INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Impediments and Policy Gaps in Education Governance, Resource  
Allocation, and Stakeholder Engagement in Mauritius  
1Kavita Mootoosamy, 2Divya Midhunchakkaravarthy, *3Rasak Bamidele  
1Department of Social Science, Arts and Humanities, Lincoln University College, Malaysia  
2Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia  
3Department of Sociology, Criminology and Security Studies, Thomas Adewumi University, Oko,  
Kwara State, Nigeria  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100104  
Received: 06 November 2025; Accepted: 10 November 2025; Published: 01 December 2025  
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 < 0.001), and that the  
implementation of education policies is significantly affected by governance (β = 0.364), resource allocation (β  
= 0.315), stakeholder engagement (β = 0.287), and policy consistency (β = 0.243). Transparency, accountability,  
and equity enhance educational outcomes, while corruption and inconsistent policies hinder progress, according  
to SEM results (CFI = 0.958; RMSEA = 0.062), which confirm the model’s validity. The study concludes that,  
to achieve Sustainable Development Goal 4 (SDG 4), Mauritius needs equitable funding, participatory  
engagement, and effective governance reforms. It recommends long-term policy coherence, decentralized  
budgeting, stakeholder empowerment, and institutional accountability mechanisms to promote sustainable  
educational development.  
Keywords: Mauritius, Institutional Theory, Stakeholder Engagement, Resource Allocation, Education  
Governance.  
INTRODUCTION  
The effectiveness, accessibility, and inclusivity of educational systems around the world are largely determined  
by education governance. The success of governance frameworks, fair resource distribution, and stakeholder  
engagement has become a crucial topic in policy discussions in accordance with Sustainable Development Goal  
4 (SDG 4), which promotes inclusive and equitable quality education (UNESCO, 2023). Education plays a major  
role in the development of human capital and socioeconomic progress in small island developing states like  
Mauritius. Persistent issues with funding efficiency, policy coordination, and participatory governance impede  
equitable educational outcomes, despite noteworthy advancements in literacy, gender parity, and enrolment  
(World Bank, 2022).  
The Ministry of Education, Tertiary Education, Science, and Technology oversees Mauritius's centralized  
education system. This ensures accountability and national consistency but often restricts community  
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participation and school-level independence (OECD, 2021). Inequality has worsened due to disparities in  
resource distribution between public and private sectors, as well as between rural and urban schools, raising  
concerns about social justice and sustainability. Additionally, institutional responsiveness is hampered by  
inefficient bureaucracy, poor policy coordination, and limited stakeholder engagement (African Development  
Bank, 2023).  
Stakeholder engagement-which includes educators, parents, students, and legislators still not well-established.  
National strategies are frequently disconnected from local educational realities when inclusive consultation  
mechanisms are lacking (UNICEF, 2022). Additionally, funding priorities frequently prioritise infrastructure  
over pedagogical innovation and capacity building. Therefore, in order to suggest methods for improving  
openness, cooperation, and equity within the system, this study explores policy gaps and systemic barriers in  
Mauritius' education governance, resource allocation, and stakeholder participation.  
Empirical Review of Literature and Theoretical Framework  
The empirical review of the literature critically looks at previous research on stakeholder engagement, policy  
implementation, resource allocation, and education governance. It highlights empirical findings from both local  
and global contexts, highlighting institutional constraints, implementation gaps, and recurrent challenges that  
guide the study's theoretical foundation and analytical direction regarding Mauritius' educational system.  
Conceptual Framework of Education Governance  
The constellation of institutions, procedures, and connections that national systems use to establish priorities,  
allocate resources, and guarantee accountability is sometimes referred to as education governance (UNESCO,  
2021). According to research, inclusive policy formulation, transparent financial management, and cogent  
coordination between ministries, schools, and communities are necessary for good government (Burns & Köster,  
2016). Comparative studies, however, show that small island developing states (SIDS) often have fragmented  
institutional capability, which restricts the application of governance norms (OECD, 2019). This general trend  
is seen in Mauritius.  
According to current assessments, Mauritius's governance structure is a hybrid model that decentralises  
execution while centralising policy making, to enhance local responsiveness (World Bank, 2020). However,  
there are still few empirical evaluations, and what is known indicates that accountability mechanisms are  
weakened by bureaucratic inefficiencies and ambiguous power structures (UNESCO, 2023). Transparency is  
further hampered by inadequate data systems and uneven communication between the Ministry of Education  
and regional players, which prevents schools, parents, and civil society from participating in an informed manner  
(Adebayo & Pillay, 2021).  
Despite Mauritius's stated alignment of its governance goals with Sustainable Development Goal 4, there are  
still gaps between policy purpose and reality, according to the literature. According to comparative viewpoints  
from other SIDS, decentralisation initiatives frequently stall in the absence of strong institutional capacity,  
qualified staff, and steady financing sources (OECD, 2019). A significant knowledge vacuum is highlighted by  
the scant research on how governance arrangements affect resource allocation and stakeholder involvement in  
Mauritius. Therefore, a more thorough analysis of policy inconsistencies and structural barriers is necessary to  
comprehend why governance improvements have produced inconsistent results.  
