Abstract

Teaching Public Governance modules within the context of South African realities extends beyond conventional academic learning, especially considering the challenging environments in which learners in this sector find themselves. The responsibility is particularly critical for those preparing to work in the public sector, necessitating a thoughtful evaluation of the curriculum content in both the BA Programme for Governance and the Postgraduate Diploma in Governance at the University of the Free State. The purpose of this presentation is to present the reflection on an evaluative exploration of the three-year process that led to the development of new modules for the Public Governance program. This evaluation was not guided by a rigid renewal process but rather by an instinctive approach, informed by academic considerations and multi stake-holder engagement with public governance practitioners and industry leaders. The focus is on employing Reflective Practice, utilizing Gibb’s Reflective Cycle [1], and assessing adherence to the Process Model of curriculum development. This reflective analysis lays the foundation for a planned longitudinal study, investigating the impact of the teaching approach and content on learners’ workplace performance.

Author: Ina Gouws

Published in: Ireland International Conference on Education (IICE-2024)

  • Date of Conference: 28-30 October, 2024
  • DOI: 10.20533/IICE.2024.10.0011
  • ISBN: 978-1-913572-73-0
  • Conference Location: Dún Laoghaire, Ireland

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