A critical analysis of the dynamics of intergovernmental relations in Zimbabwe
- Authors: Chakunda, Vincent
- Date: 2017
- Subjects: Intergovernmental fiscal relations -- Zimbabwe International relations
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/7979 , vital:31345
- Description: The field of intergovernmental relations (IGR), both from a conceptual and practical perspective presents a contested order in Zimbabwe’s political and public administration discourse, with a fairly long and complex historical and institutional context. The advent of colonialism in Zimbabwe (then Rhodesia) gave birth to a dualised form of government with a separatist development agenda. The dualistic model of government was anchored on a segregationist centralist ideology that advanced a white supremacist agenda while entrenching underdevelopment in native areas. This was attained through the use of draconic and ingrained racially discriminatory laws, ordinances and policy enactments, inter alia, the 1910 High Commissioner’s Proclamation, the Native Councils Act, the African Councils Act, and the District Councils Act which supported the overriding philosophy of colonialist hegemony. The direct rule policy was used and in practice, administrative, political, judicial and legislative powers were under the purview of the whites. Under this political dispensation, the nature of IGR was typically a master-servant relationship as African institutions had limited policy latitude under the tentacles of race-driven white control over the socio-economic and political space with an exploitative and subservient underpinning. The demise of colonialism and the birth of independent Zimbabwe in 1980 ushered a new political dispensation. The post-independence government embarked on a number of reforms aimed at dismantling the racist undertones of government. These reforms include the expanded decentralization frameworks supported by legislative instruments and policies such as the 1984 Prime Minister’s Directive and the 1996 thirteen principles of decentralization. Other key reforms are the 1996 Urban Councils Act, Chapter 29:15 and the 1988 Rural District Councils Act, Chapter 29:13. However, it is important to note that despite this plethora of legislation and reforms purportedly meant to dismantle racist backed institutional differentiation, the new national government did not depose its excessive control on sub-national governments. It is therefore an insoluble contradiction that the legislation and institutions created in post-independence Zimbabwe promoted the autonomy of sub-national governments while broadening democracy and citizen participation. This era rather presents an aporetic discourse epitomized by the national government’s perfection of colonial dominance approaches through creating legislation and institutions to retain wide and extensive control of sub-national governments. The Global Political Agreement of 2009 culminated into the promulgation of the Constitution of Zimbabwe Amendment Number 20 of 2013 with provisions for devolution of power, Provincial and Metropolitan Councils and the enshrinement of Local Government as a tier of government with constitutionally guaranteed autonomy. However, despite these reforms with far reaching implications on the configuration of IGR, the ZANUPF led national government is lethargic in implementing them. This has sparked controversy as these constitutional reforms and their potential to promote an integrated and efficient system of governance may turn out to be a pyrrhic victory. This is so because the necessary legislation anchoring the constitutional reforms may not be created in the foreseeable future as the current national government views devolution, for instance, as tantamount to surrendering political power to sub-national institutions. The purpose of the study was to critically examine the dynamics of intergovernmental relations in Zimbabwe. The overlapping authority model of IGR and the theory of networked governance underpinned the study. A comparative study of IGR was conducted focusing on two federal nations (United States of America) and Nigeria) and two unitary nations (United Kingdom and South Africa). A qualitative phenomenological methodology was used and the sample size was 20 respondents selected using the purposive sampling technique. Data was collected using in-depth interviews and analyzed using thematic analysis and critical discourse analysis. Key findings of the study reflected on the conception and relevance of IGR in unitary nations in contrast to classical perspectives that restricted the field as a discourse of federalism. The study established that the unitary system of Zimbabwe is anchored on a strong centralist ideology that suffocates the autonomy of sub-national institutions. In the same context, there is absence of political will on the part of the ZANUPF led government to implement crucial constitutional reforms that have a bearing on the configuration of IGR. The study also revealed that political party incongruence is a threat to intergovernmental coordination, integrated planning and collaborative development. Various recommendations were made from the study and these include that national government should expedite the implementation of the Constitution, codification of IGR by way of legislation and rationalization of fiscal transfers and intergovernmental fiscal equalization.
