Achieving ‘Abundance’  –  from vision to action  

(part of a series)

Increasingly, we seem trapped in an accelerating downward spiral of polarization, with no way out. What will it take to break the spell? In their best-selling book, Abundance, Ezra Klein & Derek Thompson seek to answer the question by leading with ideas. They lay out a compelling positive vision, accompanied by a stark wake-up call. However, they say little about how to translate their positive vision into a practical agenda for action. The resulting gap leaves the field open for their critics to presume the worst.

This post, the lead in a series that aims to build on Abundance’s hope-evoking foundation, lays out an approach for filling the vision-to-action gap.  Subsequent posts use case studies to explore how the approach introduced here plays out in practice – both the successes that have been achieved, and challenges that have arisen. But before before getting into the details of the journey from vision to action, it is helpful to briefly recapitulate Abundance’s core argument (See this preliminary stage-setting post for a more comprehensive treatment.)

In the usual political discourse,  the pathway to abundance is via the market – and the abundance that is offered is the familiar consumer cornucopia. Klein & Thompson, by contrast, offer a vision  “not just of  more, but more of what matters ”   More housing. Better public transportation. Clean, affordable energy. And a health system that works for everyone.Achieving these requires not only private entrepreneurship but also  a capable state.  Thus, Klein & Thompson suggest, “to pursue abundance is to pursue institutional renewal,”  However, they say very little about  what this implies in practice, and offer instead  a relentless critique of how progressive governance is prone to an excess of (performative) responsiveness, with well-meaning initiatives becoming overloaded with  too-many goals and  too-many checks on decision-making.

As Greg Dunkelman elaborates in his book Why Nothing Works, the seemingly obvious way to close the gap between vision and action is to become more willing to use top-down power  to get things done. A greater willingness to act  is indeed part of what is needed. But  a call for bold top-down institutional renewal can also become a trap – the argument that to change anything one must change everything. 

Practitioners  who have spent decades wrestling with the challenge of integrating governance reform and practical strategies for improving peoples’ lives have learned the hard way that “best practice” argumentation along these lines can all-too-often be a recipe for hubris, disappointment, and subsequent cynicism. Gradually, after repeated cycles of high ambition and dashed hopes, a hard-won lesson in humility and practicality has taken hold. Gains can be achieved even in the midst of broader governance and political messiness – not in one fell swoop, but cumulatively.

The figure below encapsulates what has been learned in the form of  two contrasting ‘models’ for fostering   results-focused renewal of government – a top-down, plan-then-implement  ‘engineering’ model, and a model centered around iterative social learning in the midst of uncertainty. (See here for an in depth technical presentation of the approach, and its provenance in the public management literature.) As the paragraphs that follow detail, the ‘models’  vary radically from one another in their answers to two fundamental  questions: “What”  should be the focus of the  reform effort?  “How”  should reform should be pursued?  Each question is considered in turn.

The difference between the two models in  the ‘what’ of reform  is captured in the top boxes in the figure  – systems-reform versus reform that focuses on the problem-level.  Improving ‘systems’ – the institutional architecture of government – is a worthy endeavor, but it yields results on the ground only over the medium term. Especially when the broader political and institutional context is messy (as it is in most places, most of the time),  reforms that aim to systematically reshuffle the bureaucratic deck can all too easily get lost in bureaucratic minutiae and end up achieving nothing.

By contrast, a problem-focus provides a compelling focal point for results-oriented action. As per its champions, it offers “…..a  ‘true north’ definition of ‘problem solved’ to guide, motivate and inspire action…. A good problem cannot be ignored, and matters to key change agents; can be broken down into easily-addressed causal elements; allows real, sequenced strategic responses.” (Note that Abundance’s  focus on housing, transportation, energy and health – on “the goods needed to build a good life” – lends itself naturally to a problem-focused approach to reform.) 