Gaps in Education Governance Policy  
The research on education governance in Mauritius identifies enduring structural barriers that make it difficult  
to successfully implement national reform goals. Scholars generally agree that while policy frameworks like the  
Nine-Year Continuous Basic Education (NYCBE) reform and the Education and Human Resources Strategy  
Plan (EHRSP) express high aims, their implementation is still unequal. According to research, this gap is mostly  
caused by poor resource deployment, dispersed stakeholder coordination, and ingrained bureaucratic practices  
that limit system flexibility (UNESCO, 2021; Bissoondoyal, 2020). In rural and underprivileged regions, these  
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limitations are more severe since policies are not adequately contextualised, which exacerbates already-existing  
disparities.  
The gap between developing and implementing policies is a recurring issue in the literature. Decentralisation is  
rhetorically promised, but decision-making power is still mostly centralised, which restricts the agency and  
responsiveness of schools (World Bank, 2022). Local problem-solving is hindered by this governance structure,  
and grassroots involvement in educational planning is diminished. These issues are made worse by inadequate  
monitoring and assessment procedures, which undermine accountability frameworks and produce few feedback  
loops (ADB, 2023).  
A more comprehensive framework is offered by comparative studies of small island developing nations (SIDS).  
Stronger inter-ministerial coordination and inclusive stakeholder involvement are associated with more cohesive  
and equitable educational results, according to data from Barbados and the Seychelles (Commonwealth  
Secretariat, 2020). However, Mauritius still exhibits a low level of parental, educational, and community actor  
participation in decision-making processes, which limits the development of a participatory government culture.  
All of these observations point to deeper institutional processes that underlie Mauritius's policy gaps, which call  
for systemic rather than incremental adjustment.  
Challenges with Allocating Resources  
Education governance still heavily relies on the efficient and fair distribution of resources, especially in poorer  
nations where structural inequality still exists. Although education in Mauritius routinely receives a sizable  
portion of the national budget, research indicates that the system's ability to convert investment into better  
learning results is hampered by inefficient expenditure and shoddy accountability structures (World Bank, 2021).  
Persistent differences between urban and rural schools and between the primary and secondary sectors reflect  
broader trends found throughout the Global South, where financing formulae frequently exacerbate rather than  
lessen socioeconomic divisions (UNESCO, 2022). These disparities disproportionately harm marginalised  
populations by contributing to unequal educational achievement.  
These deficiencies are made worse by problems with human resources. According to Bunwaree (2020),  
instructional quality is compromised by uneven teacher deployment and a lack of chances for further professional  
development. These worries are consistent with comparative research conducted in tiny island developing states,  
where systemic transformation is often hampered by teacher shortages and misallocation. Despite international  
policy emphasis on technology-enabled learning, infrastructure deficiencies-from antiquated buildings to  
insufficient digital resources-remain similarly entrenched (OECD, 2023).  
Programme-based budgeting was adopted by Mauritius to increase fiscal transparency and efficiency; however,  
empirical evaluations show that its efficacy is hampered by bureaucratic inertia, lax monitoring, and low  
stakeholder involvement (African Development Bank, 2021). These implementation challenges reflect larger  
discussions about the limitations of technocratic changes in situations when institutional capacity is still unequal.  
Therefore, despite the fact that regulatory systems seem strong on paper, there are still large discrepancies  
between policy purpose and reality. This emphasises the necessity of conducting a thorough analysis of the  
institutional and governance limitations that influence resource allocation and stakeholder involvement in  
Mauritius.  
Participation of Stakeholders and Institutional Cooperation  
According to existing research, institutional cooperation and stakeholder involvement are the cornerstones of  
successful education governance; yet, in Mauritius, these components are still limited by procedural and  
structural constraints. The government's acceptance of multi-actor involvement is acknowledged by UNESCO  
(2022); yet, the actual procedures for inclusive engagement are sometimes challenged. According to studies,  
governance procedures are still excessively centralised, with little chances for grassroots participation and mostly  
top-down consultative methods (Ramtohul, 2021). This centralisation reduces the responsiveness of policies to  
contextual realities like resource inequities and curriculum rigidity, creating a participative deficit where parents  
and teachers hold advising rather than decision-making roles (Subramanian & Bunwaree, 2020).  
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Through advocacy and service delivery, civil society groups help close some of these gaps, but limited  
institutional support and restricted access to policy spaces limit their impact and eventually limit the  
sustainability of their contributions (World Bank, 2023). These difficulties point to a structural mismatch  
between governance practices and policy language, impeding shared ownership of educational changes.  
