Curriculation and Competence Based Education Training (CBET) in Tanzania: A Critical Assessment of Public Administration and Management (PAM) Curricula at Tanzania Public Service College (TPSC)

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Abstract

The article directs the discourse in Public Administration and Management (PAM) curricula at Tanzania Public Service College. The motive for this attempt is based on the fact that Public Administration (PA) is itself recognized as a profession whose teaching aims at producing competent professionals and therefore needs constant review to conform to the current work complexities. Five big questions and content analysis are used as the basis for directing the discourse. The findings indicate that curriculation for PAM is complex and dynamic. Moreover, the findings indicate that the two curricula are more vocational than educational as there is little weight allocated for occupational course modules (36 out of 360 in PA) and (126 out of 360 in HRM). This may pose the danger of “pourtpouri” problem in curriculum design. The article proposes rethinking interventions on curriculation for PAM at TPSC to benefit from Public Administration discipline.

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