<p>This study seeks to assess the level of women&rsquo / s participation and involvement in the promotion of effective governance during the African Peer Review Mechanism (APRM) implementation exercise in 2007, which was endorsed by the APRM Western Cape Province. The interest of the study arises from the concept of &lsquo / good governance&rsquo / and how the implementation of such a concept is carried out in the rendering of public services, specifically the role of women in rendering public service in the Western Cape Province, South Africa.</p>

The research reported here is a meta-evaluative case study of project evaluation in the context of Official Development Cooperation (ODC) in the education sector in Tanzania, where the particular focus is on capturing the relative values attached to evaluation by various stakeholder groups. Perspectives from the constructivist paradigm are adopted, implying relativist ontology, subjectivist epistemology, and naturalistic interpretive methodology. Based on these perspectives, a review is provided of development theories and evaluation theories, including the actor-oriented approach to development, participatory monitoring &amp; evaluation, utilization-focused evaluation, and responsive-constructivist evaluation. An exploratory qualitative case study strategy is taken, combining several complementary methods e.g. in-depth interviews, questionnaires, document analysis, and observations. Evaluation is considered as an applied social research, implying a managerial and political purpose. It is a reflective interactive process, where the relevance, effectiveness and impact of an intervention in pursuit of certain objectives are assessed, adding value in order to construct knowledge for the enhancement of decision-making. In order to facilitate understanding of the cases under study, their structural contexts are investigated: 1) ODC evaluation systems and strategies (international/ macro context); and 2) ODC in the education sector in Tanzania (national/meso context). Each case (at local/micro level) is located within these contexts and analyzed applying a meta-evaluative framework. Integrating the perspectives of the stakeholders, the study demonstrates the strengths of, and constraints on, each case, factors which are to some extent determined by their respective time-frames. A number of significant discrepancies between theory and practice in ODC evaluation are reported. Findings indicate the significance of constructing consensus values that are based on a synthesis of multiple stakeholders’ values and perspectives complementing each others. The study also find that evaluation ought to be used as a powerful tool in which the values, needs and aspirations of various stakeholder groups can be reflected, especially those of local communities, who are now too often powerless in ODC projects in the education sector.

<p>This study seeks to assess the level of women&rsquo / s participation and involvement in the promotion of effective governance during the African Peer Review Mechanism (APRM) implementation exercise in 2007, which was endorsed by the APRM Western Cape Province. The interest of the study arises from the concept of &lsquo / good governance&rsquo / and how the implementation of such a concept is carried out in the rendering of public services, specifically the role of women in rendering public service in the Western Cape Province, South Africa.</p>

