A Conceptual Model of the Factors Affecting Education Policy Implementation
Abstract
:1. Introduction
1.1. Higher Education and the Current Situation in Yemen
1.2. A Brief Synthesis of NSDHE Policy
To create a higher education system characterized by quality, broad participation, multiple and open routes vertically and horizontally, that is effective and efficient and delivers quality programs, shows excellence in teaching, research and service to society, and enhances Yemen’s quality of life.[17] (p. 58)
1.3. Policy Makers and Policy Implementers
1.4. Education Policy Formulation: A Brief Overview
1.5. Education Policy Implementation and Key Influential Factors
2. Research Design
2.1. Research Methods
2.2. Stages of the Interviews and the Selection of Participants
2.3. Research Participants
2.4. Research Interpretation Methods
3. Research Evidence
3.1. Implementers’ Lack of Information about the Strategy and University Leaders’ Lack of Commitment
The strategy is not available online or at our university. Teachers read the document regarding the laws concerning higher education to know the rules about getting promotions or financial increments.TE10
Frankly speaking, I do not know whether or not there is a policy in my program.ST17
There is no updating of the curricula, and not all of the objectives are implemented. First, I would like to say that this strategy… unfortunately did not extend to the universities.D2
The National Strategy of Higher Education is kept hidden away in drawers. It is not implemented.VD4
I did not read the strategy, and I have not seen any commitment from the university to announce it or make it public. The university does not even inform teachers of what duties they have to perform. We do not have an educational policy for the programme. There are no objectives we have to achieve.TE19
We do not have an ambitious administration. If we had an ambitious administration, commitment, and good intentions, it would be possible—with just small financial support—to achieve many things. There is no commitment from the university leaders even to encourage teachers to read the strategy.VD2
Our administration is responsible for financial and administrative issues. Academic and educational matters are not our concern. Such issues concern those specialized in academia. I am the secretary general, but this topic does not concern me too much. However, we always stand by the academics and tell them that we need to deal with financial matters to develop the educational process… I hope that university leaders and those in colleges consider this matter.BA1
3.2. Strategy Top-Down Planning
Top leaders think that they know everything and are the owners of philosophy in this field. … Therefore, they think it is they who ought to plan and prepare strategies (without involving other actors with knowledge in the field).VD6
I think the achievement is very low. Maybe it is because the strategy was prepared by an external expert. Or perhaps it was owing to a lack of resources in this country.TE15
An external expert was invited to study the situation in Yemen. He... wrote a report that later became used for strategy… The Ministry of Higher Education lacked a mechanism for enforcing the strategy on universities, and it required them to prepare their own strategy.TE1
3.3. Funding and Financial Corruption
It is possible that administrative and financial corruption is one of the main factors in the strategy’s implementation. There is still a lack of concern about scientific research among academics, and the research suffers considerably as a result.TE1
The strategy is not implemented because of administrative and financial corruption in the government as a whole and also at the university.TE5
The objectives of the strategy are not implemented. It seems that those in higher positions prepared the strategy to gain financial support from international organizations… The culture of corruption is what threatens society. Such culture exists at the university from the top to the bottom. Unfortunately, if you do not go along with that culture, accusations are made against you.VD1
There are no encouraging efforts for conducting research. Nowadays, there is no financing for improving research. At one time, there was some budget devoted to improving research. However, due to the current war, there is no longer any support.D7
There is no encouragement to do research. Today, there is no financing for promotions. Teachers can get academic promotions but no financial incentives.VD4
About encouraging research, I think scientific research is not given its due in Yemen in general and at universities in particular. It is not considered either in terms of finance or supervision.VD6
When we talk about the strategy objectives, we know that we need funding to achieve such objectives. Currently, we are discussing funding our journal. … We should publish it quarterly, but we cannot because there is no funding to support researchers at the moment. … The government itself has no direction [about improving research].AA3
Every strategy needs funding for its implementation, but this is not happening because of the current situation in Yemen. … Even though there are strategies for improvement, the strategies will not be implemented because there is no commitment from those in authority to fund such an implementation.AA2
3.4. Institutional Strategy: Vision and Mission
