INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Stakeholders’ Perceptions and Roles in Ensuring Effective and  
Ethical Education Policy Implementation 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.2025.91100225  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 05 December 2025  
ABSTRACT  
This study uses the framework of Stakeholder Theory to examine how stakeholders perceive and contribute to  
the implementation of ethical and successful education policies in Mauritius. The theory offers a framework for  
investigating the ways in which accountability, awareness, and participation affect the results of policies. The  
study utilised a mixed-methods approach, combining qualitative insights from stakeholder interviews with  
quantitative analysis of 150 survey responses. Stakeholders' opinions and their responsibilities showed a  
moderately strong positive correlation (R = 0.684, R² = 0.468) according to descriptive and inferential statistics,  
confirming a significant relationship (F (1,148) = 24.22, p <.001). The ethical and efficient implementation of  
policies is greatly improved by stakeholders' awareness (β = 0.68, CR = 7.41) and participation (β = 0.62, p  
=.000), according to structural equation modelling. Themes of cooperative governance, ethical awareness,  
responsibility, and ongoing capacity building were highlighted by the qualitative findings. The study concludes  
that ethical consciousness and inclusive participation are essential to maintaining efficient policy governance.  
To improve institutional efficiency and moral integrity in Mauritius's educational system, it suggests transparent  
monitoring systems, regular ethical training, and organised participation mechanisms.  
Keywords: Education policy, ethical governance, participation, Mauritius, stakeholder theory.  
INTRODUCTION  
It is commonly acknowledged that education is essential to social mobility, economic transformation, and  
national development. Effective education policies are a strategic tool used to advance inclusivity, quality, and  
equity in educational systems worldwide (UNESCO, 2021). However, in many situations, the views,  
involvement, and moral dedication of important stakeholders-such as legislators, educators, parents, and  
communities-have an impact on how well policy intentions are translated into concrete results (Adebayo &  
Pillay, 2021). Therefore, it is still essential to comprehend how stakeholders perceive, advocate for, and  
implement educational policies to guarantee long-lasting changes and fair educational opportunities.  
Education has long been seen as a key factor in the development of human capital and social cohesion in SIDS,  
like Mauritius. In order to comply with international commitments like the Sustainable Development Goals  
(SDGs), especially Goal 4, which promotes inclusive and equitable high-quality education for all, the Mauritian  
government has continuously made investments in educational reforms (United Nations, 2020). Despite  
admirable advancements, difficulties still exist in guaranteeing that the application of educational policies is both  
efficient and morally sound. The achievement of desired policy outcomes is frequently hampered by problems  
like political influence, bureaucratic rigidity, and unequal stakeholder participation (African Development Bank,  
2021).  
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The intricacy of the educational system in Mauritius also calls for a more thorough examination of the roles that  
stakeholders play in establishing and maintaining reform results. In interpreting and implementing policies,  
teachers, school administrators, unions, parents, and community representatives all have different but related  
roles to play (Ministry of Education, Tertiary Education, Science and Technology, 2022). However, disparities  
in opinions about the importance of policies, moral behaviour, and responsibility could lead to implementation  
gaps, which would compromise educational equity and policy coherence (Teeroovengadum & Nunkoo, 2022).  
In light of the growing focus on participatory policy frameworks and ethical governance, it is imperative and  
timely to investigate stakeholders' roles and perceptions in Mauritius. For policies to be implemented effectively  
and ethically, all parties involved in the education ecosystem must collaborate, be transparent, and share  
ownership in addition to administrative compliance (OECD, 2023). In order to ensure that Mauritius's education  
policies are carried out effectively, morally, and sustainably, this study aims to explore how different  
stakeholders view their roles and responsibilities. The study intends to improve stakeholder engagement,  
strengthen ethical governance in the Mauritian education sector, and aid in policy refinement by shedding light  
on these perceptions.  
Empirical Review of Literature and Theoretical Framework  
This section presents the theoretical framework of the study and reviews relevant literature. It examines previous  
research on how stakeholders' involvement, perceptions, ethical issues, and governance factors influence the  
implementation of education policies in Mauritius and similar contexts. The Stakeholder Theory is also applied  
here to explain how inclusive participation shapes the adoption of morally and practically sound policies.  