Turning to the ‘how’ of reform,  a useful point of departure for surfacing differences between the two models is a question posed by Francis Fukuyama in a recent piece  on the practical potential of Abundance.   While Fukuyama  is sympathetic both to the ideas in Abundance and to Dunkelman’s call for more top-down governance, he points to a troubling dilemma for democratic decision-making  that follows from the prescription: “Public participation is one of the thorniest issues with which modern democracies need to deal…..Public input to democratic decision-making is absolutely necessary….It has been a long time since anyone believed that the formal rules of American democracy by themselves are adequate to create a healthy democracy……But how do we design new participatory institutions to meet the conditions [….needed to get things done]? Model 1 and model 2 offer very different answers to Fukuyama’s question.

In model 1, participation plays a role on the margin, an add-on of sorts to its top-down approach to getting things done. This add-on can take one or all of a variety of forms:

  • Enhancing accountability for performance via a variety of formal checks and balances plus a range of less formal demand-side mechanisms (for example, advocacy/protest and investigative journalism).
  • Championing transparency as a way to support arms-length efforts at monitoring and enforcement.
  • Deliberative democracy – structured, time-bound mechanisms for eliciting input from citizens (see here and here).  

Note the arms-length (and sometimes adversarial) relationship between the public sector and non-governmental actors that underlies each of these. As the case study of South Africa in the third blog post in this series suggests, when underlying state capacity is strong arms-length and adversarial approaches can be effective in improving performance; but they can be counterproductive when capacity is less and citizens have become increasingly disillusioned and cynical.

Model 2’s  approach to participation is very different. The model brings non-governmental actors to center stage, not as adversaries or point-in-time deliberators, but as coalitional allies in the co-production of social value. As the figure signals, this differs from model 1 in two  far-reaching ways – in how stakeholders engage with power, and in how they interact with one another.

To begin with power,  model 1 presumes that space for reform is won and lost electorally. By contrast, in model 2  problem-level coalition-building is key to opening up space for reform. Stakeholders with an interest in the problem at hand differ  radically from one another in both their goals and in the power they can command. Some are unambiguously supportive of the social purpose associated with the coalitional endeavor. Others are predators who seek to capture for their own private purposes what the protagonists are seeking to build. Coalition-building offers a way to achieve gains via the construction of problem-focused alliances that are sufficiently strong to fend off predators who might have private and political reasons for undermining the initiatives.   

Beyond the immediate task of opening up space for reform, model 2 also  involves an ongoing shift in ways of doing things on the part of  both civil actors and reformers within government. For  civil society, a central challenge is to put aside, for  at least some problems and some key junctures in the process of change,  the allure of adversarialism and embrace a more collaborative mode of engagement with the public sector. Correspondingly, the task for the public sector is to shift, in at least in some domains of activity, from a legalistic to a deliberative mode of engagement – valuable both in itself and as key to working collaboratively with civil society.    (The third blog post in this series explores the opportunities and challenges associated with making this shift, centered around a recent in-depth analysis of interactions between civil society and the public sector in democratic South Africa. The fourth post (forthcoming in January) will be a stocktaking and update of Los Angeles’ efforts to address homelessness in the face of a worsening fiscal crisis. (See here for some of my recent research on both LA’s crisis and recent governance reforms aimed at addressing it.) 

In his award-winning 2022 comparative analysis of the performance of education systems in two Indian states, Making Bureaucracy Work. Akshay Mangla captures the essence of the difference between how legalistic/hierarchical  and deliberative bureaucracies do things. As he puts it:

“Legalistic bureaucracy urges fidelity to administrative rules and procedures….The ideal-typical Weberian state motivates bureaucrats to set aside their private interests and advance the public good…by insulating bureaucrats from political pressures and instilling a commitment to rational-legal norms….Bureaucrats are judged for following rules and not for the consequences that emanate from their actions….”

