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Impediments and Policy Gaps in Education Governance, Resource Allocation, and Stakeholder Engagement in Mauritius

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  • Kavita Mootoosamy

    (Department of Social Science, Arts and Humanities, Lincoln University College)

  • Divya Midhunchakkaravarthy

    (Faculty of Social Science, Arts and Humanities, Lincoln University College)

  • Rasak Bamidele

    (Department of Sociology, Criminology and Security Studies, Thomas Adewumi University, Oko, Kwara State)

Abstract

This study examines the challenges and policy gaps in Mauritius's stakeholder engagement, resource allocation, and education governance. It is based on Institutional Theory and explores how the normative, cognitive, and regulative pillars influence institutional behavior and lead to systemic inertia in the educational system. Using a mixed-methods design, the study combines qualitative and quantitative techniques. Two hundred participants, including administrators, educators, civil society representatives, and policymakers, were purposefully and stratified sampled to provide data. Thematic analysis of qualitative data was employed alongside statistical analyses such as regression, correlation, and structural equation modeling (SEM) to examine the connections between governance, resource allocation, stakeholder engagement, and policy effectiveness. Results show that the key variables are strongly positively interrelated (R = 0.742; R² = 0.551; p

Suggested Citation

  • Kavita Mootoosamy & Divya Midhunchakkaravarthy & Rasak Bamidele, 2025. "Impediments and Policy Gaps in Education Governance, Resource Allocation, and Stakeholder Engagement in Mauritius," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(11), pages 2848-2862, November.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:11:p:2848-2862
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