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MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out
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 scho...
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| Format: | Thesis |
| Language: | English |
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Graduate School of Business (GSB)
2024
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| _version_ | 1867613251026550784 |
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| access_status_str | Open Access |
| author | Ilonga, Monica Elise Hella |
| author2 | Dharani, Babar |
| author_browse | Dharani, Babar Ilonga, Monica Elise Hella |
| author_facet | Dharani, Babar Ilonga, Monica Elise Hella |
| author_sort | Ilonga, Monica Elise Hella |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/39509 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:10.259Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Graduate School of Business (GSB) |
| publisherStr | Graduate School of Business (GSB) |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/39509 MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out Ilonga, Monica Elise Hella Dharani, Babar Inclusive Innovation 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. 2024-04-30T12:39:29Z 2024-04-30T12:39:29Z 2023 2024-04-30T08:14:40Z Thesis / Dissertation Masters MPhil http://hdl.handle.net/11427/39509 eng application/pdf Graduate School of Business (GSB) Faculty of Commerce |
| spellingShingle | Inclusive Innovation Ilonga, Monica Elise Hella MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out |
| thesis_degree_str | Master's |
| title | MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out |
| title_full | MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out |
| title_fullStr | MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out |
| title_full_unstemmed | MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out |
| title_short | MoEAC and UNICEF Education Public-Private Partnership in Namibia: The challenge of high drop out |
| title_sort | moeac and unicef education public private partnership in namibia the challenge of high drop out |
| topic | Inclusive Innovation |
| url | http://hdl.handle.net/11427/39509 |
| work_keys_str_mv | AT ilongamonicaelisehella moeacandunicefeducationpublicprivatepartnershipinnamibiathechallengeofhighdropout |