Influence of the world bank on ANC teacher policies from 1990 to 1997
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.