Will 'Things' or Will Knowledge and Ideas Fuel South Africa's Growth?

Abstract

Efforts to increase spending on education beyond traditional levels as a share of gross domestic product (GDP) have been frustrating for many South African educators who view the new government's macroeconomic policies as unnecessarily restrictive. This article examines these policies and analyzes those aspects that seem sound as well as those that are controversial to make the case that education remains a potentially good public investment. It explores ideas that educational and economic authorities hold in common in their calls for greater efficiency in order to start a dialogue, based on mutual recognition of the issues raised, between these authorities