This study focused on policy agenda-setting models for school sport and physical education in South Africa. The primary objective was to assess and propose options for improved agenda-setting by focussing on the use of agenda-setting models and by applying it to physical education and school sport and the policy agenda of the national government. The study has shown that pertinent school sport and physical education policy issues, as supported by key role-players and principal actors, were initially not placed on the formal policy agenda of government during the research investigation period (2005-2009). However, during 2010 and 2011 the issue of school sport and physical education received prominent attention by authorities and these developments were subsequently included in the study. The study aimed at contributing to existing policy agenda-setting models and by recommending changes to the Generic Process Model.The study also made a contribution by informing various role-players and stakeholders in education and school sport on the opportunities in policy agenda-setting. The study showed that policy agenda-setting is a vital step in the Generic Policy Process Model. Policy agendasetting in South Africa is critical, as it is important to place new and emerging policy issues on the policy agenda and as a participative public policy process is relatively new in this young democracy. The reader should not confuse the study as one dealing with school sport and physical education primarily, but rather as a research investigation dealing with policy agenda-setting models as applied to school sport and physical education.The secondary objectives of the study included the development of a historical perspective on trends and tendencies in education and sport in South Africa. A second objective was to provide theoretical perspectives on public policy and specifically on policy agenda-setting. From these theoretical perspectives, the Generic Policy Process Model was selected to use as a model that provided guidance on the overall policy process normally followed in South Africa. The Issue Attention Cycle and Principal Actor Models on Agenda-Setting were selected to apply to the case study to specifically ascertain important factors related to policy agenda-setting such as the identification of key role players as well as key policy issues. The Generic Policy Process Model provided for both a comprehensive set of phases as well as specific requirements and key issues to be addressed during each phase of the policy process.In terms of findings the study found that a number of specific agenda-setting elements or phases needed to be added to the Generic Policy Process Model, which includes a problem stage, triggers, initiator, issue creation and actors or policy stakeholders.The Principal Actor Model to agenda-setting was selected for application to the case as different actors have different levels of success at each policy stage. In the South African experience it is important to look at who sets the policy agenda and why, who can initiate agenda-setting and the role played by these principal actors in the agenda-setting process.Issue emergence often places policy issues on the policy agenda. The public is initially involved in issues, but in the long term public interest declines. The government realizes the significant costs involved in placing policy issues back on the agenda. This leads to a decline in issue attention by policy-makers and the public. The Issue Attention Cycle Model of agenda setting was used to analyse this phenomenon in South African Education policy.The study provides a case assessment of the South African experience. From the research findings, a set of conclusions and recommendations were developed for improved policy agenda-setting models and implications for school sport and physical education, as well as tools to place it on the national policy agenda were identified. The research findings suggest that pertinent school sport and physical education policy issues, as supported by key roleplayers,stakeholders and principal actors were not placed on the formal policy agenda of the government as a vital step in the policy process between 2005 and 2009. Ever since, principal policy actors, civil society NGOs, and government officials placed sufficient pressure on the Minister of Basic Education to place Physical Education on the agenda. Subsequently,Minister Angie Motshega has placed physical education in the school Curriculum under the subject Life Orientation and Lifeskills. It has become evident from the research that agendasetting is both necessary to, and a complex phase in, the policy-making process.This study has shown that major policy issues such as physical education and school sport were neglected during the period 2005 and 2009 despite reformed and advanced policy cycles in government. It has also shown that the role of policy agenda-setting in the overall policymaking process was revisited by government in the subsequent period 2010/2011 and placed on the policy agenda. Specific lessons of experience emanated from this process.The study recommends that the triggers of the agenda-setting phases be added to the Generic Policy Process Model, which should include the problem stage, triggers, initiators, issue creation, actors and policy stakeholders. Principal actors in the agenda-setting model in South Africa want the issue of physical education and school sport to be part of the school curriculum, and therefore be placed back on the policy agenda by the Government on its institutional agenda. Furthermore, the study showed that actors wanted it to be compulsory in all phases of the school (Foundation, Intermediate, Senior, GET, FET) and that it should have the same legal status as other subjects.The important findings include that: Comprehensive policy process models such as that of Dunn, Wissink and the Generic Process model may need to be reviewed to incorporate more fully the policy-agenda setting stages of the overall process; Current policy agenda setting models in use are relevant and valuable in identifying key role players as well as key issues and considerations regarding the policy process; Institutional arrangements to strengthen the role of NGOs and lower level institutions,such as schools to participate in policy agenda setting are important; and the study has shown that a number of key factors have been identified that had a key influence on policy agenda-setting in the case of physical education and school sport in South Africa. These included the influence of changing political leadership, the competency of policy capacities in government, the profile of issues in the media etc. The key findings of the study have shown that further potential exists to improve monitoring and evaluation and policy analysis.The study made a set of recommendations to principal actors such as the Minister of Education, Minister of Sport and Recreation, non-governmental organisations, interest groups,department officials and pressure groups. A set of research topics was also identified for future research. / Philosophiae Doctor - PhD

