Community Based Organization Governance in Nepal

Paudel, Narendra Raj

doi:10.3126/prashasan.v54i1.53223

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…These ills render education and education policy implementation problematic. Poverty directly influences the implementation of policies such as the CAP 2009, and for Paudel (2009), the intended results of a policy cannot be achieved in the context of poverty.…”

Section: Discussionmentioning

confidence: 99%

Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector

Rakolobe,

Teise

2024

REPAM

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Policy implementation is the most crucial phase in the policy-making cycle. If not implemented, policy aims and objectives cannot be achieved, and the quality of education can subsequently not be improved. The Lesotho Ministry of Education (MoET) adopted the Curriculum and Assessment Policy, 2009 (CAP 2009) to localise its curriculum. With this curriculum, MoET intends to make education relevant to Basotho and improve equal and equitable access to quality education for all Basotho. However, a persistent policy gap caused by failing to implement the CAP 2009 effectively renders this curriculum ineffective. MoET now plans to replace CAP 2009 with a new curriculum called the Lesotho Basic Education Curriculum Policy (LBECP), which is intended to close the implementation gap witnessed with the CAP 2009 and counter the contextual factors that led to the failure of CAP 2009. In this article, we argue that the Lesotho education policy context obstructed the implementation of CAP 2009. We, therefore, explore certain contextual factors that negatively impacted the effective implementation of CAP 2009. We argue that the persistent policy gap regarding the implementation of CAP 2009 results from a policy process that is not sensitive to or does not reflect the unique Lesotho education context. Findings suggest that poverty, rurality, HIV/AIDS, corruption, and political instability severely hampered the effective implementation of the CAP 2009. Following this, specific recommendations are made to improve and ensure effective curriculum implementation within the Lesotho education sector.

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Section: Discussionmentioning

confidence: 99%

Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector

Rakolobe,

Teise

2024

REPAM

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“…The literature has been expanded, indicating that implementation research is growing under relevant themes (Roll et al ., 2017). Implementation researchers have explored policy implementation issues and focused on developing analytical frameworks and explicit theory building, which has yet to be realised (Paudel, 2009). The contemporary paradigm of implementation research has emphasised revisiting the subject and object of implementation for theory building, testing, and application (Howlett, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the role of policy actors in the implementation of social distancing: a case of COVID-19 in Pakistan

Nazir

Wayenberg

Qureshi

2023

PAP

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PurposeAt the outbreak of the COVID-19 pandemic, the absence of pharmaceutical agents meant that policy institutions had to intervene by providing nonpharmaceutical interventions (NPIs). To satisfy this need, the World Health Organization (WHO) issued policy guidelines, such as NPIs, and the government of Pakistan released its own policy document that included social distancing (SD) as a containment measure. This study explores the policy actors and their role in implementing SD as an NPI in the context of the COVID-19 pandemic.Design/methodology/approachThe study adopted the constructs of Normalization Process Theory (NPT) to explore the implementation of SD as a complex and novel healthcare intervention under a qualitative study design. Data were collected through document analysis and interviews, and analysed under framework analysis protocols.FindingsThe intervention actors (IAs), including healthcare providers, district management agents, and staff from other departments, were active in implementation in the local context. It was observed that healthcare providers integrated SD into their professional lives through a higher level of collective action and reflexive monitoring. However, the results suggest that more coherence and cognitive participation are required for integration.Originality/valueThis novel research offers original and exclusive scenario narratives that satisfy the recent calls of the neo-implementation paradigm, and provides suggestions for managing the implementation impediments during the pandemic. The paper fills the implementation literature gap by exploring the normalisation process and designing a contextual framework for developing countries to implement guidelines for pandemics and healthcare crises.

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Community Based Organization Governance in Nepal

Cited by 2 publications

References 5 publications

Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector

Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector

Exploring the role of policy actors in the implementation of social distancing: a case of COVID-19 in Pakistan

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