The shortcomings of Mauritius are further shown by comparative data from other Small Island Developing States  
(SIDS). Decentralised governance and open lines of communication, according to research on Barbados and the  
Seychelles, improve policy responsiveness and fortify participatory cultures (Lansang, 2021). On the other hand,  
Mauritius's central authority and inadequate oversight systems continue to limit accountability and cooperative  
decision-making (African Development Bank, 2022). Even while policymakers are becoming more interested in  
participatory governance, there are still few empirical studies that examine institutional and cultural constraints.  
This disparity highlights the need for more investigation into the institutionalisation of inclusive governance to  
improve stakeholder participation, accountability, and resource allocation.  
Synthesis Gaps and Theoretical Implications  
It is commonly known that the development of fair and sustainable education systems depends on the interaction  
of stakeholder involvement, resource allocation, and education governance. Participatory methods provide  
openness and legitimacy, whereas governance structures set the institutional and legal framework for decision-  
making (Burns & Köster, 2016). However, data from Mauritius indicates that these areas frequently function  
independently, which restricts the possibility for recent changes to have a significant impact. Persistent  
differences in learning outcomes point to inadequate integration between governance, financial planning, and  
stakeholder involvement despite improvements in national planning and institutional coordination (UNESCO,  
2022).  
This fragmentation is similar to problems seen in other small island developing governments, where bureaucratic  
rigidity and overlapping mandates make it difficult to implement policies coherently (OECD, 2020).  
Opportunities for inclusive governance have been limited in Mauritius due to comparable structural limitations  
and the low participation of non-state entities. Comparative systems show that broad and significant  
involvement, especially from educators and civil society, enhances adaptive policymaking; as a result,  
Mauritius's very low level of engagement indicates a significant policy gap. Furthermore, criticisms of the  
nation's financing of education point to an excessive focus on infrastructure and administrative spending at the  
expense of pedagogical innovation and capacity building (Ramdoyal & Mungur, 2021), a pattern at odds with  
worldwide trends towards human-centered investment.  
Theoretical perspectives shed further light on these flaws. Systems theory emphasises the necessity of dynamic  
feedback loops and coordinated subsystems (North, 1990), whereas institutional theory emphasises how deeply  
ingrained norms and hierarchical cultures limit the adoption of reform (Scott, 2014). Thus, Mauritius's  
experience highlights the urgent need for more integrated, adaptable governance models by reflecting larger  
global contradictions between policy ambition and implementation reality.  
Theoretical Framework and Implications for the Study  
The framework of this study is institutional theory, which offers a strong lens for examining the barriers and  
policy gaps influencing stakeholder participation, resource allocation, and education governance in Mauritius.  
The theory's three pillars-regulative, normative, and cognitive-are used to operationalise the framework, drawing  
on the groundbreaking work of Meyer and Rowan (1977), Scott (2014), and DiMaggio and Powell (1983). These  
pillars influence governance outcomes in different but related ways.  
The regulative pillar encompasses the impact of official supervision institutions, laws, and regulations. This  
pillar is related to factors like bureaucratic responsiveness, enforcement capability, and coherence of policy  
instruments in the Mauritian environment. Well-established legal frameworks underpin Mauritius's education  
sector, but fragmented rules and inadequate accountability systems still make it difficult to execute policies  
(UNESCO, 2021). Inconsistencies between policy design and execution are a result of these flaws. Professional  
ideals, organisational expectations, and stakeholder relationships all represent the normative pillar. This pillar  
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includes variables including institutional cooperation, professional autonomy, and stakeholder involvement.  
Significant participation in governance processes is hampered by entrenched administrative hierarchies and weak  
participatory mechanisms.  
The cognitive pillar includes presumptions regarding schooling and cultural views. Policy decisions in Mauritius  
are influenced by long-standing social views of education as a means of achieving upward mobility, which  
frequently result in resource concentration in already privileged institutions (World Bank, 2022). Coercive,  
mimetic, and normative isomorphic forces further influence policy formulation across all pillars, frequently  
resulting in the acceptance of global models without sufficient contextual modification (DiMaggio & Powell,  
1983). Because of this theoretical framework, the research is able to see governance issues as manifestations of  
deeper institutional limits that call for systemic change rather than just as administrative flaws.  
Conceptual Framework  
Figure 1: The framework illustrates the challenges and policy gaps in Mauritius's stakeholder involvement,  
resource allocation, and education governance.  
METHODOLOGY  
The study adopted a mixed-methods methodology to look at barriers and policy gaps in Mauritius's stakeholder  
involvement, resource allocation, and education governance. A sample of 200 participants was obtained using a  
purposive and stratified sampling technique to guarantee representation across administrative sectors,  
educational levels, and important stakeholder groups. In addition to semi-structured interviews with legislators,  
educators, and representatives of civil society, a thorough examination of government papers, policy documents,  
and international education frameworks was conducted.  