[pt] A disciplina de marketing vem passando por grandes mudanças, tanto no âmbito acadêmico, quanto na prática das empresas e organizações em geral. Essas mudanças vêm ocorrendo mais especificamente na área de marketing de relacionamento, cujo enfoque é a construção de relações e laços entre a organização, seus clientes e demais partes interessadas, na busca da melhoria desta interação, segundo uma visão de longo prazo, na qual há benefícios mútuos. O objetivo geral da dissertação é propor um modelo de monitoramento e avaliação (MA) de programas de marketing de relacionamento implementados por empresas de serviços, com o auxílio de métodos multicritério de apoio à decisão. A pesquisa pode ser considerada aplicada, descritiva e metodológica. Quanto aos meios de investigação, a metodologia compreendeu pesquisa bibliográfica e documental; construção de um quadro lógico de programas de marketing de relacionamento para a posterior proposição de indicadores candidatos e respectivas métricas; emprego de um método híbrido de apoio à decisão – método analítico hierárquico (AHP) para definição dos pesos dos critérios classificatórios e o método TOPSIS para seleção e hierarquização dos indicadores propostos; e desenvolvimento de um estudo empírico realizado no âmbito do Programa Cliente Light Tem Mais , iniciativa de marketing de relacionamento da empresa Light SESA, visando demonstrar a aplicabilidade do modelo. Destacam-se como resultados um novo modelo de monitoramento e avaliação de programas de marketing de relacionamento no setor de serviços; a ferramenta de seleção e classificação de indicadores; e um conjunto consistente de indicadores de MA, visando à melhoria contínua de programas de marketing de relacionamento de empresas de serviços. / [en] The discipline of marketing has undergone great changes, both in the academic field and in the practice of companies and organizations in general. From the perspective of a long-term vision in which relationships and strong ties between the organization and its clients and other stakeholders lead to mutual benefits, these changes have been occurring more specifically in the area of relationship marketing. This dissertation aims to propose a model for monitoring and evaluating (ME) programs of relationship marketing carried out by service companies, with the support of multiple criteria decision-making methods. The research can be considered applied, descriptive and methodological. The methodology encompasses bibliographical and documentary research; design of a logical framework to propose candidate indicators and metrics for monitoring and evaluating relationship marketing programs; and application of a hybrid decision support method - hierarchical analytical method (AHP), for defining the weights of the classification criteria, and the TOPSIS method for selecting and ranking the candidate indicators. Aiming to demonstrate the applicability of this ME model in the context of a service company, an empirical study focusing on the Program Cliente Light Tem Mais – a relationship marketing initiative of Light SESA – was carried out during the applied phase of this research. As main results of this research, we can highlight a monitoring and evaluation model designed for relationship marketing programs in the service sector; the tool for selecting and ranking ME indicators and respective metrics; and a consistent set of ME indicators, aiming at the continuous improvement of relationship marketing programs of companies in the service sector.

There is limited research on the use of results-based management (RBM) in schools, therefore this study focussed on developing a sustainable and effective RBM model. The objectives of the study were to identify the obstacles encountered in implementing RBM in primary and secondary schools in the Goromonzi District, identify and describe the steps taken in developing and sustaining an effective RBM model, and to develop a sustainable and effective RBM model suitable for both Zimbabwean primary and secondary schools. A qualitative research method was used since the researcher’s interest was to gain insight into and understanding of school heads’ and teachers’ perceptions, concerns and experiences in their real world conditions when implementing RBM. The study covered ten purposely selected schools in the Goromonzi District. Semi-structured individual and focus group interviews were conducted with the school heads and teachers. To enhance the validity of the findings, this study adhered to ethical principles and techniques. The following salient findings that emerged from the study were that the school heads and teachers had a negative perception of IRBM because a top-down approach was used when it was introduced and the system was not customised since it was merely “imported” from a developed country whose context was different from the Zimbabwean socio-political and economic environment. There was also a serious dearth of financial resources to support the system and this affected the quality of RBM training negatively. The lack of funding also led to the non-payment of incentives for the staff with regard to implementing RBM. It was also indicated that the senior Ministry of Primary and Secondary Education officials showed a lack of commitment and support for RBM. To address the implementation challenges it was indicated that resources had to be mobilised to ensure the capacitation of school heads and teachers and also for incentivising them. Incentivising staff is critical for the successful implementation of RBM. It was also noted that there was a need to develop a results culture in schools and train school heads in change management. It was concluded that a home grown RBM model that was context sensitive to the Zimbabwean situation was required. As envisaged, the study resulted in the development of the three phased Zimbabwe results-based management practical model (ZRBMPM). The first phase addresses RBM implementing challenges and the second phase focusses on incentivising staff to promote the effective implementation of results management. The last phase entails the production of the results. / Educational Leadership and Management / D. Ed. (Education Management)

