Education Policymaking at National Level
When one looks at the arrangements that have been put in place for managing performance in South Africa’s public sector since 1994—and specifically in the education sector—they are enormously impressive. But in general these efforts have not translated into strong performance. We find that policies for managing performance in basic education could best be explained as the outcome of a strategic interaction among three sets of actors: technocratically oriented public officials in the bureaucracy, teacher labour unions (especially SADTU, as the dominant union), and the African National Congress, in its dual role overseeing the education bureaucracy and as head of a ruling political alliance. In practice, the political strength of organized labour has resulted in outwardly impressive initiatives to promote performance management being diluted and falling well short of the aspiration of robust performance management.