- Full Text:
- Date Issued: 2017
- Authors: Chakunda, Vincent
- Date: 2017
- Subjects: Intergovernmental fiscal relations -- Zimbabwe International relations
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/7979 , vital:31345
- Description: The field of intergovernmental relations (IGR), both from a conceptual and practical perspective presents a contested order in Zimbabwe’s political and public administration discourse, with a fairly long and complex historical and institutional context. The advent of colonialism in Zimbabwe (then Rhodesia) gave birth to a dualised form of government with a separatist development agenda. The dualistic model of government was anchored on a segregationist centralist ideology that advanced a white supremacist agenda while entrenching underdevelopment in native areas. This was attained through the use of draconic and ingrained racially discriminatory laws, ordinances and policy enactments, inter alia, the 1910 High Commissioner’s Proclamation, the Native Councils Act, the African Councils Act, and the District Councils Act which supported the overriding philosophy of colonialist hegemony. The direct rule policy was used and in practice, administrative, political, judicial and legislative powers were under the purview of the whites. Under this political dispensation, the nature of IGR was typically a master-servant relationship as African institutions had limited policy latitude under the tentacles of race-driven white control over the socio-economic and political space with an exploitative and subservient underpinning. The demise of colonialism and the birth of independent Zimbabwe in 1980 ushered a new political dispensation. The post-independence government embarked on a number of reforms aimed at dismantling the racist undertones of government. These reforms include the expanded decentralization frameworks supported by legislative instruments and policies such as the 1984 Prime Minister’s Directive and the 1996 thirteen principles of decentralization. Other key reforms are the 1996 Urban Councils Act, Chapter 29:15 and the 1988 Rural District Councils Act, Chapter 29:13. However, it is important to note that despite this plethora of legislation and reforms purportedly meant to dismantle racist backed institutional differentiation, the new national government did not depose its excessive control on sub-national governments. It is therefore an insoluble contradiction that the legislation and institutions created in post-independence Zimbabwe promoted the autonomy of sub-national governments while broadening democracy and citizen participation. This era rather presents an aporetic discourse epitomized by the national government’s perfection of colonial dominance approaches through creating legislation and institutions to retain wide and extensive control of sub-national governments. The Global Political Agreement of 2009 culminated into the promulgation of the Constitution of Zimbabwe Amendment Number 20 of 2013 with provisions for devolution of power, Provincial and Metropolitan Councils and the enshrinement of Local Government as a tier of government with constitutionally guaranteed autonomy. However, despite these reforms with far reaching implications on the configuration of IGR, the ZANUPF led national government is lethargic in implementing them. This has sparked controversy as these constitutional reforms and their potential to promote an integrated and efficient system of governance may turn out to be a pyrrhic victory. This is so because the necessary legislation anchoring the constitutional reforms may not be created in the foreseeable future as the current national government views devolution, for instance, as tantamount to surrendering political power to sub-national institutions. The purpose of the study was to critically examine the dynamics of intergovernmental relations in Zimbabwe. The overlapping authority model of IGR and the theory of networked governance underpinned the study. A comparative study of IGR was conducted focusing on two federal nations (United States of America) and Nigeria) and two unitary nations (United Kingdom and South Africa). A qualitative phenomenological methodology was used and the sample size was 20 respondents selected using the purposive sampling technique. Data was collected using in-depth interviews and analyzed using thematic analysis and critical discourse analysis. Key findings of the study reflected on the conception and relevance of IGR in unitary nations in contrast to classical perspectives that restricted the field as a discourse of federalism. The study established that the unitary system of Zimbabwe is anchored on a strong centralist ideology that suffocates the autonomy of sub-national institutions. In the same context, there is absence of political will on the part of the ZANUPF led government to implement crucial constitutional reforms that have a bearing on the configuration of IGR. The study also revealed that political party incongruence is a threat to intergovernmental coordination, integrated planning and collaborative development. Various recommendations were made from the study and these include that national government should expedite the implementation of the Constitution, codification of IGR by way of legislation and rationalization of fiscal transfers and intergovernmental fiscal equalization.