Structured questionnaires were used to gather quantitative data, and internal consistency was ensured by  
evaluating reliability using Cronbach's alpha. Thematic analysis was used on qualitative data, and intercoder  
agreement tests were used to improve reliability. In order to offer a thorough grasp of structural obstacles and  
policy flaws, qualitative themes were triangulated with quantitative patterns at the interpretation stage of data  
integration. The study method was conducted with careful adherence to the ethical standards of informed  
consent, voluntary participation, and confidentiality.  
FINDINGS AND DISCUSSION  
In order to provide a basic overview of the respondents' origins and experiences, this part shows and explores  
their socioeconomic and demographic data. These attributes-which include gender, age, education, occupation,  
income, and region-provide important insights into the range of viewpoints influencing stakeholder participation,  
resource allocation, and education governance in Mauritius.  
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Table 1: Socio-Economic and Demographic Characteristics of Respondents  
Variable  
Gender  
Category  
Frequency (n = 200) Percentage (%)  
Male  
98  
102  
35  
64  
58  
43  
40  
72  
60  
28  
30  
65  
45  
35  
49.0  
51.0  
17.5  
32.0  
29.0  
21.5  
20.0  
36.0  
30.0  
14.0  
15.0  
32.5  
22.5  
17.5  
12.5  
14.0  
Female  
21 – 30  
Age Group (Years)  
31 – 40  
41 – 50  
51 and above  
Diploma  
Educational Qualification  
Bachelor’s Degree  
Master’s Degree  
Doctorate  
Policymaker  
Educator (Primary/Secondary)  
Higher Education Lecturer  
Education Administrator  
Employment Status  
NGO/Civil Society Representative 25  
Less than 5 years  
Professional  
28  
Years  
of  
Experience  
5 – 10 years  
61  
78  
33  
36  
30.5  
39.0  
16.5  
18.0  
11 – 20 years  
Above 20 years  
Below 25,000  
Monthly Income (Mauritian  
Rupees)  
25,001 – 50,000  
50,001 – 75,000  
Above 75,000  
Port Louis  
74  
58  
32  
45  
52  
37.0  
29.0  
16.0  
22.5  
26.0  
Region of Residence  
Plaines Wilhems  
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Pamplemousses  
Grand Port  
37  
33  
33  
18.5  
16.5  
16.5  
Other Districts  
Source: Field Survey, 2025.  
Analysis of Findings and Respondents' Implications  
The 200 respondents' socioeconomic and demographic characteristics offer important insights into the variables  
influencing education governance, resource allocation, and stakeholder involvement in Mauritius. With 51%  
women and 49% men, the gender distribution was almost equal, guaranteeing inclusivity and gender-sensitive  
viewpoints in policy analysis (UNESCO, 2023). The age distribution reveals that the majority of respondents  
(61%) were between the ages of 31 and 50, showing significant professional experience and active participation  
in education, while 21.5% were 51 or older, providing institutional memory and policy insight (World Bank,  
2022). With 36% having a bachelor's degree, 30% a master's, and 14% a PhD, the highly educated respondents  
supported well-informed assessments in line with global frameworks like SDG 4.  
Lecturers (22.5%), school teachers (32.5%), education administrators (17.5%), legislators (15%), and members  
of civil society (12.5%) were among the professionals who participated, representing a range of viewpoints from  
classroom implementation to policy creation (OECD, 2023). Findings on governance and policy consistency are  
more credible because the majority of respondents (69.5%) have five to twenty years of experience. With 66%  
of the population earning between 25,001 and 75,000 Mauritian rupees, the income distribution revealed a mostly  
middle-class character, indicating possible sensitivity to resource allocation fairness (UNDP, 2024). Geographic  
inclusion is ensured by regional participation from Plaines Wilhems, Port Louis, and other areas.  
Table 2: Descriptive Statistics on Respondents' Perceptions on Mauritius's Education Governance, Resource  
Allocation, and Stakeholder Engagement  
Variables  
Strongly  
Agree (%) (%)  
Agree  
Neutral  
(%)  
Disagree Strongly  
(%)  
Disagree (%)  
Mauritius has transparent and unambiguous 18.5  
systems for governance of education.  
27.0  
29.5  
26.0  
24.5  
30.0  
22.0  
24.0  
23.5  
20.0  
21.0  
21.5  
11.0  
12.0  
14.0  
16.0  
11.5  
All districts successfully execute education 14.0  
policies.  
20.5  
21.0  
26.5  
20.0  
The distribution of resources in the field of 15.5  
education is efficient and fair.  
Funding for education satisfies the demands 13.0  
of both national and institutional growth.  
Participatory and inclusive stakeholder 17.5  
engagement procedures are used in education  
policy.  
When making decisions, administrators and 16.0  
teachers are sufficiently consulted.  
32.0  
28.5  
20.5  
22.0  
19.0  
23.5  
12.5  
11.5  
Educational programs are effectively 14.5  
monitored and evaluated.  
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The allocation of educational resources is 26.0  
impacted by corruption or poor  
administration.  