Participation of Stakeholders in the Implementation of Education Policy  
The participation of stakeholders in the implementation of education policies is becoming more widely  
acknowledged as a crucial factor in determining the success and sustainability of these policies. According to  
empirical research, inclusive engagement in educational reforms promotes accountability, transparency, and  
shared ownership (Adebayo & Pillay, 2021). Instructors are key players in converting policy goals into  
classroom procedures as frontline implementers, but their exclusion from decision-making frequently leads to  
implementation gaps and resistance (Ngugi & Wekesa, 2020). By reiterating policy goals through local  
involvement and monitoring systems, parents and community members also help ensure that policies are  
effectively adopted (Mensah & Boakye, 2022).  
The Ministry of Education's emphasis on participatory governance in the Mauritius context is indicative of a  
growing understanding of the importance of stakeholder collaboration. However, there are still issues with  
making sure that everyone's opinions are heard equally in the policy discussion, especially those of teachers and  
local communities (Ramphul, 2023). The process is frequently dominated by policymakers, which can result in  
top-down implementation that ignores the contextual realities of schools. Stakeholder involvement is a major  
factor in contextual adaptability and ethical governance in education reform, according to comparative studies  
from other small island developing states like Barbados and Seychelles (Joseph & Thomas, 2021; Lalande,  
2022).  
Stakeholders' Views on the Effectiveness of Policies  
Perceptions among stakeholders have a big impact on how well and morally education policies are implemented.  
The ability of stakeholders-teachers, parents, legislators, and communities-to comprehend and interpret policy  
intentions is crucial to the success of any educational reform, claims Fullan (2019). Inconsistencies between  
policy design and practice are frequently caused by misunderstandings or incomplete comprehension. The degree  
of policy internalisation and classroom-level adaptation is determined by the perceptions of teachers, who are  
crucial policy interpreters in the classroom (Day et al., 2020).  
Furthermore, empirical research shows that attitudes and levels of commitment from stakeholders influence the  
implementation outcomes. Stakeholders are more likely to show ownership and compliance when they believe  
that policies are pertinent, inclusive, and contextually grounded (Nguyen & Hallinger, 2021). In contrast,  
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resistance, partial implementation, or ethical concerns may result from perceptions of top-down imposition or  
policy ambiguity (Santiago et al., 2022). Contextual realities such as administrative centralisation, sociocultural  
diversity, and scarce resources in SIDS like Mauritius increase the impact of stakeholder perception gaps  
(Teeroovengadum & Nunkoo, 2023).  
According to case studies from similar situations, policy coherence is frequently diminished and accountability  
mechanisms are weakened when legislators' intentions and teachers' or parents' understanding diverge (Mkumbo,  
2020; Crossley & Watson, 2021). As a result, stakeholders' opinions influence how policies are implemented as  
well as how ethically and successfully educational objectives are achieved. Gaining an understanding of these  
attitudes is still essential to enhancing participation, policy communication, and sustainability in the Mauritian  
educational system.  
Implementing Education Policies with Ethical Considerations  
The application of ethical principles in education policy has become a crucial factor impacting stakeholder trust,  
governance, and leadership. According to empirical data, the implementation of policies is frequently hampered  
by moral conundrums brought on by tensions between institutional mandates, political interests, and social  
justice (Campbell, 2020). The moral integrity of educational systems is called into question by these quandaries,  
which show up in concerns about equity, inclusivity, and the equitable distribution of educational resources  
(Strike, 2021).  
It is well acknowledged that accountability and transparency are essential components of ethical governance in  
education. According to studies, open policy procedures reduce perceptions of bias and favouritism and increase  
stakeholder confidence (Bush & Glover, 2022). On the other hand, a lack of accountability systems may result  
in unfair implementation, corruption, and a decline of public confidence (Hallak & Poisson, 2020). Therefore,  
institutionalising systems that guarantee accountability and transparency in decision-making among legislators  
and implementers is necessary for ethical governance.  
The importance of moral agency in the execution of policies is further supported by research on ethical  
leadership. By being just, truthful, and compassionate, ethical leaders foster an atmosphere that supports moral  
behaviour and successful policy results (Begley, 2021). Research from small island developing nations shows  
that ethical leadership improves stakeholder participation and closes implementation gaps (Teeluck, 2023).  
Therefore, it is crucial to incorporate ethical issues into frameworks for education policies in order to guarantee  
their efficacy and validity. Ethical education governance is still essential to maintaining fair and open policy  
execution in Mauritius that is consistent with the country's principles of accountability and fairness.  