[pt] O objetivo desta dissertação é propor um modelo para monitoramento e avaliação da gestão da inovação em micro, pequenas e médias empresas, integrando-se métodos multicritério de apoio à decisão a ferramentas consagradas de monitoramento e avaliação e de gestão da qualidade para selecionar indicadores e métricas específicas deste contexto organizacional (at the firm-level). A pesquisa pode ser considerada descritiva, metodológica e aplicada. A partir dos resultados da revisão bibliográfica e análise documental sobre os temas centrais da pesquisa, desenvolveu-se um modelo para monitorar e avaliar a gestão da inovação de MPMEs, buscando-se preencher lacunas identificadas na literatura especializada. O modelo conceitual e o marco lógico para definição de indicadores e métricas contemplaram quatro dimensões: (i) capacidade de governança e organização para inovar; (ii) capacidade de gerenciamento de pessoas para inovação; (iii) capacidade de gerenciamento de processos de gestão de PDEI; e (iv) resultados e impactos de inovações. A aplicabilidade do modelo foi demonstrada mediante um estudo empírico focalizando-se uma MPME assistida pelo Núcleo de Apoio à Gestão da Inovação da PUC-Rio (NAGI-PUC-Rio). Destacam-se como principais contribuições da pesquisa um modelo para monitoramento e avaliação da gestão da inovação de MPMEs, que considera as especificidades dessas empresas e seus contextos socioprodutivos, e um conjunto de indicadores compostos associados às dimensões de gestão da inovação contempladas no modelo. / [en] The objective of the dissertation is to propose a model for monitoring and evaluating (ME) the innovation management in micro, small and medium enterprises (MSMEs), by integrating multicriteria decision-making methods to ME and quality management tools for selecting specific indicators and metrics for this organizational context (at the firm-level). The research can be considered descriptive, methodological and applied. Based on the results of the bibliographical review and documentary analysis on the central themes of the research, a model was developed to monitor and evaluate the management of innovation by MSMEs, seeking to fill gaps identified in the specialized literature. The conceptual model and the logical framework for the definition of indicators and metrics included four dimensions: (i) governance and organization capacity to innovate; (ii) capacity of people management towards innovation; (iii) capacity of management of RDEI processes; and (iv) results and impacts of innovations. The applicability of the model was demonstrated through an empirical study focusing on a company that participated in the Innovation Management Support Program of PUC-Rio (acronym in Portuguese, NAGI-PUC-Rio). The main contributions of the research are a model for monitoring and evaluation of the innovation management by MSMEs, which considers the specificities of these firms and their socio-productive contexts, and a set of composite indicators associated with the dimensions of innovation management contemplated in the proposed model).

Monitoring and evaluation is multidisciplinary. It is interpreted differently and is instituted to achieve different outcomes. In South Africa, monitoring and evaluation is fairly new and as such extensive research on it is required. It enjoys immense legislative support and is implemented by multiple role players as a reform initiative to safeguard the use of limited resources, improve transparency, enforce accountability, and ensure that there is value for money and to improve service delivery to satisfy the needs of the society. Using a quantitative research method in which a research questionnaire was administered to a representative sample of respondents that were selected from the study area, the findings of this study reveals both the areas of effective and ineffective implementation of monitoring and evaluation. Effective implementation is verified by the findings through which the respondents report that monitoring and evaluation processes are clearly outlined, respondents have the expertise to implement monitoring and evaluation, monitoring and evaluation as a critical management tool complements other functions, improves service delivery, enforces accountability, promotes transparency, strengthens internal management processes and improves capacity. Adherence by the department to its financial reporting obligations to oversight institutions using the prescribed procedures is helpful and does not distract it from achieving its objectives. Contrarily, the findings also reveal areas of ineffective implementation, namely, majorities of respondents are not regularly trained on monitoring and evaluation, there is lack of accountability, support and failure by senior managers to prioritise monitoring and evaluation, the monitoring and evaluation directorate is inappropriately located and insufficiently resourced, progress in the implementation of the recommendations that are made in quarterly performance reports is not tracked and there is lack of evidence to support achieved targets. / Centre for Public Administration and Management / M.P.A. (Public Administration and Management)

