Vinothan Naidoo – författare

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. All over the world, economic inclusion has risen to the top of the development discourse. A well-performing education system is central to achieving inclusive development - but the challenge of improving educational outcomes has proven to beunexpectedly difficult. Access to education has increased, but quality remains low, with weaknesses in governance comprising an important part of the explanation.The Politics and Governance of Basic Education explores the balance between hierarchical and horizontal institutional arrangements for the public provision of basic education. Using the vivid example of South Africa, a country that had ambitious goals at the outset of its transition from apartheid to democracy, it explores how the interaction of politics and institutions affects educational outcomes. By examining lessons learned from how South Africa failed to achieve many of itsgoals, it constructs an innovative alternative strategy for making process, combining practical steps to achieve incremental gains to re-orient the system towards learning.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. All over the world, economic inclusion has risen to the top of the development discourse. A well-performing education system is central to achieving inclusive development - but the challenge of improving educational outcomes has proven to be unexpectedly difficult. Access to education has increased, but quality remains low, with weaknesses in governance comprising an important part of the explanation. The Politics and Governance of Basic Education explores the balance between hierarchical and horizontal institutional arrangements for the public provision of basic education. Using the vivid example of South Africa, a country that had ambitious goals at the outset of its transition from apartheid to democracy, it explores how the interaction of politics and institutions affects educational outcomes. By examining lessons learned from how South Africa failed to achieve many of its goals, it constructs an innovative alternative strategy for making process, combining practical steps to achieve incremental gains to re-orient the system towards learning.

In the face of the continuing national tragedy of the inequality, poverty and unemployment which have triggered rising working-class discontent around the country, the ANC announced a ‘second phase’ of the ‘national democratic revolution’ to deal with the challenges. Ironically, the ANC post-Mangaung has resolved to preserve the core tenets of the minerals-energy-financial complex that defined racial capitalism – while at the same time ratcheting up the revolutionary rhetoric to keep the working class and marginalised onside. If the ‘first phase’ was a tragedy of the unmet expectations of the majority, is the ‘second phase’ likely to be a farce? The chapters in this volume are written by experts in their fields and address issues of politics, power and social class; economy, ecology and labour; public policy and social practice; and South Africa beyond its borders. They examine some of these challenges, and indicate that they are as much about the defective content of policies as their poor implementation. The third volume of the New South African Review continues the series by providing in-depth analyses of the key issues facing the country today.