Implementation-Related Institutional and Governance Factors  
The success of implementing education policies is largely dependent on institutional and governance  
frameworks. According to research, decision-making procedures, leadership styles, and bureaucratic rigidity  
frequently affect how educational innovations are implemented and maintained. According to Daniel-Kalio  
(2019), hierarchical bureaucracies might slow down implementation processes in public institutions by impeding  
adaptive decision-making. In a similar vein, Saputro (2023) underlined that efficient governance frameworks  
that are backed by decentralised authority typically improve responsiveness and transparency in educational  
institutions.  
The effectiveness of policies still depends on strong leadership. According to Uleanya (2023), transformational  
leadership promotes teamwork, creativity, and responsibility—all of which are critical for coordinating  
institutional agendas with national education objectives. On the other hand, policy efforts run the danger of  
failing owing to uneven implementation and low stakeholder participation when leadership lacks strategic  
direction (Maxwell, 2024). The effectiveness of policy results is also influenced by institutional capability.  
Strong institutional capacity improves operational effectiveness and public service delivery, according to  
Domorenok, Graziano, and Polverari (2021).  
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On the other hand, inadequate capacity leads to disjointed implementation and subpar monitoring systems. The  
effectiveness of policies in tiny nations like Mauritius depends on the cooperation of institutional coherence and  
governance accountability, according to empirical research like Hajouji (2022). The body of research  
demonstrates that strong institutional frameworks, engaged leadership, and open governance procedures are  
necessary for the successful and moral execution of education policies.  
Comparative Contexts and Empirical Data from Mauritius  
A complex interaction between institutional frameworks, stakeholder participation, and ethical issues is revealed  
by empirical research on the implementation of education policies in Mauritius. Chittoo (2020) asserts that the  
government's capacity to include educators, school administrators, and community members in participatory  
governance has been crucial to the success of educational reforms in Mauritius. This strategy is emphasised in  
the Education and Human Resources Strategy Plan (2017–2030), which encourages decentralisation and  
inclusion in decision-making. Rughoonundun-Chellapermal's (2021) study, however, shows that despite the  
comprehensiveness of policy frameworks, there are still gaps in the implementation of policy, frequently as a  
result of bureaucratic inertia and a lack of stakeholder empowerment.  
Ethically implementing policies has also been examined. According to Naidoo (2022), stakeholders' opinions on  
the legitimacy of policies in the Mauritian educational system are heavily influenced by concerns about  
accountability, openness, and justice. Teachers and school administrators frequently believe that ethical  
leadership is essential to upholding trust and dedication to reform objectives. Studies from South Africa and the  
Seychelles show comparable trends, with decentralised engagement and moral leadership greatly enhancing  
implementation results (Moumou, 2020; Van der Berg & Spaull, 2023).  
When taken as a whole, these results show that although Mauritius has made significant strides in bringing its  
educational policies into line with ethical and participative ideals, consistent execution is still difficult. The  
comparative lessons from other African and Indian Ocean countries highlight the significance of transparent  
government and ongoing stakeholder involvement as requirements for accomplishing successful and moral  
implementation of education policies.  
Theoretical Framework and Implications for the Study  
The Stakeholder Theory offers a suitable conceptual framework for analysing stakeholders' perspectives and  
responsibilities in guaranteeing the successful and moral execution of education policies in Mauritius. The idea,  
which was first proposed by Freeman in 1984, asserts that institutions and organisations function within a  
network of interdependent players whose interests must be taken into account in order to create sustainable  
outcomes. The notion emphasises how crucial it is to involve educators, legislators, parents, and community  
members in the policy-making process within the educational setting. Their participation guarantees that  
educational programs are not only successfully carried out but also morally sound, embodying values of equity,  
responsibility, and inclusion.  
The Stakeholder Theory offers a framework for examining how cooperative engagement affects policy  
achievement in Mauritius, where many social and political forces frequently impact education changes. It  
emphasises that the degree to which stakeholders' opinions are heard and their ethical concerns taken into  
consideration determines the legitimacy and efficacy of policy implementation. This strategy is in line with  
modern governance paradigms that support transparent public administration and participatory decision-making.  
The research may critically examine how stakeholder participation influences ethical norms and implementation  
results in Mauritius' educational system by utilising Stakeholder Theory, which helps close the gap between  
policy design and real-world implementation.  
