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This chapter examines one of the specific manifestations of political–administrative relationships, namely the delegation of powers to managers. The first part of the chapter is a literature review of political–administrative relationships in both developed and developing countries. This is followed by a discussion of the framework for delegation in South Africa that was laid down in the late 1990s. Next is an analysis of the implementation of delegation in the 2000s, along with the National Planning Commission recommendations in 2012, which has led to a resurgence in delegation initiatives. There is a well-developed government monitoring system of delegation that has led to some improvement in compliance with delegation, but the overall delegation levels are on the low side. Delegation to officials is often thwarted by Ministers who wish to retain control and/or promote patronage. Further, in some cases, managers lack capacity or are unwilling to manage and take responsibility for delegated authority.

This chapter provides a summary of the main findings, indicating that none of the public service reforms studied has worked particularly well. It then looks at ‘The Way Forward’ by analysing current proposals of the Ramaphosa government to reform the public sector. There are legislative proposals to give HoDs powers to appoint and dismiss staff, along with provisions devolving administrative powers to HoDs, while retaining strategic powers. There is a provision for the EA to intervene in the event of HoDs failing or refusing to fulfil a power or duty in terms of the proposed Act. This does provide a back door for Ministers to intervene in administration. Further, there is likely to be resistance against proposals to reduce politicians’ role in human resources, including members of the President’s own political party who are reluctant to lose delegation powers. Finally, it is suggested that the government should move away from centralised policies, particularly in respect of performance management, towards network governance-type approaches which promote a non-hierarchical approach to Public Administration.

The objective of the book is to examine specific public sector reforms in three core Public Administration areas, namely political–administrative relationships, the delegation of authority to senior managers and performance management.

It also locates the relevant public sector reforms within the context of the broader international debate on public sector reform. Each of three chapters on public service reform begins with a comparative perspective on the respective theme.

The period of the study is from the onset of democratic rule in 1994 until 2021. This period covers the Presidencies of Nelson Mandela, Thabo Mbeki, Jacob Zuma and Cyril Ramaphosa.

This book uses a mixed methods approach that combines quantitative and qualitative analyses. Quantitative data in the form of descriptive statistics were obtained from The Personnel and Information System (PERSAL), the central human resources database for the South African public service. This database is not ‘off the shelf’ information – rather, the data are tailor-made to the specific needs of those who request information. Qualitative sources used include data obtained from virtual recordings of webinars on public sector reform and an examination of written documents. This includes an analysis of government legislation, White Papers and Commission reports.

The purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.

This paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.

The findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.

The research provides an overview of instructional leadership policy and practice in these six countries, but more school-based research is required to develop grounded evidence on whether and how this is practiced. The pandemic inhibited such school-based research in 2020. The study provides emerging evidence of the impact of instructional leadership on school and student outcomes, confirming what is known from international research.

Developing awareness of how instructional leadership can improve student learning, linked to appropriate training, could lead to more effective schools.

The Sustainable Development Goals stress the importance of high quality education for economic and social development. Leadership is an important aspect of quality, and the research reported in this paper shows the potential for instructional leadership to enhance student learning.

This is the first cross-national study of instructional leadership in sub-Saharan Africa.

To meet the management challenges of the 1990s, governments must fundamentally reexamine their approaches to administrative policy. In most governments, administrative policies, such as contracting, procurement, information technology, land and internal government services, are often dominated by management philosophies inherited from the 1960s and 1970s. Policies in these areas have often been shaped by a desire for detailed control, with little regard for the cost of these controls or their impact on service delivery or innovation. Governments today cannot afford administrative policies which do not balance the need for expenditure control with service delivery and innovation. The good news is that it can be done. Governments and businesses are under enormous pressures to reduce administrative costs, improve services, respond to the demands of an information society and to develop more innovative approaches to conducting business. As part of this transformation, the Federal Government in Canada found that its administrative policies were a major impediment to more efficient, service‐oriented and innovative government. Recounts the story of how one organization in a central agency of the Government of Canada recognized the need for a dramatic change in its philosophy and approach to administrative policies, and accomplished those changes over a five‐year period of phased implementation between 1988 and 1993.

Administrative Decentralization seeks to redistribute authority, responsibility and financial resources for providing public services among different levels of government. Administrative Decentralization is the transfer of responsibility for the planning, financing and managing of certain public functions from the central government and its agencies to field units of government agencies. This paper will search for a common theoretical framework of decentralization, then analyzes and assesses the initiatives for decentralization of administration that have been constructed after the emergence of Bangladesh. The major issues and problems of implementation of the decentralization policies in Bangladesh are also discussed suggesting policy measures. This paper is analytical in nature.

In the USA, there is sustained interest in the use of case studies in public administrative education in management and administrative law dates from the 1940s. Public administration and law both turned to cases as teaching devices when their dominant intellectual traditions were no longer viable. Although it has since declined, a public management case study movement was very influential in the late 1940s and 1950s. Administrative law casebooks have remained popular, and there are several titles specifically intended for public administration programmes. Efforts to “reinvent” public administration are likely to generate renewed interest in management‐oriented cases.

This paper seeks to extend the understanding of how formal management control systems (MCSs) contribute to the construction of performance management systems (PMSs) in the French higher education (HE) sector.

Empirical data are gathered both at the global level and at the local (university) level through an in‐depth case study. This allows a dynamic multi‐level analysis based on a neo‐institutional framework.

This article shows how formal MCSs contribute to the institutionalisation of a wider PMS at the global level of the HE sector. The social context then has a determining influence on universities, through the diffusion of values and norms drained by formal MCSs, calling into question the effectiveness of the autonomy supposed to be given to universities under the new PMS. Moreover, within universities, the complex interactions between MCS and PMS resulting from learning, political interactions and conflicts of values, lead to still uncertain outcomes.

The paper focuses on one main case‐study, which is still undergoing change. Analysis could be reinforced by further longitudinal and comparative research.

Steering organisations within a framework where the State defines strategic priorities requires both appropriate performance indicators and a dialogue allowing objectives to be shared at both the social and local levels.

Institutionalisation of MCSs and accountability are discussed in the specific French context of cultural centralisation.

A study of the published statements of Australian school administrators revealed that two distinctive configurations of power and service relationships are projected in their publically presented images of state school administration as it relates to government and the public. A previous Traditional Centralist‐Unity configuration is now being replaced by an Emergent Devolution‐Diversity conformation. Analysis was directed to (a) understanding the significance of the two images in terms of their function as public communications, and (b) accounting for the shift in the imagery in the light of pressures for change, the way administrators are interpreting change as turbulence, and the projection of counter images incorporating critiques of government school systems. To help organise analysis, it was assumed that images of system administration have the potential to communicate: 1. information, 2. explanation, 3. judgements and value positions, 4. statements designed to advance sectional interests, and 5. themes and persuasive symbols. It was also assumed that the shift in the public images of administrators may be studied in the way their images relate to three basic sources of administrative tension: tensions which arise from problems of meaning, problems of aspiration, and problems of practice.