School Governance in a Fragmented Political and Bureaucratic Environment: Case Studies from South Africa's Eastern Cape Province

Abstract

This paper explores governance dynamics in four case study schools in low-income communities in South Africa’s Eastern Cape province. A main aim is to identify empirically the causal mechanisms through which horizontal, school-level governance might function as an ‘institutional substitute’ for weaknesses in the province’s education bureaucracy. The case studies uncovered both vicious circles of capture, and virtuous spirals – with the latter characterised by shared developmental commitment among school leaders, teachers, parents and the community, strong enough to counter efforts at predation. The findings offer encouragement that non-hierarchical entry points for improving educational outcomes indeed have some potential to achieve gains.