31.0  
18.0  
15.0  
10.0  
Long-term educational growth is hampered 29.5  
by inconsistent policies.  
33.5  
36.5  
16.0  
20.0  
12.5  
14.0  
8.5  
8.5  
Government, commercial, and civil society 21.0  
cooperation enhances educational results.  
Source: Field Survey, 2025  
Interpretation  
The descriptive data in Table 2 offer empirical insight into respondents' assessments of the structural barriers  
and policy gaps influencing stakeholder participation, resource allocation, and education governance in  
Mauritius. A sizable majority of respondents indicated apathy or disagreement, suggesting ambiguity or  
discontent with the efficacy of present policies, even if they acknowledged the existence of governance and  
engagement structures. While minimal consensus on cooperation (57.5%) suggests incremental growth in multi-  
stakeholder involvement, high levels of agreement on the incidence of corruption (57%) and policy inconsistency  
(63%) reflect ongoing governance issues.  
Analysis of the Results and Implications  
The perspectives of the respondents were analysed, and the results show that Mauritius has difficult problems  
with resource allocation, education governance, and stakeholder participation. There are still gaps in  
accountability, openness, and justice, notwithstanding advancements in institutional reforms and participatory  
government. According to UNESCO (2022), just 45.5% of respondents believed that school governance systems  
are open and easy to understand. This suggests that the current mechanisms may be unreachable or inefficient.  
According to Rajah-Carrim and Bunwaree (2021), only 43.5% of respondents believed that policies are applied  
uniformly among districts, which is indicative of regional differences as well as the impact of institutional  
capability and decentralisation. The distribution of resources is also disputed; 41.5% of respondents thought it  
was fair, while 42.5% disagreed, pointing to inefficiencies in budgeting and prioritising (World Bank, 2023).  
Approximately 47–48% of respondents acknowledged inclusive participation and consultation with educators  
and administrators, indicating a modest level of acceptability for stakeholder engagement; nevertheless, practical  
involvement seems to be restricted (OECD, 2021). According to Transparency International (2023), 63% of  
respondents mentioned policy inconsistencies, and 57% mentioned corruption or bad management hurting  
resources, indicating the persistence of governance hurdles. 57.5% of respondents confirmed that collaboration  
between the governmental, business, and civil society sectors improves results, which is one of the positive  
results. All things considered, despite advancements, persistent problems-inequitable resources, inconsistent  
policies, and a lack of transparency-remain. In order to achieve Sustainable Development Goal 4, policies that  
improve fair resource allocation, accountability, and participatory governance are necessary.  
Hypotheses  
In light of the respondents' views about stakeholder involvement, resource allocation, and education governance  
in Mauritius, the following null hypotheses were created to guide the study:  
Null Hypothesis 1 (H01): There is no discernible relationship between education governance systems and the  
effectiveness of education policy implementation in Mauritius.  
Null Hypothesis 2 (H02): There is no discernible relationship between resource allocation tactics and the  
accomplishment of institutional and national educational development goals in Mauritius.  
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Null Hypothesis 3 (H03): There is no discernible relationship between stakeholder engagement practices and  
participatory decision-making in the Mauritian education system.  
Null Hypothesis 4 (H04): There is no significant correlation between Mauritius's policy consistency and the  
long-term sustainability of its educational development.  
Table 3: Model Summary  
Model  
1
R
R Square  
0.551  
Adjusted R Square  
0.538  
Std. Error of the Estimate  
0.47329  
0.742  
a. Predictors: (Constant), Education Governance, Resource Allocation, Stakeholder Engagement  
b. Dependent Variable: Effective Education Policy Implementation  
Source: Field Survey, 2025  
Interpretation  
The model summary in Table 3 shows a significant positive correlation (R = 0.742) between education  
governance, resource allocation, and stakeholder participation with the effectiveness of education policy  
implementation in Mauritius. These characteristics together account for around 55.1% of the variation in  
successful policy implementation, according to the coefficient of determination (R2 = 0.551), with other factors  
such as socioeconomic inequality, administrative lethargy, and political meddling influencing 44.9%.  
The model's explanatory power is increased by the Adjusted R² (0.538), which verifies that the predictors  
consistently explain the dependent variable. The model fits well, but there is still considerable variation in policy  
outcomes, as indicated by the Standard Error of the Estimate (0.47329), which represents a moderate prediction  
accuracy. While addressing institutional flaws and maintaining transparency are still crucial for accomplishing  
sustainable development goals, especially SDG 4, these findings highlight the importance of inclusive  
stakeholder engagement, equitable resource allocation, and effective governance for robust education policy  
execution (UNESCO, 2023).  
Table 4: ANOVA  
Model  
1
Sum of Squares  
18.462  
Df  
3
Mean Square  
6.154  
F
Sig.  
