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This paper presents a comparative assessment of South Africa and India's service delivery improvement strategies, challenges, successes and lessons learnt in advancing their service delivery reform programmes. The cardinal argument in the paper is that the public administrative systems adopted and inherited in the post-democratic epochs in India and South Africa were incapable of meeting the service delivery needs of their respective citizens. They epitomised the traditional and hierarchical public administrative systems that were the object of reforms in the 1990s. The reform initiatives also coincided with global reforms on public administration systems taking place under the aegis of the new public management framework. A key feature of new public management is its application of private-sector ideas to the public sector, such as individual accountability. The paper further undertakes a comparative review of service delivery improvement frameworks of South Africa (Batho Pele) and India (Sevottam) in relation to their objectives and implementation modalities. [ABSTRACT FROM AUTHOR]

In this paper, I draw on analyses of the brand in the commercial world to explore the implications of branding when applied to political parties and politicians. Specifically, I examine the ramifications of the logic of the brand for accountability within a multi-party democracy. I argue that in branding discourse, the brand serves as a risk-management strategy by creating relations of loyalty with consumers, designed to secure forgiveness for possible transgressions on the part of the brand and thus protect brand equity. Through an analysis of how branding discourse is applied to South African politics by journalists, political parties and participants in social media, I show how in this arena, branding logic works to defer accountability for political parties and politicians who fail to deliver on election promises. Culpability becomes assessed in terms of damage to brand. [ABSTRACT FROM AUTHOR]

This paper tracks the development of the Integrated Quality Management System in South African schools after the dismantling of apartheid in 1994. We argue that the quality processes that are now in place emerged in response to the autocratic school inspection systems that preceded them but did not sufficiently address the impact of educators' experiences of the preceding systems. In the new democratic environment, it was important that new systems recognized the need for educator and school development. But given the breakdown of the culture of teaching and learning in South African schools, it is also not surprising that there was a concern that the new systems should ensure accountability. We analyse interviews with teachers to argue that the new system presents a tension between accountability and development processes which results in surface compliance rather than genuine engagement. [ABSTRACT FROM AUTHOR]

Low teacher morale, coupled with extremely poor schooling outcomes for students as measured on standardized tests have increasingly been reported in the media in South Africa. As elsewhere, there is growing demand for the reorganisation of teachers' work in order to enhance school performance. The paper investigates the ways in which current market-led government policies have sustained past inequalities between schools and between teachers. Drawing on Savage's notion of assets, the analysis focuses on how the material and organisational conditions of teachers' work combine to affect teachers' morale. The analysis is based on available sets of data on inequalities - at the societal level, at the level of the homes and communities of the children that attend school, at the level of schooling system and at the level of teachers. It proposes a conceptual typology in relation to the four levels of data we provide, which shows interesting differential effects on teachers' morale and the transformation of teachers' work in South Africa. We argue that the relations between enduring economic inequalities in South Africa, an underspecified new curriculum and the bureaucratization of teachers' work have created an intractable pattern of accumulation of educational disparity among teachers in South Africa. Teacher morale needs to be considered in the context of these structural conditions. [ABSTRACT FROM AUTHOR]

Central to South Africa's democratic transformation have been attempts to understand how and why human rights abuses were common under apartheid. In testimony to the Truth and Reconciliation Commission evidence has emerged of a wide range of past complicity in human rights abuses by health professionals and their organisations. This has presented a major challenge to the health sector to develop ways to operationalise a commitment to human rights in the future. This paper argues that only after a process of self-reflection, both personal and institutional, which enables a thorough and accurate analysis of why things went so wrong, can the health sector effectively move forward. The authors' perspective draws on the submission to the TRC Health Sector Hearings by the Health and Human Rights Project in 1997, which provides a systemic and case-based analysis of the health sector's role in human rights abuses under apartheid. However, human rights responses have to take account of a changing national and global terrain in which human rights issues are no longer as morally absolute as previously encountered, and in which seemingly insuperable resource constraints, inimical economic policies, and the demobilisation of civil society, are serious obstacles. Moreover, the politics of transformation has generated expediencies that threaten to rewrite history in ways that fundamentally cheapen human rights. To address this contradiction, the authors propose a set of objectives that places accountability of health professionals in a human rights framework. These objectives are intended to give substance to the main tasks facing the health sector - to develop and infuse the capacity to recognise and integrate both the 'new' and traditional human rights dilemmas, and to effect personal and institutional transformation. A matrix is presented, linking these objectives to key role players in the health sector and identifying activities specific for each role player. As the health sector in South Africa grapples with the challenges framed in this model, key lessons for the international community may emerge that further our understanding of the complex relationship between health and human rights and how best to implement strategies for the attainment of human rights in health. [ABSTRACT FROM AUTHOR]

This article examines the struggles of the South African government to establish school-wide evaluation policies within post-apartheid institutions. It is demonstrated that even when such evaluation policies promise teacher development and whole-school improvement, there is significant resistance to government intervention in the school environment. It is also shown that even when individual schools express a willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert, the original goals of these policies. The explanation for such behaviour is lodged within the troubled history of the apartheid inspection system, on the one hand, and on the underestimation in policy design of the deep-rooted suspicions of state surveillance systems even under the terms of a new democracy. In conclusion, the article shows how this fierce--though understandable--contestation of school-level autonomy actually works against the long-term developmental interests of both teachers and learners in South Africa's 29,000 schools. [ABSTRACT FROM AUTHOR]