Browsing by Author "Chilenga-Butao, Thokozani"

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    Decentralisation and recentralisation in South Africa's local government: case studies of two municipalities in Limpopo
    (Published by Transformation, 2020) Chilenga-Butao, Thokozani
    Democratic decentralisation was introduced in South Africa during the transition to democracy (1990-1994). It followed a long trajectory of centralisation and decentralisation processes that took place during apartheid. This paper argues that in order to more adequately understand the prospects for decentralisation to achieve its intended outcomes in South African local government, one has to understand some of the complexities and political dynamics present in this sphere of government. In so doing, it shows that the intended outcomes of decentralisation are far from the realities of local government on the ground, specifically municipalities. Case studies of two Limpopo mining town municipalities, Lephalale and Mogalakwena, are used to demonstrate some of these complexities and political dynamics. The Mogalakwena case study will show that, despite the codification of recentralisation in the South African constitution, regional and political party elites misuse the policy to politically interfere in municipalities. The effects of this are that service delivery slows down and local government is subjected to localised national and provincial political battles. The Lephalale case study shows how the layers of decentralisation between apartheid and democracy have led to this municipality being dependent on private and parastatal mining companies for the provision of and access to public goods and services.
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    Distrust, accountability and capacity in South Africa's fragmented eduction system
    (Taylor & Francis Group, 2020) Chilenga-Butao, Thokozani; Pakade, Nomancotsho; Ehren, Melanie; Baxter, Jacqueline
    South Africa's current basic education system is a product of the apartheid education bureaucracy that was fractured along racial lines, and later significant efforts to amalgamate this fragmented system into a single, inclusive and equal system. This chapter demonstrates how negative apartheid legacies of distrust and a lack of both accountability and capacity took root in apartheid's oppressive and unequal system, as well as efforts by the Department of Basic Education to overturn these legacies in the democratic era. The central argument of this chapter is that, despite formal bureaucratic procedures, expressed through regulations, which should produce more capacity and accountability in the education system, there are also codified practices of governance at the provincial and district levels that produce different outcomes from the intended goal of improved education. This argument is illustrated through a case study of the Schools Rationalisation Project in the Eastern Cape province, South Africa.