Evaluating the impact of Public Administration programs on governance competencies in Ethiopia

Abstract

Compared to the developments in both academia and the practice of public administration in the Global North, it continues to face challenges in establishing a strong foothold in the Global South, particularly in Africa. Public Administration education introduced in Ethiopia in the 1950s, yet its contribution remains largely unexplored. Grounded in Resource Dependency Theory and seven competence domains, this study aims: First, assess the role of Public Administration education in fostering governance competencies. Second, examine factors that influence these competencies. The findings indicate that, despite variations in competence indices between undergraduate and graduate programs, PA education has made a notable contribution. Access to resources and faculty expertise strongly influence competencies development, while the unexpected negative effects of pedagogical methods warrant further investigation. The study contributes to the ongoing discussions on professional relevance in Ethiopia and Africa. It enriches the discourse in developing countries, extending literature beyond Anglo-Saxon and continental Europe.