Regression  
Residual  
Total  
9.287  
0.000***  
128.541  
196  
199  
0.656  
147.003  
a. Predictors:(Constant), Education Governance, Resource Allocation, Stakeholder Engagement  
b. Dependent Variable: Policy Effectiveness in the Mauritius Education System  
Interpretation  
A statistically significant correlation between education governance, resource allocation, stakeholder  
participation, and the overall effectiveness of education policy in Mauritius is shown by the ANOVA findings  
(Table 4) (F = 9.287, p < 0.001). This suggests that variations in participatory participation, financial resource  
management, and governance quality are major causes of policy outcomes. The significant influence of these  
factors on policy performance is confirmed by the rejection of the null hypotheses (H₀₁–H₀₄) at the 0.05  
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significance level (p = 0.000). These results are consistent with those of the OECD (2021) and UNESCO (2022),  
which highlight the significance of inclusive stakeholder participation, equitable funding, and transparent  
governance for sustainable development and efficient educational administration.  
The high F-value indicates a good model fit, indicating that engagement tools, resource allocation, and  
governance all work together to ensure accountability and consistency in policy. However, the residual variance  
(128.541) suggests that policy efficacy may also be influenced by additional contextual variables, such as  
institutional rigidity or political meddling. Therefore, Mauritius's educational sustainability needs to strengthen  
governance, ensure equitable resource allocation, and increase stakeholder involvement.  
Table 5: Coefficients  
Model  
Unstandardised Coefficients  
Standardised Coefficients  
Beta  
T
Sig.  
B
Std. Error  
0.276  
1 (Constant)  
1.248  
0.318  
0.274  
—
4.526 0.000  
3.878 0.000  
2.946 0.004  
2.570 0.011  
2.513 0.013  
Education Governance  
Resource Allocation  
0.082  
0.364  
0.315  
0.287  
0.243  
0.093  
Stakeholder Engagement 0.221  
Policy Consistency 0.196  
0.086  
0.078  
a. Dependent Variable: Effectiveness of Educational Policy Implementation  
R = 0.781  
R² = 0.610  
Adjusted R² = 0.597  
Standard Error of the Estimate = 0.458  
F (4,195) = 27.418, p < 0.001  
Interpretation  
The effects of education governance, resource allocation, stakeholder involvement, and policy consistency on  
the effectiveness of educational policy implementation in Mauritius are highlighted by the multiple regression  
analysis that looks at these interactions (Table 5). With R = 0.781 and R² = 0.610, the model explains 61% of  
the variation in policy effectiveness, indicating a robust and statistically significant link. The greatest beneficial  
impact is shown in education governance (β = 0.364; p < 0.001), highlighting the significance of open,  
accountable, and well-organised governance frameworks in fostering effective policy delivery. Additionally,  
resource allocation has a substantial impact on results (β = 0.315; p = 0.004), highlighting the need to manage  
material and financial resources fairly and effectively.  
While policy consistency promotes long-term sustainability (β = 0.243; p = 0.013), stakeholder engagement  
positively contributes (β = 0.287; p = 0.011), indicating that inclusive decision-making increases policy  
legitimacy and responsiveness. Addressing structural issues in Mauritius's education system requires  
strengthening governance, resource management, participatory institutions, and policy stability (UNESCO,  
2022; Burns & Köster, 2016).  
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Structural Equation Modelling (SEM) Results  
The results of structural equation modelling (SEM) offer empirical proof of the interrelated dynamics of  
stakeholder involvement, resource allocation, and education governance in Mauritius. The model highlights  
crucial routes by which governance quality, transparency, and cooperative engagement affect educational  
effectiveness and sustainable development results. It also shows good fit indices and statistically significant  
correlations among the variables under study.  
Table 6: Structural Equation Modelling (SEM) Results  
Path (Predictor → Outcome)  
Standardised Critical  
Estimate (β) Ratio (CR)  
P-Value  
0.001  
0.002  
0.004  
0.001  
0.006  
0.003  
Decision  
Education Governance → Effectiveness of Policy 0.58  
Implementation  
5.41  
4.86  
4.37  
5.92  
-4.15  
5.08  
Significant  
Significant  
Significant  
Significant  
Allocating Resources  
→
National and 0.52  
Institutional Development Objectives  
Involving  
Stakeholders  
in  
Participatory 0.49  
Decision-Making  
Consistency in Policy  
Development of Education  
→
Sustainable 0.61  
Corruption/Mismanagement → Efficiency of -0.47  
Resource Distribution  
Significant  
(Negative)  
Government, Civil Society, and Private Sector 0.55  
Significant  
Collaboration → Educational Results  
Model Fit Indices:  
a) Chi-Square (χ²) = 142.37, df = 68, p = 0.000  
b) CMIN/DF = 2.09  
c) Goodness of Fit Index (GFI) = 0.931  
d) Comparative Fit Index (CFI) = 0.958  
e) Tucker-Lewis Index (TLI) = 0.946  
f) Root Mean Square Error of Approximation (RMSEA) = 0.062  
Interpretation of SEM Results  
The relationships between stakeholder participation, resource distribution, and education governance in  
Mauritius are strongly supported by the SEM findings. The validity of the theoretical model is confirmed by its  
good fit indices (CFI = 0.958; RMSEA = 0.062). The efficacy of policy execution is greatly increased by  
transparent and accountable governance (β = 0.58, p < 0.05), and institutional and national education goals are  
strongly impacted by equitable resource allocation (β = 0.52), underscoring the significance of fair finance. The  
favourable correlation (β = 0.49) between stakeholder participation and participatory decision-making highlights  
inclusive governance.  