The aim of the study is to establish how clients of the Germiston police station experience service delivery from personnel at their local police station and how police officials perceive their service delivery. This research wants to determine the extent of knowledge skills and attitude within the SAPS. The main objective was to evaluate services delivered by SAPS personnel. A qualitative research approach was chosen because it is flexible. The results of the study identified gaps. A significant shortage of personnel in the client service centre was noted. Furthermore, the results revealed that there is poor management and evaluation of the service delivery process. To have an effective and efficient service delivery process, it is recommended that the management of Germiston police station re-enforce legislation on service delivery and human resource capacity with the introduction of a customer service agent in the client service center and implement a monitoring and evaluation strategy. / Inhloso yocwaningo ngukubheka ukuthi abahlinzekwa usizo esiteshini samaphoyisa saseGermiston baluthola kanjani usizo esiteshini samaphoyisa sendawo nokuthi amaphoyisa akubona kanjani ukuhlinzeka kwawo usizo. Lolu cwaningo luhlose ukuveza izinga lamakhono olwazi kanye nokuziphatha ophikweni lamaphoyisa iSAPS. Injongo enkulu kwakuwukuhlaziywa usizo oluhlinzekwa abasebenzi bakwaSAPS. Kwakhethwa indlela yocwaningo ebheka amaqiniso ngoba iyaququleka. Imiphumela yocwaningo yaveza izindawo okungenzeki kahle kuzona. Kwabonakala ukuntuleka okukhulu kwabasebenzi esikhungweni sosizo okuhlinzekwa kubantu. Phezu kwalokho, imiphumela yaveza ukuthi kunokungaphathwa ngendlela nokungahlaziywa kahle kohlelo lokuhlinzekwa kosizo. Ukuze kube khona uhlelo lokuhlinzekwa kosizo olusebenza ngempumelelo nangokonga, kunconywa ukuba abaphathi besiteshi samaphoyisa saseGermiston baphoqe iqoqomthetho maqondana nokuhlinzekwa kosizo, mayelana nabasebenzi abanele kanye nokulethwa komuntu ozobhekana nezindaba zokugculiseka kwamakhasimende esikhungweni sosizo oluhlinzekwa kubantu futhi kuqale kulandelwe isu lokuqapha nokuhlaziya. / Maikemišetšo a thutelo ye ke go hlagiša ka moo badirelwa ba seteišene sa maphodisa sa Germiston ba itemogelago kabo ya ditirela go tšwa go bašomedi ba seteišeneng sa maphodisa sa tikologong ya bona le ka moo bahlankedi ba maphodiša ba bonago kabo ya ditirelo tša bona ka gona. Nyakišišo ye e nyaka go laetša bogolo bja go ba le tsebo le boitshwaro ka go SAPS. Maikemišetšo a magolo e be e le go lekola ditirelo tšeo di abilwego ke bašomedi ba SAPS. Mokgwatebelelo wa dinyakišišo ka go rerišana le banyakišišwa ore o be le kwešišo ya seo o se nyakišišago o kgethilwe ka gobane o ka fetolwa gabonolo. Dipoelo tša thutelo tlhokego ya tshedimošo ye e lekanego. Tlhaelo ye e bonagalago ya bašomedi senthareng ya go direla badirelwa e lemogilwe. Godimo ga moo, dipoela di utollotše gore go na le tshepedišo ye e fokolago ya taolo le tshekatsheko ya kabo ya ditirelo. Gore go be le tshepedišo ye e kgontšhago ya kabo ya ditirelo, go eletšwa gore bolaodi bja seteišene sa maphodisa sa Germiston bo tlaleletše maatla a melao ya kabo ya ditirelo le bokgoni bja dithuši tša batho ka godira gore go be le Modiri wa kabo ya ditirelo senthareng ya dirirelo tša badirelwa le go phethagatša maanotshepetšo a go lebeledišiša le tekolo. / Criminology and Security Science / M. A. (Criminal Justice)

The purpose of this study was to investigate the implementation of Whole School Evaluation (WSE) policy in the Libode District, Eastern Cape Province (ECP). The ECP consists of 23 districts with different learner performance levels. Libode is one of the districts in ECP with poor learner performance. The qualitative case study was used to examine the role of the stakeholders in implementing WSE policy. The empirical research was done through the semi-structured interviews with district and provincial education officials, open-ended interviews with School Management Teams (SMTs) and documents from sampled schools were analysed. The findings suggested that there was a concern in the implementation of WSE in secondary schools; they are not implementing the School Self-Evaluation (SSE). This suggested that there was a need for training schools on how to conduct SSE. The stakeholders were not conversant about the policy and inevitably not performing their roles as stipulated in the policy. This suggested clarity and redefining of roles of the stakeholders and capacity building. There were systemic barriers in the implementation of WSE policy. That implied provision of human and financial resources and accountability of the role players in monitoring and evaluating the implementation of the policy. In conclusion, the findings and recommendations in this study will provide valuable contribution to the implementation of WSE in Libode secondary schools. / Educational Leadership and Management / D. Ed. (Education Management)