By: Graeme Bloch (Education Specialist, DBSA) graemeb@dbsa.org

Introduction: Theoretical Issues

This paper examines a policy intervention process, in which the Development Bank of Southern Africa (DBSA) played a central facilitating role on behalf of government in drawing up an Education Roadmap for the new incoming government of South Africa.

Questions are raised about the conditions that led to the specific request to DBSA as well as about DBSA’s positioning to participate as credible broker in this education policy development process. The wider social conditions and concerns that opened up space for critical policy development are clearly a part of this complex equation.

In addition, the limitations and specificity of the whole process are identified. This leads to some critical questions relating to follow up and implementation, and thus about the efficacy and impact of the particular policy intervention.