Problems of implementation

Abstract

The paper examines a number of empirical studies which investigate the implementation problems that have been experienced in Third World countries. Most of these studies are evaluation studies, specifically undertaken in order to identify the type and frequency with which implementation problems were being experienced. Only one of the studies is country‐specific (Indonesia), drawing its data directly from the problem‐reporting component of the national monitoring system, although encompassing a sufficiently large number of projects for some general conclusions to be drawn. The paper finds that about half of the implementation difficulties experienced in Third World projects or programmes arise through the procedures and operating methods of central ministries other than the implementing ministry. The key ministries are principally planning, finance and personnel. Concentration by Third World governments on strengthening the central procedures under which all projects operate, therefore, is likely to have a disproportionately high impact on the implementation of development programmes. Suggestions for obtaining this improvement conclude the paper.

Comparative African Experiences in Implementing Educational Policies

“…5 9 These general truths hold regardless of the latitude given those directly responsible for implementation. Indeed, the precise and 5 4 Majone and Wildavsky 1978 5 5 Bowden 1986;Dean 1971;Heseltine 1967;Jolly and Colclough 1972;Menck 1978;Rado 1967;Sharma 19675 6 Ayoade 1983Elvin 1972;Greenfield 1986;Idang 1975;Obichere 19765 7 Mehmet 1971Simmance 1972;and, more generally, Choguill 1980;andFullan andPomfret 1977 5 8 Edwards 1968;and, more generally, Edmunds 1984 Given the emphasis that the literature reviewed places on deficiencies in the policies adopted -in the policy message -it is appropriate to give some attention to the explanations offered. They can best be discussed under two broad headings: analytical and procedural limitations, and ulterior motives.…”

“…75 As if these unfortunate procedures and oversights were not enough, the designers of educational policies typically leave themselves and those charged with implementation little room for maneuver. Priorities are not set, there is no serious planning for contingencies, and policies are often presented in abstruse or idealistic language and with an air of certainty and authority likely to discourage the expression of misgivings and the posing of tough 7 1 Bray and Cooper 1979;Buguo 1983-84;Hurst and Rodwell 1986;Idang 1975;Levin 1981;Obanya 1980;Shaw 1980;Williams 19777 2 Adetoro 1966Court 1973;Jolly 1975;Koloko 1980;Thomas B. Smith 19857 3 Ahiakpor 1985Allison and Green 1983;Briggs 1977;Bienefeld 1983;Clignet 1977;Lillis 1985b;Papagiannis et al 1982;Psacharopoulos 1984;Shen 1977;Simmance 1972;Thomas B. Smith 1985;Swetz 1975;Tibenderana 1985;Urwick 19837 4 Daniel 1983Koloko 1980;Leff 1985;Lema 1979;Menck 1978;Rado 1967;Richter 1984;Thomson 19727 5 Adeniyi 1980Blunt 1984;Bowden 1986;Dror 1983;Edmunds 1984;Edwards 1968;Idang 1975;…”

Managing the Implementation of Development Policies: Problems and Solutions

“…Implementation problems are therefore often problems of coordination. It is rare for the lead agency or project manager to have control over many of the inputs to a project (Bowden, 1986). A completely unitary administrative system with a single line of command Is both unattainable and undesirable in real life (Hood, 1976), characterised as it is by departmentalism, professionalisms and conflicting interests within structures of administration.…”

“…The level of awareness of implementation problems is thereby raised. A monitoring unit strong enough to obtain access to projects and endorsement of proposed changes to current practices should be able to assist the implementing agency to resolve difficulties arising from poor inter-organizational coordination (Bowden, 1986).…”