- Full Text:
- Date Issued: 2017
An analysis of the academic support policies and strategies for underperforming students at Limpopo universities
- Lavhelani, Nyawasedza Phellecy
- Authors: Lavhelani, Nyawasedza Phellecy
- Date: 2017
- Subjects: Compensatory education--South Africa--Limpopo Universities and colleges--South Africa--Limpopo Support services (Management)--South Africa--Limpopo
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11784 , vital:39106
- Description: The study sought to investigate academic support policies and strategies for underperforming students at Limpopo universities. By focusing on the University of Venda and that of Limpopo (which are located in rural settings), this study will contribute to the body of knowledge addressing the learning needs of underperforming students in resource constrained universities in South Africa. Qualitative research methodology was considered most appropriate in the present study. The researcher used various research instruments as the fact finding strategies. These comprised tools for data collection. The researcher used questionnaires and the survey of secondary sources for data collection. The researcher chose these instruments because this also means discussing the advantages of using questionnaires and reading, for example gaining an in-depth perspective regarding the actual experiences of students who underperform in their studies. The study focused on first year underperforming students, academic support policies and academic support programmes. Permission was sought from the two universities’ Research Departments to conduct this study. Once permission was granted, the questionnaire was sent out to prospective participants. In addition, the researcher involved intra-group despondence analysis. Since the bulk of the data from the questionnaires was qualitative, thematic analysis was utilised. This involved identifying patterns and emerging themes out of the differences and similarities from the despondences’ views. This study was conducted in the Limpopo Province, South Africa, where the two universities are situated.The study population were students, academics, Information Management Officer, CHETL staff and relevant personnel at the Limpopo. Universities. As envisaged, a total of 136 participants were chosen to participate in the study.
- Full Text:
- Date Issued: 2017
- Authors: Lavhelani, Nyawasedza Phellecy
- Date: 2017
- Subjects: Compensatory education--South Africa--Limpopo Universities and colleges--South Africa--Limpopo Support services (Management)--South Africa--Limpopo
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11784 , vital:39106
- Description: The study sought to investigate academic support policies and strategies for underperforming students at Limpopo universities. By focusing on the University of Venda and that of Limpopo (which are located in rural settings), this study will contribute to the body of knowledge addressing the learning needs of underperforming students in resource constrained universities in South Africa. Qualitative research methodology was considered most appropriate in the present study. The researcher used various research instruments as the fact finding strategies. These comprised tools for data collection. The researcher used questionnaires and the survey of secondary sources for data collection. The researcher chose these instruments because this also means discussing the advantages of using questionnaires and reading, for example gaining an in-depth perspective regarding the actual experiences of students who underperform in their studies. The study focused on first year underperforming students, academic support policies and academic support programmes. Permission was sought from the two universities’ Research Departments to conduct this study. Once permission was granted, the questionnaire was sent out to prospective participants. In addition, the researcher involved intra-group despondence analysis. Since the bulk of the data from the questionnaires was qualitative, thematic analysis was utilised. This involved identifying patterns and emerging themes out of the differences and similarities from the despondences’ views. This study was conducted in the Limpopo Province, South Africa, where the two universities are situated.The study population were students, academics, Information Management Officer, CHETL staff and relevant personnel at the Limpopo. Universities. As envisaged, a total of 136 participants were chosen to participate in the study.
