A Conceptual Model of the Factors Affecting Education Policy Implementation

Abstract

Implementing education policy is crucial for achieving policy goals, and several factors lead to the success or failure of this vital endeavour. Drawing upon a policy document critical review, observational research and in-depth, audio-recorded interviews with 93 participants, this article reports on the key factors that hindered the implementation of the national strategy for the development of higher education (NSDHE) in Yemen; the main factors are the implementers’ lack of information combined with lack of commitment by university leaders; the use of strategy top-down planning; a lack of funding coupled with financial corruption; the absence of an institutional strategy; the presence of eco-political challenges; and a lack of basic infrastructure (e.g., classrooms, teaching aids, offices, and toilets). The article also provides a simple conceptual model for these key factors. The findings offer direct benefits that will help policy formulators and implementers enhance the formulation and implementation of present and future education policies.