Policy analysis is a tool used by policy analysts to understand the complexity of policy. Different analysts use diverse models of policy analysis but they seldom agree on the model that is the most ideal for analysing policy. This study is geared towards a policy analysis of e-learning at the University of KwaZulu-Natal (UKZN). Using both quantitative and qualitative data, the study showed that the implementation of e-learning at UKZN has various characteristics that cannot be explained exhaustively within the framework of a single model of policy analysis. In the absence of an institutional e-learning policy framework, various actors and subsystems are actively implementing e-learning at UKZN. This negates the stagist model of policy analysis, according to which, policy is made up of logical and sequential stages with one stage – e.g. policy formulation – preceding the other – e.g. implementation. This is clearly not the case at UKZN where e-learning is being implemented in the absence of a formal policy framework. Due to the high ambiguity and low conflict that characterize the implementation of e-learning at UKZN, the study found that e-learning at UKZN could be situated within Matland’s ambiguity/conflict model. The need to contextualise e-learning is a key concern expressed by participants in the study. The study also found that the willingness to implement e-learning is significantly high with 84.6% of those surveyed expressing a willingness to implement e-learning. Similarly, more than half of respondents are of the view that UKZN needs to develop an e-learning policy framework. This approach fits into the incremental model according to which policy formulation is gradual and it is informed by the learning that emerges from implementation. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

In 2004 the South African Department of Education released a White Paper on e-Education in which it outlined its intention to introduce Information Communication Technology (ICT) to deliver e-Education in South African schools by 2013. The White Paper prompted this study on the attitudes, perceptions and competencies of educators in rural schools of KwaZulu- Natal towards this policy with the aim to establish whether they would be willing to adopt e-Education and whether they would be ready to implement the policy in the classroom. A study of educators' perceptions about e- Education and their willingness to adopt this form of education delivery enables one to establish their level of e-Readiness. The researcher conducted a literature review and formulated e- Readiness as the theoretical framework of the study. This was followed by a quantitative research involving a suitably representative sample of educators in rural schools of KZN. It aimed at establishing educators' use of basic and advanced electronic communication technologies as indicative of e-Readiness. A follow-up survey was conducted which intended to establish educators' use of cell phones as an indication of e-Readiness. Both surveys were conducted by means of structured questionnaires. Data processing and analysis were done using analytical program SPSS 13. The major findings of this study are that educators in rural schools of KwaZulu-Natal are not ready for the rollout of e-Education. Among the factors limiting their e-Readiness are: a lack of exposure to advanced electronic communication technologies emanating from lack of technological infrastructure as well as resources in the majority of schools in the rural areas. Another factor is inadequate computer skills needed for effective teaching in an e- Education setting. Those with computer training have not been able to utilize their skills at the poorly equipped schools where they teach and would therefore require retraining. The study, however, revealed positive attitudes among educators and willingness to adopt and implement the e-Education policy should these problems be addressed. Finally comparison of the results of PC based e-Education survey and the cell phone survey indicate that while educators in rural communities are ill-equipped to use computers, they are sophisticated cell phone users, leading one to surmise that they would readily adopt emerging and converging technologies that are set to make available powerful multi-functional communication-computation devices. / Thesis (M.Admin.)-University of KwaZulu-Natal, 2008.

This study identifies problems and competencies, with the aim of establishing whether educators would be willing to adopt e-Education; and be ready to implement the policy in the classroom, as well as the acceptance of Information and Communication Technologies (ICT) in public secondary schools in urban and rural communities of KwaZulu-Natal. The focus of the study is on basic as well as emerging technology that teachers need to use for a range of educational applications. The quantitative research methodology was used to conduct the study, using a questionnaire as data gathering survey instrument. The sample of the population consists of 300 respondents in the rural and urban communities of KwaZulu-Natal. The data was analysed and processed using SPSS and MS Office Excel application software. The study forms part of a coordinated research project in which a group of researchers measured the degree of readiness (e-Readiness) of educators and learners to effectively use Information and Communication Technologies for e-Education, as proposed in the South African Government’s 2003 White Paper on e-Education. The results of the present project indicate that teachers in KwaZulu-Natal are willing to implement e-Education and ready to use emerging technologies for the effective learning and teaching environment, but that their skills at using Information and Communication Technologies need upgrading to advance electronic communications and computer equipment. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.