Implications for the Study  
Stakeholder theory has a variety of implications for studies on stakeholders' perspectives and responsibilities in  
guaranteeing the successful and moral implementation of education policies in Mauritius. The idea, which has  
its roots in Freeman's (1984) conceptualisation, asserts that institutions and organisations must acknowledge and  
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weigh the various interests of all parties impacted by their decisions. This viewpoint suggests that legislators,  
educators, parents, students, and community leaders all have a right to participate in the creation and  
implementation of educational policies (Donaldson & Preston, 1995).  
Therefore, participatory governance-where openness, communication, and responsibility are essential necessary  
for effective and moral execution. This strategy fosters participatory decision-making that reduces moral  
conundrums, advances justice, and strengthens stakeholder trust (Minoja, 2012). Applying Stakeholder Theory  
highlights the need for cooperative frameworks that match institutional goals with societal values in Mauritius,  
where education is a vehicle for social equity and national development. This ensures that policies are both  
practically sound and morally sound (Harrison & Wicks, 2013).  
Conceptual Framework  
Figure 1: Perceptions and roles of stakeholders in ensuring the implementation of an ethical and successful  
education policy in Mauritius  
METHODOLOGY  
In order to examine stakeholders' perspectives and roles in ensuring the successful and moral implementation of  
education policies in Mauritius, this study used a mixed-methods methodology. It investigated stakeholder  
participation, governance, and ethics using a combination of qualitative and quantitative methods. Semi-  
structured interviews, questionnaires, and document analysis of policy papers and reports were used to collect  
data. Diverse representation was guaranteed by a stratified and purposeful sampling technique. Thematic  
analysis was used for qualitative data, while descriptive and correlational statistics were used for quantitative  
data. To increase the study's legitimacy and dependability, ethical criteria such as informed consent,  
confidentiality, voluntary participation, and data integrity were strictly upheld.  
FINDINGS AND DISCUSSION  
This section combines quantitative and qualitative data to evaluate stakeholders' perspectives and responsibilities  
in the successful, moral execution of education policies in Mauritius. It emphasises the connections between  
awareness, involvement, and accountability and uses theoretical and empirical frameworks to explain the  
findings, highlighting the implications for ethical, sustainable educational governance.  
Table 1: Socio-Economic and Demographic Characteristics of Respondents  
Variable  
Gender  
Category  
Frequency (150) Percentage (%)  
68 45.3  
Male  
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Female  
82  
18  
46  
55  
31  
22  
61  
50  
17  
20  
30  
55  
54.7  
12.0  
30.7  
36.7  
20.6  
14.7  
40.7  
33.3  
11.3  
13.3  
20.0  
36.7  
16.7  
13.3  
10.0  
24.7  
42.0  
23.3  
21–30  
Age Group (Years)  
31–40  
41–50  
51 and above  
Diploma  
Educational Qualification  
Stakeholder Category  
Bachelor’s Degree  
Master’s Degree  
Doctorate (PhD/EdD)  
Policymakers  
School Administrators  
Teachers  
Civil Society Representatives 25  
Parents’ Associations  
Less than 5 years  
5–10 years  
20  
15  
37  
63  
35  
Years of Professional Experience  
11–20 years  
Above 20 years  
Monthly  
Rupees)  
Income  
(Mauritian  
Below 20,000  
25  
16.7  
20,001–40,000  
40,001–60,000  
Above 60,000  
47  
50  
28  
31.3  
33.3  
18.7  
Source: Field Survey, 2025.  
DISCUSSION OF FINDINGS AND RESPONDENTS' IMPLICATIONS  
The socioeconomic and demographic profile of respondents may provide significant insights into the diversity  
and representativeness of stakeholders involved in the implementation of education policy in Mauritius. The  
gender ratio is fairly balanced, with women (54.7%) slightly outnumbering men (45.3%). Research indicates  
that women are increasingly participating in educational leadership and decision-making processes in developing  
nations (UNESCO, 2022). This balance suggests that the number of women working in policy-related and  
educational governance roles is growing.  