There are no institutional strategies for fulfilling the goals of the ministry of higher education.TE12
It is possible that all universities in Yemen have neither vision nor mission.TE21
Frankly speaking, I did not read the strategy. However, based on the current situation I see, there is neither an educational policy at my college nor in the department.TE17
We do not have an educational policy for the programme. There are no objectives we have to achieve.TE19
We have just started to organize workshops on developing a college strategy. Next week, we will hold a workshop for introducing such a strategy. We did not have a previous strategy for the college or even objectives for the present programs.D9
We are currently preparing a strategic plan for the university that includes the university’s aims, vision, and mission. From this general strategy, we will work on creating a strategy for each college, centre, or unit within the university. We will then do the same thing with departments and will focus on improving the curricula.D3
There was no strategic thinking at the university until 2011, when we started plans to prepare an institutional strategic policy.AA1
We are currently working on preparations for our institutional strategy, which will have the same objectives as the National Strategy of Higher Education.AA3
3.5. Eco-Political Situation: Implementation Period
It was crystal clear that the Yemeni government could not succeed in achieving political stability in the country: there were many tribal problems as well as partisanship problems in every city.AA2
The strategy is too ambitious because the period devoted to implementation is completely insufficient. The economic and security conditions in Yemen have also hindered its implementation.VD6
3.6. Basic Infrastructure: Classrooms, Laboratories, Offices, Toilets, and Teaching Aids
An aspiration should be that all departments should have offices for their staff, with secretarial support, internet connections… (and) staff should feel that they are being treated equitably, and their workloads—in particular, their teaching loans—should be fairly distributed, on some sort of formulaic basis.[17] (p. 89)
We assemble in a single classroom (during educational courses), and that causes problems with understanding because we cannot hear the lecturer well. That leads to a feeling of boredom during the class.ST11
The main deficiency here is suitable classrooms. For the past four years, we have been taught in the same room, which is lacking in many areas—even comfortable chairs.ST8
For our programme, there are two small teaching rooms, which are made of steel. Most of our classes are held around noon, when either the sun’s heat is too strong or it is raining. Both affect our ability to understand the content of the lectures.ST21
We study in teaching rooms made of steel, and when it rains, we cannot hear anything. We also suffer because of the heat of the sun.ST24
We have spent four years studying in an underground lecture room. Whenever I have a class, the darkness of the lecture room makes me feel very angry. We feel oppressed in this programme—especially in the lecture rooms.ST31
Sometimes, I have to go home to use the toilet. There are no places where we can relax, such as when we want to eat something. It is difficult to deal with this situation, and we feel that the authorities do not care about us.ST25
There is sometimes no lecture room available for us because of a change in the schedule. In addition, when we go to the new assigned room, we find it is full. Therefore, we waste too much time waiting for a room to become vacant. If we need to go to the toilet, we have to use those at the mosque.ST17
There are no rooms for us to put our things. There is only one office for all the teachers, and if you arrive late, you find no available chairs. When I discussed this matter with the vice dean of the college, who was responsible for general affairs, he told me that he also has no office.TE7
I am a chairperson, but I do not have an office. … I do not have a place to keep my documents or those of my students. If there is any problem at the department, I am the first person to deal with the situation, but the authorities do not consider our needs.TE16
Unfortunately, the lecture rooms in our colleges are inappropriate for teaching and learning, and the number is insufficient. We report our problems to the university leadership, but no action has been taken yet.D9
Our college (Science College) was established, though we did not have our own building. In the 20 years since then, we have acquired only two lecture rooms and a few rooms are used as laboratories, but they have old apparatuses.D6
One problem for our teaching staff is all of them having to use a single office. They do not have computers on their desks. … There are toilets in our college [arts college], but they do not have water.D7
3.7. A Conceptual Model of the Key Factors of the Implementation Failure
4. Discussion and Conclusions
5. Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Participant’s Code | Age | Gender | Role | Academic (Rank) | |
---|---|---|---|---|---|
Administrators | |||||
AA1 | 48 | M | Chancellor | Assoc. Professor | |
Lecturer | |||||
AA2 | 52 | M | Academic affairs vice chancellor | Professor | |
Lecturer | |||||
AA3 | 54 | M | Higher studies and scientific research vice chancellor | Assist. Professor | |
