The Dilemma of Public Administration Education in South Africa: Teaching or Learning?

Autor/inn/en	Kroukamp, Hendri; de Vries, Michiel S.
Titel	The Dilemma of Public Administration Education in South Africa: Teaching or Learning?
Quelle	In: Teaching Public Administration, 32 (2014) 2, S.158-168 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739413515266
Schlagwörter	Foreign Countries; Public Administration Education; Developing Nations; Educational Quality; Educational Practices; Teacher Student Ratio; Educational Policy; Public Policy; Curriculum; Instructional Effectiveness; Training; Higher Education; Quality Assurance; Capacity Building; Cultural Context; South Africa + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Quality of education; Bildungsqualität; Bildungspraxis; Lehrer-Schüler-Relation; Politics of education; Bildungspolitik; Öffentliche Ordnung; Curricula; Lehrplan; Rahmenplan; Unterrichtserfolg; Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitätssicherung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article points to the adverse circumstances in which public administration education and training has to take place in developing countries, more specifically in South Africa. This is especially seen in the combination of scarce resources and rapidly increasing enrolment. The consequence thereof is that the didactics of education and training suffer in becoming characterized by mere teaching instead of the promotion of learning. The article points to a serious dilemma especially faced under such difficult circumstances, namely that a curriculum either addresses all the subjects relevant from an academic perspective and conform to international accreditation criteria, and becomes deficient in the way all these topics are taught--or opts to prioritize topics based on a skills-needs analysis and optimizes the way in which this limited number of topics is learned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01