Using Pressman's and Wildavski (1984) implementation model of complexity of joint

action, explain how public policies fail. What suggestions do you have to improve the

success of public policies and programs in Ghana? (Use any public policy with which you

are familiar to illustrate your discussion)

Introduction

Implementation is the process of carrying-out the terms of a policy. Public policy is about getting

people to do things they otherwise would not have done, or it facilitates them to do things they

might not have done otherwise. But before people do what the policy prescribes, you have to

implement the policy. Implementing public policy is a complicated task (Sabatier and

Mazmanian, 1979; 1980).

Pressman and Wildawsky (1984), Public Administration theories of implementing policies stress

that implementation is the result of the interaction of different strategies by various actors who

struggle with the problem definition, possible solutions and choice moments. Mutual

dependencies are also one of the core assumptions within organizational theory and

implementation often involves complex intra-organizational interaction. Mutual dependencies

and negotiation emerge because actors do not themselves possess enough resources for

achievement of interesting goals. Thus, they have to interact with other organizations in order to

exchange resources. These complexities need to be seen as contained within different governance

structures or political systems on international, national, regional and local level which influence

the games played and the legitimacies claimed. Pressman and Wildavsky also demonstrated that

failures are not only caused by bad implementation but also by bad policy instruments. One way

to handle this complexity is to secure the realization of the intentions from interference with the

surrounding stakeholders by organize the activities in a project.

HOW PUBLIC POLICIES FAIL

Power of control

The power of control, bureaucrats’ motives, implementation mechanisms and compliance are

some of the underlying issues affecting free senior high policy implementation in Ghana. This

provides a way to begin understanding that bureaucracy is the barrier to implementation. The

importance of bureaucratic structure to enable efficient and effective policy implementation

cannot be over-emphasized. The relationships between the bodies of policy implementation in

Ghana are not consistent with the realization of education outcomes as it relates to the

implementation of basic education policy because of the issue of control.

Rhetoric without willpower

Beyond the rhetoric of creating educational policy initiatives and establishing a bureaucratic

mechanism to achieve a favorable educational policy outcome is the issue of leadership

commitment and willpower to ensure that the education policy achieves its intent. Based on the

analyzed data, the political structure in a nation determines the direction of policy

implementation.

Ambiguity

The level of ambiguity in a particular intervention will often determine the degree of success

implementation will have and how replicable results across various sites will be. In top-down

models goal clarity is an important independent variable that directly affects policy success. Goal

ambiguity is seen as leading to misunderstanding and uncertainty and therefore often is culpable

in implementation failure.
Pressman and Wildavsky (1984) view ambiguity as problematic, because it will leave

implementers responsible for interpreting policies, which could lead to drifting away from the

intent of the intervention.

Funding and Resources

Access to available funding and resources is a precondition for successful implementation. While

funding alone will not generate success, without it there is often an inability to mobilize other

aspects of an implementation strategy. Stable funding is an instrumental necessity to successful

implementation. Funding entities must recognize that successful implementation takes time and

not withhold resources. Domitrovich et al. (2008) note that systemic interventions in schools

took three to five years to achieve stated goals. When staff, services, other support functions, or

even time are elements of the implementation process, their absence will prevent success.

Politics and Conflict

As demonstrated, the literature surrounding policy implementation suggests that “what counts as

a problem and what counts as a solution are heavily shaped by institutional history and

stakeholder perspectives (Sabatier, 2007). In a world of constrained or ‘bounded’ rationality,

lack of consensus reflects differences in values and experience; appeals to scientific expertise

will seldom generate acceptable solutions. Calls for more rigorous use of evidence in policy

making demonstrate the inherent difficulties of achieving consensus about the knowledge bases

required to address complex problems” (Head and Alford 2015).

SUGGESTED WAYS TO IMPROVE PUBLIC POLICY IN GHANA

Below points are my suggestions on ways to improve public policy and programs in Ghana;

 There should be clearly stated policy and program goals so as to avoid ambiguity during

implementation.
 There should be proper consultation and inclusion of the various stakeholder agencies and

institution during the policy formulation stage in order to enhance efficient and effective

implementation.

 There should be adequate budgetary allocation in terms of funding and resources to each and

every policy and programs to enhance smooth implementation.

Conclusion

This policy paper serves as a discussion on the causes of policy failure as well as ways to

improve the success of public policies and programs in Ghana.

REFERENCE

Presman, J. L., & Wildavsky, A. (1984). Implementation: How Great Expectations in

Washington are Dashed in Oakland; or, Why It’s Amazing that Federal Programs Work at All,

This Being a Saga of the Economic Development Administration as Told by Two Sympathetic

Observers Who Seek to Build Morals (3rd ed.). Berkeley: University of California Press.

Head, B. W., & Alford, J. (2015). Wicked problems: Implications for public policy and

management. Administration & society, 47(6), 711-739.

Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., ...

& Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive

interventions in schools: A conceptual framework. Advances in school mental health

promotion, 1(3), 6-28.