Connecting Good Governance Principles to the Public Affairs Curriculum: The Case of Ghana Institute of Management and Public Administration

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Journal of Public Affairs Education


For more than two decades, good governance reform policy has swept through sub-Saharan Africa like a wildfire. Although government watchers have assumed that this reform initiative is critical for achieving development, little attention has been paid to how it affects and is affected by public affairs education and training. Drawing on the Ghana Institute of Management and Public Administration (GIMPA), this article examines how the curriculum integrates unique local and regional conditions with good governance principles advocated by several international entities. Then it compares the curriculum to the new NASPAA standards of public affairs education and training and assesses how well it matches those standards. The analysis shows that there is a substantial convergence between the GIMPA curriculum and NASPAA accreditation principles and standards. We question how these principles can be reconciled with local sociocultural conditions. We conclude by making observations about how to strengthen the curriculum and improve the quality of public affairs education and training for development management.

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