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16 April 2025 | Story Andre Damons | Photo Kaleidoscope Studios
Ambrose du Plessis
Dr Ambrosé du Plessis, lecturer in the Department of Public Administration and Management, at his graduation of the University of the Free State (UFS) April graduation ceremonies.

With coalition governments becoming more common in South Africa and proven to be unstable, a lecturer at the University of the Free State (UFS) devised an alternative contextual coalition-led framework towards a functioning political-administrative dichotomy. This instability adversely affects service delivery. 

The framework was devised by Dr Ambrosé du Plessis, lecturer in the UFS Department of Public Administration and Management, as part of his PhD research and focused on the City of Johannesburg Metropolitan Municipality. He hopes it can offer valuable lessons for the broader context of South Africa’s evolving political landscape, particularly in light of the 2024 national coalition-led Government of national Unity (GNU). 

Dr Du Plessis graduated with a Doctor of Philosophy with specialisation in Public Administration and management at the UFS April graduation ceremonies. Prof Liezel Lues, Professor of Public Administration and Management, in the Department of Public Administration and Management, was his supervisor. 

Dr Du Plessis is part of the newest cohort of the Emerging Scholar Accelerator (ESAP) mentoring programme for mostly lecturers who are less than five years post-PhD. This group falls within the Transformation of the Professoriate Mentoring Programme which aims to grow a critical mass of excellent emerging scholars at the university who are equipped to assume senior academic and research positions. 

 

Political-administrative dichotomy

With his thesis titled ‘The Political-Administrative Dichotomy in coalition-led metropolitan municipalities: A South African Perspective’, he focuses on the interface between politics and administration. Says Dr Du Plessis: “The political-administrative dichotomy discourse is unable to account for coalition politics in most of South Africa’s metropolitan municipalities. More importantly, political and administrative instability has become common in most of South Africa’s coalition-led metropolitan municipalities.

“What makes my research particularly interesting is that it transcends Public Administration by incorporating contributions from Political Science through critical discourse analysis. I also conducted interviews with political office-bearers, the South African Local Government Association in Gauteng province, as well as subject experts – both national and international – in public administration, political science, and constitutionalism, to uncover deeper nuances relating to local lived experiences and international perspectives,” says Dr Du Plessis. 

According to him, the increasing prevalence of coalition-led governments in South Africa’s metropolitan municipalities necessitates a reconceptualisation of the political-administrative interface. Traditional interpretations of the political-administrative dichotomy have proved inadequate in explaining the multifaceted and dynamic interactions characteristic of contemporary coalition governance. This study responds to that gap by proposing a nuanced, context-sensitive, and theoretically enriched framework that better reflects the realities of coalition-led metropolitan municipal governance in the South African context.

 

The findings of the research 

“Building on comparative and critical discourse analyses, this research advances a polychotomous framework – one that transcends mono-theoretical and discipline-bound approaches by integrating insights from Public Administration and Political Science. The framework acknowledges the existence of both formal and informal political-administrative relationships and interrogates how these configurations influence governance outcomes in coalition-led municipalities, with specific reference to the City of Johannesburg (CoJ) Metropolitan Municipality.

“The findings underscore the limitations of classical dichotomy theory, particularly in accounting for the intersectionality between coalition politics and the institutional architecture of local government. In contrast to the dichotomy discourse, which narrowly focuses on political principals and administrative office-bearers, this research situates the interface within a broader institutional and societal matrix that includes political parties, non-state actors, and citizen constituencies.”

Dr Du Plessis say although this study was confined to local government and the CoJ, he believes it makes a meaningful knowledge contribution with real-world impact, paving the way for continued exploration and innovation in both research and practice concerning the political-administrative interface in coalition-led metropolitan municipalities. “More importantly, I hope it sparks critical reflection on the central nervous system of government and governance in South Africa, highlighting the urgent need to reconfigure not only political and administrative arrangements, but also the broader governance frameworks required to manage coalition politics effectively.”

 

PhD journey 

Obtaining his PhD, Dr Du Plessis says, is extremely emotional as he hopes to have inspired the broader family and future generations of students. It is both a liberating and proud moment for him for which he is deeply grateful and extremely overjoyed. This is not only the achievement of a personal and academic goal, but also the fulfilment of a journey filled with perseverance, growth, and purpose.

Like most PhDs, his journey was characterised by challenges that not only tested his intellectual ability but also his drive to succeed. There were moments of “profound loneliness”, self-doubt and even an overwhelming sense of guilt and shame. He had to deal with mental health challenges and experienced the well-known imposter syndrome. However, the support from his wife, Natasha, and Prof Lues, as well as colleagues like Dr Marevé Biljohn, Head of the Department of Public Administration and Management, the Faculty of Economic and Management Sciences PhD support group under the leadership of Prof Tina Kotze and Mrs Igna du Plooy and the REAP programme under the leadership of Dr Henriette van der Berg and Dr Karen Booysen, were essential in completing his PhD. They guided him through the academic and emotional trials of this journey with unwavering compassion.

News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope

Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope

Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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