Influence of the world bank on ANC teacher policies from 1990 to 1997
Date
2014-04-03
Authors
Siluma, Ephraim
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Abstract
This study had intended to track process of frachcr policy development within the
ANC with the purpose of identifying influences of the World Bank and EDTJPOL
and to understand strategies used by these two organisations in influencing ANC’s
teacher policies. The study was based on two assumptions. Firstly, that the World
Bank and EDUPOL were more influential on ANC teacher policies than other
organisation!. Secondly, that EDUPOL consciously mediated World Bank policies
through to the ANC.
Data for this study was collected mainly through a detailed analysis of education
policy documents of the three organisations with the purpose of identifying
similarities and differences. Interviews were also conducted with key informants
from these organisations. The study managed to show that the processes of ANC
teacher policy development were very complex and that they involved more policy
actors than just the World Bank and EDI "POL. The study further showed that the
similarities between teacher policies of the three organisations do not imply
influence. Attempts to understand and explain these similarities need to take
cogniscance of broader issues of globalisation rather than to see them as influences
of one particular organisation, especially because the key informants denied that
there had been any external influence, particularly from the World Bank, on ANC
teacher policies.
The study is divided into four chapters. The first chapter gives a detailed
background to the study, a comprehensive literature review and also outlines the
research methodology. Chapter Two draws largely firom teacher policy documents
of the World Bank, EDUPOL and the ANC. It presents policy perspectives of each
of these organisations. In this chapter, a number of similarities and differences
between teacher policies of these three organisations have been identified and
discussed. Chapter Three draws from interviews with key informants firom
EDUPOL and ANC. It presents and discusses their perceptions on whether there
has been influence from the World Bank and EDUPOL on ANC teacher policies.
Chapter Four draws a conclusion. It shows that a number of factors need to be
taken into consideration before conclusions are drawn about influence of the
World Bank on ANC policy. It also points briefly to the role played by other local
policy agents in borrowing policies from other countries and ensuring that those
policies became some of the underlying principles of the ANC’s education
policies.