According to the age distribution, the majority of respondents (67.3%) are between the ages of 31 and 50. This  
is an engaged and seasoned group that is frequently linked to high levels of professional involvement and useful  
insight into educational changes (Mugisha & Mensah, 2021). A stakeholder base capable of critical analysis and  
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ongoing policy participation is reflected in this age distribution. The majority of responders (40.7%) had at least  
a bachelor's degree, followed by those with master's degrees (33.3%) and doctorates (11.3%). This supports  
research showing that higher education improves stakeholders' comprehension and interpretation of policy  
frameworks and implies that stakeholders are academically prepared to make significant contributions to policy  
discourse (Adebayo & Pillay, 2021).  
Teachers made up the largest group of stakeholders (36.7%), followed by civil society members (16.7%) and  
school administrators (20%). Participatory governance approaches that prioritise multi-stakeholder engagement  
in the execution of education policies are supported by this combination (World Bank, 2023). Additionally, a  
significant amount of exposure to educational practices and institutional dynamics was indicated by the majority  
of respondents reporting over ten years of professional experience. Socioeconomic heterogeneity is also reflected  
in income distribution, and this can have an impact on attitudes towards equity, access, and the distribution of  
educational resources (OECD, 2021). When taken as a whole, these socioeconomic and demographic  
characteristics highlight a knowledgeable and seasoned respondent base, which is crucial for comprehending  
complex attitudes and moral issues in the execution of policy.  
Table 2: Descriptive Statistics on Respondents' Perceptions of Effective and Ethical Education Policy  
Implementation in Mauritius  
Strongly  
Agree (%) (%)  
Agree  
Neutral  
(%)  
Disagree  
(%)  
Strongly  
Disagree (%)  
Variables  
All institutions successfully implement  
education policies.  
28.7  
31.3  
34.0  
22.0  
25.3  
29.3  
32.7  
26.7  
18.7  
35.3  
46.0  
42.7  
40.7  
38.7  
41.3  
43.3  
44.0  
39.3  
36.7  
40.0  
15.3  
13.3  
12.7  
20.0  
18.0  
15.3  
12.0  
17.3  
19.3  
13.3  
7.3  
2.7  
3.4  
4.6  
6.6  
5.4  
3.4  
4.0  
5.4  
10.0  
4.0  
Stakeholders are sufficiently involved in the  
creation and evaluation of policies.  
9.3  
Processes for implementing policies are  
guided by ethical principles.  
8.0  
The allocation of resources is equitable and  
transparent.  
12.7  
10.0  
8.7  
There is good communication between  
implementers and policymakers.  
Accountability is ensured by monitoring and  
evaluation systems.  
Stakeholders are aware of their obligations  
when it comes to implementing policies.  
7.3  
The education sector places a high priority  
on capacity-building and ethical training.  
11.3  
15.3  
7.3  
The application of policies minimises  
corruption and unethical behaviour.  
Policies support equality and inclusivity in  
access to education.  
Source: Field Survey, 2025  
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Discussion of the Findings and Implications  
According to Table 2's findings, respondents believe that Mauritius's education policies are implemented in a  
moderately effective and morally sound manner, though there is still room for improvement in a few areas. There  
is a comparatively high degree of confidence in institutional mechanisms and governance structures, as  
evidenced by the 74.7% of participants who agreed or strongly agreed that education policies are implemented  
effectively across institutions. This result supports the assertion made by Makgato and Mudau (2021) that strong  
institutional frameworks and clear coordination are necessary for successful implementation. The 15% neutral  
and 10% disagreement rates, however, point to ongoing difficulties with consistency and the implementation of  
policies across institutions.  
With 74% of respondents agreeing that they are sufficiently involved in the creation and review of policies,  
stakeholder involvement was also seen favourably. This illustrates a respect for participatory governance, which  
is in line with the claim made by Adebayo and Pillay (2021) that inclusive participation promotes shared  
accountability and policy ownership. The fact that only 12.7% of respondents disagree, however, highlights the  
possibility that inclusivity is still uneven, especially when it comes to non-state actors or lower-tier  
implementers.  
According to 74.7% of respondents, ethical principles are moderately upheld in terms of their impact on  
implementation procedures. However, only 55.4% of respondents said that corruption or unethical behaviour is  
minimised, indicating discrepancies between moral intentions and actual behaviour. The contention made by  
Udu and Eme (2020) that integrity systems in education governance frequently face difficulties with monitoring  
and enforcement is reflected in this disparity.  