By contrast: “Deliberative  bureaucracy promotes flexibility and problem-solving….it induces a participatory dynamic that urges officials to negotiate policy problems through discussion and adjust their outlooks to shifting circumstances….  It is found to have made a decisive impact with respect to literacy and the quality of education policy…  It enables state officials to undertake complex tasks, co-ordinate with society and adapt policies to local needs, yielding higher quality education services.”

As Mangla details using the example of basic education, legalistic bureaucracy is more effective in addressing logistical tasks (eg building schools);  deliberative bureaucracy is better at  addressing complex tasks that require ongoing adaptation (eg improving learning outcomes and multi-dimensional challenges such as reducing homelessness).

Embracing problem-focused coalitions rather than insulating government from civil society comes with risks: the risks of reproducing performative progressivism that inhibits action; the risks of capture. But risks can be managed and,  as argued earlier, these risks need to be set against the hazards of hubris, stasis and disillusion –  of bold-sounding reforms that lead nowhere. There is risk and opportunity in all directions. Both/and is the way forward.

In sum, stepping back from the details of the two models,  transformational change does not require fixing everything, everywhere, all at once. On the contrary,  bringing attention to the practical can inspire in its focus on concrete gains, in its evocation of human agency, and in the power that comes from cultivating shared (problem-level) purpose to actually get things done. Taking the workaday seriously does not detract from Abundance’s vision, it aligns with it – and, in its practicality, gives it greater potency.

Perhaps even more may be possible. In the spirit with which Klein & Thompson wrote Abundance  (see the companion stage-setting post) might problem-level gains provide a platform for a broader transformation of the interface between citizens and public officials?  Might forward-looking political leaders embrace an electoral and governance platform centred around a problem-focused vision of partnership between the public sector and non-governmental actors to deliver “more of what matters to build a good life”? This would, of course,  be a radical departure from contemporary pressure-cooker discourses that thrive on raising rather than reducing the temperature.  But, as Robert Putnam explored in his 2020 book The Upswing,   it happened in the USA between the 1880s and the 1920s, and it could happen again: 

A distinct feature of the Progressive Era was the translation of outrage and moral awakening into active citizenship …Progressive Era innovations were seeking to reclaim individuals’ agency and reinvigorate democratic citizenship as the only reliable antidotes to overwhelming anxiety… National leadership came after sustained, widespread citizen engagement….. A [new] upswing will require ‘immense collaboration’, [leveraging] the latent power of collective action not just to protest, but to rebuild.”

Problem-focused coalitional governance in action – three case studies

(Abundance series #3)

Ideas can help break an accelerating downward spiral of polarization by offering inspiration – but to be credible, a positive vision also needs to be accompanied by a practical agenda for action. Ezra Klein & Derek Thompson’s best-selling book, Abundance offers a compelling positive vision along with a sharp wake-up call for progressive governance. But it largely leaves unresolved how that vision can become a strategy for action.

This post explores that question through three linked mini- case studies which focus on one central dimension of problem-focused coalitional governance: how civil society engages at the level of concrete problems – and how different modes of engagement shape outcomes. The three cases are:

  • Mini-case study #1 explores how ongoing, adaptive engagement by civil society has been key to South Africa’s reversal of a disastrous HIV/AIDS pandemic  – a decade-long high-profile adversarial campaign was followed by  sustained efforts to work more coalitionally with reformers within government to help strengthen both policymaking and implementation.
  • Mini-case study #2  explores how problem-focused coalitional governance helped improve learning outcomes in a half-dozen countries, even in the face of broader governance messiness.
  • Mini-case study #3  explores how a disproportionate emphasis on hierarchical, arms-length and adversarial modes of engagement has constrained national, subnational and school-level  efforts to improve learning outcomes in South Africa.  

The mini-case studies draw on a chapter, co-authored with long-time civil society activist Mark Heywood, in a just-published book, The State of the South African State, plus a decade of prior comparative research on the political economy of education sector reform.

