The study focuses on an evaluation of the anti-corruption initiatives in Botswana and their relation to Botswana’s development. An evaluation was needed to find out whether the anti-corruption initiatives were effective and whether there were a correlation between the effectiveness of the Directorate on Corruption and Economic Crimes (DCEC) and the level of development in Botswana. This study showed that, the DCEC has succeeded to low corruption in Botswana through its most successful public education mandate and debatable good governance. The DCEC has helped to enhance service delivery in the public sector through the establishment of the Anti-Corruption Units (ACUs) within the Ministries aimed at tackling corruption in-house. Consequently, a significant slight improvement was registered in both public health and education sectors. However, that improvement was still minimal to the extent that it has been hampered by the challenging working conditions of the DCEC attributable to the inadequacy of legislation, lack of manpower, shortage of required skills and slow criminal justice system as well as the debatable independence of the DCEC, evidenced by its reporting and appointing lines. This implies that the impact of the DCEC in the development of Botswana has been minimal, as the country is still devastated by socio-economic disparities especially in rural areas. / Development Studies / M.A. (Development Studies)

Evaluation of intervention programmes is essential to adduce evidential information on their implementation, delivery and effectiveness. Evaluation of programmes is conducted for various reasons: to identify provision of programme services and ways to improve the programme, to judge programme merit and to generate knowledge about programme functioning. Process evaluation explains the operation of the programme, service delivery and the utilisation of resources with a view to continuous improvement. However, process evaluation has been neglected despite the significant role it plays in the continuum of evaluation strategies. In South Africa, the poor performance of Grade 12 learners has led to the introduction of the Secondary School Intervention Programme (SSIP) to reduce the number of failures in the matriculation examination and improve the results, particularly in underperforming secondary schools. This study evaluated the delivery of the SSIP in the Tshwane West district through process evaluation using qualitative research methods. As part of the evaluation, relevant records and SSIP documents, which yielded information on the participating schools, learner attendance, the tutors and their qualifications were examined. During the course of the fieldwork, 10 lesson presentations were observed and 10 tutors were interviewed immediately thereafter. Ten learners, the Programme Coordinator and 3 site managers volunteered for interviews about the programme. Findings indicated the necessity of tutor training in the use of the programme materials and frequent assessment of learners to determine improvements in learner performance. The SSIP should focus not only on improving matriculation results but also on the education and professional development of educators. To enhance effective programme delivery, innovative and modern teaching resources, such as computers to access the internet and other technologies, should be introduced. Based on the findings, it was recommended that SSIP should not be confined to underperforming schools but should be extended to other schools as well. Learner feedback on strengths and weaknesses in the programme and how the latter can be remedied will contribute to programme improvement. Finally, this study reflects the need to adopt process evaluation as a significant component of evaluation and advocates further research conducted on other areas of evaluation. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)