- Full Text:
- Date Issued: 2017
An assessment of the implementation of human resource planning and development and its effect on service delivery in the ministry of health and social welfare in Tanzania
- Authors: Rwiza, Edith
- Date: 2017
- Subjects: Personnel management--Tanzania Civil service--Tanzania Public health--Tanzania
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11861 , vital:39113
- Description: Public health is a major concern to a number of countries, due to its ripple impact in the economy. The aim of this study was to investigate the factors that contribute to the implementation of HRP and D in the Tanzanian health sector. To achieve this, 22 respondents from the Ministry Secretariat and Directors were interviewed, and 355 questionnaires were administered to beneficiaries of the HRP and D. A mixed method approach was utilised to analyse the data collected from the respondents. The findings of the study pointed that males dominated the sample, with the majority holding postgraduate qualification. In terms of the implementation of the HRP, 49 percent of the respondents stated that it was satisfactory. While, in terms of capacity, 67 percent were of the view that there is a shortage of skilled staff. The challenges identified include inequality in the allocation of staff, lack of skills, knowledge and experience, and oversupply of staff in certain regions. Strategies proposed for enhancing the application of HRP and D include an overhaul in the organisation structure, solving staff welfare issues, ethics and values improvement, and management of staff. The study recommends that the government should allocate adequate budget to the Ministry of Health and Social Welfare to implement Human Resource Planning and Human Resource Development in all levels of the sector as directed by President’s Office, and the Public Service Management (PO-PSM). The study also recommends on the improvement of the Human Capital Management Information System (HCMIS) to assess health workers movement. Lastly, the study recommends that there should be good coordination, cooperation, and clear lines of authority between stakeholders of health system in supervision and regulation in the implementation of HRP and HRD plans.
- Full Text:
- Date Issued: 2017
- Authors: Rwiza, Edith
- Date: 2017
- Subjects: Personnel management--Tanzania Civil service--Tanzania Public health--Tanzania
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11861 , vital:39113
- Description: Public health is a major concern to a number of countries, due to its ripple impact in the economy. The aim of this study was to investigate the factors that contribute to the implementation of HRP and D in the Tanzanian health sector. To achieve this, 22 respondents from the Ministry Secretariat and Directors were interviewed, and 355 questionnaires were administered to beneficiaries of the HRP and D. A mixed method approach was utilised to analyse the data collected from the respondents. The findings of the study pointed that males dominated the sample, with the majority holding postgraduate qualification. In terms of the implementation of the HRP, 49 percent of the respondents stated that it was satisfactory. While, in terms of capacity, 67 percent were of the view that there is a shortage of skilled staff. The challenges identified include inequality in the allocation of staff, lack of skills, knowledge and experience, and oversupply of staff in certain regions. Strategies proposed for enhancing the application of HRP and D include an overhaul in the organisation structure, solving staff welfare issues, ethics and values improvement, and management of staff. The study recommends that the government should allocate adequate budget to the Ministry of Health and Social Welfare to implement Human Resource Planning and Human Resource Development in all levels of the sector as directed by President’s Office, and the Public Service Management (PO-PSM). The study also recommends on the improvement of the Human Capital Management Information System (HCMIS) to assess health workers movement. Lastly, the study recommends that there should be good coordination, cooperation, and clear lines of authority between stakeholders of health system in supervision and regulation in the implementation of HRP and HRD plans.
- Full Text:
- Date Issued: 2017
An exploration of curriculum reforms in public schools in the Eastern Cape Province : a case study of Umtata District (1994-2014)
- Authors: Daniel, Nokonwaba
- Date: 2017
- Subjects: Curriculum change -- South Africa -- Eastern Cape Education -- Curricula -- South Africa -- Eastern Cape Public schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Public Administration
- Identifier: http://hdl.handle.net/10353/9132 , vital:34271
- Description: This research explores the effectiveness of curriculum reforms in Public schools in the Eastern Cape Province with specific reference to a case study of Umtata District (1994- 2014). The study was accomplished using the qualitative research method in which the views of 20 participants comprising of principals and teachers were explored about: How effective are the curriculum changes brought about by the democratic system of government in the South African education system? Which factors are limiting the effectiveness of the implementation of curriculum reforms in the public schools in the Eastern Cape Province? What are the effects of curriculum reforms on the performance of the public schools in the Eastern Cape Province? Which strategies can the Eastern Cape Department of Education adopt to improve the effectiveness of the curriculum reforms in the public schools in the Eastern Cape Province? Findings that some of the curriculum changes brought about by the Democratic System of Government in the South African Education System were associated with review and