Since 1993/4 South Africa has been characterised by comprehensive political,
constitutional and socio-economic transformation and change. South
Africa was also provided the opportunity to break away from the boundaries
of isolation and to re-enter the global village. Reforms of such a magnitude
inevitably leads to change and transformation in almost all spheres of government and administration, and consequently public policy. This in itself placed a much heavier burden on policy makers, and consequently those involved in the assessment of policies, because national policy to facilitate transformation and change, now also has to align with international global requirements and demands.
For public institutions to survive, grow productively and render quality services
to the public, the ability to effectively formulate policies for change and on a continuous basis also assess or analyse such policy initiatives, is of paramount importance.
This would imply that awareness, knowledge and skills are needed at all levels in order to implement sound policies and ‘make change happen’. A better understanding of the public policy-making process, the stakeholders involved, as well as the role and responsibilities of those involved in policy assessment could ensure a greater degree of professionalism when public policies are formulated and the implementation of such policies considered.
What drives policy reform after long periods of policy inertia? What factors shape the effectiveness of
policy implementation following reform decisions? These questions increasingly concern the international
donor and ...
Mollo, Nicholus Tumelo(University of Pretoria, 2009-09-14)
Legal principles need to be considered when anti-bullying policies are established in public schools where bullying is taking place. The purpose of this study is to investigate how public schools establish anti-bullying ...
Gallie, Muavia(University of Pretoria, 2007-06-19)
Research on policy implementation suggests that many education reforms designed to improve the quality of education in general have been more rhetorical than substantive in their impact on the organisation of schools and ...