Sustained educational progress was shown to be best predicted by policy consistency (β = 0.61). On the other  
hand, corruption and poor management have a detrimental impact on the efficiency of resource distribution (β =  
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-0.47). Education results are positively impacted by cross-sector cooperation between the public and private  
sectors (β = 0.55). Overall, policy inconsistencies and administrative inefficiencies limit SDG 4 achievement  
despite current governance frameworks, highlighting the need for reforms that prioritise equitable resource  
management, participatory governance, and transparency (UNESCO, 2021; Burns & Köster, 2016).  
DISCUSSION OF RESULTS AND IMPLICATIONS FOR THE RESULTS OF THE  
STRUCTURAL EQUATION MODELLING (SEM)  
The results of structural equation modelling (SEM) offer a thorough comprehension of how resource allocation,  
education governance, and stakeholder involvement interact in Mauritius. Policy execution is greatly and  
favourably impacted by education governance, emphasising the need for institutional effectiveness,  
accountability, and openness in attaining favourable results (UNESCO, 2023). Although bureaucratic  
bottlenecks still prevent optimal resource usage, SEM results also demonstrate a high positive correlation  
between resource allocation and national educational development goals, indicating that fair distribution  
improves inclusivity and system performance (World Bank, 2023).  
In accordance with OECD (2021) guidelines on participatory governance, stakeholder engagement appeared as  
a significant predictor of participative decision-making, favourably impacting policy legitimacy and  
effectiveness, even if participation remained mostly procedural. Lastly, SEM emphasises that frequent policy  
changes threaten stability and stakeholder confidence, confirming the link between consistent policies and long-  
term educational advancement (Transparency International, 2023). To achieve fair, high-quality, and sustainable  
education, governance must be strengthened, resource planning must be transparent, and stakeholder  
participation must be meaningful.  
Thematic Results: Perspectives of Respondents  
The theme analysis of respondents' viewpoints offers complex insights into the barriers and policy gaps affecting  
stakeholder involvement, resource allocation, and education governance in Mauritius. The data revealed a  
number of recurrent themes, including restrictions in democratic engagement platforms, unfair financing  
practices, and systemic governance difficulties.  
Theme 1: Weak Institutional Accountability and Transparency  
The absence of accountability and transparency in the school governance structure was a major worry expressed  
by respondents. "There are structures in place, but decisions are often made behind closed doors without proper  
communication," said one responder. This view reflects the general belief that, although being technically  
formed, governance processes are not entirely open or available to stakeholders. The results are consistent with  
UNESCO (2022), which emphasises that in order to guarantee legitimacy and stakeholder confidence, effective  
governance in education necessitates openness and inclusion.  
Theme 2: Inequitable and Inefficient Resource Allocation  
The distribution and use of educational resources among districts was another area in which respondents voiced  
discontent. "Schools in urban areas receive more funding and facilities, while rural institutions struggle with  
basic needs," said a teacher. This demonstrates how finance and infrastructure development continue to differ  
by location. In a similar vein, the World Bank (2023) notes that despite Mauritius' dedication to SDG 4,  
ineffective resource distribution and bureaucratic processes obstruct the advancement of equal education. In  
addition to having an impact on institutional performance, these differences worsen educational inequality,  
especially in underprivileged areas.  
Theme 3: Limited Stakeholder Participation in Decision-Making  
Inadequate stakeholder participation in the creation and execution of policies is another recurrent topic. Several  
participants characterised engagement methods as "symbolic" rather than truly interactive, despite the fact that  
47.5% of respondents believed that they were inclusive. "Consultations happen, but most decisions are already  
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made before stakeholders are invited," said one administrator. This result is in line with the OECD's (2021) focus  
that genuine involvement strengthens the legitimacy and efficacy of educational policy. Only procedural  
participation diminishes communal ownership of educational innovations and restricts the integration of local  
expertise.  
Theme 4: Policy Inconsistency and Governance Discontinuity  
The frequency of policy inconsistency, which impedes long-term educational growth, is another issue that  
emerges from respondents' opinions. "Every new administration change policy, and continuity becomes a  
challenge," said one responder. This finding aligns with Transparency International's (2023) contention that  
uneven policy execution, frequently associated with political meddling, impedes the advancement of reform and  
resource optimisation. The education system's institutional memory is weakened, and stakeholder trust is  
discouraged by the unpredictability of policy direction.  