Though respondents are still wary of consistency and follow-through, perceptions of communication (66.6%)  
and monitoring mechanisms (72.6%) also emphasise continuous institutional efforts towards transparency and  
accountability. The comparatively low scores for ethical training (66%) and equitable resource allocation  
(60.7%) suggest that more attention needs to be paid to capacity-building and open budgeting for reforms to be  
sustained.  
Hypotheses  
H0: There is no Significant relationship between the opinions of stakeholders and their responsibilities for  
guaranteeing the moral and efficient execution of Mauritius' educational policies.  
H1: There is a Significant relationship between the opinions of stakeholders and their responsibilities for  
guaranteeing the moral and efficient execution of Mauritius' educational policies.  
Table 3: Model Summary  
Model  
1
R
R Square  
0.468  
Adjusted R Square  
0.459  
Std. Error of the Estimate  
0.51234  
0.684  
a. Predictors: (Constant), Stakeholders’ Opinions  
b. Dependent Variable: Stakeholders’ Responsibilities in Ensuring Ethical and Effective Policy  
Implementation  
Interpretation  
According to the model summary in Table 3, there is a moderately strong positive correlation (R = 0.684)  
between the opinions of stakeholders and their obligations to ensure the implementation of ethical and successful  
educational policies. According to the R Square value of 0.468, stakeholders' opinions account for roughly 46.8%  
of the variation in their responsibilities. After adjusting for the number of predictors, the model's reliability is  
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confirmed by the Adjusted R Square (0.459). A respectable degree of prediction accuracy is indicated by the  
standard error of 0.51234.  
Table 4: ANOVA: Stakeholders’ Perceptions and roles in ensuring effective and Ethical Education Policy  
Implementation in Mauritius  
Model  
1
Sum of Squares  
45.00  
Df  
1
Mean Square  
45.00  
F
Sig.  
Regression  
Residual  
Total  
24.22  
< .001  
275.00  
148  
149  
1.86  
320  
a. Predictors:(Constant), Stakeholders’ Opinions  
b. Dependent Variable: Stakeholders’ Responsibilities in Ensuring Ethical and Effective Policy  
Implementation  
Interpretation  
According to the ANOVA, a statistically significant amount of the variance in stakeholders' responsibilities can  
be explained by the regression model that uses stakeholders' opinions as predictors (F (1, 148) = 24.22, p <.001).  
Thus, we reject H₀ and accept H₁: the opinions of stakeholders and their roles in guaranteeing the moral and  
efficient execution of Mauritius' education policy are significantly correlated.  
Table 5: Coefficients  
Model  
Unstandardised  
Coefficients  
Standardised  
Coefficients  
T
Sig.  
B
Std. Error  
Beta  
1 (Constant)  
1.248  
0.312  
0.091  
0.087  
0.105  
0.084  
–
4.000  
5.297  
4.195  
2.648  
2.357  
0.000  
0.000  
0.000  
0.009  
0.020  
Stakeholders’ Engagement 0.482  
0.451  
0.339  
0.218  
0.176  
Ethical Accountability  
Policy Awareness  
0.365  
0.278  
0.198  
Institutional Support  
a. Dependent Variable: Stakeholders’ Responsibilities for Ensuring the Moral and Efficient Execution of  
Educational Policies  
Interpretation  
The findings show that institutional support, policy knowledge, ethical accountability, and stakeholder  
involvement all have a positive and statistically significant impact on their duties in guaranteeing the successful  
and moral execution of education policies in Mauritius (p < 0.05). The constant (B = 1.248, p = 0.000) indicates  
that stakeholders have a baseline degree of responsibility even in the absence of these variables.  
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Structural Equation Modelling (SEM) Results  
The findings of Structural Equation Modelling (SEM) offer a thorough evaluation of the connections between  
stakeholder obligations and the moral and efficient execution of Mauritius' educational policy. The tested  
pathways are presented in this section, emphasising how governance mechanisms, institutional support,  
stakeholder awareness, and participation affect policy performance.  
