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ERIC Number: EJ1150384
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0256-0100
Bureaucratic Accountability in the Education Action Zones of South Africa
Fleisch, Brahm
South African Journal of Education, v26 n3 p369-382 2006
The Education Action Zone programme in Gauteng province, South Africa, has been widely seen as a very successful school improvement initiative, with particular significance as it represents a unique model of top-down, bureaucratic accountability as a vehicle for turning- around dysfunctional secondary schools. In this article I evaluate the impact of the initiative through an analysis of the senior secondary examination results for 1999-2002, in the 70 schools involved in the programme. It was found that the EAZ schools made significant gains in the overall pass rate, university pass rates, number of "A" symbols , and average mark. The results of comparative analysis confirmed the overall success of the programme. However an alternative explanation raised questions about the mechanisms of improvement by uncovering a relationship between gains in examination results and learner exclusion.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A