change of the language used in education and learning, technology, computer education and data handling. From this analysis of the interview findings, it is evident that curriculum reviews and change not only influenced the change of language policy in the South African education system to support diversity and multiculturalism, but also new technologies and science in teaching and learning. Even though it was evident from the responses of most of the teachers that enormous successes have been achieved, it also emerged from the findings that there have also been challenges and impediments. It emerged from the analysis of the interview findings that some of the factors limiting the effectiveness of curriculum effectiveness in the public schools in the Eastern Cape Province are associated with lack of resources, lack of skills, lack of text books, poor review and modifications of the syllabus, and poor consultation and involvement of relevant stakeholders. However, findings still revealed that as much as there are some limitations, the curriculum reviews and change undertaken since the 1994 democratic dispensation significantly influenced the improvement of the performance of the contemporary South African public education system. The analysis of the interview findings revealed the effects of curriculum reforms on the performance of the public schools in the Eastern Cape Province to be associated with improved pass rates, improved performance in science and data handling, and improved responsiveness to changing needs and demands of the contemporary world. Considering the findings of this study, it is argued that the directors in the Eastern Cape Department of Education must evaluate the decision to apply the following strategies to influence improvement of the successful implementation of the curriculum. Such strategies would involve situational analysis, curriculum and syllabus development, investment in relevant key success factors (skills, technology & infrastructure), teaching and learning methods, and measuring and improving. Future studies can still explore and develop a framework for measuring and improving the implementation of curriculum reform.
- Full Text:
- Date Issued: 2017
- Authors: Daniel, Nokonwaba
- Date: 2017
- Subjects: Curriculum change -- South Africa -- Eastern Cape Education -- Curricula -- South Africa -- Eastern Cape Public schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Public Administration
- Identifier: http://hdl.handle.net/10353/9132 , vital:34271
- Description: This research explores the effectiveness of curriculum reforms in Public schools in the Eastern Cape Province with specific reference to a case study of Umtata District (1994- 2014). The study was accomplished using the qualitative research method in which the views of 20 participants comprising of principals and teachers were explored about: How effective are the curriculum changes brought about by the democratic system of government in the South African education system? Which factors are limiting the effectiveness of the implementation of curriculum reforms in the public schools in the Eastern Cape Province? What are the effects of curriculum reforms on the performance of the public schools in the Eastern Cape Province? Which strategies can the Eastern Cape Department of Education adopt to improve the effectiveness of the curriculum reforms in the public schools in the Eastern Cape Province? Findings that some of the curriculum changes brought about by the Democratic System of Government in the South African Education System were associated with review and change of the language used in education and learning, technology, computer education and data handling. From this analysis of the interview findings, it is evident that curriculum reviews and change not only influenced the change of language policy in the South African education system to support diversity and multiculturalism, but also new technologies and science in teaching and learning. Even though it was evident from the responses of most of the teachers that enormous successes have been achieved, it also emerged from the findings that there have also been challenges and impediments. It emerged from the analysis of the interview findings that some of the factors limiting the effectiveness of curriculum effectiveness in the public schools in the Eastern Cape Province are associated with lack of resources, lack of skills, lack of text books, poor review and modifications of the syllabus, and poor consultation and involvement of relevant stakeholders. However, findings still revealed that as much as there are some limitations, the curriculum reviews and change undertaken since the 1994 democratic dispensation significantly influenced the improvement of the performance of the contemporary South African public education system. The analysis of the interview findings revealed the effects of curriculum reforms on the performance of the public schools in the Eastern Cape Province to be associated with improved pass rates, improved performance in science and data handling, and improved responsiveness to changing needs and demands of the contemporary world. Considering the findings of this study, it is argued that the directors in the Eastern Cape Department of Education must evaluate the decision to apply the following strategies to influence improvement of the successful implementation of the curriculum. Such strategies would involve situational analysis, curriculum and syllabus development, investment in relevant key success factors (skills, technology & infrastructure), teaching and learning methods, and measuring and improving. Future studies can still explore and develop a framework for measuring and improving the implementation of curriculum reform.
- Full Text:
- Date Issued: 2017
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