Together with two companion essays, this piece forms part of a short series that probes how to close the gap between vision and action.  A stage-setting post  situates Abundance within the larger arc of literature on political orders, and highlights both the book’s positive vision and its critique of progressive governance. A companion conceptual post (see here) lays out a framework centered around the collective efforts of coalitions of reform-oriented public officials and non-governmental actors to address concrete problems. (A fourth post, forthcoming in January, will be a stocktaking and update of Los Angeles’ efforts to address homelessness in the face of a a worsening fiscal crisis. (See here for some of my recent research on both LA’s crisis and recent governance reforms aimed at addressing it.)

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Mini case study #1: South Africa’s HIV-AIDS Treatment Action Campaign (TAC) (Click here for access to the Levy-Heywood case study;  Heywood has played a leadership role in the TAC since its inception.)

The TAC is an extraordinary example of successful activism on the part of civil society: “Upon the TAC’s formation in 1998, no person living with AIDS was receiving life-saving antiretroviral treatment in the public health sector and almost all infected people died….. [A decade later, South Africa began to roll out what has become….]  the largest HIV treatment program in the world, now covering over 5.8 million people and nearly 80 per cent of the eight million people living with HIV in South Africa.   Perhaps the most dramatic evidence of this programs results has been a rise in life expectancy of more than a decade for men and women and a massive drop in infant mortality due to HIV infection.”

The case study explores the interplay between adversarial and coalitional strategies over the TAC’s quarter century of effort: “The TAC’s history can be divided into two parts: a period of confrontation over government policy and President Mbeki’s AIDS denialism (1998–2007); and a coalitional period (and when deemed necessary, confrontation and/or challenge), working with committed public officials over implementation of a policy that TAC eventually managed to co-create with the government (2007 to the present).”

The first period was characterized by: “….almost a decade of intense conflict between TAC and the government over its policy, particularly its refusal to include a treatment component to HIV prevention and care….This first period was bitter and divisive……

Eventually, government responded to pressure from the TAC (and broader disquiet , including from within the ANC, with the prevailing policies): In late 2006/7, the TAC delegated several of its leaders to work with the Office of the Deputy President to develop a new framework for a National Strategic Plan on HIV….agreement was reached in early 2007….. Key TAC leaders were appointed to senior positions in the South African National AIDS Council, SANAC  (a body that had been set up by President Mbeki in 1999), where they worked closely with government. For a period SANAC became a forum for de facto co-governance of the AIDS response.

From 2007 onwards, there was a far-reaching transformation in how government and civil society engaged with each other: “The TAC offered public servants in the Health Department a vision of care and treatment that provided hope, encouraged innovation and inspired (rather than commanded) performance…… Through its branches, TAC assessed the actual state of delivery on the ground and frequently allied with local health workers. It was central to setting up organizations like the Stop Stockouts Project which monitors the availability of essential healthcare medicines and children’s vaccines…..The TAC tackled the serious stigma that surrounds HIV infection by building hundreds of branches for people living with HIV. Its branches were conduits for its pioneering program of ‘treatment literacy’ carried out with the guidance and support of health professionals.”

South Africa’s approach to addressing HIV-AIDS had shifted from accelerating disaster to an exemplar of what coalitional,  learning-oriented and deliberative governance can achieve – a ‘best practice’ case that paralleled the primary health care reforms in the Brazilian state of Ceara, documented by Judith Tendler in her classic book, Good Government in the Tropics.  (Note, though that, as mini-case-study #3 will explore further, an embrace of coalitional engagement has been more the exception than the rule in democratic South Africa.)

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Mini case study #2: improving learning outcomes in middle income countries.

The second mini-case study draws on a synthesis of a dozen country studies of  the politics of education policy reform and implementation written for the Research Programme on Improving Systems of Education (RISE).  What follows highlights some striking (and paradoxical when considered through a conventional lens) findings on how problem-focused coalitional governance added value at each of national, provincial, district and school levels.