Lecturer | |||||
BA1 | 50 | M | University secretary general | BA | |
BA2 | 41 | M | Scientific research administration manager | BA | |
BA3 | 45 | M | Planning and statistics manager | BA | |
BA4 | 47 | M | Science faculty secretary general | BA | |
BA5 | 56 | M | Finance administration general manager | BA | |
BA6 | 38 | M | Arts faculty student affairs manager | BA | |
BA7 | 45 | M | University general registrar | BA | |
BA8 | 48 | M | Arts faculty general secretary | BA | |
BA9 | 39 | M | Science faculty student affair manager | BA | |
Deans | |||||
D1 | 43 | M | Library | Assist. Professor | |
D2 | 58 | M | Educational & psychological counselling centre | Professor | |
D3 | 39 | M | Academic improvement and quality assurance unit | Assoc. Professor | |
D4 | 39 | M | Dentistry College | Assist. Professor | |
D5 | 42 | M | Agriculture College | Assoc. Professor | |
D6 | 48 | M | Science College | Assoc. Professor | |
D7 | 50 | M | Arts College | Professor | |
D8 | 45 | F | Rehabilitation and educational research centre | Assoc. Professor | |
D9 | 45 | M | Education College | Assoc. Professor | |
Vice Deans | |||||
VD1 | 44 | M | Education college environmental affairs and society service | Assoc. Professor | |
VD2 | 50 | M | Education college higher studies | Assoc. Professor | |
VD3 | 37 | M | Education college students affairs | Assist. Professor | |
VD4 | 40 | M | Education college academic affairs | Assist. Professor | |
VD5 | 40 | M | Education college quality assurance & Adults TE Program Chair | Assoc. Professor | |
VD6 | 41 | M | Academic accreditation and quality assurance unit | Assist. Professor | |
Teacher educators | |||||
Participant’s code | Age | Gender | Programme | Role | Rank |
TE1 | 56 | M | Administration and educational foundations | Lecturer | Professor |
TE2 | 53 | M | Lecturer | Professor | |
TE3 | 43 | M | Chairperson | Assist. Professor | |
TE4 | 40 | M | Lecturer | Assist. Professor | |
TE5 | 38 | M | Psychology TEP | Chairperson | Assist. Professor |
TE6 | 40 | M | Lecturer | Assist. Professor | |
TE7 | 40 | M | Lecturer | Assist. Professor | |
TE8 | 51 | M | Lecturer | Assist. Professor | |
TE9 | 42 | M | Lecturer | Assist. Professor | |
TE10 | 38 | M | Lecturer | Assist. Professor | |
TE11 | 38 | M | Art Education TEP | Chairperson | Assist. Professor |
TE12 | 28 | F | Lecturer | Teaching Assistant | |
TE13 | 47 | M | Arabic TEP | Chairperson | Assist. Professor |
TE14 | 54 | M | Lecturer | Professor | |
TE15 | 43 | M | Educational Rehabilitation TEP | Chairperson | Assist. Professor |
TE16 | 43 | M | Chemistry TEP | Chairperson | Assist. Professor |
TE17 | 42 | M | Lecturer | Assoc. Professor | |
TE18 | 47 | M | Quran TEP | Chairperson | Assoc. Professor |
TE19 | 38 | M | Lecturer | Lecturer | |
TE20 | 45 | M | Physics TEP | Chairperson | Assist. Professor |
TE21 | 38 | M | Lecturer | Assist. Professor | |
TE22 | 42 | M | Lecturer | Assist. Professor | |
TE23 | 39 | M | Math TEP | Chairperson | Assist. Professor |
TE24 | 37 | F | Lecturer | Assist. Professor | |
TE25 | 38 | M | Teacher of Math & Science TEP | Chairperson | Assist. Professor |
TE26 | 43 | F | Lecturer | Assist. Professor | |
TE27 | 38 | F | Educational Technology TEP | Chairperson | Assist. Professor |
TE28 | 34 | M | Lecturer | Lecturer | |
TE29 | 40 | M | Lecturer | Assist. Professor | |
TE30 | 44 | M | Lecturer | Assist. Professor | |
TE31 | 38 | M | Curriculum & Teaching Methodologies TEP | Chairperson | Assist. Professor |
TE32 | 53 | M | Lecturer | Professor | |
Teacher Students | |||||
Participant’s code | Age | Gender | Programme | Current position | |
TS1 | 24 | F | Quran TEP | Recent graduates | |
TS2 | 23 | F | |||
TS3 | 23 | F | Math TEP | ||
TS4 | 23 | F | |||
TS5 | 22 | F | Physics TEP | ||
TS6 | 23 | F | |||
TS7 | 21 | F | Teacher of Math & Science TEP | ||
TS8 | 21 | F | |||
TS9 | 22 | F | Chemistry TEP | ||
TS10 | 21 | F | |||
TS11 | 23 | M | |||
TS12 | 24 | M | Adult TEP | ||
TS13 | 25 | M | |||
TS14 | 23 | M | |||
TS15 | 23 | F | Educational Technology TEP | ||
TS16 | 23 | F | |||
TS17 | 38 | M | Administration & Educational Foundation TEP | ||
TS18 | 42 | M | |||
TS19 | 34 | M | |||
TS20 | 36 | M | |||
TS21 | 23 | F | Art Education TEP | ||
TS22 | 23 | M | |||
TS23 | 24 | M | |||
TS24 | 23 | F | Arabic TEP | ||
TS25 | 23 | F | |||
TS26 | 23 | F | Kindergarten TEP (division) | ||
TS27 | 23 | F | |||
TS28 | 24 | F | |||
TS29 | 23 | F | |||
TS30 | 25 | F | Special Education TEP (division) | ||
TS31 | 22 | F | |||
TS32 | 26 | F | Educational Counselling TEP (division) | ||
TS33 | 23 | F | |||
TS34 | 23 | F |
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Muthanna, A.; Sang, G. A Conceptual Model of the Factors Affecting Education Policy Implementation. Educ. Sci. 2023, 13, 260. https://doi.org/10.3390/educsci13030260
Muthanna A, Sang G. A Conceptual Model of the Factors Affecting Education Policy Implementation. Education Sciences. 2023; 13(3):260. https://doi.org/10.3390/educsci13030260
Chicago/Turabian StyleMuthanna, Abdulghani, and Guoyuan Sang. 2023. "A Conceptual Model of the Factors Affecting Education Policy Implementation" Education Sciences 13, no. 3: 260. https://doi.org/10.3390/educsci13030260
APA StyleMuthanna, A., & Sang, G. (2023). A Conceptual Model of the Factors Affecting Education Policy Implementation. Education Sciences, 13(3), 260. https://doi.org/10.3390/educsci13030260