MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out
| dc.contributor.advisor | Dharani, Babar | |
| dc.contributor.author | Ilonga, Monica Elise Hella | |
| dc.date.accessioned | 2024-04-30T12:39:29Z | |
| dc.date.available | 2024-04-30T12:39:29Z | |
| dc.date.issued | 2023 | |
| dc.date.updated | 2024-04-30T08:14:40Z | |
| dc.description.abstract | The inability of many nations, such as Namibia, to singlehandedly provide public services, including educational infrastructure, fostered education public private partnerships (PPP) as a way of involving the private sector in partnerships to combat societal challenges. Learners who dropout from school is a threat to the Namibian Ministry of Education, Arts, and Culture (MoEAC). Thus, evidence suggests the adoption of educational PPP (ePPP) to mitigate early learners' exit from school. A stakeholder concept of theoretical thinking was used, emphasizing the engagement and cooperation of all groups and individuals influencing dropout. A qualitative inductive and a single case study approach and design were respectively adopted. The activities of UNICEF, as a vital MoEAC partner on dropout, determined its selection for the data collection site. Participants (Executive-director level) were selected through a purposive sampling technique and semi-structured interview data was collected and analysed thematically. Findings identify five second-order aggregate dimensions: PPP actors and partnerships, foundational drop-out causes, program actions, technology solutions and ePPP dropout challenges. The study findings suggest that the partners need to organize dropout program actions beyond learners and to work alongside other stakeholders, such as parents and NGOs, to control dropout. This is a significant position of the stakeholder concept and management theory. The inductive process constructed theoretical frameworks depicting four challenges that contribute to the ePPP program action dropout failing: inefficient policies and policy programs, limited funding, Covid-19-related challenges, and limited focus of dropout program actions on students. | |
| dc.identifier.apacitation | Ilonga, M. E. H. (2023). <i>MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out</i>. (). ,Faculty of Commerce ,Graduate School of Business (GSB). Retrieved from http://hdl.handle.net/11427/39509 | en_ZA |
| dc.identifier.chicagocitation | Ilonga, Monica Elise Hella. <i>"MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out."</i> ., ,Faculty of Commerce ,Graduate School of Business (GSB), 2023. http://hdl.handle.net/11427/39509 | en_ZA |
| dc.identifier.citation | Ilonga, M.E.H. 2023. MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out. . ,Faculty of Commerce ,Graduate School of Business (GSB). http://hdl.handle.net/11427/39509 | en_ZA |
| dc.identifier.ris | TY - Thesis / Dissertation AU - Ilonga, Monica Elise Hella AB - The inability of many nations, such as Namibia, to singlehandedly provide public services, including educational infrastructure, fostered education public private partnerships (PPP) as a way of involving the private sector in partnerships to combat societal challenges. Learners who dropout from school is a threat to the Namibian Ministry of Education, Arts, and Culture (MoEAC). Thus, evidence suggests the adoption of educational PPP (ePPP) to mitigate early learners' exit from school. A stakeholder concept of theoretical thinking was used, emphasizing the engagement and cooperation of all groups and individuals influencing dropout. A qualitative inductive and a single case study approach and design were respectively adopted. The activities of UNICEF, as a vital MoEAC partner on dropout, determined its selection for the data collection site. Participants (Executive-director level) were selected through a purposive sampling technique and semi-structured interview data was collected and analysed thematically. Findings identify five second-order aggregate dimensions: PPP actors and partnerships, foundational drop-out causes, program actions, technology solutions and ePPP dropout challenges. The study findings suggest that the partners need to organize dropout program actions beyond learners and to work alongside other stakeholders, such as parents and NGOs, to control dropout. This is a significant position of the stakeholder concept and management theory. The inductive process constructed theoretical frameworks depicting four challenges that contribute to the ePPP program action dropout failing: inefficient policies and policy programs, limited funding, Covid-19-related challenges, and limited focus of dropout program actions on students. DA - 2023 DB - OpenUCT DP - University of Cape Town KW - Inclusive Innovation LK - https://open.uct.ac.za PY - 2023 T1 - MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out TI - MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out UR - http://hdl.handle.net/11427/39509 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/39509 | |
| dc.identifier.vancouvercitation | Ilonga MEH. MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out. []. ,Faculty of Commerce ,Graduate School of Business (GSB), 2023 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/39509 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | Graduate School of Business (GSB) | |
| dc.publisher.faculty | Faculty of Commerce | |
| dc.subject | Inclusive Innovation | |
| dc.title | MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out | |
| dc.type | Thesis / Dissertation | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MPhil |