At national level:

A comparison of the case studies of education sector governance in  Chile and Peru points to both some limitations of top-down governance, and some strengths of problem-focused coalitions. In Chile,  interactions among stakeholders largely were top-down and systematically managed, yet improvements in learning outcomes were modest.  By contrast,Peru achieved large gains in learning outcomes, even though it has long had to navigate an extraordinarily turbulent political and institutional environment – including an education sector led by 20 ministers in 25 years. As the Peru country case study  explored in depth,  Peru’s messier, less formalistic and more iterative process of policy formulation and adaptation helped build broad legitimacy among stakeholders:

“ Civil society organizations – NGOs, universities, think tanks and research centers – have also played a key role in defining policy agendas [and….]  in the development of education policies and reforms. Though agreements are often ignored by ministerial administrations and political parties,   they have certainly contributed to the continuity of agendas and to the advancement, through piecemeal, of reforms.”

At provincial level

In his award-winning 2022 book, Making Bureaucracy Work: Norms, Education and Public Service Delivery in Rural India  Akshay Mangla distinguishes conceptually between legalistic and deliberative bureaucracies, and analyzes the strengths and weakness of each in improving learning outcomes in two Indian states:

“Legalistic bureaucracy in Uttar Pradesh has promoted gains in primary school enrollment and infrastructure…. enabling officials to resist political interference when providing inputs to schools…..[But] local administration’s adherence to rules imposed administrative burdens…. Cumulatively, these processes contributed to low quality education….”

By contrast, in Himachal Pradesh, deliberative norms and participatory/coalitional governance have been mutually reinforcing. “At independence, Himachal Pradesh was among India’s least literate states…. HP is now among India’s leading states with respect to literacy and primary education policy education indicators….. Deliberative bureaucracy is found to have made a decisive impact…  enabling state officials to undertake complex tasks, co-ordinate with society and adapt policies to local needs, yielding higher quality education services.”

At district level.

Ghana and Bangladesh  illustrate how local coalitions helped improve learning outcomes, even in the face of broader systemic weaknesses. In Ghana, interactions between decentralization and clientelism added to the incoherence and politicisation of the education sector. But there was a silver lining: “The drivers of improved performance and accountability do not flow from the national to the local level, but instead have to be regenerated at the level of districts and schools…. In [some] districts…. there was evidence of the emergence of a developmental coalition between community, school and district-level actors….including ‘political officials and teacher unions…..evident at district level, and mirrored at the community level.”

Similarly: “Bangladesh features an education system which, while formally highly centralized, is in practice fairly decentralized and discretionary in whether and how it implements reforms….. Learning reforms were adopted and implemented to the extent that the relationship between school authorities, the local elites involved in school governance, and the wider community aligned behind improved teacher and student performance.”

At school level

Kenya’s long history of involving parents and communities in the governance of schools has had far-reaching consequences. As a long-standing observer of the system reported: “What one sees is an expectation for kids to learn and be able to have basic skills…. Exam results are…. posted in every school and over time so that trends can be seen. Head teachers are held accountable for those results to the extent of being paraded around the community if they did well or literally ban from school and kicked out of the community if they did badly.”

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Mini case study #3: South Africa’s fraught efforts to improve learning outcomes.

Notwithstanding the encouraging examples in mini-case-study #2, many education systems seem stuck in low-level equilibria, with repeated fruitless attempts to improve poor learning outcomes by doubling down on top-down, legalistic reforms.  Heywood and Levy’s second case study (which draws on Levy et. al, 2018) explores the balance between adversarial/legalistic and coalitional/deliberative approaches at each of national, provincial and school-levels. 

At national-level: “South Africa’s education sector stakeholders (inside and outside of government)  have failed to co-operate sufficiently to be able to bring about effective change. Part of the reason for this failure can be traced to more general societal pre-occupations with adversarial civil society approaches and bureaucratic insulation. [Examples include]:

  •  A failure among experts to constructively work through their disagreements has been an important part of why the country has repeatedly failed to put in place any systematic assessments of learning before the end of twelfth grade……
  • South African Democratic Teachers Union (SADTU) has almost uniformly been demonized by sector professionals, media and many politicians as disruptive and as a principal cause of the sector’s failures even though, as with teachers’ unions everywhere, SADTU has to navigate inherent tensions between its role as an advocate of the material interests of teachers and its role as a professional organization. Coalitional approaches would include efforts to build common cause with teachers committed to the more professional parts of this dual identity….”

