This chapter provides an overview of the key initiatives/policy moments in the South African schooling system to develop alternatives practices to challenge current accountability regimes that privilege curriculum coverage and performance over effective learning and teaching. The chapter begins with an overview of the different accountability regimes impacting the system and the context within which the policies and practices are reviewed. Next, the trends and tensions arising from policy implementation and responses of different education role-players to promote and/or challenge prevailing performativity-based accountability regimes are reviewed. These include the impact of colonial legacies, the promotion of assessment-focussed-measurement-driven policies and practices, the multiple accountability regimes impacting on schools, the overemphasis on mathematics and languages in monitoring learning, the adoption of the assessment for learning pedagogical strategy for schools, and the impact of civil society on creating alternatives that challenge current performativity regimes. The chapter concludes by calling for a shift from control and compliance-based accountability to a more developmental, social justice focussed, and context-sensitive approach for creating supportive environments that address the learning needs of all learners, especially those from poor and marginalised communities.