Educating Public Servants for a Post-COVID-19 World: MPA/MPP Curricular Implications in Ghana

Autor/in	Haruna, Peter
Titel	Educating Public Servants for a Post-COVID-19 World: MPA/MPP Curricular Implications in Ghana
Quelle	In: Journal of Public Affairs Education, 29 (2023) 2, S.175-191 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-6803
DOI	10.1080/15236803.2022.2129866
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Curriculum Development; Educational Policy; Equal Education; Public Administration Education; Public Sector; Masters Programs; Ghana + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Öffentlicher Sektor; Magister course; Magisterstudiengang
Abstract	As the world marked the second anniversary of COVID-19 in March, "Build Back Better" had impacted the policy lexicon that played out in real people's lives. But what does it take to implement such policy? In public administration education discourse, developing nations do not receive as much attention in mainstream outlets. The article extends the discourse by exploring and connecting public sector work force policy to public administration education and public service training in Ghana. After reviewing literature and analyzing MPA/MPP curricula there, it discusses learning outcomes and assesses the quality of competence, while extrapolating lessons learned. The article concludes by proposing a critical pedagogy-inspired curriculum that integrates social equity and blends unique domestic need with global concerns. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01