ABSTRACT
The status of teaching and research on public policy and governance in Africa, in many respects, remains a vestige of the colonial and post-colonial eras. This is reflected in the epistemologies that underpin the design of curricula and the pedagogies adopted. Accordingly, African scholars and others have advocated for policy formulation and governance that reflect African socio-cultural contexts more accurately. Whilst broadly attentive to the historical factors that shaped state formation and administrative practices in post-colonial Africa, this chapter examines how public policy and governance are taught and researched in African institutions. Doing so also reflects on the challenges confronting African academics in developing relevant curricula to their national contexts. Accordingly, it considers how scholars might retain the essence of key theoretical precepts whilst adapting them to local circumstances. It also argues for a stronger pan-African focus in developing teaching materials and conducting research that traverses linguistic and geographic boundaries.