Implications of the Findings  
The theme findings imply that ineffective governance, unequal resource distribution, and inadequate  
participation frameworks are the main structural issues facing Mauritius' education sector. Bridging current  
policy gaps requires strengthening institutional accountability, encouraging fiscal equality, and improving  
inclusive governance. According to Rajah-Carrim and Bunwaree (2021), cohesive governance frameworks that  
incorporate openness, stakeholder cooperation, and uniform policy enforcement are essential for long-term  
education reform in tiny island governments. In order to promote sustainable educational growth in Mauritius,  
overcoming these obstacles calls for a comprehensive policy strategy that harmonises governance structures with  
participatory practices.  
Integration of Structural Equation Modelling (SEM) Results with Thematic  
Findings  
A thorough grasp of the obstacles and policy gaps influencing education governance, resource allocation, and  
stakeholder participation in Mauritius is provided by combining the results of structural equation modelling  
(SEM) with thematic findings. For improved policy execution and fair educational results, effective governance  
structures with accountability, transparency, and institutional coherence are essential (Burns & Münster, 2016;  
UNESCO, 2023). Respondents' concerns about unclear decision-making, poor communication, and frequent  
policy changes are reflected in the SEM results, which confirm strong positive relationships between governance  
quality and policy efficacy as well as between policy consistency and long-term educational sustainability. This  
is consistent with research that links unstable governance to lower institutional performance (Transparency  
International, 2023).  
Another important factor in attaining educational equity is the distribution of resources. SEM results indicate a  
strong relationship between resource distribution and developmental outcomes, which is consistent with research  
highlighting the significance of equitable and efficient funding arrangements (World Bank, 2023). Despite being  
scientifically shown to improve participative decision-making, stakeholder involvement is still mostly  
procedural, which echoes criticisms of tokenistic engagement (OECD, 2021). All things considered, the  
convergence of SEM and theme insights highlights the need for meaningful stakeholder involvement, equitable  
resource allocation, and governance change for sustained educational progress in Mauritius.  
CONCLUSION  
The study concludes that although Mauritius has made great strides in changing its framework for education  
governance, there are still major obstacles in the way of achieving fair and sustainable educational growth. The  
results show that the efficacy and inclusiveness of policy are still threatened by inadequate institutional  
accountability, unequal resource distribution, and low stakeholder participation. Despite the existence of  
legislation and governance systems, bureaucratic rigidity, corruption, and inconsistent policy continue to impede  
their implementation.  
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The research emphasises the importance of fiscal justice, participatory governance, and openness in attaining  
long-term growth. Policy coherence and educational performance will be improved by fortifying institutional  
frameworks through accountability-driven reforms, fair financing methods, and sincere stakeholder  
involvement. In the end, addressing these structural deficiencies will support an inclusive, transparent, and  
resilient governance framework that may propel national educational change in addition to bringing Mauritius's  
education sector into line with the goals of Sustainable Development Goal 4.  
POLICY RECOMMENDATIONS  
The following policy recommendations are put out in light of the study's conclusions regarding impediments and  
policy gaps in Mauritius's education governance, resource allocation, and stakeholder engagement:  
First, the government should set up clear frameworks for monitoring and evaluation in order to guarantee that  
policy execution is in line with national education goals. Clear, quantifiable metrics like the percentage of  
schools that fulfil yearly performance goals, the frequency of independent audits, and the release of publicly  
available assessment reports should all be part of these frameworks. To improve institutional accountability and  
lower corruption, independent monitoring organisations should be given the authority to routinely evaluate  
financial management systems and policy compliance.  
Second, to resolve the differences between urban and rural schools, fair resource distribution must be given top  
priority. It is imperative to implement data-driven budgeting procedures that distribute funds based on enrolment  
figures, socioeconomic need, and school performance indicators. In addition to targeted investment in  
underfunded schools, performance-based funding would offer a quantifiable way to monitor equity and  
efficiency in the allocation of resources.  
Thirdly, to improve stakeholder participation, participatory governance techniques must be institutionalised.  
Measurable measures, including the frequency of stakeholder consultations, participant diversity, and  
implementation rates of stakeholder recommendations, can be facilitated by the establishment of consultative  
councils, community education forums, and digital feedback platforms. To improve policy consistency, long-  
term strategic education plans free from political meddling should be created, and frequent evidence-based  
assessments should preserve openness and stakeholder confidence.  
Lastly, there should be a greater emphasis on capacity-building initiatives for administrators and teachers, with  
quantifiable results such as increased administrative effectiveness, improved teaching quality evaluations, and  
the quantity of trained staff. These suggestions seek to improve Mauritius's educational system and move closer  
to Sustainable Development Goal 4-quality and equitable education for all-by encouraging accountability,  
openness, and inclusive engagement.  
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