ETD Collection

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2012 - 20152

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    Exploring the policy process leading to the establishment of the ARF (African Renaissance and International Co-operation Fund)
    (2015) Brook, Aletta Nomgidi
    Development aid plays a significant role on the African continent in a number of ways which include, but is not limited to, financing budget deficits, conflict resolution and humanitarian assistance. South Africa, China, India and Brazil are among the “four main South powers” emerging on the global scene with aid policies designed at providing development aid to African Countries [Tjønneland, 2013: 1]. This study has examined the establishment and implementation of the African Renaissance and International Co-operation Fund (ARF) by analysing the policy processes that led to its creation and operation, from 2000 to 2009. The principle behind the development of such an act was South Africa’s desire to show its commitment in assisting in resolving Africa’s socio-economic challenges that impede development in Africa. ARF has suffered inconsistency in policy making and implementation. The study has found that the challenges in ARF policy processes were attributed to governance issues, issues of accountability, temptation to be used as a state fund for political interest, weakness in the institutional framework, absence of autonomy in management, absence of monitoring and evaluation, political power and poor administration systems.
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    An exploration of instruments to mobilise bureaucratic and professional accountability in poor-performing public secondary schools in the Gauteng Province : a case study of 3 schools.
    (2012-01-09) Vawda, Shamima
    This study looked at the way poor-performing public secondary schools in Gauteng Province understand school accountability; their current internal accountability instruments; the way professional development is conducted; and their engagement with the Integrated Quality Management System, the external school accountability system. The intention of the study was to identify possible instruments to mobilise bureaucratic and professional accountability in poor-performing secondary schools. The study was a case study of three poor-performing secondary schools and relied on teachers and principals at these schools to learn their understanding and reactions to the notion of accountability. The study revealed that such schools use bureaucratic instruments (such as attendance registers) to realise accountability and to create structure and routine in their schools. However, where leadership is weak, even these bureaucratic tools such as attendance registers are ineffective. These schools do not take action against non-conformance by teachers and principals. In the schools investigated, accountability was seen as ‘doing your work as you were trained to do during your pre-service training and reporting on learner performance’. The study revealed that, to move towards greater professional accountability in the school sector, a long-term approach is needed that is underscored by ongoing professional development complemented with pressure or performance management. Equally important is the need to build collective power through improving knowledge and skills and motivation for improvement amongst both teachers and school managers.