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Research Publications (Management Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/217

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Author: search.filters.author.Ile, IsiomaHas files: Yes

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    Decolonising public administration content curriculum in a post-colonial South African university: policy monitoring and evaluation perspective
    (University of KwaZulu-Natal, 2022) Makiva, Msuthukazi; Ile, Isioma; Fagbadebo, Omololu
    One of the major areas of focus in public administration discipline is policy monitoring and evaluation. This paper focuses on how this is understood in selected indigenous communities in South Africa. The current public administration curriculum content taught in Universities hardly recognises and reflects bits of practices and realities of indigenous communities, especially in conducting policy monitoring and evaluation. The paper unearths the origins and current state of public administration content curriculum updates taught in selected higher institutions of learning, with specific reference to policy monitoring and evaluation. The article further sought to understand public administration discipline content curriculum alignment with South Africa’s contextual realities in selected indigenous communities of the Eastern Cape. Using explorative research, the study discovered that the teachings of public administration hardly reflect the realities among the indigenous communities. This presents public administration discipline to be epistemic universal instead of being epistemic diverse. The conclusion is that as much as African scholars learn from their European counterparts, all forms of knowledge ought to be documented and amalgamated into curriculum content. It is critical, therefore, that a hybrid will be suitable for policy monitoring and evaluation. In addition, indigenous policy monitoring and evaluation knowledge should be accredited and included in the curriculum content of public administration discipline.
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    Evaluating transformation progress of historically disadvantaged South Africans : programme perspective on the downstream petroleum industry
    (AOSIS, 2019-07-27) Makiva, Msuthukazi; Ile, Isioma; Fagbadebo, Omololu M.
    Background: Since the dawn of democracy in 1994, the South African (SA) government has sought to ensure economic transformation of historically disadvantaged people, using a series of programmes and projects. The petroleum downstream of SA, regulated by the Department of Energy, is among the industries that government uses to maximise transformation. Through a licensing sub-programme, one major condition stipulated prior to awarding licences to operate is the inclusion of historically disadvantaged South Africans in the business plans. Objectives: This article evaluates the extent to which one of the sub-programmes developed to empower historically disadvantaged South Africans (HDSA) in the downstream petroleum industry (petroleum licensing) meets the requirements of the identified relevant evaluation criteria, based on the guidelines of the Development Assistance Committee of the Organisation for Economic Cooperation and Development (DAC/OECD). Method: This sub-programme (partial summative evaluation) is critical as it sought to determine its alignment to the tenets of government policy of addressing past inequity by means of economic ownership. The DAC/OECD evaluation criteria were selected to measure the relevance, effectiveness, efficiency, impact and sustainability of the sub-programme. The justification for using this model is that it is appropriate to public policy response and management tool, especially for developing countries. Some of these measurements were conducted qualitatively, while some were done quantitatively. Results: Emerging data trends analysed indicate that there is a great deal of efficiency in the delivery of licences to operate in the downstream petroleum sector as these were issued in high volumes. The same cannot be said about the HDSAs' economic empowerment, by means of 'dealer' and 'company' ownership. Conclusion: Research concludes that the lack of critical resources, such as funding, land, infrastructure and critical skills, were the main reasons why the sub-programme is DAC/OECD non-compliant.