Monitoring and evaluation implications of the 2014 regulations for reporting by public higher education institutions in South Africa

Abstract

This study reviews the implications of the 2014 reporting regulation for public higher education institutions (PHEIs) in South Africa. Guided by the monitoring and evaluation logical framework model and the theory of change, the research assesses the alignment between the regulation’s outcomes and practical implementation. Employing a Document Analysis methodology, the study examines relevant policy documents, institutional reports, and literature to uncover the link between planned interventions and academic success outcomes within reporting timelines. The study highlights a significant research gap regarding the feasibility of achieving desired improvements within specified timeframes. The proposed recommendation for a strategic six-year plan, coupled with synchronized reporting cycles, offers a structured approach for realistic academic intervention impact evaluation.

Keywords:

• Planning
• monitoring & evaluation
• reporting
• higher education institutions
• teaching and learning

REVIEWING EDITOR:

• Arif H. Kabir, Institute of Education and Research, University of Dhaka, Bangladesh

SUBJECTS:

• Public Management; Management Education; Education Policy; Higher Education Management; Study of Higher Education; Program Evaluation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Remigius C. Nnadozie

R. C. Nnadozie currently holds the position of Director for Institutional Research, Planning, and Quality Promotion at Rhodes University in South Africa. Prior to his role at Rhodes University, he served at Mangosuthu University of Technology (MUT), where his responsibilities included overseeing the monitoring and evaluation of the University’s Strategic and Operational Plans. Additionally, he played a pivotal role in managing institutional research and higher management information systems (HEMIS) at MUT. Before joining MUT, Dr. Nnadozie served as a senior academic development coordinator at the University of Johannesburg, showcasing his expertise in academic development. His career has also encompassed roles as a lecturer at MUT and a researcher at the Human Sciences Research Council (HSRC), where he contributed to scholarly research endeavors. In 2022, Dr. Nnadozie lent his expertise as an audit panel member for the Council on Higher Education (CHE) national audits. Currently, he serves as a Member of the Quality Assurance of Occupational Qualifications Committee (QAOQC) at the South African Quality Council for Trades and Occupations (QCTO). Dr. Nnadozie’s academic background is comprehensive, spanning Applied Mathematics, Statistics, Information Systems, and Science Education. This diverse academic foundation underscores his multidisciplinary approach to research, planning and problem solving.