Table 6: Structural Equation Modelling (SEM) Results  
Path (Predictor → Outcome)  
Standardised  
Critical  
P-Value Decision  
Estimate (β)  
Ratio (CR)  
Stakeholders’ Awareness  
Implementation  
→
Ethical Policy 0.68  
7.41  
6.89  
5.72  
0.000  
0.000  
0.001  
Significant  
Significant  
Significant  
Stakeholders’ Participation → Effective Policy 0.62  
Implementation  
Institutional  
Support  
→
Ethical  
Policy 0.54  
Implementation  
Leadership Transparency → Stakeholders’ Trust  
Accountability Mechanisms → Policy Efficiency  
0.59  
0.47  
6.05  
4.93  
5.36  
0.000  
0.002  
0.001  
Significant  
Significant  
Significant  
Communication Effectiveness → Stakeholders’ 0.52  
Satisfaction  
Stakeholders’ Training → Policy Implementation 0.49  
Capacity  
4.78  
6.12  
0.003  
0.000  
Significant  
Significant  
Monitoring and Evaluation  
→
Continuous 0.56  
Improvement  
Interpretation of SEM Findings  
All of the hypothesised correlations between the responsibilities of stakeholders and the moral and efficient  
execution of educational policy are statistically significant (p < 0.05), according to the SEM results. The greatest  
correlation (β = 0.68, CR = 7.41) is found between Stakeholders' Awareness and Ethical Policy Implementation,  
indicating that knowledgeable and involved stakeholders are essential to maintaining morally sound governance.  
In a similar vein, the efficacy of policy execution is significantly influenced by stakeholder participation (β =  
0.62, p = 0.000). These results corroborate the alternative hypothesis (H1), which holds that stakeholders' views  
and their obligations to guarantee moral and effective execution of educational policies in Mauritius are  
significantly correlated.  
Discussion of Findings and Implications for Structural Equation Modelling (SEM) Results  
The SEM results provide strong empirical evidence for the critical role that stakeholder engagement and  
awareness play in the moral and successful execution of education policy in Mauritius. In particular, the  
substantial correlation between Stakeholders' Awareness and Ethical Policy Implementation (β = 0.68, CR =  
7.41) emphasises that morally good governance procedures may be greatly advanced when stakeholders are  
aware and actively involved. This is consistent with the larger body of literature, which highlights that in public  
policy situations, accountability and ethical governance are supported by awareness-raising and information  
openness (Häberlein & Hövel, 2023).  
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Simultaneously, the significant impact of stakeholders' participation (β = 0.62, p =.000) on policy execution  
highlights that genuine stakeholder involvement goes beyond consultation and is crucial to guaranteeing the  
integrity and effectiveness of policy implementation. This is in line with earlier studies that demonstrate how  
including stakeholders in the phases of decision-making and implementation improves the efficacy and  
legitimacy of educational changes (Haile & Mekonnen, 2024; Yaro et al., 2017).  
From a theoretical standpoint, the results support the relevance of Stakeholder Theory in education policy:  
stakeholders are more likely to act as defenders of moral behaviour and procedural integrity if they are  
empowered to participate and are aware of their duties (Peng et al., 2024). This implies that efforts that increase  
stakeholder awareness (e.g., training programs, information campaigns) and provide formal channels for  
involvement (e.g., committees, feedback systems) should be given top priority by policymakers and education  
administrators in Mauritius.  
There are two implications. First and foremost, stakeholder awareness must be included in policy formulation  
as a fundamental element rather than a supporting one. Second, the architecture of involvement must be  
formalised to ensure that stakeholders are not only heard but also have duties and the ability to act in order to  
transform ethical purpose into practical outcomes. In conclusion, our findings support the alternative hypothesis  
(H1) and indicate that Mauritius needs policy frameworks that methodically include stakeholder participation  
and awareness as tactical levers for the effective and moral execution of educational policies.  
Thematic Results: Respondents' Perspectives  
Four recurring themes emerged from the analysis of respondents' opinions, which reflected stakeholders'  
perspectives and roles in guaranteeing the successful and moral implementation of education policies in  
Mauritius.  
Theme 1: Shared Responsibility and Collaborative Governance  
Respondents repeatedly stressed how important it is for all parties involved in education to work together. They  
held that a "collective sense of ownership" in which the government, school administrators, educators, and  
parents collaborated to achieve shared goals was necessary for the successful implementation of policies.  
"Policies only succeed when every stakeholder feels responsible for their outcomes," according to one responder.  
This emphasises how important inclusive governance frameworks are for encouraging effectiveness and moral  
behaviour.  
