Wits School of Governance (ETDs)

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Subject: search.filters.subject.Monitoring and Evaluation

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Now showing 1 - 5 of 5
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    Professional Identity of Public Sector Monitoring and Evaluation Practitioners
    (University of the Witwatersrand, Johannesburg, 2024) Desta, Meseret Daniel; Kithau-Kiwekete, Angelita
    The study sought to explore and map the qualitatively different ways M&E practitioners conceptualise their professional identity in the context of the public sector. The inquiry and its findings were contextualised by taking into account experiences of M&E professionals related to the institutional, managerial and administrative settings of their respective organisations as well as their views on the current status and professionalisation journey of M&E in South Africa. This helped to identify different factors that influence the construction and deconstruction as well as the reconstruction of Professional Identity of M&E practitioners in the sector. In addition, the investigation also looked into how Monitoring and Evaluation practitioners navigate the political and institutional context of the Public Sector and engage in the process of (re) examining their professional identities. The investigation employed a phenomenographic approach to identify, categorise and logically construct an outcome space that presents the qualitatively different ways M & E practitioners perceive their Professional Identity. Nine purposely selected M&E practitioners from the public sector participated in this qualitative study. Data was collected through interviews using a questionnaire composed of both semi-structured and open-ended questions. The phenomenographic analysis revealed four categories of descriptions that depict how M&E practitioners perceive their Professional Identity in a continuum. These categories, hierarchically arranged from least to most sophisticated are Curators of Development Data, Auxiliary to Programme Management, Patron of Accountability and Democracy, and Champions of Development and Transformation
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    Effectiveness of the mobile technology intervention in rural schools: The case of Seshego circuit in Polokwane district
    (University of the Witwatersrand, Johannesburg, 2020) Nare Joyce, Mahwai; Wotela, Kambidima
    The objective of this qualitative study is to conduct a summative evaluation of a mobile technology intervention in rural schools of Seshego circuit. The aim is to determine the effectiveness of the intervention to determine how mobile technologies are integrated in teaching and learning. Employing a qualitative research strategy with case study research design methods, participants were purposively selected to answer four research questions to determine the outcomes of the information and communication technology intervention in rural schools of Seshego circuit in Polokwane district. Teachers’ views were obtained regarding the integration of mobile technologies in teaching and learning as well as documenting the process for mobile technology integration in teaching and learning. This research applied technology acceptance model (TAM) and Technology acceptance model 2 (TAM2) to make understand the use and integration of mobile technologies in teaching and learning. Preliminary findings reveal that mobile technology integration does end with providing schools with information and communications technology infrastructure, there has to be a deliberate effort from teachers, learners, school management, subject advisors, national and provincial department of education to ensure that mobile technologies are used and integrated in teaching and learning. There are barriers that prevents teachers from fully integrating technologies in teaching and learning like the availability of ICT infrastructure as well as lack of skills and knowledge to integrate mobile technologies in teaching and learning. This research recommends that teachers be placed at the heart of technology implementation in teaching and learning
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    Assessing monitoring and evaluation system implementation challenges: A case of a Botswana Government Ministry
    (University of the Witwatersrand, Johannesburg, 2021) Metla, Neo Naledi; Wotela, Kambidima
    The Botswana Government instituted for monitoring and evaluation of government projects and programmes in order to redress issues of accountability, transparency and oversight (Lahey, 2015). The aim is to strengthen programme performance and ultimately lead to improved service delivery to the targeted beneficiaries and inform policy decision (NDP11 Performance Framework, 2017-2023). This study utilised a qualitative research strategy and case study research design to conduct the empirical part of the research. The research participants were recruited through purposive sampling. Eight (8) MYSC employees ranging from Executive Management, Senior Management and Management were sampled and interviewed. A semi-structured interview was used to collect information from the respondents. The data analysis was through thematic analysis after transcription of the audio recorded interviews. The findings reveal that there are challenges emanating with implementation of the monitoring and evaluation system in MYSC although it is perceived to be a critical system in guiding programming and improving the ministry’s performance. These challenges are fostered by the lack of accountability, transparency and an oversight not adequately providing guidance and playing its support role. Ultimately they limit inputs, result in unplanned or unmet activities, and fail to produce outputs and consequently prevailing unintended outcomes that cannot serve as concrete evidence for policy decisions. These perceptions confirms the implementation theory, which proclaims that execution of a programme requires appropriations, personnel, talent, time, energy, and equipment available to administrators, their unavailability will decrease the probability of achieving successful results (Vedung, 2017). The theory of change which implies that it is necessary to ensure all are planned for and provided adequately. This research concludes that implementation of the monitoring and evaluation system in MYSC needs to be improved and crucially supported, this requires for improved accountability, transparency and a functional oversight
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    Assessing the effectiveness of the performance management system in Steve Tshwete local municipality
    (University of the Witwatersrand, Johannesburg, 2023-02) Mogorosi, Gaobotse Dorah; Kithatu-Kiwekete, AK
    The objective of implementing the Performance Management and Development System (PMS) in local government is to ensure effective and sustainable delivery of essential services to citizens as mandated by the Constitution of the Republic of South Africa. This study examines the effectiveness of PMS in the Steve Tshwete Local Municipality (STLM) using a qualitative approach. The findings reveal that STLM faces challenges such as inadequate planning, ineffective management, and insufficient accountability among public officials, which hinder the provision of quality services to communities. The study, also confirms the Auditor-General's assertion that many municipalities have poor audit outcomes with recurring substandard service delivery to residents. The study suggests that this situation is caused by a recurring conduct exhibited by employees and senior municipal officials, which has led to a local government culture where accountability is not practiced. Furthermore, the study found that the implementation of the PMS has not been rigorous. The study emphasizes the importance of local governments complying with mandatory PMS regulations and highlights the need for progress tracking through Monitoring and Evaluation (M&E) to promote good governance, transparency, access to information, and accountability
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    Monitoring and Evaluation Practise Contributions to Gendered Policies and Gender Mainstreaming at Wits University
    (University of the Witwatersrand, Johannesburg, 2023) Moeno, Sharon; Blaser-Mapitsa, Caitlin
    The Commission for Gender Equality (CGE) released a report in 2014 and 2015 on several South African Higher Education Institutions (HEIs). This report made recommendations for these institutions, Wits University being one of them. These HEIs were advised to work on gendered transformation, empowerment, and gender equality and adopt the gender mainstreaming (GM) strategy to achieve these outcomes. However, information about GM in HEIs is limited. The perceived research gap in the lack of monitoring and evaluation (M&E) of GM or gender policies and the indistinguishable impact of M&E practises on the achievement of GM results was identified; This research study sought to address this gap. A qualitative exploratory case study design with Wits University as the study site was used to investigate how M&E systems or practises contribute to the achievement of GM outcomes. Stratified purposive and convenience sampling were applied yielding 12 consenting participants with whom semi- structured interviews were conducted. According to the findings of the interviews, Wits does not have an internal M&E system or an official GM strategy, but elements of GM were recognised in policies and M&E practises. Factors such as resources and willpower were identified as contributing to achieving the GM outcomes. To improve the attainment of GM outcomes, it was proposed to establish an M&E system and an M&E unit