Evaluating Policy Implementation On Discipline From Within In Selected Secondary Schools In Oshana Region Of Namibia

Abstract

The purpose of this study was to evaluate the implementation of the policy on “Discipline from Within” in selected secondary schools in the Oshana region of Namibia. A qualitative comparative case study was used to compare how the “Discipline from Within” policy was implemented in two best disciplined secondary schools and two poorly disciplined secondary schools in Oshana region. The population comprised of all secondary schools in the Oshana region. A purposeful sampling strategy was employed to obtain the sample. The sample consisted of 4 secondary schools, and the following sub-samples participated in the study: 4 principals, 4 teachers, 1 inspector of education, and 16 learners. Semi-structured interviews and observations were used as data collection instruments. The study revealed that attempts have been made to implement the policy on discipline from within in the sampled secondary schools in Oshana region. However, data obtained in this study suggests that though the majority of participants have had access to the policy on discipline from within, most of the interviewees do not understand the content and perhaps the context of the policy. The study found out that the policy is outdated and need to be revised. This finding has profound implications as it affects the level of awareness, attitudes, knoweldge, practice and trust with which teachers and principals can confidently implement the policy. This study argues that access alone is not sufficient for implementers to adequately implement a policy. Thus it is important to take note that implementers require a sufficient level of understanding and knowledge to adequately implement any given policy. In relation to these fundamental findings and other observations made in this study the last sub-section of chapter 5 provides recommendations necessary for practice and future studies. Particularly, a study to be carried out to investigate to what extent the Ministry of Education, Arts and Culture can help schools to effectively implement the policy on Discipline from Within.