Perspectives on Curriculum Responsiveness: Bridging Public Sector Needs with Higher Education

Abstract

The IASIA (2008) Standards of Excellence emphasise that public administration curricula should be purposeful and responsive, contrasting with medieval universities’ cognitive-centric approach (Moll, 2004). IASIA and Moll (2004) stress the importance of aligning education with public sector needs. However, these needs are diverse and variable, making responsive curriculum design challenging, especially in South Africa, where skilled civil servants are essential to address inequality, poverty, and unemployment in line with the Sustainable Development Goals (SDGs). There is limited literature that explores the responsiveness of South African public administration curricula to contemporary public sector demands. This study draws on Moll’s curriculum responsiveness theory to examine the alignment between educational offerings and labour market needs through a three-phase analysis. First, government job advertisements were analysed using NVivo to identify required competencies and skills. Second, curricula from various public administration programs across TVET colleges, universities of technology, and comprehensive universities were examined. Finally, findings from both phases were compared to assess curriculum responsiveness. Results reveal a significant gap between the skills employers seek and those taught in most public administration programs, which largely mirror European and UK trends without substantial local adaptation. These insights highlight the need for continual curriculum revision to better equip graduates for the public sector in South Africa.