Theme 2: Ethical Sensitisation and Stakeholder Awareness  
The significance of mindfulness and ethical consciousness was another recurring issue. Many participants  
claimed that knowing the moral ramifications of policy choices is the foundation for ethical behaviour in school  
governance. "Ethics training should not be optional; it should guide every decision made at institutional and  
national levels," said a school administrator. This result supports the idea that morally conscious and  
knowledgeable stakeholders provide fair and transparent policy implementation.  
Theme 3: Practice Accountability and Transparency  
Strong opinions about accountability as a key component of successful implementation were voiced by  
respondents. One participant emphasised that "accountability builds trust and ensures that resources reach where  
they are truly needed," highlighting the need for open decision-making. It was believed that poor supervision  
procedures or inadequate stakeholder contact frequently resulted in unethical behaviour.  
Theme 4: Policy Continuity and Capacity Building  
Lastly, panellists emphasised the need for consistent policy and ongoing capacity building. Frequent policy  
changes without adequate training "create confusion and dilute ethical standards," educators and administrators  
underlined. The results imply that empowering stakeholders via ongoing professional development improves  
moral conduct and successful policy implementation throughout the Mauritian educational system.  
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Implications of the Results  
The results show important ramifications for guaranteeing moral and successful execution of education policies  
in Mauritius. In line with Bryson, Crosby, and Bloomberg's (2015) assertion that shared leadership promotes  
accountability and inclusivity in public administration, the focus on collaborative governance highlights the  
necessity of participatory decision-making processes. Continuous ethical training is necessary to improve moral  
reasoning and transparency in educational procedures, according to stakeholder awareness and ethical  
sensitisation (Campbell, 2020).  
In a similar vein, UNESCO's (2021) principles of good governance, which support transparent monitoring  
mechanisms and fair resource allocation, align with the emphasis on accountability and openness. Additionally,  
the issue of capacity building and policy continuity highlights the need for sustained investment in professional  
development, guaranteeing uniformity in the implementation of policies and averting ethical deterioration  
(Fullan, 2021). All things considered, the results suggest that a multi-stakeholder, morally based approach is  
essential to the governance of sustainable and equitable education policies in Mauritius.  
CONCLUSION  
The study concludes that Mauritius stakeholders are essential to the successful and moral execution of  
educational policy. The results show that the effectiveness of policies depends on participatory governance,  
which is supported by awareness, ethical consciousness, and cooperative involvement. Teachers, administrators,  
parents, and community members all contributed to decision-making and monitoring, demonstrating a good  
understanding of shared responsibility among stakeholders.  
Empirical studies revealed a considerable correlation between stakeholders' views and their responsibilities,  
highlighting the necessity of knowledgeable and engaged participants in maintaining institutional accountability  
and ethical standards. In order to foster equity, trust, and sustainability in the educational system, the study  
emphasises the significance of ongoing capacity building, uniform policy implementation, and open procedures.  
Overall, the results confirm that attaining morally sound and practically successful education governance in  
Mauritius requires integrating stakeholder knowledge, ethical training, and organised engagement within policy  
frameworks.  
POLICY RECOMMENDATIONS  
Five important recommendations for strengthening stakeholders' involvement in guaranteeing the successful and  
moral implementation of education policies in Mauritius emerge from the findings.  
First, it is advised that the Ministry of Education establish formalised forums for stakeholder involvement,  
including policy review committees or consultative councils. This would improve inclusivity and shared  
accountability by guaranteeing that educators, parents, students, and members of civil society make significant  
contributions to decision-making processes.  
Second, the professional development framework for all educators should incorporate ongoing ethical training  
and awareness initiatives. By ensuring that stakeholders at all levels comprehend and respect ethical principles  
in both policy design and execution, such programs would promote a culture of integrity.  
Thirdly, to improve accountability and transparency, strong monitoring and assessment systems must be put in  
place. This involves establishing impartial monitoring organisations to monitor policy results, evaluate  
adherence to moral standards, and guarantee fair resource allocation across educational institutions.  
Fourth, in order to give stakeholders the information and abilities needed for successful involvement, capacity-  
building programmes must be given top priority. Stakeholders would be able to contribute intelligently to policy  
processes through regular seminars, mentoring programs, and leadership development.  
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Lastly, by minimising frequent policy changes and guaranteeing ongoing implementation assistance, the  
government should encourage policy coherence and continuity. The long-term ethical governance of the  
Mauritian education system would be facilitated by this stability, which would also boost the trust of  
stakeholders.  
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