At subnational-level: “Civil society’s default mode of engagement at provincial level often has been adversarial. Yet judicial victories and resulting court-imposed obligations to improve infrastructure have limited potential for impact [in those provinces]  where bureaucracies lack the legalistic/logistical capacity for follow-through.”

At school-level: The 1996 South African Schools Act (SASA)  included reforms that gave far-reaching authority to school governing bodies in which parents were the majority. These reforms were motivated in part by the liberatory impulses of grass-roots democratic movements, and in part by the concerns of apartheid-era elites about how schools would be governed. The latter has enabled public schools serving (now more multi-racial) elites to perform well. By contrast:

“While a few exemplary civil society organizations work collaboratively at school and community levels, there has been little sustained effort to breathe life into the SASA architecture within low-income communities….. We [Heywood and Levy] recognize that, outside elite settings, it can be difficult for parents and communities to exercise their voices…but it is not the practical challenges facing civil society that account for the lack of attention paid to the possibilities for inclusive governance created by SASA. Rather, it is the ideational lens through which South Africans approach the role of civil society in public service provision.”

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As the mixed response to Abundance reveals, efforts to translate a positive vision into a practical agenda for change seem repeatedly to become snarled in binary either/or discourses. The reasons seem rooted less in evidence than in competing ideational ‘priors’ – in this instance a ‘high modernist’ perspective that top-down institutional engineering is necessary and sufficient to effect change,  versus a ‘social justice’ perspective centered around mobilizing against unjust and corrupt elites.

The case studies in this blog post (and the conceptual framework laid out in a companion post) point towards a hopeful third possibility – namely that bringing attention to the practical can inspire in its focus on concrete gains, in its evocation of human agency, and in the power that comes from cultivating shared (problem-level) purpose to actually get things done. As Heywood & Levy argue, what to prioritize varies by place and time.

Here is how we open our chapter: “Civil society played a key role in the struggle to end apartheid. In the first three decades of South Africa’s democracy, civil society’s continuing efforts to hold government to account have yielded some massive, vital victories. But times have changed……” 

Here is how we conclude: “A crucial, continuing challenge for the South African state is to renew a sense of hope and possibility. Highlighting failures and mobilizing around them  does not renew hope – on the contrary, it can risk deepening disillusionment. The times call not for deepening confrontation, but for a mode of social mobilization on the part of civil society that fosters, rather than undercuts, a sense of solidarity and shared purpose.”

The above is not relevant only to South Africa.  The contemporary USA finds itself trapped in its own downward spiral of disillusionment and polarization.  In Abundance, Klein & Thompson offer acounter- vision that is intended to inspire. This, they  suggest, will require a state that is both capable and willing to act. But as a vibrant recent literature (synthesized here) has explored, effectiveness alone is not sufficient to renew civic perceptions of the legitimacy of the public domain. n his 2020 book, The Upswing, Robert Putnam sought to draw lessons for the contemporary USA from the 1880s and the 1920s: 

A distinct feature of the Progressive Era was the translation of outrage and moral awakening into active citizenship …Progressive Era innovations were seeking to reclaim individuals’ agency and reinvigorate democratic citizenship as the only reliable antidotes to overwhelming anxiety… National leadership came after sustained, widespread citizen engagement….. A [new] upswing will require ‘immense collaboration’, [leveraging] the latent power of collective action not just to protest, but to rebuild.”

Perhaps the ideas and experiences laid out in this blog series can contribute in a small way to setting aside either/or polarities and embracing a similarly inclusive vision of change.