Recent decades have witnessed extraordinary gains the world over in enhancing access to education – but there has been much less progress in improving educational outcomes. To better understand and address this disconnect, the University of Manchester-based and DFID-supported Effective States and Inclusive Development global comparative research programme has supported a range of studies on the politics and governance of basic education in Bangladesh, Ghana and South Africa.
This paper is one of a series which explores the politics and governance of basic education in South Africa at national, provincial (Western Cape and Eastern Cape), district and school levels. Annex A provides an overview of the overall research design and hypotheses for the full set of papers. The focus of this paper is on some micro-level governance and political economy determinants of performance over time in four schools in the Cape Town metropolitan area. Sections I and II describe the paper’s analytical and empirical approach. Sections III-V detail the school-specific results. Section VI suggests some implications of the analysis.
This working paper received financial support from the Department for International Development’s Effective States and Inclusive Development Research Centre
“Hoadley, U,; Levy, B. ; Shumane, L. ; Wilburn, S. ; Leadership, stakeholders and learner performance in four Western Cape schools. ESID Working Paper No. 61. Manchester, UK: The University of Manchester.(2016)