mechanisms that address and solve specific societal problems when implemented. Although education policies are developed and implemented to address education-related issues, they are often not considered to be scientific. This may be because education policy implementation is a complex exercise, although it is an essential precondition of schools, academic institutions, and global education systems. Policy implementation is an essential phase in the policy process, which denotes the realisation of policy directives. Even the best-developed policies have no impact if they are not implemented successfully. This study seeks to answer the question: What framework can be developed to enhance education policy implementation in the Lesotho education sector? I used the constructivist paradigm and complexity theory as the primary lens for framing this study in addressing this question. I also adopted a qualitative approach, coupled with a literature review, semi-structured interviews and document analysis. The purpose of the latter was to establish the context within which education policy implementation occurs in general, and in Lesotho specifically. I conducted semi-structured interviews with participants comprising two members of the Education Planning Unit, two members of the Education Teaching Council, two school secretaries, two executive committee members of teacher trade unions, three school principals, three school teachers, two members from different NGOs, two members from print media and two members from audio media. The aim of these interviews was to determine their experiences regarding education policy implementation in the Lesotho education sector. The study's main finding is that education policies are not effectively implemented in the Lesotho education sector. The reasons for this include factors such as politics, stakeholder engagement and policy dissemination, amongst others. The implication of poor policy implementation in Lesotho education, is that policies then cannot solve the problems they were formulated to address. To ensure effective policy implementation in the Lesotho education sector, the study develops a framework meant to enhance policy implementation in the Lesotho education sector. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12101 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Lesotho education sector | en_ZA |
| dc.subject | Thesis (Ph.D. (Education Studies))--University of the Free State, 2022 | en_ZA |
| dc.subject | Dissemination | en_ZA |
| dc.subject | Education policies | en_ZA |
| dc.subject | Education policy implementation | en_ZA |
| dc.subject | Framework | en_ZA |
| dc.subject | Politics | en_ZA |
| dc.subject | Stakeholder engagement | en_ZA |
| dc.subject | Education -- Social aspects -- Lesotho | en_ZA |
| dc.subject | Social values -- Study and teaching -- Lesotho | en_ZA |
| dc.title | Towards a framework for education policy implementation in the Lesotho education sector | en_ZA |
| dc.type | Thesis | en_ZA |